Citation: Sarap N. S, Nilima Sarap Lakhade and Sawant P .A., (2022) Necessity of Need Based English Language Curriculum for Agriculture Students, International Journal of English Language Teaching, Vol.10, No.3, pp., 1-7
Abstract: This study investigates the needs of ESP (English for Specific Purposes) learners for English communication, particularly the needs of First Year B.Sc. (Hons) Agriculture Students from State Agricultural Universities (SAUs) in Maharashtra. This study was conducted with the specific objective whether to introduce ESP material in the agriculture curriculum. Learners’ responses clearly indicate that the current English course is vitally useful for them. According to them writing skill has the lion’s share in the course. While, listening, speaking and reading were got somewhat less allocation. Majority of the student respondents used to read books related to agriculture and several went for magazines, novels and newspaper. So also, some of the learners found to read materials like online materials, comics, literary works, poems, etc. Almost all the learners preferred supplementary material to be added to present English course. This means that the present English language course has a fair scope for improving to match the entire needs of the learners i.e. in-study, post-study, professional and social needs. The study implies that there is an imperative need of inclusion of ESP as supplementary material to present English course prescribed to B.Sc. (Hons) Agriculture degree course.
The Impact of Speech Workshop as Curriculum at KKU on Improving Student’s Oral Performance (Published)
The quick speed of the development which is taking place all over the worldrequires quick and great updating in every single part of our life. Indeed employers consistently rank communication skills and techniques as one of the most commonly requested skills in 2021 job posting. Graduating with a high degree for graduate learners will not fit alone with changes taking place in all working areas. The need for holders of effective communicating skills are mostly requested by job employers. They requested skills which are considered to be fundamental and challenging. University students have a great chance to develop the needed skills and strategies through the course of speech workshop as drawn in the conclusion of this research paper. It works on improving the learner’s oral performance through knowing the mean reason of anxiety caused when facing audience and all strategies and techniques needed starting from knowing how to choice a topic and following up to the point where the speaker draws his/her conclusion safely and successfully.
This study examined the relevance of schools based assessment: A case study of selected public junior secondary schools in Ikpoba – Okha Local Government Area. The study also sought to examine the relevance of using school assessment as a strategy for the evaluation of teaching and learning specifically. Three research questions were raised to guide the study. The study adopted the descriptive survey research design. The population comprised the teachers in the 24 public junior secondary schools in Ikpoba – Okha Local Government area of Edo State. The simple random sampling method was used to select the sample. Sixty questionnaires were administered and the entire questionnaires were returned and analyzed using mean and standard deviation. The results revealed that teachers have a good perception of school-based assessment, and their application was to a low degree. Based on the findings, it was recommended among others that teachers should apply various assessment techniques in teaching of any subjects. School authorities should make it compulsory that all schools must be involved in school-based assessment; and teachers should be encouraged to employ varieties of evaluation instruments in the assessments of students.
Imasuen Kennedy1 and I.F. Iyamu (2021) Schools- Based Assessment: A Case Study of Selected Public Junior Secondary Schools, British Journal of Education, Vol. 9, Issue 11, pp.32-43
Unemployability of the Nigerian Graduate: The Effect of Tertiary Institutions-Industry Disconnect (Published)
The main objective of the study was to examine the effect of tertiary institutions-industry disconnect in Nigeria. To achieve this, primary data was collated using a questionnaire from an online survey from 550 participants. Descriptive and inferential statistical methods were employed to estimate the data. The estimates indicates that practical skills was positive but insignificant, while industrial training and workshop were both positive and significant in aligning the curriculum content with the workplace needs of employers. The logit estimates indicate that grade point average and type of qualification were negative and bear insignificant effect on educational content and workplace readiness. The estimates further showed that ICT skills and additional certification have a positive and significant effect on educational content and workplace readiness. The estimates suggest that there is a 54% chance that employment matches the degree acquired. The estimates also indicate that the coefficient of practical skills is negative and insignificant, while industrial work experience is an eligible link between tertiary institutions and industry. The results suggest that ICT and additional certificates increase employability by 32%-40% and 15.5%-27.9% respectively. Work experience drivers employability by 6.4%. The study concludes that practical skills, industrial training/workshop, and additional certificates as significant factors that can enhance the link between institutions of learning, the demands of the labour market, and graduate employability in Nigeria. Among others, the study recommends the need to integrate industry needs into the educational curricula. The study also recommends the need to ensure collaboration between industry and tertiary institutions. Again, it suggests the need for graduates to acquire professional certificates to enhance their chances of employment.
An Evaluation of the Implementation of the English Language Curriculum in Nigeria under the Nine-Year Universal Basic Education Curriculum (Published)
The major goal of the Universal Basic Education (UBE) curriculum is to realign all Primary and Junior Secondary School curriculum to meet the key target of the UBE programme. Proficiency in the use of English language is the key to achieving this goal. However, it has been observed that many individuals, after spending a good number of years in primary and secondary school, still have problem in their use of English; especially the spoken form. Consequently, this study set out to find the reason for such incompetence among students. Four (4) research questions and four (4) hypotheses aided this study. A sample of eighty (80) pupils and eighty (80) students from primary and Junior Secondary Schools and forty (40) teachers from six (6) public schools (one from each of the six (6) states) in the South-South geo-political zones in Nigeria were used. Two questionnaires called Teachers’ Questionnaire and Students’ Competence Questionnaire were used to obtain data for the study. Validity and reliability of the instruments were carried out and data was analyzed using the Statistical Package for Social Science (SPSS) version 25. Descriptive Statistics and Pearson Product Moment Correlation was used to answer the research questions, while regression analysis was used to test the hypotheses. The findings indicate that the curriculum is well planned with the four language skills in consideration, however there is inadequate funds and infrastructures in schools. The study recommended that there should be availability of funds, infrastructures and instructional materials to aid effective teaching and learning of English language. Also, learners should consider and employ the appropriate teaching methods and endeavor to incorporate the four language skills in their teaching content in the classroom.
Examination of the Extent to Which English Aural – Oral Skills are Evaluated in Compliance with the Provision of the 9 – Year English Studies Curriculum at Junior Secondary Schools in Katsina State, Nigeria. (Published)
The study examines compliance with the 9 – year English studies curriculum proposition that after each topic students’ performance in oral English be evaluated. The design adopted for the study was the descriptive survey. Two objectives and their corresponding research questions were used to guide the research. 210 teachers of English and 384 students from public, community and private secondary schools across the seven zones of Education formed the respondents for the research questionnaires. Two sets of questionnaires developed by the researcher, were used for data collection. Forty eight teachers were also observed in real class teaching – learning situation. The findings as check – mated by classroom observation revealed neglect of evaluation of the aural – oral skills contrary to the provision of the 9 – year English Studies Curriculum. Where the tests were carried out. They were lop – sided in favour of productive skills. Among the recommendations given based on the findings is that In consonance with the 9 – year Basic Education English Studies Curriculum, after each lesson and each topic, schools management, inspectors and supervisors, should ensure that students’ oral performance is adequately evaluated.
The role of educational curricula in achieving intellectual security for female students of the Faculties of Education at Yarmouk University from their point of view (Published)
This study investigates the role of educational curricula in achieving the intellectual security of education female students in Jordanian public universities from their perspectives. The descriptive analytical approach was followed, and an instrument was designed and implemented to a sample of 280 university female students from the Faculty of Education at Yarmouk University. The findings reveal that the role of educational curricula in achieving the intellectual security of female students at the faculties of education in Jordanian public universities was prominent from their viewpoints. The findings further reveal that there are no statistically significant differences in the role of educational curricula in achieving the intellectual security of female students at the Faculty of Education in Jordanian public universities attributed to the specialization variable, the academic year and the family monthly income. The researcher recommends that university educational curricula should emphasize the danger of engaging in extremist intellectual groups.
Social Variables as a Determining Factor for Improved Academic Performance of Students in Social Studies in Nigerian Schools (Published)
This research paper examined the social variables as a determining factor for improved academic performance of students in social studies in Nigerian’s schools. This was informed by ineffective utilization of some variables such as instructional materials, quality assurance control, staff and student’s welfare, the school curriculum and other related school policies. It has been discovered that most of these factors are either inadequate or not effectively utilized towards an improved academic achievement of students in social studies.the paper concludes that the discouraging students’ performance in social studies is dependent upon these social variables. It’s is recommended that for students’ academic performance in social studies to improve, modern teaching gadgets should be provided, provision for staff and students’ welfare should be enhanced and qualified social studies teachers should be employed.
The purpose of this paper was to examine the extent to which social studies curriculum had been effectively implemented in schools. The paper highlighted content and context of the curriculum, adequate human resources, political factors and government policies, and availability and effective utilization of instructional resource as major factors that contribute to ineffective implementation of social studies curriculum in schools. Some challenges of social studies educationhad also been highlighted. The paper recommends that the government and other related agencies should organize conferences, seminars, workshops etc on the strategies, methods and construction of special tools for the evaluation of social studies curriculum if social studies must be effectively implemented.
Perception of Teachers and Principal on the Extent the Innovations in Science Curriculum is managed to Achieve Sustainable Development Goals among Senior Secondary School in Ikwuano LGA of Abia (Published)
The study examined the perception of teachers and principal on the extent the innovations in science curriculum is managed to achieve sustainable development goals among senior secondary school in Ikwuano LGA of Abia. Two research questions and one hypothesis were raised to guide the study. The design for the study is a descriptive survey design, the area of the study is Ikwuano LGA and the population for the study consists of all principals and teachers in senior secondary school in Ikwuano LGA. The sample for the study consists of 100 teachers and 20 Principals. The instrument for data collection was a researcher structured questionnaire tagged “PTPISCMASDGQ” perception of teachers and principal on the extent innovations in science curriculum is managed to achieve sustainable development goals questionnaire. Content and face validity of the instrument was determined by administering the instrument to two lecturers in the department of Educational Management from the College of Education, Michael Okpara University of Agriculture. The reliability of the instrument was determined using Cronbach Alpha and it yielded a coefficient 0.78. The data were analyzed using Mean and standard deviation while T-test. The results obtained from the study reveals that innovation in schools were no adequate for global competitiveness. It was recommended that process of planning educational change and innovation in science curriculum in Nigeria, should give the issues of training and retraining of teachers’ optimal consideration amongst others.
Assessment of Regular Teachers Knowledge of Curriculum Adaptation for Pupils with Mild Intellectual Disability in Calabar Education Zone Cross River State, Nigeria (Published)
The study assessed regular teachers’ knowledge of curriculum adaptation for pupils with mild intellectual disability in Calabar Education Zone, Cross River State, Nigeria. Four research questions were raised to guide the study. Literature were reviewed according to the sub-variables of the study. The population of the study was 5604 primary school teachers in 286 primary schools within the Calabar Education Zone of Cross River State, Nigeria. Stratified random sampling technique was used in selecting 560 teachers (males 253 and females 307) representing 10% of the entire population from 29 public primary schools. The instrument named: Regular Teachers’ Knowledge of Curriculum Adaptation Rating Scale Questionnaire (RTKCARSP) was developed by the researchers and was used for data collection. The data collected was analysed using descriptive statistics which include simple percentages, and mean. The result revealed that regular teachers’ have fair knowledge about pupils with mild intellectual disability, adapting curriculum content, adapting learning environment and adapting instructional materials for pupils with intellectual disability was also fair. It was recommended among others that awareness programmes on inclusive education should be regular by curriculum planners in collaboration with Ministry of Education to equip regular teachers with skills on how to implement a successful inclusive education programme.
Curriculum Evaluation: A Comparative Study of a 4-Year B.Ed. Regular and a 2-Year Diploma Sandwich Students’ Results in Music, Movement and Drama (Published)
Both the Bachelor of Education (B.Ed.) and Diploma students at the University of Education, Winneba, Ghana, use the same content as prescribed in the Academic Bulletin but both are admitted on two different entry requirements with different duration accordingly. Sections of society speculate about varied performances of both categories of students without any empirical evidence. The purpose of the study was to ascertain how well the students have been prepared in terms of content assimilation and their relative performance. Using a purposive sampling technique, both regular and sandwich Music, Movement and Drama Level 200 students of the Department of Early Childhood Education of the University from 2008 to 2012 were selected for the study. Test results of the respondents from 2008 to 2012 which served as the data were analysed, after ethical issues were resolved, using descriptive and inferential statistics. The results showed that both regular and sandwich students performed creditably well within the range of the years under review. It was, however, established that there was a statistically significant difference between the achievement of the B.Ed. regular and Diploma sandwich students from 2008 to 2012 academic years. On the basis of the findings, it was recommended that the mode of delivery of the sandwich programme be reconsidered such that there will be a bridge of the gap between the regular and the sandwich programmes in terms of performance.
Special Needs Teachers Capacity in the Implementation of Competency Based Curriculum in Primary Schools in Kenya (Published)
This research looks at the capacity that special needs teachers in Kenyan primary schools have towards implementation of competency based curriculum in lower primary schools. Because of the abolishment of exclusion and adoption of inclusion policy, special needs learners are enrolled in mainstream schools and therefore have to be provided with the right and adequate support for their learning to take place. This study will survey a total of 83 public primary schools in Kapsaret Sub County, Kenya to determine the level of teacher capacity in the implementation of CBC. The sample will include special needs teachers teaching in those schools numbering to 69. Data collection was done through use of questionnaire for Special Needs Education Teachers in public primary schools. Data analysis will be performed using descriptive statistics for quantitative data and thematic content analysis for qualitative data. The study found out that: SNE teachers had moderate capacities in terms of understanding the CBC curriculum and preparedness in implementing the CBC content in public primary schools in the study area. The enrolment of special needs learners was low and had not increased significantly and this was attributed to lack of adequate capacities by SNE teachers to provide required support to disabled learners. the paper recommends that SNE teachers need to be provided with specialised training on CBC implementation in inclusive setting, schools should ensure facilities and resources to support inclusive education are provided and TSC to increase special needs teachers numbers to more than one in primary schools. This article discusses findings, implications for the special education teacher preparation programmes in Kenyan teacher training institutions, and recommendations for future research
The curriculum role in the development of students thinking in Education Faculty at Hail University to achieve the requirements of intellectual security (one course model) (Published)
The research aims to show The curriculum role in the development of students thinking in Education Faculty at Hail University to achieve the requirements of intellectual security , the research uses the descriptive curriculum to its suitability to achieve its objectives, as it means by describing reality and explaining it and trying to develop solutions to suit its development, by showing the concept of intellectual security And how to achieve its requirements, and the role of the university curriculum in the development of students’ thinking and development to achieve the requirements of intellectual security, by analyzing (social upbringing) course in child kindergarten department, and show its role in achieving these requirements, the most significant result appears that the course play big role in the development of thought emerging and enhancing intellectual security if it is applied practically in real life.
Criticism of Issues and Strategies of Nigerian OTM Curriculum Review and Implementation: A Study of Rivers State Polytechnics (Published)
This study adopted a survey research design on Criticism of Issues and Strategies of Nigerian OTM Curriculum Review and Implementation: a Study of Rivers State Polytechnics. The population of the study was numbered 866 OTM students with a sample of 270 using Krejie and Morgan as sampling technique. Five purposes, research questions and hypotheses were posed and formulated to guide the study. The research instrument used was called “Criticism of Issues and Strategies of Nigerian OTM Curriculum Review and Implementation (CIASONOTMCRAM)” with a four point scale. The instrument was subjected to face and content validation by three experts. To ascertain the reliability and consistency of measurement, a pilot study was done on 14 students which yielded 0.89 co-efficient. A total of 270 copies of the questionnaire were administered and successfully retrieved. Mean statistics was used to answer the research questions, Standard Deviation was employed to find out the extent in which scores clustered around the means and t-test used to analyse the hypotheses. The findings of the study confirmed that there was low level of review and implementation of OTM curriculum in Rivers State Polytechnics. Among other things, it was recommended that there should be very high level of regular review of OTM curriculum, training and retraining to enable lecturers possessed high level of ICT expertise in teaching OTM students to achieve high level of implementation of OTM curriculum in Rivers State Polytechnics
Keywords: Curriculum, OTM curriculum, Strategies., criticism of issues, level of implementation of curriculum, level of review of OTM curriculum, review of curriculum, rivers state polytechnics and Nigeria
Institutional Academic Culture and Effective Implementation of Educational Technology Curriculum in Tertiary Institutions in Cross River State, Nigeria (Published)
This study investigated institutional academic culture influences educational technology curriculum implementation in tertiary institutions in Cross River State, Nigeria. To achieve the purpose of the study, two research questions were posed and two null hypotheses were formulated and tested at 0.05 level of significance. The study adopted the ex-post facto research design. The population of the study comprises of two thousand seven hundred and seventy-one (2,771) students of educational technology studying in the University of Calabar, the Cross River University of Technology, Calabar College of Education Akamkpa and College of Education Obudu, all in Cross River State. A total sample of six hundred and eighty-two (682) students was used for the study. The collected data was analyzed using One-Way Analysis of Variance (ANOVA) with LSD Post-hoc analysis for the two hypotheses. The findings of the study revealed that institutional academic culture significantly influence educational technology curriculum implementation in tertiary institutions in Cross River State Nigeria, it was recommended among other things that every school should make it compulsory to have regular laboratory experience to enhance the learning experiences and also promote creative culture through adherence to students centered learning method.
The teacher training program must be of paramount importance in order to establish a strong educational system that serves the objectives of the country’s educational policy. Bachelor of Education program (B.ED) in Bahrain Teachers College (BTC) at Bahrain University is specially designed to prepare an efficient teacher capable of implementing and achieving the educational objectives prepared by the Ministry of Education. This research aims to investigate the BTC graduates, senior teachers and school principals’ views of the B.ED program of BTC, and to what extent it prepared and trained BTC students to put theories into practice. Data was collected through a questionnaire. 183 participants took part in the study. The findings revealed that the program was effective in helping candidate teachers to acquire the necessary skills of instructional strategies, use of technology and effective communication. On the other hand, some of the participants responses demonstrated that some graduates are weak in content knowledge. Therefore, they suggest more training in the content knowledge for the specialization they have to teach.
Implementation of Civic Education Curriculum and Patriotism among Public Primary School Pupils in Ahoada Senatorial Zone, Rivers State (Published)
This study examined the influence of implementation of Civic Education curriculum on patriotism among public primary school pupils in Ahoada Senatorial Zone, Rivers State. Two hypotheses were formulated to direct the study and literature reviewed was based on the variable under study. Ex-post-facto research design was adopted for the study. A total sample of 500 pupils was selected using simple random and stratified sampling procedure. The questionnaire was the main instruments used for data collection. The instrument was face-validated by two experts in measurement and evaluation from the University of Calabar. Correction were pointed out by the expert and adjusted by the researchers and the document was considered valid. The reliability estimate of the instrument was established through Cronbach Alpha reliability estimate which gave .76 and .78. These estimates were considered adequate and were used for the study. Independent t-test statistical technique was adopted to test the hypothesis at .05 level of significance. The result of the analysis revealed that, effective implementation of Civic Education Curriculum, Availability of teaching and learning materials in Civic Education significantly influence patriotism among public primary school pupils in Ahoada-Senatorial Zone of Rivers State. Based on this finding, it was recommended among others that, the government should promote Civil Education by ensuring effective implementation and provision of teaching and learning in primary schools.
Conformity of Agriculture Vocational School Curriculum: Skill Competency of Agricultural Product Processing Agribusiness with the Needs of the World of Work (Published)
Vocational school (VS) aims to prepare students to work in industries or to create their own jobs. Therefore, it is important for VS to prepare students to have better competencies needed by industries. The study aims to 1) review the suitability of the competencies of agriculture vocational school graduates, skill competency of agricultural product processing agribusiness with the competencies needed by the world of work; and 2) review the pattern of synchronization mechanism of agriculture vocational school’s curriculum in the intended competencies. Secondary data ws analyzed combined with the result of Focus Group Discussion in sample areas of study. The research results showed that 1) curriculum of agriculture vocational schools in the skill competency of agricultural product processing agribusiness is in accordance with the competencies needed by the world of work based on Level II Indonesian National Work Qualification Certification Scheme. However, there are (a) “inapplicable” core competencies (CC -3 and CC -4) in the subjects of production and processing of plantation and herbal commodities, production and processing of hardwood commodities/products (coconut, palm oil and rubber). This is due to no plantations and/or industries for processing these commodities around the locations of the sample schools, (b) core competencies and basic competencies are lack depth in the competencies needed by the industry, namely identification of tubers, fresh fruits, and vegetables for the production unit on the subject of production of processing vegetable products, and 2) legally and formally, there is no pattern of synchronization mechanism of these competencies, the existing synchronization pattern is incidental based on input from the alumni of the sample schools and/or through consultations of schools with industry as partners. this study concluded that the skill competency of agricultural product processing agribusiness refers to level II Indonesian National Work Qualification Certification Scheme, but the implementation varies depends on schools’ facilities, quality of particularly teachers of productive subjects, and the collaboration with industrial partner.
Assessment of Teachers Implementation of Social Studies Curriculum Contents in Private Secondary Schools in Aguata Education Zone: A Catalyst for Achieving National Integration in Nigeria (Published)
The research work deals on the assessment of teachers’ implementation of social studies curriculum contents in private secondary schools in Aguata education zone: A catalyst for achieving national integration in Nigeria. A survey design was adopted for the study. The population consists of fifty teachers teaching social studies in junior secondary schools in Aguata education zone. Purposive sampling technique was used to sample forty teachers. The questionnaire was the major instrument for data collection and it was validated by two experts in curriculum and social studies. The mean statistics was used to analyse the data collected. The findings of the study showed that the concepts or topics such as cross cultural studies, inter-tribal marriages, national institutions, national symbols promote national integration. It was also discovered that teachers of social studies face difficulties in relating some of the topics in physical environment, peace education, national values to national integration. The paper also discovered that field trip, discussion and inquiry methods are appropriate for teaching social studies for achievement of national integration but rarely used by teachers, and instructional resources for implementing social studies curriculum content are not adequately provided. The paper concluded that adequate instructional materials, training and retraining of teachers, employment of qualified social studies teachers are necessary conditions for effective implementation of social studies curriculum content for achieving national integration in Nigeria. Conclusion and relevant recommendations were made.