1.1 INTRODUCTION TO THE SUBJECT

The Elementary Education has decisive impact and importance on the evolution and the preparation for life of a child. The process of teaching and learning in preprimary Education being effectively organized provides that pupils become active in classes and socialize. When pupils participate in classroom teaching activities, they are able to learn more effectively and enjoy the learning experience in school. In preprimary schools, it is critical that pupils collaborate in groups to promote successful learning. Working in groups can be used to teach a variety of subjects in elementary school. In group settings, experimental learning is possible, and a pupil can learn more effectively and permanently by drawing on his or her own experiences.

The sierra Leon Educational System's constructivism allows group methodology by teachers to be used efficiently. Group methodology techniques provide vital convenience not only for pupils but also for teachers. Courses are absorbed more effectively this way, and students are more engaged in the process. The Ministry of Education's Board of Education and Discipline implemented new curriculums across sierra Leon in 2010, which are a new concept in our national education. It has shifted from a behavioral to a constructivism approach with the help of new academic programs. This is a teaching method based on the idea that a person creates his or her own knowledge based on his or her own experiences and thoughts. In this teaching process, the pupil takes an active role in the teaching and learning process. pupils construct their own configuration by asking, searching, attempting, and correlating previous experiences and new information.. Elementary education in this approach is learners-centered and pupils do not study by memorizing new knowledge, instead of that, participate in learning and teaching process actively and configure the knowledge on their own with guide of the teacher. Grouping methodology teaching technique is one of the effective approaches for constructivism. Grouping methodology was improved by taking an example of John Dewey’s self-problem solving technique. According to problem solving technique, every problem of pupils at school bases on learners’ own activities and actions, the challenges and the solutions provide a basis of learning. According to this technique, the natural learning occurs from natural events of children, groups which are made by children and community spirit.

In the recent years, preprimary teachers are striving to enhance teaching methods that are learner-centered, with the aim of improving student performance. Group work is one of such methods commonly used by preprimary teachers to encourage pupils participation and generation of ideas when solving a problem. Grouping methodology can be very effective if a good grouping strategy is implemented. A grouping-strategy is an art of arranging pupils for group work. There are various grouping strategies that can be used to arrange pupils in groups. Each grouping strategy has its own advantages and disadvantages. The most effective grouping methodology is crucial to teaching and learning process. However, little has been done to investigate the effectiveness of various grouping strategies. In this research, we study, analyze and discus the impact of various grouping strategies that can be used to promote academic performance in preprimary education in sierra Leone. There exist a vast literature on various methods of instructions; both teachers centered and student centered technique, (Gary, 2018). Teacher centered techniques include; lecture method, chalkboard illustrations and demonstrations. These techniques are especially when introducing a lesson, teaching a concept for the first time or when emphasizing a strategic point. However, teacher centered methods have very little learner participation and not suitable for teaching elementary schools. On the other hand, pupils centered methods include; group work, discussions, debates and discovery activities. These technique help to promote pupils participation which is key to learning. In education, learner-centered techniques have been found to be more effective than teacher-centered ones (Jeffrey Cornelius-White 2017), yet they can be time demanding and ineffective if not effectively designed. Every strategy necessitates careful planning and can be beneficial depending on the situation in class. The dominance of one method, on the other hand, might be tedious for pupils. A good teacher should be able to use a variety of strategies to keep pupils interested in their lessons. Group methodology is a popular technique of instruction in a variety of academic subjects. This strategy is important not only in the classroom, but also in the workplace, as employees and stakeholders meet in groups to discuss topics that concern them (Zeynep Fidan Kocak, Radiye Bozan, and Isık 2010) has outlined a number of importance of group work in a classroom. Apart from maximizing participation of every student, group work should promote equity, collaborative skills and interrelationship among learners. Working in groups help students validate their ideas and deepen the understanding of mathematics, (Lorraine and Ortega 2010; Anastasia and Poutos 2016). When a teacher implements an effective grouping strategy, group work becomes more productive and motivating. Students in a productive group are able to simplify the problem that looked difficult on chalkboard. pupils grouped can even persevere to face and solve more complex problems through sharing of divergent ideas.

Without students, schools, colleges, and universities are nothing. Any educational institution's most valuable asset is its students. The country's social and economic progress is inextricably related to student performance. Students' academic success is critical in producing high-quality graduates who will serve as outstanding leaders and manpower for the country, and thus be accountable for its economic and social progress (Ali et al, 2009). Academic performance is a visible phenomenon in many developing countries, such as Serra Leone, because it is measured in final examinations (Form Four National Examinations), where success is measured by academic performance or how well students meet the National Examination Council (NECTA) and the institute's standards.

Major objective of every teaching and learning process is performance in terms of grades, as it is sole measure of learning in many cases in schools. To achieve this objectives school teachers use diverse teaching methods. Among all these most widely accepted and practiced is teacher centred method (Harman & Nguyen, 2010). Albeit of its popularity, it has gone through criticism by many researchers stating leading towards assumption that it do not help in deep understanding of the concepts in school. This has resulted in more emphasis on teaching through diverse methods in order to improve learning and understanding in students. One of these is grouping methodology, which presumes that group effort of pupils towards single goal of learning a particular aspect result in more understanding than solo efforts. This teaching and learning method, although have many salient characteristics for improving teaching-learning process, however, is not practiced normally due to many reasons including time and energy required to manage its activities in elementary schools. In addition to this, previous research studies that have tried to prove its significance in terms of learning had chosen the field of science and relevant areas leaving out elementary schools. In the field of elementary education it has not gained much popularity. Following study has aimed to investigate of teachers grouping methodology as best practice of preprimary teachers and how it will help improve academic performance of pupils in elementary school. This study is important in local context, as previous studies carried out in this aspect either deal with population of schools with preprimary school teachers, while this study is an effort to prove that same phenomenon when applied at higher level of Education, is fruitful too. So this study is an effort to give new dimension by providing positive results of groping methodology activities on the academic performance of pupils in lower primary schools. This study will provide an insight to preprimary and lower primary school teacher s and educators, who can use its results to develop attitude towards using grouping methods in prospective teachers. Grouping methodology can be seen as a teaching method that involves pupils in learning process in order to understand and learn content of the subject (Slavin, 2011). Traditional class room activities create a good situation, where one can only succeed if other loose, while grouping methodology is direct opposite to it, here conquest of all is success of all. Grouping methodology has an advantage over other teaching methods in terms of its effectiveness for improved cognition, social skills and motivation especially in elementary schools. Two major attributes that have distinguished  grouping methodology from traditional learning include interdependence (positive) as well as accountability as each member of group is important for improved performance (Slavin, 2010). Its competence in terms of augmenting academic performance has been proved many research studies (McMaster & Fuchs, 2015; Johnson, Johnson & Stanne, 2015, Nichols, 2015, Winston, 2015). Grouping methodology also improve positive attitude towards learning , improved social relations (Johnson & Johnson, 2015), in addition to high self-esteem and cohesiveness in pupils (Sahin, 2010). Group methodology can be also stated in terms of instructional strategy in which students work together to achieve learning goals (Abrami, Poulsen & Chambers, 2014). It is also presented by Polloway, Patton and Serna (2010) that the grouping methodology when used as a teaching activity, improves motivation, class participation and academic performance of pupils. Grouping methodology has been used many researchers as instruction strategy with positive and improved results which can be the best practice for elementary school teachers. A few studies have been carried out in local context also, Iqbal (2014) conducted a study the examine the effect of grouping methodology on academic performance on primary school pupils in the subject of mathematics, he reports that there was a significant difference between the performance scores of the pupils taught by the grouping method  and traditional method. The pupils who were taught by the grouping method obtained high scores. Therefore the study centres on  an investigation on grouping methodology as a best practice for preprimary teachers on lower primary puils academic performance.

1.2 STATEMENT OF THE PROBLEM

 Grouping approach is a teaching method that involves students directly in the learning process in order to improve academic performance and foster the development of crucial learning abilities such as critical thinking, problem solving, and the capacity to work effectively with others. When a grouping technique plan is properly executed, it can result in improved motivation to study, greater knowledge retention, deeper understanding, and more favorable attitudes about the subject being taught. Preprimary teachers in Sierra Leonean schools now use a teacher-centered approach that includes lecture and storytelling, which ignores students' interests, abilities, and learning styles, places the teacher as the source of information and knowledge, and pupils are frequently assessed alone without peer interaction before or after the learning process. It is also insufficient in terms of providing for the overall development of learner domains, because the teacher dominates the learning environment and allows little or no room for the learner to participate, ignoring individual differences among students as well as the spirit of inquiry, creativity, or novelty among preprimary students. As a result of thel teacher-centered education, weak and slow learners working individually may quit up when they become overwhelmed, delay or miss assignments altogether, score poorly on their continuous evaluation and placement examination, and engage in examination malpractice. Researchers have explored this issue from a variety of perspectives. In order to address the aforementioned issues, teachers needed to strengthen students' conceptual knowledge so that the targeted learning objectives could be met and conceptualization increased. Therefore the study centers on  an investigation on grouping methodology as a best practice for preprimary teachers on lower primary pupils academic performance.

1.3 AIM OF OBJECTIVES

The major purpose of this study is an investigation on grouping methodology as a best practice for preprimary teachers on lower primary pupil’s academic performance. Other general objectives of the study are:

1) To evaluate the level of pre-primary teacher grouping competency

2) To assess the extent to which grouping preprimary pupils enhance their lower primary academic performance

3) To determine whether grouping pre-primary pupils impact their enrollment in lower primary

4) To examine how grouping strategies influence their lower primary education in Sierra Leone

1.4 RESEARCH QUESTIONS

1) What is the level of pre-primary teacher grouping competency?

2) What is the extent to which grouping preprimary pupils enhance their lower primary academic performance?

3) Does grouping pre-primary pupils impact their enrollment in lower primary in Sierra Leone?

4) To examine how grouping strategies influence their lower primary education in Sierra Leone?

1.5 SIGNIFICANCE OF THE STUDY

The implementation of this technique for this subject will help students in increasing their learning and academic accomplishment in schools. This will also assist in making these subjects more engaging than they were previously thought to be by the pupils. Secondly, there are no empirical evidences to support the grouping methodology technique in the field of elementary education. It is more difficult to preprimary school teachers to employ this instructional style for teaching education at the pre-primary school level without knowing the empirical data.

1.6 LIMITATIONS OF THE STUDY

The researcher encountered some constraints, which limited the scope of the study. These constraints include but are not limited to the following.

a) AVAILABILITY OF RESEARCH MATERIAL: The research material available to the researcher is insufficient, thereby limiting the study

b) TIME: The time frame allocated to the study does not enhance wider coverage as the researcher has to combine other academic activities and examinations with the study.

1.7 OPERATIONAL OF TERMS

GROUPING METHODOLOGY: Grouping method is teaching methods by conditioned students in a group as a whole and given the task to be discussed in the group

ACADEMIC PERFORMANCE: Academic performance is the extent to which a student, teacher or institution has attained their short or long-term educational goals. Completion of educational benchmarks such as secondary school diplomas and bachelor's degrees represent academic achievement

PRE PRIMARY SCHOOL: A preschool, also known as a nursery school, pre-primary school, or play school, is an educational establishment or learning facility that provides early childhood education to children prior to their entry into compulsory primary school education.

INVESTIGATION: A systematic fact-finding and reporting procedure might be regarded as an investigation. Finding facts is the goal and aim of investigation, which is similar to academic study. The field of investigation is multi-disciplined.

TEACHERS: A teacher, often known as a schoolteacher or educator, is someone who helps students obtain information, skills, or virtue. Informally, anyone can take on the role of instructor.

1.8 SUMMARY OF THE CHAPTER

The chapter one gives background of the study, statement of the problem, aims and objectives of the topic of study, research questions, significance of study, limitations of study, definition of operational terms and finally the summary of the chapter