Effect of Teachers' Instruction on Learners' Cognitive Skills, Attention, Perception and Memory in Early Childhood Education

Abstract

The study aimed to investigate the hypotheses that there is no statistically significant difference between the experimental group and the control group mean scores of learners' cognitive skills, there is no statistically significant difference between the experimental group and the control group mean scores of learners' cognitive skills regarding attention utilizing by play-way and traditional method, there is no statistically significant difference between the experimental group and the control group mean scores of learners' cognitive skills regarding perception utilizing by play-way and traditional method and there is no statistically significant difference between experimental group and control group mean scores of learners' cognitive skills regarding memory utilizing by play-way and traditional method in early childhood education. This study was quantitative and experimental, utilizing a randomized pretest-post-test control group design. The sample size was selected from required population and consisted of seventy students of first-grade the data was obtained through researches self-made test and statistics analysis through independent sample t-test. The study recommends that teachers’ instruction through play way method was remained significant and enhanced learners’ cognitive skills as compared to traditional method.