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Extent of Caregivers’ Awareness of Child-Friendly Indoor Learning Environment on Pupils’ Social Development in Anambra State

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  • Ugwude Doris Ifeoma

    (Department of Early Childhood and Primary Education, Faculty of Education Nnamdi Azikiwe University, Awka)

  • Nnalue Ifunanya Ann

    (Department of Early Childhood and Primary Education, Faculty of Education Nnamdi Azikiwe University, Awka)

Abstract

This study investigated the extent of caregivers’ awareness of child-friendly indoor learning environment on pupils’ social development in Anambra State. Two research questions guided the study while two null hypotheses were tested at 0.05 level of significance. The descriptive survey design was used for this study. The population of the study consisted of 1628 caregivers (ECE teachers) in the 21 LGEAs in Anambra State. The sample size consisted of 500 caregivers. Multi-stage sampling technique was used in selection of the sample size. An instrument titled: Questionnaire on Caregivers’ Awareness of Child-friendly Learning Environment on Social Development (QCACFLESD), was used to collect data for this study after being face validated by three experts. Cronbach Alpha was used to check the internal consistency of the instruments and reliability coefficient values of 0.81 and 0.70 were found for QCACFLESD, it yielded an overall co-efficient of 0.75. Mean and standard deviation was used to answer the research questions while Analysis of Variance (ANOVA) was used to test the null hypotheses at 0.05 alpha level. The finding revealed that caregivers to a great extent are aware of child-friendly indoor learning environment on pupils’ social interaction skills and pupils’ emotional regulation in Anambra State. The corresponding hypothesis revealed that there is no significant difference in the mean ratings of caregivers’ awareness level of child-friendly indoor learning environment on pupils’ social interaction skills in Anambra State based on their years of experience. Finding also revealed that caregivers to a great extent are aware of child-friendly indoor learning environment on pupils’ emotional regulation in Anambra State. The corresponding hypothesis revealed that there is no significant difference in the mean ratings of caregivers’ awareness level of child-friendly indoor learning environment on pupils’ emotional regulation in Anambra State based on their years of experience.

Suggested Citation

  • Ugwude Doris Ifeoma & Nnalue Ifunanya Ann, 2024. "Extent of Caregivers’ Awareness of Child-Friendly Indoor Learning Environment on Pupils’ Social Development in Anambra State," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(10), pages 3014-3023, October.
    • Handle: RePEc:bcp:journl:v:8:y:2024:i:10:p:3014-3023
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    References listed on IDEAS

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    1. Samuel O. Obaki, 2017. "Impact of Classroom Environment on Childrens Social Behavior," International Journal of Education and Practice, Conscientia Beam, vol. 5(1), pages 1-7.
    2. Samuel O Obaki, 2017. "Impact of Classroom Environment on Childrens Social Behavior," International Journal of Education and Practice, Conscientia Beam, vol. 5(1), pages 1-7.
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