ATTITUDE OF STUDENTS TOWARDS THE STUDY OF EARLY CHILDHOOD EDUCATION
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ATTITUDE OF STUDENTS TOWARDS THE STUDY OF EARLY CHILDHOOD EDUCATION
CHAPITRE ONE
INTRODUCTION
BACKGROUND OF THE STUDY
Every area of a person’s life, including their education, can be influenced by their attitude. The attitudes of students towards learning determine their capacity and motivation to study.
If unfavourable attitudes are not changed, a student is unlikely to complete his education to the appropriate level. Changing pupils’ bad attitudes towards learning is a process that requires identifying the causes that are causing the attitude and then using that information to effect change.
Students have limited chance of learning proficiently, if at all, if they do not have positive attitudes and perspectives. Marzano (2016) distinguished two types of attitudes and perceptions that influence learning:
attitudes and perceptions about the learning environment and attitudes and perceptions regarding classroom tasks. The Dimensions of Learning model (Marzano, 2016) is based on the concept that good teachers constantly reinforce attitudes and perceptions in both of these categories.
According to Marzano, the master teacher has internalised procedures and strategies for improving these attitudes and perceptions to the point that the techniques are frequently transparent: they have become part of the fabric of instruction and are hardly visible to the undiscerning eye.
McLeod (2012) defines attitude as a long-term good or negative emotional disposition towards mathematics. Attitudes are rather stable and include both emotive and cognitive components (Goldin, 2002).
Only the emotions and beliefs involved with learning are included in a bidimensional definition of attitude (Daskalogianni & Simpson, 2000).
A multidimensional definition of attitude includes three components: emotional response, beliefs about learning, and subject-related behaviours (Hart, 2009).
Confidence, views in the relevance of the subject and its utility in practise, and anxiety are some elements that influence attitude towards learning a subject (Ashby, 2009).
Students’ interest and beliefs in the utility of educational information in their future careers or daily lives are vital. Belief systems represent one’s world view, or the point of view from which one approaches a subject.
Beliefs regarding a piece of knowledge can influence how one approaches an issue, which strategies are employed or avoided, how long and how hard one works on it, and so on. 2005 (Schoenfeld)
Self-efficacy refers to students’ beliefs about their capacity to do a task successfully, as well as their confidence in their abilities to do so (Pintrich, Candela, & James, 2003).
People’s self-efficacy beliefs influence their choices, aspirations, how much effort they put into a given endeavour, how long they persevere in the face of difficulties and setbacks, whether their thought patterns are self-harming or self-helping,
the amount of stress they experience in coping with taxing environmental demands, and their vulnerability to depression (Richards, 2001).
Self-ratings of skills related to specific situations can be used to assess self-efficacy among Early Childhood Education (ECE) undergraduates (Schunk, 2011).
Students who have a high sense of self-efficacy are more likely to concentrate on activities, apply efficient tactics, manage time effectively, and seek assistance if necessary (Pintrich & De Groot, 2010).
However, in some cases, excessive self-efficacy is counterproductive to learning: the student believes that she or he knows everything and does not need to put effort into learning. A somewhat lower sense of self-efficacy resulted in more mental effort and thus higher learning outcomes (Salomon, 1984).
Self-judgment is one’s evaluation of one’s own performance and recognition of the relationship between achieved performance level and learning process quality (Zimmerman, 2000).
Learners with high self-esteem blame poor performance on a lack of effort or time, or on the use of an ineffective method (Zimmerman, 2000).
According to Hagen and Weinstein (2015), the greater students’ ability to take responsibility for their own learning, the more likely they are to attribute achievement to their own efforts.
Students are more inclined to exert greater effort in their studies if they believe that their efforts will have an impact on what and how much they learn.
Self-reaction refers to feelings regarding the outcomes: satisfaction or discontent (Zimmerman, 2002). If a student believes he or she is making good progress, he or she will feel satisfied,
which can boost self-efficacy and sustain motivation (Schunk, 2006). Students are more motivated to complete a work when they are satisfied with their achievement (Schunk, 2006). Students must feel satisfied in order to be motivated.
Undergraduate students should be encouraged to pursue a degree in Early Childhood Education. Felix (2013) summarised the importance of learning ECE as follows:
it enables students to gain knowledge of developmental milestones from the time a child is born through their fifth year of life; it helps them to learn relationship-building skills;
it enables them to provide hands-on learning experiences; and it motivates them to advocate for early childhood education resources and initiatives.
Learning about Early Childhood Education promotes a deep grasp of young children, the psychology underlying their acts, their quirks, their physical, emotional, and learning requirements.
Because of the aforementioned, it is necessary to analyse undergraduate attitudes towards Early Childhood Education learning and study.
STATEMENT OF THE PROBLEM
Students’ attitudes towards learning a subject or a course heavily influence their future prospects in that course. Attitude predicts a student’s commitment, class attendance, and personal research “all of which are required for a student to succeed.
Students’ attitudes towards learning are not all the same. While some students are enthusiastic about their studies, others are less enthusiastic.
This could be due to a number of things. Among these are: a thorough comprehension of the course, love or disdain for the course, the nature of the lecturers, self-motivation and self-efficacy.
The goal of this survey is to measure students’ views about the study of Early Childhood Education.
PURPOSE OF THE STUDY
The primary goal of this research is to assess students’ attitudes towards the study of early childhood education. This study specifically seeks to:
assess ECE students’ opinions towards class attendance
determine students’ attitudes towards personal research in ECE
determine students’ attitudes towards using ECE ideas
determine students’ attitudes regarding note-taking in ECE classes
RESEARCH QUESTIONS
During the course of this project, the following research issues will be addressed:
How do ECE students feel about class attendance?
What is the attitude of ECE students towards personal research?
What is the student attitude towards applying ECE concepts?
What are students’ attitudes regarding taking notes in ECE?
RESEARCH HYPOTHESES
During the course of this study, the following research hypotheses will be tested:
In ECE, students show a lack of enthusiasm for class attendance.
In ECE, students have a negative attitude towards own research.
Students do not apply ECE information in their daily lives. Students have a casual approach towards taking notes in ECE.
SCOPE OF THE STUDY
The study investigates students’ attitudes regarding the study of early childhood education. This research is restricted to the following topics:
Lagos University, The method of descriptive survey research, Using a questionnaire, One hundred (100) students studying Early Childhood Education at the University of Lagos The Chi-square statistician’s tool.
SIGNIFICANCE OF THE STUDY
This study would show the critical aspects that influence students’ attitudes towards studying early childhood education as a first step in investigating and improving those attitudes.
The characteristics that increase students’ qualities as ECE undergraduates, such as note-taking, classroom attendance, and application, would be assessed through this work, and efforts would be taken to improve them.
DEFINITION OF OPERATIONAL TERMS
Attitude: a consistent way of thinking or feeling about Early Childhood Education, as manifested in a student’s behaviour.
Early Childhood Education: Undergraduate university education that focuses on the formal education of children before they reach elementary school.
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