Chapter 1-5: ASSOCIATING ANIMATION WITH CONCRETE MODELS IN REDUCING VULNERABILITY OF EARLY CHILDHOOD PUPILS TO ENVIRONMENTAL HAZARDS IN AGEGE LAGOS STATE
Click here to Get this Complete Project Chapter 1-5
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
The environment in which we live in is full of dangers and risks for both children and adults. Adults have strong immune system and higher intellect which make them less vulnerable to these hazards than children. Children on the other hand are more at risk than adults to environmental hazards due to their size, physiology and behaviour. A hazard is a situation that poses a level of threat to life, health, property, or environment. Environmental hazard is the state of events which has the potentials to threaten the surrounding natural environment and adversely affect people’s health. Hazards can be categorized into five types: chemical, physical, biological, psychological and radiation (MacCollum, 2006).
Children exist within three broad types of environments: physical, biological and social. Each affects their well-being. The physical environment is anything that comes in contact with the body. Air, for example, is in constant contact with our lungs and skin, and is a large part of our physical environment.
To define the physical environment precisely, it may be necessary to divide a large environment into smaller units, called microenvironments. For examples, in a room contaminated with radon, the radon will not be evenly dispersed; air near the floor has a higher radon concentration. Therefore, the environment of a preschooler playing on the floor would be much different from that of an adult standing in the room. These micro environments differ enormously between adults and preschools (children) in many situations.
The biological environment consists of the internal physiological workings of the body as it takes up processes and interacts with the substances it contacts. The body has specific chemical pathways used to digest, process, and excrete substances found in air, food and water. The multiple steps by which a toxic hazard may result in adverse health effects help illustrate the complexity of the biological environment.
The social environment includes the day-to-day circumstances of living in a family or other settings as well as the laws and their continued development and their different physical and biological environments, are a unique group of individuals in relation to toxic hazards. If laws, regulations, policies, and behaviour do not reflect this fact, then children may unwillingly be exposed to environment hazards.
Children are more vulnerable than adults to environmental hazard due to their size, physiology and behaviour. Children are more heavily exposed to toxins in proportion to their body weight, and have more years of life ahead of them in which they may suffer long-term effects from only exposure. Children (preschoolers) under age 5 breathe more air, drink more water, and eat more food per unit of body weight than adults do, so they may experience higher rates of exposure to pathogens and pollutants. Children at all ages, not just the very young, are at greater risk than adults. Typical childhood behaviours such as crawling and putting objects in the mouth, can also lead to increased risks. Many preschoolers and lower basic primary schools attend school without sanitation facilities, making them more likely to contact various diseases and less likely to go to preschool. The way pupils are taught can reduce their vulnerability to environmental hazards. Animation in association with concrete models driven with constructivist strategy is being seen as one of the ways through which early childhood pupils can learn about the environment through which there can be reduction in the vulnerability to environmental hazards.
This is because it enables the pupils to be taught in a play-like manner and animation provides one of the best means by which this can be done. When combined with concrete models to explain the environment, it could go a long way in reducing their vulnerability to environmental hazards. Animation provides a more optimistic view of learning than the static picture. Hegarty (2005) documents the advantages of animations over static pictures. Compared with static images and text, animations can present procedural information (e.g. biochemical reaction steps, physiological mechanisms) more explicitly as they show the steps in an orderly manner. Hegarty (2005) mentioned that animation is used for representing the mechanical motions directly while static images could just show the motions indirectly through arrows and phase diagrams. She carried on suggesting that animations bring more realistic representations that are more isomorphic to the reality they represent Hegarty, 2005: 451). Moreover, we think animations allow representations of objects that are either too microscopic (e.g. viruses, nuclei) or even invisible (e.g. electricity current, magnetic force) for the naked eyes. Details can be viewed from angles not feasible in real life.
A number of empirical studies showed promising results animations have on learning. Trevisan, Oki and Senger (2009) compared two groups of students who used a video of traditional lecture and animation as the learning material respectively. The learning topic was about follicular dynamics, a topic in physiology. The students invited for the study were from an undergraduate reproductive physiology course in six universities in USA. An immediate one-off test was used as the evaluation instrument. The results in general showed that those used animation as the learning material got significantly higher marks.
Compared with static images and text, animations can present procedural information (e.g. biochemical reaction steps, physiological mechanisms) more explicitly as they show the steps in an orderly manner. Hegarty (2005) mentioned that animation is used for representing the mechanical motions directly while static images could just show the motions indirectly through arrows and phase diagrams. She carried on suggesting that animations bring more realistic representations that is more isomorphic to the reality they represent Hegarty, 2005: 451). Moreover, we think animations allow representations of objects that are either too microscopic (e.g. viruses, nuclei) or even invisible (e.g. electricity current, magnetic force) for the naked eyes. Details can be viewed from angles not feasible in real life.
There are, however, limitations concerning with the use of animations in teaching and learning. Designing and developing quality animations for teaching and learning can be challenging. Morrison, Tversky, and Betrancourt (2000), for example, remarked that fast-paced animations would impose difficulties to the students in observing detailed procedural information. Moreover, animations are costly and time-consuming to make. Viewing them may be time-consuming too. If a concept can be understood using a static diagram or using text, it will be time-saving.
Kesner and Linzey (2005) found no improvement on students’ learning in using animations. A learning package was developed for students to learn physiology. Animations were an important component of the learning package. The students were studying courses of human anatomy and physiology in a university in Midwestern USA. The materials were used as a supplementary learning material. The time students spent on using the learning package and their examination results were compared. The result was that use of the package did not have a significant impact on student performance (Kesner & Linzey, 2005: 211). Promising as the use of animations, there is a need to be driven with appropriate pedagogy in which students are actively involved in the learning process and that is the reason why constructivist studies that enables active construction of knowledge was employed in this study.
The issue of gender is an important one in education especially with increasing emphasis on ways of boosting manpower for technological development as well as increasing the population of females in science and technology fields (Ogunkola & Bilesanmi-Awoderu, 2000). In Nigeria, and perhaps the whole of Africa, gender bias is still very prevalent (Arigbabu & Mji, 2004). Globally, women and girls are underrepresented in almost all sectors of development including education and employment opportunities despite the fact that women constitute more than half of the world’s population (Federal Government of Nigeria, 2004). The degree of under representation differs from country to country. In most societies, especially in developing countries, women and girls are denied access to life transforming opportunity as education and are discriminated against in employment opportunities, job securities and other benefits available to their male counterparts (Okoli, 2011).
In Nigeria in spite of government huge financial investments on education, introduction of nine years free and compulsory basic education for all children of school age (FME, 2004) and determination to promote gender equity in science and technology education at all levels of the education system (FMST, 1986) gender disparity in access to education and employment opportunities still exist.
Several research reports (Ayeobasan, 2012; Nwagbo and Okoro, 2011; Okoli, 2011) indicate that gender gaps exist in science and technology education and employment opportunities in Nigeria. The reports further stated that Women and girls are underrepresented in some fields, and the few women and girls that venture into such fields are discriminated against in employment opportunities. Okebukola (2004) reported that in spite of the fact that 50% of the population of Nigeria is women only 11% of personnel in science, technology and engineering professions are women.
Ogunleye (1999) asserted that despite the fact that women form more than 50% of the Nigerian population according to the 1991 census figures; women (girls) still under achieved and are underrepresented in science, mathematics and technology education. There underachievement was seen from their performances in externally conducted examination (West African School Certificate Examination). However, Ogunkola and Bilesanmi-Awoderu (2000); Bilesanmi-Awoderu (2002); Pandian (2004); Oludipe (2012); Ajaja and Urhievwejire (2012), reported that there are no distinguishing differences in the cognitive, affective and psychomotor skill achievements of students in respect to gender. It is against the inconsistency in gender studies that this study considered gender as a moderator variable in this study.
1.2 Statement of the Problem
The environment is the place that encompasses where pupils learn and play. Most of the Early Childhood school centres in Agege Local Government Area of Lagos State are situated near uncovered canal where dirty and bloody water from abattoir flows which makes Early Childhood pupils to be inhaling contaminated oxygen in addition to exposure to auto emissions and lead. Also, some of these schools are situated near uncovered canal and do experience flooding during rainy season and some Early Childhood pupils are carried away on a yearly basis. Most of the schools in Agege Local Government Area do not have good drinking water and toilets which can result into cholera, dysentery, diarrrhoea and other epidemic diseases.
Early Childhood pupils learn mostly through visual means. Animation in association with concrete models driven by constructivist strategy provides a good way of learning through visual means especially when concrete models which reflect what happens in the environment are incorporated into the teaching and learning of Early Childhood pupils. The extent to which an association of animation with concrete models driven with constructivist strategy is effective in reducing the vulnerability of Early Childhood pupils to environmental hazards is not well understood. Thus, the study investigated the effect of animation in association with concrete models driven with constructivist learning strategy in reducing the vulnerability of Early Childhood pupils to Environmental Hazards in Agege Local Government Area in Lagos state.
1.3 Purpose of the Study
The purpose of the study is to determine the association of animation with concrete models driven with constructivist learning strategy in reducing the vulnerability of Early Childhood pupils to environmental hazards. Specifically, the objectives are to:
- Ascertain the nature of environmental hazards that Early Childhood pupils are exposed to
- Determine the effect of treatment on Early Childhood pupils reduction in vulnerability to environmental hazards
- Assess the effect of pupils’ gender in reduction of vulnerability to environmental hazards
- Ascertain the interaction effect of treatment and gender in the reduction of vulnerability to environmental hazards
- To suggest preventive measures in the reduction of Early Childhood pupils’ vulnerability to environmental hazards
1.4 Research Questions
- What is the nature of environmental hazards that Early Childhood pupils are exposed to?
- What is the effect of treatment on Early Childhood pupils’ reduction of vulnerability to environmental hazards?
- What is the effect of gender on Early Childhood pupils’ reduction of vulnerability to environmental hazards?
- What is the interaction effect of treatment and gender on Early Childhood pupils’ reduction of vulnerability to environmental hazards?
- What are the suggested preventive measures in the reduction of Early Childhood pupils’ vulnerability to environmental hazards?
1.5 Research Hypotheses
- There is no significant main effect of treatment (animation with concrete models) on Early Childhood school pupils’ reduction in vulnerability to environmental hazards.
- There is no significant main effect of gender on Early Childhood school pupils’ reduction in vulnerability to environmental hazards.
- There is no significant interaction effect of treatment and gender on Early Childhood school pupils’ reduction in vulnerability to environmental hazards.
1.6 Significance of the Study
This research will be of immense benefit to parents, teachers and policy makers in that it enables them to know how vulnerable preschool pupils are to environment hazards as a result, it enables them to embark on preventive measures at all times so that preschool pupils will experience healthy growth and development.
This study will give parents the consciousness of taking good care of their children particularly the parents who are so engaged and who commit most of their time to work or to business. It is also significant nowadays because it will caution and enlighten teachers in day-care centres where they give preschool pupils valium and other drugs to make them sleep.
The study will enlighten the Nigerian Government to monitor and supervise any awarded project or contract given to contractors to ensure that they do it according to specified standards. A case study is the uncovered canal in Agege Local Government Area of Lagos State. Also, it will enable the Nigerian Government to know that they are yet to fulfill many of their promises to Nigerians by providing social amenities particularly for schools. These social amenities include good and safe drinking water, construction of good schools at appropriate sites etc.The significance of this research also lies in the fact that it focuses on an area where parents and teachers pay little attention to.
1.7 Scope of the Study
Collection of data for this project was limited to Early Childhood pupils’ teachers in Agege LGA of Lagos State. The study was also restricted to the effect of animation in association with concrete in reducing the vulnerability of Early Childhood pupils to environmental hazards as well as building the effect of gender into the study as well as preschool teachers from public and private schools. Nature of environmental hazards and suggestive prevention of environmental hazards also formed part of the study.
1.8 Definitions of Terms
The definitions of terms that will be used in this research study are presented below:
- Vulnerability: This can be defined as being easily wounded or harmed.
- Animation with Concrete Models Learning Strategy: This is a learning strategy facilitated by the use of animations with concrete models to promote learning of environmental concepts in pupils so as to reduce their vulnerability to environmental hazards.
- Concrete Models: These are drawings or pictures used to convey information on environmental concepts to Early Childhood pupils
- Early Childhood school Pupils: This can be defined as young learners in lower basic primary schools not exceeding the age of 8.
Get the Complete Project
This is a premium project material and the complete research project plus questionnaires and references can be gotten at an affordable rate of N3,000 for Nigerian clients and $15 for International clients.
Click here to Get this Complete Project Chapter 1-5
You can also check other Research Project here:
1, Accounting Research Project
2. Adult Education
3. Agricultural Science
4, Banking & Finance
5. Biblical Theology & CRS
6. Biblical Theology and CRS
7. Biology Education
8. Business Administration
9. Computer Engineering Project
10. Computer Science 2
11. Criminology Research Project
13. Early Childhood Education
14. Economic Education
15. Education Research Project
16. Educational Administration and Planning Research Project
17. English
18. English Education
19. Entrepreneurship
20. Environmental Sciences Research Project
21. Guidance and Counselling Research Project
22. History Education
23. Human Kinetics and Health Education
24. Management
25. Maritime and Transportation
26. Marketing
27. Marketing Research Project 2
28. Mass Communication
29. Mathematics Education
30. Medical Biochemistry Project
31. Organizational Behaviour
32. Other Projects
33. Political Science
34. Psychology
35. Public Administration
36. Public Health Research Project
37. More Research Project
38. Transportation Management
EARLY CHILDHOOD TOPICS
o Effect Of Classroom Management On Children Education In Pre-Nursery Schools In Lagos
o Impact Of Motivational Factors On Career Choice Among Senior Secondary School Students
o Impact Of Psycho-Social Factors On School Adjustments Among Secondary Schools Students
o Teachers Perception Of Children With Attention Deficit Disorder In Pre-Schools In Yaba Local Government Lagos
o The Effects Of Information And Communication Technology (Ict) In Early Childhood Classroom
o Impact Of Early Marriage On Girl Child Education In Shomolu Local Government Area Lagos State
o Effect Of Learning Corners On The Pre-Schoolers Learning Outcomes In Early Childhood Education
o Influence Of Parental Care On Preschool Pupils Learning Outcomes In District Iii Ikoyi Lagos
o Effects Of Observational Strategy On Preschool Pupils Social Skills And Cooperation During Play In Educational District Iv Lagos State
o Complete Project – Effect Of Learning Corners On The Pre-Schoolers Academic Performance In Early Childhood Education
o Full Project – Impact Of Undergraduates Students Attitudes Towards The Study Of Early Childhood Education
o Full Project – Assessment Of The Quality Of Outdoor Play In Primary School
o Effectiveness Of Hands-On Activities On Selected Public School Pupils Performance In Shomolu Local Government Area Of Lagos State
o The Use Of Play As Learning Strategy For Skills Development In Early Childhood Education
o Teachers’ Attitude On Academic Performance Of Pupils In Early Childhood Education
o Effects Of Visual Therapy On Expressive Art Performance Of Autistic Children In Yaba Local Council Development Area In Lagos State
o The Effectiveness Of Teaching Styles In Early Childhood Education In Lagos State Primary Schools
o Associating Animation With Concrete Models In Reducing Vulnerability Of Early Childhood Pupils To Environmental Hazards In Agege Lagos State
o Teacher’s Creativity On Early Childhood Development In Mushin Lg
o Attitude Of Students Towards The Study Of Early Childhood Education
o Influence Of Violent Television Programme On The Aggressive Behaviour Of Children In Public Primary School In Mushin Local Government Area Of Lagos State
o Full Project – Influence Of Government, Community And Private Sector On Early Childhood Education In Ondo South Local Government Area, Ondo State
o Full Project – Influence Of Parenting Styles On Bullying Behaviour Of In-School Adolescents In Surulere Metropolis
o Full Project – Impact Of Parental Support On Preschool Pupils Learning Outcomes In District Iii Ikoyi Lagos
o Full Project – Impact Of Early Childhood Play Equipment On The Physical Development Of Pre-Nursery School Children In Local Education District, Shomolu, Lagos
o Full Project – Impact Of Play Equipment On The Physical Development Of Pre-Nursery Pupils In Local Education District, Surulere, Lagos
o Full Project – Influence Of Play And Play Equipment On The Physical Development Of Pre-Primary Pupils In Local Education District, Surulere, Lagos
o Full Project – Effects Of Corona Virus On The Education Of Preschool Child
o Full Project – Appraisal Of Child Labour On Student Academic Performance In Shomolu Lagos State
o Project -Effects Of Information And Communication Technology (Ict) Gadget In Teaching Nursery Schools (A Study Of Five Selected Pre-Schools In Hong Lga, Adamawa State)
o Full Project – The Attitude Of Parents Towards The Primary Education Of Their Children
o Full Project – Perception Of Parents On Over-Schooling Of Children At The Pre-Primary Education
o full project – factors responsible for poor nursery/primary education in nigeria
o Full Project – The Standard Of Primary Education And Its Effect On Educational Development
o Full Project – The Community Participation In Financing Primary Education
o Full Project – Challenges And Prospects Of Primary Education In Nigeria
o Full Project – The Effect Of Pre-Primary School Education On The Speech Development Of The Primary School Child
o Full Project – Introduction Of Teaching Sex Education In Primary School In Egor Local Government Area Of Edo State
o Full Project – The Factors Responsible For Primary School Pupils Poor Academic Performances In Primary Science And Computer Science (A Case Study Of Enugu Education Zone)
o Full Project – An Assessment Of Pre-Primary School Education On Primary School Pupils’ Performance In Some Selected Primary Schools In Benin City
o Full Project – Problems And Prospects Of Primary Education In Nigeria
o Full Project – The Attitude Of Parents Towards The Primary Education Of Their Children
o Full Project – Assessment Of Early Childhood Care Education Providers’ Adherence To The Provisions Of National Minimum Standard On Earlychildhood Education
o Full Project – Effects Of Early Childhood Education In Academic Achievement Of Primary Four Science In Uyo Local Government Area Of Akwa Ibom State
o Full Project – Effects Of Early Childhood Education On Academic Achievement In Primary School In Uyo Local Government Area Of Akwa Ibom State
o Full Project – Long-Term Effects Of Early Childhood Education On Academic Achievement In Primary Pupils In Uyo Local Government Area Of Akwa Ibom State
o Full Project – Quality Assurance Unit Involvement In Early Childhood Education In Nigeria
o Full Project – Effect Of Overtime On Early Child Education In Some Selected Private Schools In Jarlingo
o Full Project – Assessment Of Challenges Of Gifted Children
o Full Project – Imo State Government Extent Of Implementation Of The National Objectives For The Establishment Of Pre-Primary Education
o Full Project – Relationship Between Parenting Practices And Attachment Styles Among Early Childhood Education Pupils Nigeria
o Full Project – Relationship Between Parental Role, Early Childhood Education And Its Development
o Full Project – Impact Of Parents Educational Background On The Academic Performance Of Their Children
o Full Project – The Perception Of Early Childhood Education Pre-Service Teachers On Sustainable Development Goal
o Full Project – Early Childhood Education And The Importance Of Play In The Development Of Children Between 1 To 6 Years Case Study Gashua In Yobe State
o Full Project – The Impact Of Absentee Parenthood On Child Development
o Full Project – The Impact Of Orphanage Home On Child Personality Development In Nigeria
o Chapter 1-5: strategies for improving early childhood education programme in federal college of education (technical) umunze. Anambra state.
o Full Project – Impact Of Learning Corners On The Pre-Schoolers’ Academic Performance In Early Childhood Education
o Full Project – Effect Of Learning Centres On The Pre-Schoolers’ Academic Performance In Early Childhood Education
o Full Project – Teachers’ Attitude Towards Inclusion Of Children With Special Needs
o Full Project 1-5 -Teacher’s Creativity On Early Childhood Development In Abuja, Nigeria
o Download The Full Project – Impact Of Family Life And Sex Education On The Prevention Of Teenage Pregnancy Among Secondary School Student In Lagos State
o Full Project – Influence Of Classroom Management In Early Childhood Care And Education In Pre-Nursery Schools In Lagos Plus Questionnaire
o Full Project – Appraisal Of Child Labour On The Punctuality And Study Habits Among Selected Primary Schools In Eti-Osa, Lagos State
o Full Project – Patterns And Incidence Of Child Abuse Among Primary School Pupils In Lagos Metropolis
o Full Project – Factors Motivating Career Choice Among Senior Secondary School Students
o Full Project – Leadership Styles Of Principals And School Organizational Performance
o Full Project-Sexual Activity And Level Of Education As Determinants Of High Increase Of Hbv Among Pregnant Women In Lagos Metropolitan City
o Full Project- School Plant Planning On Students’ Academic Performance In Senior Secondary Schools In Education District Ii Lagos State
o Project-Influence Of Parents Scientific Background On Students’ Achievement And Career Aspiration In Basic Science
o Project-Sexual Activity And Level Of Education As Determinants Of High Increase Of Hbv Among Pregnant Women In Lagos Metropolitan City
o The Influence Of Information And Communication Technology On Child’s Education In Nigeria
