Published Article

ABSTRACT

The study investigated the effectiveness of the Montessori way of teaching preschoolers in Akwa Ibom and Abia states in Nigeria. A correlational survey design was employed, and 200 preschoolers were selected using stratified sampling. A structured questionnaire called the Montessori Way of Teaching Preschoolers and Effective Learning Questionnaire (MTPELQ) was used for data collection. Face and content validation of the instrument was carried out by an expert in test, measurement, and evaluation. The reliability coefficient obtained was 0.83. The researcher subjected the data generated for this study to appropriate statistical techniques such as descriptive statistics and simple regression analysis. The test for significance was done at 0.05 alpha levels. The results showed that the Montessori method, particularly the "Prepared environment," had the highest percentage value among the different teaching approaches. Furthermore, there was a high extent of learning observed as a result of the Montessori way of teaching. The study also revealed a strong to perfect relationship between Montessori teaching and effective learning. The calculated F-value indicated a significant effect of Montessori teaching on learning. The study concluded that the Montessori approach is beneficial for all children, fostering their natural curiosity and respect for knowledge. One of the recommendations was that the integration of Montessori principles and methodologies into the preschool curriculum in Akwa Ibom and Abia states to enhance active engagement and comprehension of subjects.