“Ekisaakaate” (royal enclosure) living values-based contextual instruction pedagogy and early childhood moral learning outcomes in Buganda kingdom in Uganda
Sarah, Mugerwa N.
Peter, Wanderi M.
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The study was prompted by the increasing moral decadence among the young children in Buganda Kingdom in particular and Uganda at large with many young people not being merciful, honest and loyal. They lack moral ethics, etiquette and are not responsible. Different approaches have been suggested as effective in promoting moral development of children, with no particular mention of one that uses a cultural value- based system. This study examined the relationship between ekisaakaate living values- based contextual instruction pedagogy and early childhood moral learning outcomes in Buganda Kingdom. Methodologically, cross-sectional research design guided the study. A sample of 159 ekisaakaate trainers were systematically selected to participate in the study and data were collected with the use of questionnaires. Descriptive and statistical analyses were used to analyze data collected. Frequencies and percentages were used to show the distribution of respondents on different items. Correlation was used to establish the relationships between the variables and in order to establish the predictor variable that contributed most to moral learning outcomes, a Simple Linear Regression (SLR) Analysis was used to establish the predictor variable that contributed most to moral learning outcomes. Results empirically revealed that active cooperative learning, problem-based approach to instruction and participatory learning have a positive influence on early childhood moral learning outcomes. Hence the study recommends that stakeholders such as early childhood education directors, teachers and parents in the respective early childhood centers should encourage the use of living values-based contextual instruction pedagogy to enhance early childhood moral learning outcomes.