Mathematics Learning, Montessori Approach to Teaching/ Learning in Early Childhood Education: A Case Study of Ifo Local Government Area of Ogun State Nigeria
Komolafe; Adefunke T., Ph.D; YARA; Philias Olatunde Phd; Omitogun; Ibrahim

Abstract
The study was aimed at appraising the way children learn mathematics and Montessori approach to teaching and learning in early childhood education in Ifo Local Government Area of Ogun State. The population of the study consists of 150 participants with 120 pupils and 30 teachers randomly selected from different socio-economic status and religious background within the local government area. Two instruments - Montessori Evaluation Questionnaire (MEQ) (r = 0.67) and Teacher Effectiveness Scale (TES) (r = 0.75) were constructed and used for data collection. Four hypotheses were constructed and tested at p < 0.05 level of significance. Descriptive survey research design was used. Data were analyzed using Pearson’s Product Moment Correlation Coefficient statistic. The results showed that the way children learn mathematics at early years differ from age to age depending on how rich or poor their learning environment are; there is a significant relationship between Montessori-based curriculum and teaching and learning process of pre-school children(r = 0.21; p<0.05); there is a significant relationship between learning environment and teaching and learning process of pre-school children in Montessori schools (r = 0.35; p<0.05); there is a significant relationship between assessment methods and teaching and learning process of pre-school children in Montessori schools(r = 0.27; p<0.05 ); and there is a significant relationship between teachers’ qualifications and teaching and learning process of pre-school children in Montessori schools(r = 0.30; p<0.05). These results were discussed generally and recommendations were made based on the findings.


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