Learner voice has emerged in literature in the 21st century as a means to inform educational change in both developed and developing countries, including Nigeria. It is a rights-based movement and the focus in this work is to help democratise school practices to foster engagement of the perspectives of learners, as partners with teachers, in decision-making involving the curriculum, policies and practices in the context. Analysis of the concept herein is underpinned by social constructivist epistemologies. Learner voice practice challenges didactic pedagogies prevalent within the Nigerian educational system. Rather, the notion regards the learner as a co-creator of knowledge of classroom programmes and partner in school reforms within the context.
Gamification – Influence on Elementary Pupils’ Learning Outcomes and Engagement in English Language (Published)
This research examined the influence of gamification on the learning outcomes and engagement of English Language Pupils in Bonny Local Government Area of Rivers State, Nigeria. It adopted the two (2) group pre-test post-test quasi-experimental research design. The sample comprised forty-four (44) primary three pupils. Twenty (20) for the experimental group and twenty-four (24) for the control group. Two (2) sets of instruments were employed to gather data from the sample namely: English Language Achievement Test (ELAT), and Gamification Questionnaire (GQ) which had two (2) sections: Demographic data of pupils, and games engagement. Three objectives, three research questions, and two hypotheses were used for the study. Mean and standard deviation were employed to answer the research questions. Hypothesis one was tested using analysis of covariance (ANCOVA), while hypothesis two was tested using independent sample t-test. Kuder-Richardson (KR20) was employed to test the ELAT and a reliability coefficient of .857 was obtained. Cronbach Alpha was used for the GQ with a reliability coefficient of.689. The findings revealed that learners taught with games had a higher mean score than those taught without games but the difference was not statistically significant; and their engagement level was high. Recommendation was therefore made that gamification be used in classrooms because it has a positive influence on learners’ learning outcomes.
: This literature review aims to understand transformational leadership as a theory and its application, especially in the field of education. This study reviews nine qualitative works on the use of transformational leadership theory in education and identifies three major themes: 1.) globalization and multiculturalism, 2.) behaviour and preparedness, and 3.) achievement. In reviewing these works, the authors focus on how transformational leadership influences the behaviour and practice of leaders in an effort to improve student achievement. The authors also examine limitations to the application of transformational leadership. Ultimately, the researchers determine that transformational leadership requires leaders to demonstrate specific skills focused on the equitable implementation of major reforms.