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Influence of FACILITATOR ( learning )STYLE on sustaining CHILDREN’S LEARNING EXPERIENCE IN SELECTED PRE-PRIMARY SCHOOLS IN NABIDONGHA PARISH, IGANGA MUNICIPARITY, IN IGANGA DISTRICT.

Influence of facilitator learning style on sustaining children’s learning experiences in selected pre-primary schools in Nabidonga, Iganga Municipality

CHAPTER ONE

INTRODUCTION

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. This failure to sustain what is learnt by pre-school learners in the kindergartens between the ages of 0-4 has rampantly increased the rate of dropouts in Busoga hence causing a lag behind in the region education; since early childhood education has appositive link between early learning and future holistic development which is the stumbling block to the development of Busoga kingdom Iganga district in particular. It is this effect therefore that forms the center of this study. The study will involve 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

The importance of a unique facilitator teaching styles has been agitated for by philosophers. 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 teaching 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 Egyptianfacilitatorsbelieved that a boy child’s brain is at the back and therefore he understands after being beaten (Burkholder, Grout, & Palisca, 2019).

Overtime various scholars have called on countries to enforce facilitator learning styles that ensure 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. Cameron, Grimm, Steele, Castro-Schilo, & Grissmer, (2015) 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 in pre-primary schools, 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 Lantin American students, the research indicated that Cuba which invests much resources per capita (Overall, 12.8% of GDP) in enhancing better teaching styles at pre-primary Education level has ripped a lot this is indicated by the fact the Cuban children have better understanding and can use the language appropriately than their counterparts in Venezuela and Brazil (Chomsky, 2015).

Facilitator teaching styles has been indicated to have a very strong correlation with pupils learning in pre-primary school level(Frye, Baroody, Burchinal, Carver, Jordan & McDowell,2013). Notably, industrialized countries like Germany and the United Kingdom have been able to developbecause of thesustainability of children’s learning experience in pre-primary schools (Fatima, 2015).

Facilitators’ unique classroom management style has a strong influence on what her leaners learn in the early childhood classroom (Jeon et al.,2014; Havelock, 2019).although there has been dramatically improved learning styles in school settings, many intangible barriers to sustainability of children’s learning programs still exist andthis hinders effective learning practices, including educators’ beliefs, attitudes, skepticism (Sener, & Çokçaliskan, 2018) and on the same note Yang, Zhang, Li, & He, (2018) further notes that considerable uncertainties remain regarding the facilitator teaching style and sustainability of children’s learning experience.

According to the report from Bernard VanLeer’s foundation -edited by Moreno and Dongen (2006), preprimary transition has been acknowledged as a key process in early education for children. this foundation recognizes the importance the need not only to put in place appropriate and adequate early education programs, but also an appropriate teaching styles that can enhance sustainability of children’s learning experience, It points out that Denmark, Sweden and France are currently implementing a curriculum continuity which has produced a positive improvement in children’s social and emotional development,and to a lesser extent in their academic skills (Moser, & Zumbach, 2018).

Finding an appropriate Facilitator teaching style is essential in determiningand enhancing the quality of learning by the learners in early childhood. Most of the countries have not yet streamed lined. Ndofirepi and Gwirayi (2012), stated that the teaching style of the teacher should match the learning style of the learners in order for learners to understand what the teacher is teaching. They posited 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. Adesanya and Adesina (2014) 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 (Ejuu, 2010).

1.1.2 Theoretical background

The study will be guided by the Vygotsky’s theory of sociocultural which indicates that children’s learning is contingent upon the instructional style of the teacher and the teacher’s use of the techniques that are best suited for the child (Nellie 2015).Lev Vygotsky was a seminal Russian psychologist born in November 17, 1896 who is best known for his sociocultural theory developed in 1934. He believed that social interaction plays a critical role in children’s learning expressing that cognitive development of a learner develops fast with support and assistance. This concept became known as the Zone of Proximal Development (ZPD)to explain the notion of scaffolding which was first proposed by Wood, Bruner, and Ross (1976),which refers to the distance between the children’s actual developmental level and children’s potential developmental level.

The children’s actual developmental level refers to children’s mental reasoning level based on what the child can learn independently and the children’s potential developmental level refers to what the child can learn through guidance and collaboration with more challenging environment. In this manner therefore learning becomes visually rich, significant and purposeful when it awakens learners to truth and beauty of the acquired knowledge when the teacher exhibit a great deal of flexibility in their teaching (Dave 1976).

According to this theory the child needs to understand the actions of the tutor then internalizes the information, using it to guide or regulate their own performance. Using this theory it is imperative to understand that children’s actions is guided by the tutor and therefore the teacher’s actions has a huge influence on the child’s behavior.

According to this theory the focus tends to shift from the teacher to the students and makes classroom no longer a place where the teacher is an expert pouring knowledge into passive learners, who wait like empty vessels to be filled. In this model, the learners are actively involved in their own process of learning which promotes skills such as problem solving, critical thinking, communication, collaboration, and self-management (James 2009). Learners who are challenged by a more knowledgeable individual (teacher) therefore their neurons in the brains increase and hence stimulating thinking unlike those in the less challenging environment. The wisdom acquired through a challenging environment becomes the instructor’s contribution to bring creativity among learners (Vygotsky, 1978). In Iganga untrained teachers share 12% in pre-schools being privately owned, potential workers at that level are mainly early graduates of primary seven, senior two, three and four (dropouts) (APHRC 2016).who are less informed of learners intension towards accomplishment of their set goals and to enable them to utilize already learnt skills.

This theory will be utilized as the main theory of the study since it guides to the fact that the tutors actions are critical in determining the child’s actions and therefore the facilitator actions and teaching styles will determine the pace at which the child is able to learn and how they behave and in addition to that due to little of government of Uganda towards pre-primary schools since there is no public owned pre-primary schools in Uganda and limited support from the private institution in monitoring the facilitators’ teaching styles it is therefore imperative to adopt this theory as the main theory of the study to determinefacilitator teaching style and sustainability of children’s learning experience in selected pre-primary schools in Nabidongha County.

Apart from the use of Vygotsky’s theory the study will also be guided by Bruner’s theory of instruction (1985). Considering the psychological aspect associated with teaching and learning. This theory has been found useful due to its ability to explain the aspects that relate with teachers effectiveness and learners achievement in a research study. The theory of instruction was developed by Jerome Bruner an American psychologist and educator born in October 1915 and ended his life journey in 2016, who developed theories on perception ,learning ,memory and other aspects of cognition in young children.

In his powerful translated book, he argued that any subject can be taught to any children at any stage of development if it is presented in the proper manner; which he termed as “scaffolding” or facilitating learning in choice and freedom to make learning a manageable domain.

In his investigations of children’s cognitive development (1966), Bruner proposed a 3-tiered system of internal representations: enactive (action-based) which involves encoding action based information and storing it in memory, iconic (image-based) where information is stored visually in form of images (a mental picture in the mind’s eye), and symbolic (language-based) This is where information is stored in form of a code or symbol, such as language.

According to the theory, Scaffolding is a way through which teachers lead the learners from something known to unknown (Muhammad 2017) which motivates learner’s attitude towards a learning experience.

Bruner (1985) determined that teacher actions could also be a hindrance in the learning process if they are not conscious of children’s perceptions of teacher actions. Although Bruner (1966) recognized a learner’s ability to thrive despite exposure to a variety of instructional practices, facilitator teaching stylecould be more beneficial than others to learners who are engaged in the learning process.

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 for themselves. Several authors have defined facilitator in different ways and some of them include Chetty, Handayani, Sahabudin, Ali, Hamzah, Rahman, & Kasim, (2019) 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, (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, Marbán, & 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.

Toyama, & Yamazaki, (2020) defined facilitation asa 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.

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 (Khanam, 2017).

Wittwer and Renkl (2008) emphasized that the adult must identify the children’s current levels of understanding before providing the support. It is a personal trait, characteristics, beliefs, and skills whichinvolve 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(Smith & Mackie, 2007). 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.

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 (Adam 2004) 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 (Dave 1976). 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 (Vygotsky,2001).In this study therefore learning experience will mean the specific measurable, visually rich,interactive and enjoyable to enrich the learning without substitution .

1.1.4 Contextual Background

Sustaining learning experiencesis a phenomenon that affects the education progress of learners. Since the level of knowledge acquired by children during early childhood is an important predictor of diﬀerent outcomes, such as, reducing dropouts, class repetitions, reduce late entry at primary level, labor market careers and economic growth, it is widely accepted that teachers matter for the level of knowledge ﬁnally acquired by learners (Mulwa, 2013). Sustainability of learning experience among the children is also essential as it enhances the productivity of children in the future and increases children’s interest in education.

Facilitator teaching style is characterized by a focus on the personal nature of the student-teacher interaction (Grasha 1996).Teachers who exhibit this style offer a great deal of flexibility in their teaching and be more prone to a student- teacher approach paired with a willingness to explore alternative ways of completing tasks (Grasha 1996).

Considering the education dynamics target that can be achieved through responsiveness to the facilitiesand both national and international environment. Quality must also be responsive to the broad spectrum spanning Nursery depending on its peculiar demands. Quality in Education is holistic, more than importation of skills to do a job, it should change the whole person and his or her entire outlook and output. (Senyonyi 2016).However a number of factors have always deteriorated the learning as well as sustainability of learning experiences amongst preschoolers for example, staff handlers at this level are often ill-equipped, in part because of their inadequate training,limited standard instructional material used across all the institutions training Nursery School teachers, private ownership has eliminated children from exploiting their full potentials since it is a business.

Curriculumguidelines and recommendations concerning teaching and methodology have continued to be issued by individual organizations to their members, while others have ‘picked’ and ‘mixed’ what they view as ‘useful’. Some providers are forced to approach primary schools for guidance on what should be taught in their settings, hence exposing preschool children to primary school level content (Brunette, 2017). Despite the exposure of primary work to these preschoolers the performance has steadily decreased in Busoga sub region Iganga district in particular.

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. The young pre-primary children need an appropriate teaching styles the increases their interest in learning (Toyama, & Yamazaki, 2020)

Poor teaching styles has also has been reported to be the main cause and failure by the students to have regular attendance in school and more to that fail key subjects. According to it is imperative for the pre-primary pupils receive good facilitators with an excellent teaching styles as poor teaching styles causes in pre-primary school.

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 (Myburgh & Poggenpoel 2009; Prins 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. The level of enrollment decreases from pre-primary school to upper primary schools, sometimes scholars believe pupils in primary school may be losing interest in the education this therefore has puzzled the management of the different schools as to what could be the cause.While in Bugiri district the performance of primary school pupils has kept on decreasing and it is one of the poorest in the country. 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). The highest dropout percentage has been reported to be ranging between 30% and 50%. There are lowcompletionrates that signify a need for intervention in these schools. This is besides the already provided interventions of Universal Primary Education where pupils are not required to pay school fees apart from a small financial contribution towards their meals.

However, the question about what attributes make a teacher more successful than another in enhancing students’ performance has not been settled so far. Once a pupil drops out without completing his/her studies, he/she fails to get the needed knowledge which affects his/her ability to get a formal job in the future. Though the issues may be on formal jobs, there are many other things that the pupils who do not complete studies miss. For instance, they miss a chance to interact with others and grow intellectually. This is eventually likely to affect their self-esteem in life (Mulwa, 2013).

1.2 Statement of the Problem

Sustaining learning experience by learners in pre-schools remains an essential topic in Busoga education discourses. This is evidenced by the statistics about primary leaving examination (PLE) results for Uganda for the last five years which show consistently poor performance of Busoga sub region (UNEB 2014)The Eastern region has been pointed out over years as one of the poorest performing regions with Iganga municipality being among the worst performing.

In the recent report of 2017 by the daily monitor newspaper, it was reported that Iganga District in the eastern Uganda was among the poor performers in the country, with nearly 30 percent of the total pupil’s failing the exams. Out of the 12,328 candidates who sat for PLE exams, only 770 passed in division one. Kigulu north and Bugweri countries registered the highest number of failures in the district. Although critics have consistently blamed the poor performance on government’s failure to prioritize funding of the universal Primary Education (UPE) Programme, district authorities heaped the blame on teachers. However, Busoga sub region, iganga district in particular it is not uncommon for institutions that were set up to train childcare workers but were often ridiculed and deemed insignificant hence resulting into a missing link between connecting what is leant in Pre-schools with those in primary schools (Ejuu 2008). It is because of this that the researcher will conduct this study to establish the 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 teaching style on sustaining children’s learning experience inin selected pre- schools in Nabidongha county, iganga district.

1.3.2 Specific Objectives

The study will be guided by the following research objectives;

To examine the influence of scaffolding teaching styles on Children’s learning experience

1.4 Research Questions

The study will be guided by the following research questions;

What is the influence of scaffolding teaching styles on Children’s learning experience?
What is the influence of exploration on Children’s learning experience?

What is the relationship between collaboration and Children’s learning experience?

1.5 Scope of the Study

This research will be carried out inNabidongha County located in 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 childrens learning experiences. The teachers, parentsand 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 November2019 up to the end of August 2020.

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 NabidonghaCounty, 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 isconducted, the researcher cannot attain his masters’ degree.
This study is important because learning among young children inpre-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 NabidonghaCounty, Iganga district.

1.8. Hypothesis

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 teaching style and sustaining children’s learning experiences

Facilitator teaching style

· scaffolding

· exploration

· collaboration

· peer –peer teaching

Children’s learning experience

§ Self-discovery

§ Thinking both critical and creative

§ Skills development

§ Problem solving

IV DV

· School environment

· Family background

· Educational Level of parents

· Economic status of parents

Source: Developed by the Researcher, 2019

Explain the linkages between the variables. Also you need to explain whether your CP is informed by experience research or theory .

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