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Early Childhood Education Matters: Comparing Educational Outcomes of Children with and Without Home Instruction for Parents of Preschool Youngsters (HIPPY)

K. E. Obafemi(1), U. T. Saadu(2), A. O. Olaniyan(3), H. T. Sulyman(4), O. Ajayi(5), O. A. Abubakar(6),


(1) Kwara State University
(2) Kwara State University
(3) Kwara State University
(4) Kwara State University
(5) Kwara State University
(6) Kwara State University
Corresponding Author

Abstract


The study adopted a pre-test and post-test quasi-experimental research design for understanding the phenomena in 60 children. A purposive sampling technique was used for selecting the sample. Three instruments were used: Home Instruction for Parents of Preschool Youngsters (HIPPY) Instructional Guide (HIG), Parent-Child Interaction Survey (PIS), and School Readiness Assessments (SRA). The Parent-Child Interaction Survey and School Readiness Assessment were subjected to reliability tests and yielded 0.79 and 0.83, respectively. There was a significant effect of the HIPPY model on pupils' learning outcomes in literacy. Those exposed to the HIPPY model performed significantly better in literacy than those without HIPPY literacy exposure. There was no significant interaction effect of the HIPPY model and gender on pupils' learning outcomes in literacy. There was no significant interaction effect of the HIPPY model and location on pupils' learning outcomes in literacy. There was no significant interaction effect of the HIPPY model, gender, and location on pupils' learning outcomes in literacy. The HIPPY model seems promising and effective in the selected community. It is therefore recommended that the government and private school owners adopt the HIPPY model as an effective strategy to enhance children's literacy development. Parents should be encouraged to adopt the HIPPY model in their homes to improve their children's literacy development.

Keywords


Children; HIPPY Model; Learning outcomes; Two-Generation Program

References


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