Project – Effect of Instructional Strategies (Play-Based, ICT-Based, and Traditional Methods) on Early Grade Literacy in Some Selected Pre-Primary Schools in Surulere, Lagos

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Early grade literacy forms the foundation of all later educational achievement, as it equips children with essential skills in reading, writing, listening, and comprehension. Literacy development in the pre-primary and early primary years is widely recognized as a critical predictor of academic success and lifelong learning outcomes (UNESCO, 2021). At this stage, children transition from learning to read to reading to learn, making instructional approaches particularly important in shaping their cognitive and language development.

Globally, educational systems have increasingly shifted from teacher-centered, rote memorization methods to more learner-centered instructional strategies that actively engage pupils in the learning process. Among these approaches, play-based learning, ICT-based instruction, and traditional teaching methods represent three dominant pedagogical strategies used in early childhood education. Play-based learning emphasizes learning through structured and unstructured play activities, which support cognitive, social, and emotional development. ICT-based instruction integrates digital tools such as tablets, educational apps, and interactive multimedia resources to enhance engagement and conceptual understanding. Traditional methods, on the other hand, rely heavily on teacher explanation, repetition, and memorization.

Research has shown that play-based learning significantly enhances early literacy skills by promoting language acquisition, vocabulary development, and comprehension through interaction and exploration (Fisher et al., 2019). Similarly, ICT-based instructional strategies have been found to improve pupils’ motivation and literacy outcomes by providing interactive and visually stimulating learning experiences (OECD, 2020). However, traditional methods, while still widely used, are often criticized for limiting pupil participation and creativity, especially in early childhood settings where active learning is essential.

In developing countries, including those in sub-Saharan Africa, the implementation of modern instructional strategies remains inconsistent due to factors such as inadequate teacher training, limited access to digital resources, and large class sizes (UNESCO, 2021). In Nigeria, early childhood education is guided by the National Policy on Education, which emphasizes child-centered and activity-based learning. However, in practice, many pre-primary schools still rely heavily on traditional methods due to infrastructural constraints and lack of instructional materials.

In Lagos State, which has one of the largest populations of pre-primary school learners in Nigeria, the quality of early childhood education varies widely across schools. While some schools have begun integrating ICT tools and play-based approaches, many others continue to depend predominantly on chalk-and-talk teaching methods. Studies suggest that teacher competence, availability of resources, and school environment significantly influence the choice of instructional strategy used in early grade classrooms (Aina & Olorunsola, 2022).

In Surulere Local Government Area of Lagos State, pre-primary schools operate within a densely populated urban environment characterized by both private and public educational institutions. Despite increasing awareness of modern instructional approaches, there is still limited empirical evidence on how play-based learning, ICT-based instruction, and traditional methods affect early grade literacy outcomes in this area. This gap necessitates a focused investigation into the comparative effectiveness of these instructional strategies in shaping pupils’ literacy development.

Therefore, this study examines the effect of instructional strategies—play-based, ICT-based, and traditional methods—on early grade literacy in selected pre-primary schools in Surulere, Lagos State, Nigeria.

1.2 Statement of the Problem

Despite global recognition of the importance of learner-centered instructional strategies in early childhood education, many pre-primary schools in Nigeria continue to experience poor literacy outcomes among pupils. Early grade literacy remains a major challenge, with many children unable to read or write effectively at the expected level by the end of pre-primary or early primary education (UNESCO, 2021).

In Surulere Local Government Area of Lagos State, the situation is similar, as many pre-primary school pupils struggle with basic literacy skills. One major concern is the continued dominance of traditional instructional methods, which often emphasize memorization and teacher-centered instruction rather than active engagement. This approach has been linked to low pupil participation, reduced motivation, and weak literacy development.

Although play-based and ICT-based instructional strategies have been introduced in some schools, their implementation remains inconsistent and limited. Many teachers lack adequate training in modern pedagogical approaches, while others do not have access to necessary ICT tools and learning materials. As a result, the intended benefits of these innovative instructional strategies are not fully realized in classroom practice.

Furthermore, there is limited empirical evidence comparing the effectiveness of play-based learning, ICT-based instruction, and traditional methods on early grade literacy in Surulere. Without such evidence, educators and policymakers may struggle to identify the most effective instructional approach for improving literacy outcomes in pre-primary schools.

If this situation persists, it may continue to negatively affect pupils’ foundational literacy skills, thereby limiting their future academic performance. This study therefore seeks to examine the effect of instructional strategies on early grade literacy in selected pre-primary schools in Surulere, Lagos State.

1.3 Objectives of the Study

The main objective of this study is to examine the effect of instructional strategies on early grade literacy in selected pre-primary schools in Surulere, Lagos State.

Specifically, the study seeks to:

1. Determine the effect of play-based instructional strategy on early grade literacy.
2. Examine the effect of ICT-based instructional strategy on early grade literacy.
3. Assess the effect of traditional teaching methods on early grade literacy.
4. Compare the effectiveness of play-based, ICT-based, and traditional instructional strategies on pupils’ literacy outcomes.

1.4 Research Questions

1. What is the effect of play-based instructional strategy on early grade literacy?
2. What is the effect of ICT-based instructional strategy on early grade literacy?
3. What is the effect of traditional teaching methods on early grade literacy?
4. How do play-based, ICT-based, and traditional instructional strategies compare in their influence on early grade literacy?

1.5 Research Hypothesis

The following hypothesis will be tested at 0.05 level of significance:

H₀: There is no significant difference in the effect of play-based, ICT-based, and traditional instructional strategies on early grade literacy in selected pre-primary schools in Surulere, Lagos State.

H₁: There is a significant difference in the effect of play-based, ICT-based, and traditional instructional strategies on early grade literacy in selected pre-primary schools in Surulere, Lagos State.

1.6 Significance of the Study

This study is significant to teachers, school administrators, policymakers, and researchers. It will provide empirical evidence on the effectiveness of different instructional strategies in early childhood education. Teachers will benefit by identifying more effective methods for improving pupils’ literacy skills.

School administrators and policymakers in Lagos State will use the findings to improve teacher training programs and instructional resource allocation. Additionally, the study will contribute to academic literature on early childhood education pedagogy in Nigeria and other developing countries.

1.7 Scope of the Study

This study is limited to selected pre-primary schools in Surulere Local Government Area of Lagos State, Nigeria. It focuses on three instructional strategies: play-based learning, ICT-based instruction, and traditional teaching methods, and their effects on early grade literacy outcomes.

1.8 Operational Definition of Terms

Instructional Strategies: Methods used by teachers to deliver lessons, including play-based, ICT-based, and traditional approaches.

Play-Based Learning: An instructional approach where children learn through structured and unstructured play activities.

ICT-Based Instruction: Teaching method that uses digital tools and technologies to support learning.

Traditional Methods: Teacher-centered instructional approach involving lecture, repetition, and memorization.

Early Grade Literacy: Basic reading and writing skills acquired by children in pre-primary or early primary education.

Pre-Primary Schools: Early childhood education institutions for children before formal primary education.

Project – Effect of Instructional Strategies (Play-Based, ICT-Based, and Traditional Methods) on Early Grade Literacy in Some Selected Pre-Primary Schools in Surulere, Lagos