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A QUALITATIVE EXPLORATION OF THE KNOWLEDGE, ATTITUDES, AND PRACTICES OF EARLY CHILDHOOD EDUCATION IN NIGERIA
(EUREKA: Social and Humanities» Number 4, 2025-07-13) Ibidunni Abifoluwa Ogunbowale; Ganiyu Oluwaseyi Quadri; Wilfred I. Ukpere
The study used a qualitative design to explore the knowledge, attitudes, and practices of early childhood education (ECE), held by educators and parents in the city of Ibadan, Nigeria. The study proceeds upon the understanding that early childhood education provides the ground for the progressive lifelong development of a child. It discusses how the different stakeholders perceive, value, and put to practice ECE. The study is anchored to Bronfenbrenner’s (1979) Ecological Systems Theory. Through in-depth interviews of ten (10) educators, and parents, this study identified more nuanced understandings of the extent of awareness on child development theories, qualification depth, and socio-cultural beliefs influencing ECE delivery and participation. Findings show clear differences in understanding and application of ECE principles: on the part of the educators, there is some theoretical knowledge but little adaptation in the classroom, while on the part of the parents, ECE is perceived much as custodial care and not viewed as essentially developmental. Attitudes toward ECE were constructed primarily by socioeconomic realities, educational backgrounds, and exposure to information regarding child development. Practices consisted of a cocktail of traditional methods as well as irregular ones, which were associated with issues of poor training, infrastructure limitations and perceptions from society about early childhood learning. Such results were also substantiated from literature, borrowed from sub-Saharan Africa and Nigeria that shed light on systemic underinvestment, poor teacher preparation, and misconceptions by parents regarding early learning. The study ends by recommending better professional training for educators, mass parental sensitisation, and stronger policy support for ECE implementation. Limitations cover the geographical area the study focused on and the reliance on self-reported data. Future research is recommended to include determining the dynamics of ECE across the regions of the diverse nation of Nigeria, as well as incorporating the voice of the children in future inquiries. This study foregrounds the voices of educators and parents in order to provide context-specific evidence for policy and practice toward improvement in early childhood education in Nigeria. Keywords: Attitude, Early childhood education, Educators, Knowledge, Parents, Practices.
Knowledge and students’ use of university repository: a theoretical review
(Credence Press Ltd, Effurun, Delta State, Nigeria, 2022) Hamzat, S. A.; Ilesanmi, T. C.; Adekunjo, A. O.
Institutional repository (IR) is an online locus deployed to manage intellectual outputs emanating from universities. Nigerian universities have witnessed an increase acceptance and subsequent contributions and use of the system. However, as the stem of the development keep increasing, there is a reported case of low awareness of the presence, types and usefulness of the systems particularly among the university studfents. The need to address this ugly development necessitated this study, a theoretical approach was employed and theories such as Actor Network Theory (ANT) as well as the Theory Constructivism were the theoretical frameworks were employed to underpin the study. The need to upscale effort at creating awareness on the type, purpose and potential benefits inherent in the IR was recommended as means of enhancing firm contribution and use of the system among the university community.
Examiners’ characteristics and attitude toward marking as determinants of knowledge of malpractice indicators
(2017-02) Adeleke, J.O.; Ayanwale, A. M.
Examination malpractice has invaded Nigeria and has increased in tempo despite measures intended to curb it. It is therefore not in doubt that some stakeholders and policy makers in the educational sector today including teachers who combine public examining duties may not be knowledgeable enough to track the “menace” while marking. This study, therefore investigated the existing relationship between personal characteristics, attitude toward marking and examiners’ knowledge of examination malpractice indicators. The study is a descriptive research that never manipulated any independent variable but adopted a correlational approach. Four hundred and fifty NECO examiners were drawn using multi - stage sampling technique from nine marking centres in three of the six States of the south west. The two questionnaires used for data collection were Examiners7 Attitude Towards Marking Scale (r = 0.6) and Examiners’ Knowledge of Malpractice Indicators (r = 0.6). The data collected were analysed using multiple regression analysis with alpha level set at 0.05. The study revealed that all the predictor variables had a composite influence on examiners’ knowledge of examination malpractice indicators (R=.355, F8,441=7.957; p<0.05): number of year(s) of marking with NECO (P=-.200), location of marking (P=-.278) and attitude towards marking (P= .157) were found to have significant contribution to examiners’ knowledge of examination malpractice. The findings have implications for examination bodies, examiners and stakeholders in educational sector. It was recommended that there should be intensive training and re-training for all the examiners by the examination bodies where issues related to detection of examination malpractice cases while marking will be discussed. Production of handbook on the indicators of examination malpractice is recommended

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