Effective Teaching of English Language Using Communication Package: How Prepared are the Teachers in Ogun State Nigeria (Published)
The poor achievement of students inn English Language has continued to be a major cause for concern to all those in the main stream of education in Nigeria and particularly to stakeholders in Ogun State Nigeria. In spite of the fact that English Language is the language of instruction at all educational levels, teaching and learning of it in schools have continued to suffer setbacks unabated as reflected by students’ poor performances. A number of factors are responsible for students’ poor performance, they include: poor methods of teaching among the teachers of English language, dearth of qualified teachers, inadequate teaching resources, lack of interest on the part of the students, mother tongue interference, poor motivation, poor self-concept, poor study habit among others. Four hundred and twenty (n=420) teachers were randomly selected for the study; in-depth interview guide and questionnaire: (KICTQ r=7.00; AICTG r=7.32; PITSQ r=8.22; PITSQ r- 8.22; IAISAQ r 8.01; GIIUQ r=8.65) were used for data collection while chi-square and t test were used to test the five postulated hypotheses at 0.05 level of significance. The study revealed that teachers of English in Ogun State were not significantly equipped to use communication package in teaching English Language and many of them also agreed that there is no significant information on the importance of the use of communication package in the effective teaching and learning of English language and that there is no significant difference in the knowledge and preparedness of both male and female teachers. It was recommended that teachers of English language should be trained and retrained on the application of innovative teaching strategies including communication packages.
Effective Teaching of the English Language in Multicultural L2 Classrooms: The Nigerian Perspective (Published)
Effective teaching demands that we use all the facts available to us to impact knowledge. In Nigeria where the English Language is essentially a second language, effective teaching seeks to incorporate all tools and practices that assist the English Language learner in an L2 multicultural classroom. Effective teaching in an L2 setting seeks to promote learning skills that will be of benefit to learners from diverse cultural backgrounds. The paper identifies a number of issues related to effective teaching in multicultural L2 classrooms. It addresses barriers to effective learning in an L2 classroom, the potential challenges to teaching and provides diverse strategies that may improve teaching and learning in this context. In the end, the paper outlines the processes for improving the effectiveness and quality of teaching and learning the English Language. The argument is that multiculturalism improves teaching, teaching skills and learning abilities. Therefore, the paper highlights core considerations for analyzing the challenges faced by teachers and learners, and finally, recommends some directions to embrace the challenges.
Assessment of Teaching and Learning Activities of Basic Design and Technology in Selected Junior High Schools in Ashanti Region (Published)
A cursory study indicated that there were challenges in the acquisition of practical skills in the Basic Design and Technology (BDT) programme offered in the Junior High Schools. No study was found to have been done regarding the actual challenges in skills acquisition in the programme. This case study therefore fills the gap and purposefully focuses on the teaching strategies employed by the BDT teachers and the learning outcomes of pupils, among other related issues. The study examines the teaching strategies of teachers, considering the limited facilities available, and how they affect pupils’ acquisition of practical skills and competence. The qualitative research method was used for the study which sought to find out criteria used for the selection of BDT Options, the state of logistics for running the programme and the processes for teaching and learning. The purposive and simple random sampling techniques were used to sample 322 pupils and 13 teachers from four Junior High Schools (JHS) selected from the Ashanti Region. Using interview and observation to solicit data, the analysis revealed that due to inadequacy of human and material resources, teaching and learning of the BDT subjects were not effective. Moreover, little or no practicals were done. Thus, majority of the pupils in the study area graduate from the Junior High School with no practical skills and experience. Implications of the findings are discussed highlighting the importance of using proper teaching and learning approaches, providing qualified teachers, funds, studio/workshop facilities and teaching and learning materials for effective delivery and learning of BDT.