Kindergarten teachers’ use of physical classroom environment for literacy activities in Nkwanta North District

Abstract

This study assessed the kindergarten teachers’ use of physical classroom for literacy activities in Nkwanta North district. The study adopted a descriptive survey research design. A simple random sampling technique was used to select the kindergarten teachers. 140 was the sample size for the study. Questionnaire was used for data collection. The findings of the study revealed that, the classroom space is sufficiently ample for learners to comfortably engage in literacy activities. Again, teachers effectively use the classroom layout to organize literacy activities. This indicates that most respondents believe the classroom arrangement supports effective literacy instruction. Furthermore, a notable challenge is limited to classroom space, restricts the implementation of literacy activities. The study concluded that physical classroom provides a favorable atmosphere for learning and enables learners to enhance their literacy learning activities. The study recommends that, schools should explore more efficient classroom layouts and furniture arrangements to maximize the available space and ensure that all learners can comfortably engage in literacy activities. School administrators and policymakers to prioritize improvements in physical classroom infrastructure. Allocating resources towards enhancing classroom environments through improved ventilation, lighting, and the provision of educational materials will be crucial in overcoming the challenges identified in the study.