Attitudes of Pre-Service Teacher’s Toward the Study of Early Childhood Care Education (ECCE) and Primary Education Studies at the College of Education and Legal Studies Ringim, Jigawa State

The study aims to assess the attitudes of pre-service teachers toward Early Childhood Care Education (ECCE) and Primary Education Studies at the College of Education & Legal Studies, Ringim, Jigawa State. It specifically examines the extent to which pre-service teachers perceive ECCE as a foundational preparation for primary education, their awareness of ECCE’s role in facilitating a smooth transition from home to school, attitudes toward the adequacy of care and supervision in ECCE programs, beliefs about ECCE’s role in inculcating social norms and values among young children, and variations in attitudes based on demographic factors such as gender, age, and course of study. A descriptive survey design was employed to gather data from a representative sample of 120 pre-service teachers selected through stratified random sampling to ensure proportional representation across different academic levels. The sample comprised 30 final-year students undergoing teaching practice and 90 students from other levels of the programs. Stratifying by academic level was justified as attitudes toward ECCE and Primary Education Studies may differ according to stages in teacher preparation. Data collection was conducted using a structured questionnaire titled "Assessing Pre-Service Teachers' Attitudes toward the Study of Early Childhood Care Education (ECCE) and Primary Education Studies" (APTOECELR). The instrument consists of 20 carefully developed statements designed to capture multiple dimensions of pre-service teachers’ attitudes toward these education programs. Content validity was established through a review by a panel of three experts’ two specialists in measurement and evaluation and one in mathematics education with a Content Validity Index (CVI) of 0.87, indicating strong relevance and clarity. Reliability testing via a pilot study involving 25 pre-service teachers not included in the main sample yielded a Cronbach’s alpha of 0.83, demonstrating good internal consistency. The questionnaire was administered in person, with support from trained research aides to ensure thoroughness and comprehension. A full response rate (100%) was achieved as questionnaires were collected immediately after completion. Descriptive statistics, including means and standard deviations, were used to analyze the data and address the research questions concerning pre-service teachers' attitudes.