Tag Archives: Instruction

21st Century Instruction: Accelerating Students Outcome in Mathematics (Published)

Research reveals that how teachers instruct and these interactions with students are the cornerstone around which to build effective learning. The integration of ICT is becoming more global trend in the 21st century education. The study assessed the improvement of Mathematics instruction in the context of basic education. The very important aimed of the study was to determine the Mathematics performance of the learners in the six skills as per see by the Department of Education using varied strategies, as part of core competencies used in the 21st century skills. Based on the findings and thorough analysis of the study, it can be concluded then that the learners’ performance in Mathematics as to the skills of remembering, understanding, applying, analyzing, evaluating and creating is very satisfactory. Thus, the outcome has shown a high impact on the learning outcomes of the learners with regards to mathematical comprehension.

Keywords: 21st Century Learning, ICT integration, Instruction, Mathematics Performance

Using Simulation Game – Assisted Instruction to Modify Students’ Attitude towards Integrated Science (Published)

The study determined the effect of simulation game – assisted instruction, cognitive style, numerical ability and gender on students’ attitude towards the subject. It adopted a 2 x 2 x 3 x 2 non-randomized pretest, post test, control group quasi-experimental design in which the treatment, at two levels (simulation game – assisted instruction, teacher instruction only) was crossed with cognitive style at two levels (analytical, non-analytical), numerical ability at three levels (high, medium, low) and gender at two levels (male, female ).The subjects were 305 junior secondary lll students selected from four co-educational school in Akinyele Local Government Area of Oyo State, Nigeria.Four valid and reliable instruments were used for data collection: Attitude Towards Science scale (ATSS); Numerical Ability Test (NAT), Cognitive Style Test (CST); AND Operational Guide for instruction (OGI). The study, which lasted for six weeks, involved exposing the students in the experimental group to three types of simulation games (water pollution game, chemical symbol, equation and formulae), while those in the control were not exposed to any game, but were rather taught in the conventional way. Data analysis involved the use of analysis of covariance (ANCOVA) and Scheffe range test as post hoc measures. The result showed a significant main effect of treatment on students attitude towards integrated science (F(1,304) =24. 173; p<0.05). Students exposed to simulation game –assisted instruction exhibited more positive attitude towards the subject than those not so exposed. The implication of these findings for curriculum planning, teacher training and in-service programmes, development of curriculum material and classroom practice were discussed

Keywords: Instruction, Integrated Science, Modify Students, Simulation Game

Principals’ Instructional Supervision and Teachers’ Effectiveness (Published)

The study examined the differences in teachers’ effectiveness based on principals’ instructional supervision in public secondary schools in Uyo Local Education Committee in Akwa Ibom State. Four objectives and their corresponding research questions and hypotheses were formulated to guide the study. The ex-post facto design was used in carrying out this study. Two hundred and one teachers and 14 principals were drawn from the population of 1,105 teachers and 14 principals respectively to participate in the study. Two researchers-developed instruments, “Principals’ Instructional Supervision Interview (PIS1)” and “Teachers’ Teaching Effectiveness Questionnaire (TTEQ)” were used to gather data. Data collected were analyzed using the mean and independent t-test statistics was used. The findings were that there is a significant difference in teachers’ effectiveness based on classroom observation, analysis/strategy, post-conference analysis and post-analysis conference. Teachers in schools where instructional supervision was adequate were more effective than those that had inadequate instructional supervision. It is, therefore, recommended among others that, the principals should carry out an adequate instructional supervision of teachers so as to enhance their teaching effectiveness.

Keywords: Effectiveness, Instruction, Principals, Supervision, Teachers