Volume 14, 2025
A Comparative Evaluation of Balancing Conventional and Digital Approaches to Literacy Pedagogy in Early Years Classrooms in Lagos, Nigeria
Adefunke Titilayo, KOMOLAFE & Akwaugo Chinonye, NJOKU
Abstract
The study is a comparative onewhich evaluated balancing traditional and digital approaches to literacy
pedagogy in early years classrooms in Eti-Osa Local Government Area of Lagos, Nigeria. A descriptive survey
research design was used for the study. Three research questions were answered in the study. The sample size
was one hundred preschool teachers who were sampled using a simple random sampling technique. Two
research instruments titled ''Questionnaire on Traditional and Digital Approaches in Teaching Literacy in Early
Childhood Classroom (QTDATLECC)" and ''Observation Schedule on Teachers' Perspectives of the
Integration of Traditional and Digital Approaches to Literacy Pedagogy in Early Year Classrooms
(OSTPITDALPEYC)'' were used to collect data for the study. The data collected were analyzed using descriptive
and inferential statistical tools. The results revealed that the extent to which teachers integrate both traditional
and digital approaches in teaching literacy in early childhood classrooms is high; and the level of effectiveness
of traditional literacy pedagogy methods, such as phonics instruction and storybook reading, in promoting early
literacy skills among young children is high. The hypotheses showed that there was a signicant difference
between the current practices or approaches to literacy pedagogy being used by teachers and school type in
early year classrooms in Lagos, Nigeria (df = 98; t = .513; p<0.05) However, there was no signicant difference
between traditional and digital approaches in teaching literacy in early childhood classroom in Lagos, Nigeria
(df = 98; t = -.506; p>0.05). It was recommended, among others, that the federal government, in conjunction
with the Lagos State Ministry of Education, should organize training on how to integrate digital tools with
traditional literacy methods and workshops on the latest literacy pedagogies to upskill preschool teachers.
Keywords
Traditional Approach, Digital Approach, Literacy, Pedagogy, Early Years
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