Extent of Primary School Teachers’ Utilization of Nature Corner as a Curriculum Resource for Effective Instruction

Abstract

A stratified random sample of 700 primary school teachers was surveyed to determine the extent of their utilization of nature corner as a curriculum resource for effective instruction. Three research questions and two hypotheses were formulated. Data was collected using a questionnaire and analyzed using mean scores and t-test. Findings revealed that the teachers most frequently given objectives for keeping nature corners were to meet supervision requirements and enhance environment beauty rather to exploit it to promote effective instruction. The nature corners kept comprised mainly of science and technology; arts and crafts; economics and commerce collections. School location and teachers' years of teaching experience did not affect effective use of nature corners in schools. The study concluded that primary school teachers did not highly utilize nature corner to promote effective learning. Hence, teachers should improve the utilization of nature corner as a curriculum resource for instruction, even in the face of more sophisticated resources.