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INFLUENCE OF FACILITATOR LEARNING STYLE ON SUSTAINING CHILDREN’S LEARNING EXPERIENCES IN SELECTED PRE-PRIMARY SCHOOLS IN NABIDONGA PARISH, IGANGA DISTRICT.
CHAPTER ONE
1.0 Introduction
Learning experiences is the development of human potential through a continuously supportive process which stimulates and empowers individuals to acquire all the knowledge, values, skills, and understanding they require throughout their lifetimes and to apply them with confidence, creativity and enjoyment in all roles, circumstances and environments (Duncan, & Magnuson, 2013). Iganga district is one of the district with the highest levels of failure in both primary schools and post primary schools, apart from that the sustainability of the teaching styles in pre-primary schools is also questionable. According to Ejuu, (2010) sustainable learning in early childhood education is critical for the success of any nation and it also has positive effects like developing students with good skill sets that has the capacity to eradicate poverty and usher in economic prosperity in area or a country at large, however despite the years of government supervision in pre-primary schools , Iganga district district is still faced with many challenges. UBOS, (2014) indicates that majority of pupils in Iganga cannot read and write this therefore questions the way they learn. It is this effect therefore that forms the center of this study.
The chapter also includes the background to the study, purpose of the study, problem statement, specific objectives, research questions, significance of the study, definition of operational concepts and the conceptual framework.
1.1 Background of the study
This section included; historical background of the study, theoretical background, conceptual background and contextual background.
1.1.1 Historical Background
In the ancient Greece and Rome the Philosophers formulated ideas about learning that were to influence educators for centuries. Aristotle’s mnemonic techniques of association and visual imagery were widely used in the ancient times (Bury, 2019). In the 7th and 6th century B.C learning styles that involved learners participation was highly emphasized since education was thought of as preparation for war, however due to a challenge in the ability of children to quickly learn Egyptian facilitators believed that a boy child’s brain is at the back and therefore he understands after being beaten (Bukholder, Grout, & Palisca, 2019).
It has been specifically indicated that the learning styles of the facilitator is first and foremost the most important key determinant of enhancing the quality of learning among the leaners at all levels. The concept of enhancing learning style dates as way back as around the 18th century when public schooling was introduced and education and other emerging public services were required to comply with centrally mandated rules and programs and in this case the teachers were required to learn better the key knowledge required to enhance the performance of the students (Alkutivh & Abukari, 2018).
To improve students learning styles in education institutions, most governments introduced the idea of establishing teacher learning institutions, in the2008 teacher’s act in Uganda,teachers training of relevant teaching methods is vital in order to boost students learningcapabilities.by 1890, Britain and France had established the institutions that could train teachers and improve on
the students’ learning capabilities. According to Ehren & Honigh, 2011, one of the oldest institutions in enhancing teachers learning capabilities was started by Confucius (561B. C.) and this was to enhance the learning capacity of learners. In the United States of America, Federal Acts such as the Man Power Development and Training Act (1963) was passed to boost teachers’ competence and improve their performance (Moses & Zumbach, 2018).
Overtime various scholars have called on countries to enforce learning styles that ensures that pre-primary school pupils are able to learn and understand. Due to importance of early childhood education, sustainability of children’s learning experience is important since this lays foundation to the academic success of the children in future (Chetty, et al., 2019) notes that it is important to ensure that every child achieves the basic skills in their early school years.
In the present day, in both theory and practice, a lot of attention is devoted to the development or upbringing of free and creative personality and this can be achieved through sustainable learning. When the children in pre-primary school receive Sustainable learning experience, they will live Independent and productive life styles and this therefore has led to more investments by the government across the world in pre-primary school. In analysis of Latin American students, the research indicated that Cuba which invests much resources per capita (Overall, 12.8% of GDP) in enhancing sustainable learning styles among the pre-primary Education level indicates that the Cuban pre-primary school children have better understanding of alphabetic principles, pronunciation of words and also in the letter years Cuban children have better understanding of mathematics than their counter parts in Venezuela, Brazil and Argentina (Chomsky, 2015).
Facilitator teaching styles has been indicated to have a very strong correlation with pupils learning in pre-primary school level (Aliasin, Saeedi, Pineh, & Wan, The relationship between EFL teachers’ perception of task-based language teaching and their dominant teaching style., 2019)Notably, industrialized countries like Germany and the United Kingdom have been able to develop because of the sustainability of children’s learning experience in pre-primary schools (Toyama & Yamazaki, Are there effects of a match between learning style and teaching style in an EFL classroom?., 2020).
It is imperative for the schools to tailor a learning systems that suites the different learners in a way that enables them to develop critical thinking skills (Ehren & Honigh, 2011)). learning styles in many developing countries are still faced with poor teacher student transfer of knowledge. Though primary the imperativeness of learning styles is to ensure learners acquires knowledge that enables them to be problem solvers there is questionable debates on the learning styles on many of the developing countries. Learning practices are deeply rooted to the culture in the school setting, schools through governments have the responsibility of tailoring a learning system that can easily enable young learners be future productive citizens of the country (Sener & Cokcaliskam, 2018) and on the same note (Yang, Zhang, Ji, & He, 2018 July)further notes that considerable uncertainties remain regarding the facilitator teaching style and sustainability of children’s learning experience.
Similarly, (Marban & Mulenga, 2019)asserted that sustainability of children’ learning serves as a bedrock for knowledge acquisition and the development of skills. The failure to learn by children in pre-primary school has a long-term negative effects to the country as these children who perform poorly in future become a burden to the country because the country’s resources is spent on taking care of them in their adult age this also has creates the vicious cycle of poverty along the family lines.
According to (Fanfunwa, 2018) poor learning styles in most of the schools in Nigeria is mainly attributed to the fact that early childhood education which is so critical for the intellectual development of the children into problem solvers and critical thinkers, in a related interpretation Ejuu, (2018) Indicates that the government of Uganda has not taken effort in ensuring that learning styles in Pre-primary schools are prioritized and improved since the government views pre-primary schools as not relevant which is a great oversight (Ololube, Kpolovie, & Egbezor, 2009) further indicates that in order to enhance the learning styles of the children in pre-primary schools there is need to modernize the school environment since currently in Kenyan schools school environment is dotted with dilapidated buildings equipped with outdated equipment and this to a large extend is blamed for making Kenyan education system unsustainable for learning by pre-primary school children.
According to (Kisitu, 2009) stated that the learning style of the teacher should be one that encourages creativity and improves on the teachers’ s skills so that this knowledge is directly transferred to the students who in turn will be productive and creative citizens of the country and the author further notes that learners should be at the forefront or in the driver’s seat and in charge of their own learning while the teacher acts as a facilitator during teaching- learning process, (Ejuu, Rethinking early learning and development standards in development context., 2013) noted that meaningful teaching and pleasant learning of basic concepts and processes can only be accomplished within the instructional framework with the combination of better Teaching strategy and approaches.
In Uganda sustainability of children learning in pre-primary school has not been given much emphasis since the government of Uganda does not have pre-primary schools and above all it is the private entities that manage the pre-primary schools as the government of Uganda tends to view pre-primary schools as not important which is to a large extend a great oversight as this risk the country in producing graduates with limited knowledge to solve the challenges of the country (Ejuu, Apolot, & Serpel, Early childhood education quality indicators: Exploring the landscape of an african community perspective., 2019).
According to Iganga District report, (2018) as all the districts in Uganda the pre-primary schools in Iganga district are privately owned but supervised by the government , however since Iganga is a rural district located more than 100 Kilometer from the capital city, the Pre-primary schools in Iganga district specifically in Nabidongha sub county are reported to be in poor state specifically in areas of children learning capabilities and this is also further evidenced that most of the children who complete pre-primary schools rarely complete their academic cycle up to the university and more to that students also in most cases remain unemployed and unable to be creative to remove themselves from poverty. This hidden challenge grounded on poor learning styles has made Iganga district located in Busoga region to be one of the poorest regions in the country. It therefore remains a challenges and a hard question for the experts and the government as to what could be the challenges to leaners in Nabidongha from being able to apply what they have learnt from school and why they have failed to be creative questioning the sustainability of their learning styles. (Ejuu, Apolot, & Serpel, Early childhood education quality indicators: Exploring the landscape of an african community perspective., 2019) indicates that it is imperative for pre-primary schools to have a sustainable learning program by ensuring that learners are taught in a way that reflects their environmental surrounding and giving them the knowledge that they can apply in their everyday live, the author further notes that countries like Finland, Singapore and South Korea where the educational system is designed according to the challenges that a country faces , there has been significant improvement in the quality of the lives of the people and general economic development . In this line it was further reported that most of the pre-primary schools teachers in Nabidongha Sub County also view teaching as a waste of time and some have resorted to riding Boda-Bodas as a better option than teaching due to poor pay and lack of job security (Iganga municipal council records, 2019), in the sub county records it was further indicated that most of the Pre-primary teachers are not given appointment letters as they offered jobs basing on word of mouth all this coupled with high levels of student lack of creativity therefore possess questions on the sustainability of the learning styles in Nabidongha. It’s against this background that this study intends to investigate the Influence of facilitator learning style on sustaining children’s learning experiences in selected pre-primary schools in Nabidongha, Iganga.
1.1.2 Theoretical background
The study will use the cognitive development theory advanced in 1896-1980 by jean Piaget. According to cognitive development theory intelligence changes as children grow, they think strikingly different compared to adults and they are born with a very basic mental structure [genetically inherited and evolved] on which all subsequent learning and knowledge are based.
This theory believes that children learn throughobservation, thinking, Imagination, memory and adjustment, Problemsolving andselective attention. Thecognitive developmenttheory furthermore, indicates that children develop new skills and acquire information. Therefore, in relation to this study children with pre-primary school pupils are able to develop and construct a mental model of the world. This therefore occurs through the innate capacities and environmental events which stimulates critical and creative thinkingand hence problem solving skills are developed..
This theory will therefore be of relevance in examining the Influence of facilitator learning style on sustaining children’s learning experiences. The following are some of the strengths of this theory in relation to this study;
One the primary strengths of this theory is its flexibility to explain children’s ability to construct knowledge. The environmental or societal aspect ofcognitive development theory says that children learn through reasoning. This reinforces the idea thatchildrenlearn through observation, thinking, Imagination, memory and adjustment, Problem solving and selective attention. For example, children’s intellectual skills change over time and children of different ages interpret the world differently.
However, the theory has the above strengths; it has these weaknesses in relation to the study:
It has heavy emphasis on how the child’s environment affects him or her and directs his or her learning; this theory is weak when it comes to the child’s accountability for his or her own actions. Putting the focus on how setting influences behavior places more weight on the people and community that the child is part of, and not enough weight on how the child handles and processes new information. It neglects the child’s accountability and may go too far in stating that society which directs how the individual thinks and acts.
However, despite the above weakness this theory will still be relevant to the study because the sustainability of children learning is to a large extend influenced by the facilitators.
1.1.3 Conceptual Background
The facilitator is a teacher who does not operate under the traditional concept of teaching but rather is meant to guide and assist students in learning by themselves. Several authors have defined facilitator in different ways and some of them include (Ethren & Honingh, 2011) who stated that facilitator teaching style as a trait of support and guidance provided by more knowledgeable or capable individual teacher or parent to carry out a task that the children would not be able to complete independently.
According to (Aliasin, Saeedi, Pineh, & Wan, The relationship between EFL teachers’ perception of task-based language teaching and their dominant teaching style., 2019)Facilitator is defined as a “self-reflective, process-person who has a variety of human, process, technical skills and knowledge, together with a variety of experiences to assist groups of people to journey together to reach their goals. Based on the premise that facilitation is not value-neutral, (Marban & Mulenga, 2019) defined facilitation as “a body of knowledge and skills which seeks to empower groups of people to work co-operatively towards creating a more co-operative and sustainable world.
Facilitation as a process in which a person whose selection is acceptable to all members of the group, who is substantively neutral, and who has no substantive decision making authority diagnoses and intervenes to help a group improve how it identifies and solves problems and makes decisions, to increase the group’s effectiveness (Toyama & Yamazaki, Are there effects of a match between learning style and teaching style in an EFL classroom?., 2020).
Facilitator teaching style is a characteristic for supporting the process of learning that will be provided and removed constantly. Facilitator teaching style involves scaffolding which does not change the task but to simplify and support the process though vowed a temporary support that will be removed when the children develop, learn and masters the new skills (Kalsoom & Khanam, 2017).
The parents must identify the children’s current levels of understanding before providing the support. It is a personal trait, characteristics, beliefs, and skills which involve perceiving others in order to form an impression On how individuals use nods and selected information to make inferences about what other people are like, why they do things and what to expect from them (Ololube, Kpolovie, & Egbezor, 2009).
In preferred a way of using one’s ability as a contributing factor of the nature of differences between individuals in terms of ways in thinking, learning teaching as well as carrying out duties. In this study therefore Facilitator teaching style will mean the relationship/ bond of interaction of the teacher in the teaching and learning processes which is both indoor and outdoor learning but allows children to progress their level’s change when they are given challenging learning materials to deal with ignorance and hence developing cognitively, physically, and socially (Toyama & Yamazaki, Are there effects of a match between learning style and teaching style in an EFL classroom?., 2020).
These various definitions of the facilitation process, and the role of the facilitator in that process, enable a rich and full understanding of the focus of this thesis and closer examination reveals its relationship to sustainability of learners.
Many contributors to the facilitation literature have provided a new definition of the facilitator’s role, which in their opinion provided new clarity. For the purposes of this study, Schuman’s (2005)short definition of group facilitation as helping groups do betterwill be adopted. Hence, in the context of this study, a facilitator is someone who helps groups do better.
Although grossly inadequate at capturing the diversity and complexity of the facilitator’s role, this definition does provide a common understanding, albeit a simple one. Schuman’s definition is readily applicable to the two contexts chosen in this study, which will be discussed in the next section.
According to (Chetty, et al., 2019) learning experience refers to the statements of what a learner is expected to know, understand and or be able to demonstrate after a completion of process of learning. Dewey (cited Roth 2014) learning experiences refers to the transactions in and across space and time within irreducible person-in-setting units; and it is perfused with affect that is not (only) the result of mental constructions. Experience as a category of thinking, a minimal unit of analysis that includes people (their intellectual, affective, and practical characteristics), their material and social environment, their transactional relations (mutual effects on each other), and affect. Learning experiences is the development of human potential through a continuously supportive process which stimulates and empowers individuals to acquire all the knowledge, values, skills, and understanding they require throughout their lifetimes and to apply them with confidence, creativity and enjoyment in all roles, circumstances and environments, However, experience is not something concealed within individuals, but extends in space and time across individuals and setting in the course of temporally unfolding societal relations, which themselves are perfused with affect.
Learning experience refers to any interaction, course, program, or other experience in which learning takes place, whether it occurs in traditional academic settings (schools, classrooms) or nontraditional settings (outside-of-school locations, outdoor environments), or whether it includes traditional educational.
1.1.4 Contextual Background
Uganda follows a 7-4-2-4 model of education, with seven years of primary education, 4 years of lower secondary, 2 years of upper secondary and 3years of tertiary education. The higher education system is composed of universities, national teachers colleges, colleges of commerce, technical colleges, and training Institutions, and other tertiary institutions. At each level, there is a national selection examination which feeds a centrally administered process of distributing successful candidates among the available next levels, However though the government recognizes the presence of pre-primary schools, they are solely managed by the private sector and the government only supervises and issues license of operation (MoES1999).
Nabidongha sub county in Iganga municipality is one of the sub counties facing a lot of challenges including high levels of unemployment, increased school dropout and persistently high levels of poverty among the residents of the area, this though Iganga district is one of the districts in Uganda with the highest enrolment of 172, 000 pupils and poor academic performance.
According to National Assessment of Progress in Education (NAPE); the mean scores and pupils rated proficient in terms of English and Mathematic performance in Iganga basing on the research carried out from 1995 to 2015 for a ten year period. NAPE indicates that there is generally poor performance in Iganga district and the rising levels of poverty could be seen as a result of creativity and productivity of the graduates in the area.
In the analysis by NAPE in 1999, 2003,2004, 2009,the findings revealed in general weak performance in both English and Mathematics in grade 3 and 6. Teacher’s performance was generally up to standard, but less satisfactory in Mathematics and English and in the same note Ejuu, 2015) Indicates that lack of sustainable learning in pre-primary school leads to low productivity, creativity and contributes to poor academic performance by the children in high levels of learning.
The Iganga district report, (2018) further shows that the district is also faced with the challenges of insufficient inputs like; teachers, classrooms, text books,desks, pit latrines, which affect the learning of pupils. Despite the district efforts to provide more classrooms in the district, a good number of the schools still lack permanent classroom structures and have crowded classes. Out of the required 4, 3941 classrooms, only 1,435 exist.
The Primary Leaving Examination (PLE) results from Iganga District Education Office indicate that before the introduction of UPE in 1996, 12.6%of the pupils obtained division one as compared to the results of the first UPE graduates in 2003 where only 4.4% passed in division, less than 5% in 2010, 2016, less than 7% and by 2018 Iganga still has one of the poorest performance in PLE and in line to Toyama, & Yamazaki, (2020) he indicates that Limited sustainability of children’s learning experience brings many challenges to the children as it makes the children loose interest in learning and also increase the chances of dropout rate, since children will view the education system as a burden.
According to Myburgh (2016), learners feel offended by verbal aggression from educators, such as shouting, swearing, name-calling and coercion into sexual relationships with male teacher and it is therefore imperative for facilitators to be cognizant of the teaching style that they adopt. Learners also fear victimization from teachers. Learners experience sadness, discouragement, worthlessness, suicidal ideation and loss of opportunities because of the aggression shown by their teachers. Learners also experience disrespect from teachers through one-way communication from teachers, beatings and teachers arriving drunk and late at school (Myburg & Poggenpoel, 2009).
Ugandan inclusive completion rate of students is low at different levels of education even when all the necessary requirements for someone to be in school are there and more to that the pre-primary school pupils fail to enroll in primary schools.
In Nabidongha County, Iganga district, the practice is common in the early and mid-educational levels. For instance, there are schools that have consistently reported learners not completing school. The lowest dropout percentage in the recent years has been reported at 14% of all the pupils that belong to primary 6 and primary 7 (USAID, 2015). Nabidongha greatest challenges of unemployment, poverty and limited engagement of the youth into productive access has there inspired the research to carry out a study on Influence of facilitator learning style on sustaining children’s learning experiences in selected pre-primary schools in Nabidongha, Iganga.
You are writing too much that is not necessary in the contextual background. You are expected to precisely discuss the problem as it is in Nabindonga with evidence.
The rest of the sections have what is required but are too wordy and not written coherently
1.2 Statement of the Problem
The learning experience by most of the pre-primary schools is highly questionable since Uganda as a country ranks in bottom in science and math’s learning globally. Ejuu (2019) further indicates that due to poor quality of learning most of the children in schools are unable to learn so as to be in position to contribute to the society positively. Therefore poor learning experience has affected Uganda in many ways like high levels of unemployment and low productivity in addition to that
(Toyama & Yamazaki, Are there effects of a match between learning style and teaching style in an EFL classroom?., 2020) Notes that one of the challenges of having poor and unsustainable learning by pre-primary school learners, is that the country automatically will lack of creative and economically dependent people to steer the country towards economic development.
Despite Nabidongah having many pre-primary schools on average to the other sub counties in Iganga district and being located in Iganga municipality. Iganga records, (2016) Indicates that the level of unemployment and unproductivity among the youths is high and this has led to poverty and high crime rates, this study therefore questions influence of facilitator teaching styles on sustaining learning experiences in selected pre- schools in Nabidongha County, Iganga district.
1.3 Objectives of the Study
1.3.1 General Objective
The general objective of the study will be to establish the Influence of facilitator learning style on sustaining children’s learning experiences in selected pre-primary schools in Nabidongha, Iganga district.
1.3.2 Specific Objectives
The study will be guided by the following research objectives;
- To establish the influence of peer teaching on children’s learning experience.
- To investigate the relationship between collaboration and children’s learning experience.
- To determine the influence of scaffolding on children’s learning experience.
1.4 Research Questions
The study will be guided by the following research questions;
- What is the influence of peer teaching on children’s learning experience?
- What is the relationship between collaboration and children’s learning experience?
- What is the influence of scaffolding on children’s learning experience?
1.5 Scope of the Study
This research will be carried out inNabidongha parish in Iganga town council, Iganga district. This area has been selected because they have pre-schools with early graduate childcare workers and even the rate at which pupils at primary level complete their studies is low. Contextually, the researcher will focus on information about teaching styles and sustainability of children’s learning experiences. The teachers, parents and pupils shall be involved in this study. Parents and parents shall also be considered as informants in this study. These have been identified as people with useful information for this study. This research will take a period of ten months from November may 2022 up to the end of August 2022.
1.6 Significance of the study
It is hoped that the findings of this study will benefit the government through the ministry of education and sports with a deeper understanding of effective teaching styles enable teachers to create an environment conducive to specific learning and generate widespread gains in children’s learning experience.
The findings will help school administrators with the information that benefit the local school system by providing population specific information on the relationship between facilitator teaching style and children’s “learning experiences on the state mandated and more insight into professional development needs.
The findings of the study will inform the National Curriculum Development Centre (NCDC) about the skills, competencies and intelligences that should be incorporated into the national curriculum for pre-schools
The results of the study will provide a basis for development agencies working within the framework of education and development to understand the extent to which sustainability of learning experiences affect teaching and learning in pre-schools and learning outcomes related to knowledge such as skills, values and attitudes for personal, national and development.
The study findings will also help future researchers who would be interested in conducting a similar study by contributing to the body of knowledge.
1.7 Justifications to the study
Currently the importance of pre-primary school has not been fully appreciated by the government of Uganda and therefore it imperative to determine the magnitude to which his teaching styles influence student’s learning.
As part of the government of Uganda’s plan to improve the quality of education in Uganda it is imperative to carry research on how the teaching styles influence the learning of children in pre-primary schools.
Research needs to be carried out because the existing situation in pre-schools needs an immediate intervention to enable significant learning in pre-schools that will revive the glory of Busoga’s education system in Nabidongha parish, Iganga town council, Iganga district
It is necessary to carry out this study to help the policy makers most especially MOES regarding effective implementation of Education Sector Strategic Plan (2004-2005) sub section 1 which is “to support, guide, co-ordinate, regulate and promote quality education to all persons in Uganda for national integration, individual and national development” (MOE&S, 2011).
The information generated would help to find out the underlying factors behind facilitator teaching styles and sustaining learning experiences in pre- schools in the area of study which will help all the people concerned to find solutions.
It is necessary to carry out this study because it is a partial requirement for the researcher to attain a master’s degree of education. Unless it is conducted, the researcher cannot attain his masters’ degree.
This study is important because learning among young children in pre-schools has been a serious concern that has remained unanswered and unquestionable. Undoubtedly, teacher practices or methodology has affected the sustainability of learning experiences to many pupils in Nabidongha parish, Iganga municipality, Iganga district.
1.8. Hypothesis
H1:peer teachingaffects children’s learning experience.
H2: There is a relationship between collaboration and children’s learning experience.
H3: scaffolding affects children’s learning experience.
1.9 Definition of key Terms
This stood as the dictionary of the entire report. It enables the readers to understand the research work more clearly and to what context the terms have been used.
Teaching style -It isthe unique ability possessed by the teacher in the classroom.
Facilitator –this an instructor who encourages learning with learners providing options for learning.
Learning experience –this is the visually rich, interactive, enjoyable permanent knowledge beyond just passing exams.
Sustainability –this the abilityof learners to endure at a particular level of learning
Children- these are people usually young who are about 0-5 years and above learning under close supervision of a teacher at Nursery school level.
Pre-school –this is an early childhood program in which children combine learning and play under the supervision of a Nursery school teacher
1.10 Conceptual Framework
Conceptual framework refers to a collection and model of interrelated concepts/constructs that provide a fruitful language and orientation, in which to frame substantive research problems (Kombo & Trompo, 2009). Conceptual frameworks explain a subject area and may give context to the available evidence. The conceptual model is a careful description of the concepts and the relationships among them. Models may be simple, representing only a small number of concepts and relationships or they may be quite complex. The study will be based on the conceptual framework in the figure below.
Figure 1: The Relationship between facilitator learning strategies and sustaining children’s learning experiences
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Source: Developed by the Researcher, 2019
In the conceptual framework depicted in figure one, facilitator teaching style is hypothesized to influence children’s learning experiences.Facilitatator teaching style is defined as peer teaching, collaboration and scaffolding and children’s learning experiences as self-discovery, critical and creative thinking, skills development and problem-solving. The frame postulates that learning from one peer to another, collaboration and scaffolding directly affects self-discovery of children, critical and creative thinking, skills development and problem solving. However this relationship is modified by the school environment, economic level of parents and the government policies on the teaching and learning of children.
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