Effectiveness of reception class teachers’ pedagogical approaches in delivering pre-primary curriculum – Evidence from practice

Abstract

Background: This report is part of a study commissioned to provide evidence to inform quality improvements, and the rolling out of the public reception class programme (RCP) to all public primary schools in Botswana by 2020. The study adopted the Discrepancy Evaluation Model (DEM) as a theoretical framework.Aim: One of the specific objectives of the study was to determine the effectiveness of the programme in terms of the RCP curriculum coverage and the teachers' effectiveness in delivering the curriculum. The aim of the study reported in this article was therefore to determine the reception class teachers' pedagogical approaches in delivering the RCP curriculum. Setting:The study was conducted in Botswana where early childhood care and education was provided by private providers until 2014 when the government of Botswana introduced the RCP in public primary schools. Methods:The study utilised a multi-method design. Stratified random sampling was used to select 10% of the 539 public primary schools that had implemented the programme since 2014 when it was introduced. An analysis tool based on the revised Bloom's Taxonomy was used to analyse the content, as well as the level of coverage of important skills within the RCP curriculum. Questionnaires were used to gather information from teachers. Interviews were used to gather information from principal education officers (PEOs) who are part of the inspectorate. Feedback received from these participants was considered as indicating performance, according to the DEM. This performance was then compared with standards (with the RCP curriculum) to determine if any discrepancies existed.Results: Findings indicated that the RCP curriculum was adequate in coverage of skills at various levels of knowledge, understanding and appreciation. However, in some learning areas, certain competencies and performance targets were pitched at higher-order thinking. This resulted in most teachers focusing on achieving performance targets instead of following performance indicators to develop particular skills. As a result, learners demonstrated achievement of performance targets yet their developmental process skills were not fully accomplished. Conclusion:The RCP generally had a sound teaching cadre which would generate a considerable impact on the programme, should their pedagogical approaches not be derailed by the desire to fulfil performance targets at the expense of developmental process skills.

Teachers’ Analysis of the Complexity Levels of Key Skills Development in the Preprimary School Curriculum in Botswana

“…Although it is clearly written in the curriculum that teachers should take the initiative to plan for children at a level which is developmentally appropriate, some teachers were aiming at achieving learning outcomes and pitching the indicators at higher levels. Gaotlhobogwe et al (2022) reported that because of pressure from parents and supervisors, teachers were pitching the level of the RCP syllabus coverage higher than the expected level of 4 -5 year which confirms that the teachers were influenced by the culture and society in their analysis and interpretation of the curriculum. Bassok et al (2016) reported that the current perception is to prepare children so that they can be easily adjusted in the primary school which is mainly done by giving focus on basic knowledge of letters and numbers.…”

“…In the Botswana context, a pre-primary curriculum was developed by the Ministry of Basic From the inception of the piloting, there were a mixed feelings among reception class teachers on the interpretation of the pre-primary curriculum. A study by Gaotlhobogwe et al (2022) on the evaluation of the pre-primary curriculum reported that some teachers focused on the learning outcomes prescribed in the pre-primary curriculum and did not follow the developmentally appropriate approaches to promote children's progress. This implies that curriculum has different levels of skills development and teachers were interpreting them differently.…”

Markov Model-Based Learning Aid for Students’ Civics Course

“…e quality of air has farreaching significance and influence on human survival and development, food, clothing, shelter and transportation, and harmonious coexistence of nature. If we can accurately predict the level of air quality in an area, we can do a good job of protection and relevant countermeasures in advance and minimize the harm and adverse impact of air quality deterioration on life [12]. 730 air quality grade data pieces of Taiyuan city from April 1, 2019, to March 31, 2021, are selected and modeled by Markov model.…”