Journal of Early Childhood Association of Nigeria (JECAN)

Volume 15

INVESTIGATING THE PERCEPTION OF TEACHERS ON THE USE OF EKO EXCEL FOR PUPILS IN EARLY CHILDHOOD EDUCATION CENTRES

AINA, Omobolanle Oyenike Ph.D, IFEGBUYI, Wasilat Olohunnike, OGUNTADE, Paul Olusegun Ph.D & AKOMOLEDE, Olabisi Titilayo

Abstract

This study examined early childhood teachers' perceptions of the EKOEXCEL digital learning programme in
Lagos State public primary schools, and how these perceptions relate to teaching experience, pupils' academic performance, and implementation challenges. Using a quantitative descriptive survey design, 240 teachers and 216 pupils were sampled from eight schools across Alimosho and Ojo Local Government Areas. Data were collected with the Teachers' Perception of EKOEXCEL in Early Childhood Education Questionnaire (TPECEEL; α=0.93). Results showed a statistically significant difference in perceptions by teaching experience (p<0.05), with more experienced teachers expressing greater reservations. A moderate positive correlation (r=0.42, p<0.01) was found between favourable teacher perceptions and pupils' academic performance. However, 78% of teachers reported that implementation challenges, particularly inadequate training (84%), unreliable electricity (76%), and large class sizes (91%), significantly impeded instructional delivery. The study concludes that while EKOEXCEL demonstrates potential for enhancing early childhood education, its effectiveness hinges on targeted investments in teacher capacity building, infrastructure reliability, and context-sensitive support systems. Recommendations include mandatory refresher workshops, decentralised technical assistance, and prioritised infrastructural upgrades in underserved schools to ensure equitable programme outcomes.

Keywords

Academic performance; early childhood education; EKOEXCEL; pupils, and teacher's perception

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