The Role of School in the Development of the Students’ Reading Skills and Its Relationship to the Academic Achievement (A Case Study to the Basic School of Al-Fadil Bin Abbas) (Published)
The present study aimed at identifying the role of school in the development of the students’ reading skills and its relationship to their academic achievement. In order to achieve the goals of the study, the researcher followed the descriptive analytical approach where upon the study sample consisted of (125) students from the overall population of the study which reached at (1498). Following the application of the study tool, the researcher came to a result which indicates the presence of an effective role to the school in the development of the students’ reading skills. Moreover, it stated that there is a positive direct relationship between the students’ reading skills and their academic achievement. The researcher recommended the necessity of spreading awareness among the Arabic language teacher of the importance of enabling their students of the basic reading abilities before teaching them the principles of syntax, semantics and criticism or else.
This is a survey research on 100 teacher trainees on part time programme in our university. They are career teachers with professional experience. The focus was managing the multi challenges of a 21st century English teacher in a developing country with multiple anti-teachings and learning factors.
Standardization and Indexing Of Basic Electricity Teacher Effectiveness in South Eastern Nigeria (Published)
This study provided Standardization and indexing of Basic Electricity Teachers effectiveness in the South Eastern states of Nigeria through effective classroom interaction analysis techniques. Four research questions and four research hypotheses guided the study. Pre-test, post-test, control group, quasi-experimental design was adopted for the study. Samples of 12 teachers and 511 SSII Basic Electricity students were randomly drawn from the population of 57 Basic Electricity Teachers and 932 students. Three validated instruments were used for data collection as follows: Basic Electricity interaction categories (BIC), Basic Electricity Interest Scales (BEIS) and Basic Electricity Achievement Test (BEAT). They were structured to cover the critical indices and criteria for wholesome teacher effectiveness. The reliability coefficient of the instruments were 0.978, 0.60 and 0.977 respectively. Percentages, mean and standard deviation were used to answer the research questions while t-test statistic and analysis of covariance (ANCOVA) were used to test the hypotheses at 0.05 level of significance. The findings of the study revealed the mean of means of critical teacher effectiveness indices and hence Basic Electricity Teachers’ effectiveness Benchmark was 58.75 score. It was then recommended that the federal and state ministries of education and Teacher Registration council should adopt this benchmark and enforce it for Basic Electricity Teachers recruitment, promotion and other academic/professional awards/rewards. After the efficacy had been established, this benchmark can then be adopted nationally for all teacher effectiveness assessments at all levels of education in Nigeria.
Issues and Options for Using Multimedia to Improve Pre-Service Mathematics Teacher Education in Ghana (Published)
It is well documented that the overly theoretical coursework in conventional mathematics teacher education programs does not effectively challenge pre-service mathematics teachers’ preconceived ideas about the teaching of mathematics. In addition, field experiences provided for pre-service teachers have been shown to have inherent limitations. Consequently, several mathematics educators have drawn attention to the need to engage pre-service mathematics teachers in experiences that present actual teaching practices and make it possible for them to study or critique those practices reflectively. In the developed countries like the US there appears to be a growing interest in the potential of multimedia systems to bring this type of reflective and critical thinking about the teaching of mathematics. In the developing countries such as Ghana, very little of such efforts, if any, is being done to improve mathematics teacher education. This paper looks at the potential of these multimedia environments to improve education of prospective mathematics teachers in Ghana. It focuses on how multimedia programs fit into contemporary theories of teacher learning and supports this with a discussion of empirical research efforts at using multimedia programs to facilitate education of prospective mathematics teachers. Implications for pre-service mathematics teacher education in Ghana are also presented.
Social studies teachers and students attitudes toward cooperative learning method in junior secondary schools in Port Harcourt (Published)
The study investigated social studies teachers and students attitudes toward Cooperative Learning Method (CLM) in Junior Secondary Schools (JSS) in Port Harcourt Local Government Area (LGA) of Rivers State, Nigeria. The quasi-experimental design was used. A total of 240 JSS II students with an average age of 12 years and 11 social studies teachers participated in the study. Two validated 10-item instruments, Students Attitude towards Cooperative Learning Method Scale (SATCLMS) and Teachers Attitude towards Cooperative Learning Method Scale (TATCLMS) were used for data collection. The test-retest method was used to determine the reliability of the instruments to obtain reliability indices of 0.78 and 0.86 for SATCLMS and TATCLMS respectively. Two research questions guided the exploration. Percentages and frequency were used to answer the research questions. The findings of the study were that both teachers and students had positive attitudes towards CLM, however, teachers had more positive attitudes toward CLM than the students. It was recommended among others that teachers of social studies should adopt the CLM in their instructions in the classroom so as to impact on the attitudes of the students.
Teacher Quantity in Nigeria: What Quality (Published)
This paper focuses attention on Teacher Quality in Nigeria: What Quality? An historical portrait of teacher quantity in Nigeria is undertaken. This presentation gives an insight, into poor quality of prospective teacher trainees, poor quality of teachers of teachers, poor quality of training programmes/curriculum, poor implementation strategies of teacher education programmes, governments and society’s role in poor quality of teachers amongst others
Teacher- Student Relationship (Published)
The purpose of this study is to investigate teacher student relationship from the students’ point views in Umm- Alqura University. Data was collected byA questionnaire that was distributed on (293) on both female (171) and male (122) students. Students ranged from freshmen (65), juniors (87), sophomores (84) and seniors (57) in both the education (162) and scientific (131) fields. The questionnaire distributed consisted of 25 items on a likert scale ranging from strongly agree to strongly disagree. Data was then analyzed and the results showed no significant difference found among students’ gender, college and year of study.
Assessment of Secondary School Science Teachers’ Knowledge of Climate Change in the South East Nigeria, For Inclusion in the Secondary School Curriculum. (Published)
The study assessed the Secondary School Teachers’ knowledge of climate change in the SouthEast Nigeria, for its inclusion in the Secondary School curriculum. The study adopted a survey design with a sample size of 1100 respondents drawn from the five states of the South East Nigeria. Five research questions and one null hypothesis guided the study. The instrument for data collection was a questionnaire containing sixty one (61) items, which was subjected to reliability test using Cronbach Alpha statistics. It yielded a coefficient index of 0.83. Mean and Standard deviation were used to answer the research questions, while t-test statistics was used to test the hypothesis. The results of the findings showed that the secondary school science teachers in the SouthEast Nigeria possess high level awareness and knowledge of topics on climate change, it effect on human beings, animals, plants, environment and the causes. Also there was unanimous agreement by the Secondary School Science teachers that climate change studies should be included in the secondary school curriculum. Based on the findings the following recommendations were made: Nigeria Government should develop syllabi on climate change and include it in the secondary school curriculum, train and retrain Secondary School Science Teachers, and develop Teachers’ guide books. The researchers equally recommended that Government of Nigeria can adopt or adapt the contents of Climate Change highlighted in this study.
The teaching of Christian religious knowledge is intended to lead the students to develop a critical mind and to imbibe the basic Christian religious tenets, hence there is need to transmit acceptable moral standards and to inculcate spiritual values in interpersonal and human relations in the society. In order to sustain sound human society, the survival of value education becomes imperative because of the nostalgia of the past, disappointment of the present and hope for the future generation. This paper therefore discussed extensively the concept of values education, objectives of values education, the role of religion in inculcating values, challenges of values education, relationship between religious instruction and values education. The paper was concluded by suggesting ways forward for a better society.
Examination of ICT Compliance and Utilization for Curriculum Delivery among Social Studies Teachers In Nigeria (Published)
Information and communication technology (ICT) has brought profound changes to almost all aspects of life, including educational practices. The role of ICT in the development of knowledge is widely recognized. This study investigated how teachers’ Compliance and Utilization of ICT impact on their curriculum delivery in Nigeria. Four research questions were raised and answered in this study. The study adopted survey design. The population of this study is 681 social studies teachers in 2015/2016 academic year, from where a total of 204 respondents were sampled. A 16-item instrument titled “ICT Compliance and Utilization Assessment Questionnaire” (ICUAQ) developed by the researcher and validated by experts in the Faculty of Education, University of Uyo was used for data collection with a reliability coefficient of 0.81, established through a correlation analysis. Data generated based on the research questions were analyzed with descriptive statistics using percentage. Findings revealed that social studies teachers show noncompliance attitudes towards ICT, measured in terms of acceptance of ICT training, and accessing ICT resources. The study revealed that teachers make less use of ICT in terms of frequency in the use of ICT in lesson preparations, teaching and learning. Based on the findings, the study concluded that objective of ICT in education in Nigeria has not been met, and that social studies teachers are yet to derive the benefits of ICT in curriculum delivery. Consequently, the study recommended that government and other stakeholders such as Parents Teachers Association (PTA) and Old Students should liaise with schools to determine the training needs of staff members and help them to organize appropriate training programmes.
The purpose of the education of thinking is to develop children’s ability to establish cause and effect relation and support their judging ability by making them think on concepts that are important for them. Thinking with different perspectives points out to the process which includes thinking about what lies behind the things in order to identify the meaning and purpose of a situation, researching the factors that affect the condition, analyzing, and thinking about what to do further. Thinking with different perspectives reveals a multidimensional thinking approach. For the development of thinking with multidimensional perspectives, it’s important to observe, compare, discover, deduce, communicate, interact, be motivated, be recognized socially, be independent, experience the nature, be supported by teacher/adults. The education of thinking with Multidimensional Perspectives can be carried out for people of any ages, from infants to adults. During the process of thinking with multidimensional perspectives, some topics such as self knowledge, knowledge of the others, being aware of a third person/object or a situation, group perspective, social and global perspective dimensions can be examined and situations/cases can be studied. In this study, five dimensions which are important for thinking with multidimensional perspectives are studied and information are presented with regards to Application Stages for Thinking with multidimensional perspectives.
Keeping Of Teachers’ Records and Principals’administrative Effectiveness in Akwa Ibom State Secondary Schools, Nigeria. (Published)
The study examined the relationship between keeping of teachers’ records and administrative effectiveness of principals in public secondary schools in Uyo Local Education Committee of Akwa Ibom State. One research question was raised and a corresponding null hypothesis was formulated to guide the study. Expost facto research design was used, because the variables were not manipulated. The population consisted of 14 principals in the 14 public secondary schools in Uyo Local Education Committee. All the 14 principals were used as purposive sample for this research. A researcher developed instrument titled Keeping of Teachers’ Records and Administrative Effectiveness Questionnaire (KTRAEQ)’was used for data collection. The reliability of the questionnaire was determined using cronbach Alpha method and the reliability coefficient of 0.743 was obtained, implying that the instrument was adequate to measure what it was meant for. Simple linear regression statistic was used to answer the research question and to test the hypotheses at .05 level of significance. The findings revealed that there is a significant relationship between keeping of financial records, teachers’ records, students’ records and administrative effectiveness of principals of public secondary schools in Uyo Local Education Committee. It was concluded that principals should always ensure that teachers’ records are accurately and adequately kept and updated for immediate and future use. It was recommended based on the findings of the study among others that, the ministry, state secondary education board, as well as the Local Education Committees should inspect schools regularly to ensure that school principals keep teachers’ records up-to-date.
Teacher as Mediator in the EFL Classroom: A Role to Promote Students’ Level of Interaction, Activeness, and Learning (Published)
Versus to old, traditional approaches and methods of teaching a language, recent and new approaches of teaching and learning a foreign language have focused on providing a learner-centred environment in which learners can have more control over their learning process and more autonomy on how to accomplish tasks and activities. This article highlights the position and role of the teacher as a mediator and the types of responsibilities he/she should take to successfully play this role and guarantee an interactive and interesting learning to the students.
Evaluating Teachers’ Professional Development for ICT Use: Towards Innovative Classroom Practices (Published)
This paper describes an evaluation study designed to investigate the impact of an ICT-Instructional digital innovation in teaching Mathematics, English and Integrated Science subjects from the teacher capacity building professional development programme to classroom implementation at senior high school levels in Ghana. Interviews and survey data were used for data collection following a week professional development programme on the instructional digital learning training. The study demonstrated that the teachers increased in ICT proficiencies but this was limited to their own professional development and not so much of classroom implementation of ICT which results when transfer of learning takes place from training to practice. The study reported that teachers faced a complex mix of factors that when combined, contributed to challenges in transferring the ideas gained in the training programme to the classroom situation. It was evident from the findings that more systematic efforts are needed at the school levels and at the level of stakeholders who implement in-service teachers’ professional development programmes to move the goal of transforming teaching and learning through ICT-based innovations. Based on the outcomes, the study discussed recommendations to help smoothen the transition from teacher professional development programmes to actual classroom implementations in Ghanaian senior high schools and such similar contexts.
Standardization and Indexing Of Basic Electricity Teacher Effectiveness in South Eastern Nigeria (Published)
This study provided Standardization and indexing of Basic Electricity Teachers effectiveness in the South Eastern states of Nigeria through effective classroom interaction analysis techniques. Four research questions and four research hypotheses guided the study. Pre-test, post-test, control group, quasi-experimental design was adopted for the study. Samples of 12 teachers and 511 SSII Basic Electricity students were randomly drawn from the population of 57 Basic Electricity Teachers and 932 students. Three validated instruments were used for data collection as follows: Basic Electricity interaction categories (BIC), Basic Electricity Interest Scales (BEIS) and Basic Electricity Achievement Test (BEAT). They were structured to cover the critical indices and criteria for wholesome teacher effectiveness. The reliability coefficient of the instruments were 0.978, 0.60 and 0.977 respectively. Percentages, mean and standard deviation were used to answer the research questions while t-test statistic and analysis of covariance (ANCOVA) were used to test the hypotheses at 0.05 level of significance. The findings of the study revealed the mean of means of critical teacher effectiveness indices and hence Basic Electricity Teachers’ effectiveness Benchmark was 58.75 score. It was then recommended that the federal and state ministries of education and Teacher Registration council should adopt this benchmark and enforce it for Basic Electricity Teachers recruitment, promotion and other academic/professional awards/rewards. After the efficacy had been established, this benchmark can then be adopted nationally for all teacher effectiveness assessments at all levels of education in Nigeria
Teacher Professional Development and Quality Universal Basic Education in Lagos State, Nigeria (Published)
The study aimed at investigating the relationship between teachers’ professional development and quality Universal Basic Education. The study area was Lagos State. Three hypotheses were formulated to guide the study. Correlation design was used for the study and simple random sampling technique was used to select 500 teachers from the primary and junior secondary schools for the study. Data for the study were collected by the use of a researchers’ developed instrument titled “Teacher Professional Development and Quality Universal Basic Education Questionnaire (TDPQUBEQ)”. The instrument was a 4-point Likert type scale and consisted of 20 items. The reliability coefficient was .85, using Cronbach Alpha reliability method. Pearson product moment correlation statistics was used for data analysis. The findings of the study revealed that teacher participation in induction programme, ICT training and seminars/workshop significantly related to quality Universal Basic Education in Lagos State. Premised on these findings, it was recommended that the government and relevant agencies should intensify effort on the provision for teachers’ professional development through in-service education to enhance sustainable quality universal basic education. The government and relevant agencies should provide more opportunities for UBE teachers to attend ICT training programmes in order to be ICT compliant. This is necessary to enhance their instructional delivery effectiveness.
Teaching Physical Education In Nigerian Secondary Schools Is A Barrier: An Implication For Future Generation, A Case Study Of Ado Metropolis Secondary Schools In Ekiti State, Nigeria. (Published)
The study examined Teaching Physical Education in Nigerian Secondary Schools is a Barrier: An Implication for Future Generation, A Case Study of Ado Metropolis Secondary Schools in Ekiti State, Nigeria. Purposive sampling technique was used to adopt 90 (Ninety) respondents been PE teachers in Ado metropolis secondary schools in Ekiti State, Nigeria. Questionnaire was the only instrument used and it was developed by researcher titled “Teaching Physical Education is a Barrier in Ado Metropolis Secondary Schools Questionnaire” (TPEBAMSSQ) and validated by expert in the field of physical education and sport, reliability coefficient was 0.77 after using Pearson Product Moment Correlation (PPMC). Frequency counts and simple percentage was used to analyze demographic information of the respondents while linear regression was used to test the hypotheses at 0.05 level of significance. The findings revealed that teacher competency was 3.038 calculated F-ratio and it was most significant barrier in teaching physical education in secondary schools in Ekiti State, gender difference calculated F-ratio was 3.026, facilities and equipment calculated F-ratio was 2.142, students’ interest in physical education calculated F-ratio was 2.104 while overloaded curriculum calculated F-ratio was 2.051. The variables tested were duly significant because they all higher than level of significance which is 0.05. It was recommended among others that trained physical education teachers and sports coaches should be employed to all the primary and secondary schools in Nigeria.
Regulatory Challenges in the Upgrading and Maintenance of Standards in Teachers’ Professionalism in Nigeria (Published)
The compliance with minimum regulatory standards in the practice of teaching is bound to promote a competent, dedicated and productive classroom teacher for character molding and qualitative education. In Nigeria, issues of professionalization of teaching have continued to suffer from setbacks resulting to poor remuneration, low self-esteem and quackery in the teaching profession. This scenario negates the promotion and achievement of functional educational system at all levels. This paper examined the challenges militating against the attainment of minimum regulatory standards in teaching despite its pioneering effort as the mother of all professions. It adopted the exporatory approach to examine the various trend analysis and used the institutional framework design through secondary literature and observation to justapose the structures of teaching with other professional bodies. Based on the challenges,it recommended the institutionalization of a professional body for the upgrading, coordination and enforcement of minimum regulations to benefit members in raising the status of the teaching profession to meet global competiveness.
HUMAN RESOURCE MANAGEMENT AND EFFECTIVE CURRICULUM IMPLEMENTATION IN EBONYI STATE, NIGERIA (Published)
This paper is on human resource management and effective curriculum implementation in senior secondary schools in Ebonyi State, Nigeria. It is a survey research which employed a descriptive design. The study sampled 113 teachers drawn from 1045 English language teachers using stratified random sampling which include the principals, vice principals and deans of studies in Ebonyi State. Questionnaire was used as the instrument. A trial test was carried out and ascertained the validity and reliability of the instrument and a value of 0.89 was obtained from the test. Responses from all the questionnaire indicated that adequate human resources such as teachers language laboratory operators and school administers, motivation of teachers and school location can improve English language curriculum implementation in senior secondary schools in Ebonyi State. The hypothesis indicated that there is no significant difference in the opinion of teachers in the urban and rural areas. Some of the recommendations given were that the government should embark on recruitment of qualified English language teachers, workshops be organized for teachers and allow them attend other workshops organized outside their schools. Wages of secondary school teachers should be reviewed and that teachers should show more commitment in discharging their duties.
STRESS ARISING FROM MOTIVATION AND PROFESSIONAL EFFECTIVENESS OF SECONDARY SCHOOL TEACHERS IN CROSS RIVER STATE (Published)
This study was conducted to establish the influence of stress arising from motivation on professional effectiveness of secondary school teachers in Cross River State. The study adopted an ex-post facto design. Stratified random sampling technique was used to select sixty (60) schools out of two hundred and thirty (230) public secondary schools, while random sampling was used to select six hundred (600) teachers. Research data were collected through the use of 2 sets of self-developed and validated questionnaire titled: Motivation Inventory (MOI) and Professional Effectiveness Questionnaire (PEQ). MOI consisted of 21 items Likert-type scale with a alternative responses (very stressful, stressful, less stressful, not stressful). PEQ was a 28 items Likert-type scale with 4 alternative responses (very effective, effective, ineffective, less effective and has submits such as lesson presentation, use of instructional aids, classroom management, evaluation of students, learning motivation, supervision of co-curricular activities and professional/personal qualities. Both instruments has reliability index of 0.81 and 0.87 significance. Result obtained showed a significant influence of stress arising from (motivation on lesson presentation, use of instructional aids, classroom management and evaluation of students, supervision of co-curricular activities). Based on the finding, it was recommended among others that teachers should learn how to manage stressful situations by use of self-talk technique which enables an individual emit self-statements that may prompt coping behaviour.