Research
Problem statement
Statement of the problem
Officially, in Uganda children aged three to five years are expected to be enrolled in pre-school such that by the age of six they proceed to primary one. Over the years, there has been a question on the academic achievement of children in Early childhood schools.
Though ECD schools are usually established in areas whose population earns a high income since this tends to attract the ECD proprietors with an assumption that the parents and guardians will afford fees, the academic achievement of the children in these schools is very low as their level of cognitive skills is still poor. ESSAPR, 2015 further indicates that both ECD enrolment and academic achievement of children is poor in Uganda. Of an estimated 433,258 children who enroll for ECD centers in Uganda their level of academic children does not meet the expected standard
Black, (2017) indicates that the development of children in the first five years is fundamental for brain development, otherwise they’ll never reach their full potential, this indicates that early childhood education is critical for the mental and academic development of the children, however the academic achievement of children in early childhood schools in Uganda is still very poor and the private proprietors since they are profit oriented they have not paid attention to the academic achievement of the children.
Mwaura, (2008) indicates that a good number of day-care centers and nursery schools are privately owned and since they are driven by profits very little attention is paid on the areas of teacher motivation and more so the academic achievement of children it’s against this background that this study intends to investigate into the influence of ECD teacher motivation on academic achievement of children in early childhood development.
Objectives of the study
- To determine the influence of ECD teachers’ intrinsic motivation on the academic achievement of children.
- To examine the effects of ECD teachers’ extrinsic motivation on the academic achievement of children?
- To investigate the relationship between availability of ECD teaching resources and academic achievement of children.
Research questions
- What is the influence of ECD teachers’ intrinsic motivation on the academic achievement of children?
- What are the effects of ECD teachers’ extrinsic motivation on the academic achievement of children?
- What is the relationship between availability of ECD teaching resources and academic achievement of children?
Hypothesis
Ho There is a significant relationship between availability of ECD teaching resources and academic achievement of children.
Scope of the study
This section includes the content, geographical, time scope.
The study will concentrate on two variables; Teacher motivation as independent variable and academic achievement as dependent variable. It will further expound on Teacher motivation in a areas of; Teachers Accommodation, Salary of teachers and Teaching resource, while on the dimension of academic achievement will include; Promotion to the next class, Writing well and Having good spelling ability.
Geographical scope
The study will be carried out in Nakasongola district. Nakasongola District is bordered by apac district to the north-west, Amolatar-district to the north-east, Kayunga-district to the east, Luwero district to the south, Nakaseke district to the south-west, and Masindi district to the north-west. Nakasongola, the main municipal, administrative, and commercial center of the district, is approximately 140 kilometres (87 mi), by road, north of Kampala, the capital and largest city of Uganda.
Time scope
The period of data to be considered for the study will be from 2010 to 2019.
Significance of the study
It is hoped that the findings of this study may be of benefit to different categories of people:
The study is likely to help policy makers to alleviate these disparities of poor academic achievement of children in ECD learning centers. The study will try to suggest possible ways of improving academic achievement of children in ECD centers.
Secondly, the study may avail information which enables management committees and key officials in ministry of education and sports to develop policies which ensures that ECD learning centers provide teachers with the necessary facilities needed to foster better academic achievement for children.
Furthermore, the government can establish a supportive policy framework that creates an environment in which private sector and community ECD initiatives can provide good education to the children to enhance better academic achievement.
More to the above, the findings may be used and adapted for a variety of settings to help educators and programme designers overcome the numerous challenges faced in supporting Community ECD programmes. In other words it will act as reference and resource for those who would like to learn more about issues and methods for supporting ECD programming in communities; thus providing a greater depth about the need for providing the ECD teachers with the necessary facilities to enable them provide a quality education that enhance better academic achievement for the children.
Finally, this study may prove significant in contributing to the underdeveloped area of research related to the sustainability of ECD in Uganda, and in posing numerous pertinent questions to guide future research; since there is no existing study on ECD teacher motivation on academic achievement of children in early child hood.
Definition of key terms
Academic achievement: Refers to performance outcomes in intellectual domains taught at school, college, and university.
Child: is a human being between the stages of birth and puberty
Conceptual frame work
Statement of the problem
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