Mobile Assisted Language Learning (Mall): Teacher uses of smartphone applications (apps) to support undergraduate students’ English as a Foreign Language (EFL) vocabulary development (Published)
The purpose of this study is to highlight how smartphones, specifically smartphone applications, can be integrated into the vocabulary development of adult English as Foreign Language (EFL) learners in an English for Academic Purposes (EAP) or English for Academic Studies (EAS) context. In the literature on Mobile Assisted Language Learning (MALL), it is largely claimed that the development of language-related technology is on the increase. These ubiquitous tools, which may also be defined as widely-used, could potentially improve teaching and learning outcomes in vocabulary development, especially through applications installed on smartphones. However, there is limited research on how smartphones could be utilised sensibly, both inside and outside the classroom. The focus in the present study is on vocabulary development, as it is considered to be a priority area in language learning. This study was conducted using a case-study approach focusing on 20 EFL students at a university in Britain who were attending Pre-sessional EAP classes during the period of the study. Uses of smartphone applications were developed by the teacher, who also acted as the researcher in this study. The focus has been on the students’ perceptions, opinions and overall experience of using these smartphone applications, as well as how effective they were. The intention was to discover how the tools can be incorporated into the learning process. The data were collected through questionnaires, a pre-test and a post-test, interviews, diaries and the researcher’s logbook. The latter included a written report of the students’ daily activities and learning experiences, their challenges and success/lack of success in learning. The study provides a rich description and analysis of the effectiveness of smartphone applications in vocabulary development mainly through qualitative data analysis. Limited use of quantitative analysis is made when reporting through numbers and percentages as well as displaying figures. It is anticipated that the results of the study will help to determine the appropriate use of smartphone applications in the vocabulary development of adult EFL students.
The Conflict Management Strategies used in Conflicts between Teachers and Students: A case study, Kotebe Metropolitan University, Department of English in Focus (Published)
The aim of this study is to investigate the sources of conflict between students and teachers, how they are managed, and their effect on students and thus gain insight about student-teacher conflicts at Kotebe Metropolitan University, Faculty of Languages and Humanities, Department of English Language and Literature. The study is a qualitative one and has been carried out with the method of case study. The method of criterion sampling which is one of the methods of purposeful sampling is used in the qualitative study tradition. Participatory observation technique and semi-structured interviews were used to collect data. The study has shown that the main reasons for the conflict between teachers and their students were the existence of poor and insufficient communication between the parties involved, and teacher dominance in such interactions. It has also shown that inappropriate conflict solving strategies negatively affect the students’ psychology, social behavior as well as their academic success. It is absolutely necessary to manage the teacher student conflict correctly in order to create a positive school climate and to conduct the education process effectively.
This paper examines the impact of private secondary school on examination malpractices in Nigeria. It also explain the impact of the school management, teachers, parents, government agents and students on examination malpractices in Nigeria. However, it also discussed the causes and effects of Examination Malpractices on the academic achievement of the private secondary schools students. Yet, it emphasis the factors that influence the students on examination malpractice in private secondary schools. Similarly, it states the outcomes of examination malpractices on the academic performance of the secondary schools students in Nigeria. Thus, the implications of examination malpractice on the student’s academic achievement were thoroughly discussed.
Examining the Adequacy of Past Performances and Teacher Judgments to Estimate GCSE and A-Level Grades During the Pandemic Crisis (Published)
On the 17th March, 2020, the British government announced that due to school closures during the height of the pandemic, GCSE and A–Level grades would be determined on the basis of teachers’ assessments and evidence of students’ hitherto attainments. England’s Education Secretary, Gavin Williamson, emphasised that “grades awarded this summer will accurately reflect students’ abilities and will be as valid this year as any other“.To test this assertion, this quantitative research study independently examined the predictive accuracy of using past performances and teacher judgments to anticipate students’ final grade outcomes among 84 third–year university students at a private university located in the outskirts of Bangkok. After assessments were formally graded, the mean end-of-year English score for 2018-2019 was calculated at 59.94%, which was significantly different to the average standard attained previously in 2017-2018 (54.36%; sig, p <0.05). Nonetheless, in disagreement with prior literature, teacher judgments proved to be statistically reliable (57.98%, not sig, p <0.05). Further implications, research recommendations and policy considerations are also discussed in this paper.
Effective Classroom Management: A Panacea for Enhancing Students Learning Experience and Satisfaction in Higher Education (Published)
Classroom is a very important school physical plant designed to achieve quality teaching and learning for the improvement of standard in education. The purpose of this study is to determine how effective classroom management can enhance students’ learning experience and satisfaction in higher education. Classroom is characterized by high expectations, excellence, standards and caring environment. It is specifically meant for special qualitative interactions, facilitation and pedagogical instructions between the teachers and the students and where this is not obtainable, distractive environment erupts. This distractive environment has greater influence on participants regardless of how the students are organized for learning or what educational philosophy and pedagogy teachers espouse. Classroom learning friendly environment promotes high academic learning, experience, satisfaction, morale tone of the learner and attainment of goals in higher education. This can only be achieved through effective classroom management. The teacher as the chairman of classroom affairs has the duty and obligation to ensure efficient and effective classroom management strategies. He must take cognizance of variance and differences in the student’s background (i.e. ideas, goals, socio – economic, preferences, abilities and religion etc.). These make teacher’s role more challenging. The classroom teacher must be skillful in learning management in order to succeed. The justification of this research and aim of classroom management is to maintain positive, productive and friendly learning environment. This is very necessary because there cannot be effective teaching and learning process without an effective classroom management. This paper discusses the concepts of management, classroom management, purpose of classroom management, effective classroom management, principles of teaching, characteristics of teaching and ethics. It also recommends that teachers should imbibe the ethics of effective classroom management for the enhancement of students learning experience and satisfaction in higher education.
Library and Information Services: A Panacea for Promoting Teacher Education Programmes in Nigeria to Meet Global Demands (Published)
Teacher education programmes in Nigeria have come under heavy criticism these past decades; with government and stakeholders expressing so much concern as to why the graduates are not excelling, despite the huge resources expended in the programme. The paper discussed the concept of education, teacher education programmes, the quite essential role libraries and librarians play in the advancement of teacher education programmes to meet the global demand. The paper identified some challenges facing the teacher education programme ranging from inadequate information resource, poor information utilization due to lack of information literacy skills, poor integration of new technologies in library service delivery in teacher education libraries, poor internet subscription in the E-library, and poor library services for teacher education programme. Given the fact that libraries are known as knowledge and information centres for the dissemination of information, referral, consultancy, and advocacy services. Suggestions on how libraries can advance TE programme by providing adequate print, non-print resources, effective e-resources and functional e-library and teach information literacy skills for trainee teachers to enhance teacher education programmes and students in the utilization of information for learning and researches to meet global demands.
The impact of Gender in EFL classroom has always been an issue of discussion. With the difference of social and cultural background, the role of gender differs from nation to nation. In Bangladesh, gender role is defined based on social, cultural, and traditional beliefs. This study is an attempt to find out whether genders of learners as well as genders of teachers create barriers in EFL learning in Bangladesh. In the study a number of 198 students responded to the questionnaires prepared for a survey to find out the impact of gender of students and teachers in EFL classroom. Adding to this, 20 students and 9 teachers from a university further illustrated this issue by participating in semi-structured open ended interviews. The findings of this mixed method study reveal that the socio-culturally defined gender role of male and female in the society impacts inside English as a foreign language class in Bangladesh. Self-efficacy of teachers and learners may help address the issue. In this regard, emphasis may be put on teacher self-efficacy to raise awareness among the teachers and learner self-efficacy to help learners to consciously avoid gender discrimination in classroom at the tertiary level.
Gender Experiences, Teacher Qualification and Students Outcome in English Language among Senior Secondary School Students in Ibadan (Published)
This study examines the relationship between gender experiences and teachers qualification on academic outcome in English language among senior secondary school students in Ibadan. The study adopted descriptive research design while the population is the whole secondary school students in Ibadan. It also adopts Simple random sampling techniques to select one hundred and fifty (150) secondary school students and one hundred and fifty (150) teachers of senior secondary school students totaling three hundred (300) respondents. Questionnaires were the main instruments used for data collection in this study. The questionnaire tagged Gender and Academic Experience Questionnaire (GAEQ) and Teachers Qualification Questionnaire (TQQ). The instrument was validated by the researcher and pilot tested within two weeks which was later yielded r=0.72 and r=0.76 using alpha Cronbach reliability estimation. Based on this research finding, the following recommendations were made that; the individual differences of the learners should be taken care of based on their gender differences as regard their academic pursuit and the teacher of English language should try as much as possible to update themselves by attending seminars and conferences in order to acquire modern skills for their profession/discipline among others.
Pre-Service Teacher Education System (Published)
Education is what begins when you leave school (Oscar Wilde, cited in Lawton, 1986). According to Adams (1971) education is a composite of skills, techniques, cognitive and non-cognitive learning many of which have long-range rather than immediate consequences. P-Brown, Oke and Nacino-Brown. (1992) also describe education as initiating into activities and modes of thought that are worthwhile and stress that education implies that a person has achieved or will eventually achieve a state of mind characterised by a mastery of and a care for worthwhile things viewed in some kind of cognitive perspective. The main purpose of education, whether formal or informal, has been to produce a person who will be a useful member of society (McWilliam & Kwamena-Poh, 1978).
The purpose of this research is to analyze and to describe the effect of teachers’ work discipline on teachers’ performance. This study was conducted at 24 public junior secondary schools and 29 private junior secondary schools in Kendari City, Indonesia with a sample size of 100 respondents. The latent variabel studied was teachers’ work discipline as exogen variable and teachers’ performance as endogenous variable. Two sets of questionnaires (pertaining to teacers’ work discipline and teacher’s performance) were used as research instruments. The data collected were tested through statistics Structural Equation Modeling (SEM) by using software Smart-PLS 3.0. The study results show that there is a positive and significant effect of teachers’ work discipline on teachers’ performance.
Teacher Classroom Practice: A Case Study of Teachers’ Awareness of Students’ Learning Styles in Calabar, Cross River State, Nigeria (Published)
Despite on-going global shifts in teaching and learning, driven by technological advancements, Nigerian teachers continue to practice the traditional ‘teach and test at the end of the term’ method This instruction method is used with little consideration for pupils’ learning styles which has been proven to be key to learners’ academic success. This study seeks to investigate some Nigerian teachers’ awareness of their students’ learning styles in the course of instructional delivery. Pre and post observation techniques, semi structured interviews and questionnaires are going to be used to generate data. Data will be coded and analysed to obtain the findings. Thereafter, recommendations will be made based on the result.
Assessment of Information Communication Technology Proficiency of Secondary School Teachers in Edo State, Nigeria (Published)
This study attempts to assess of information communication technology proficiency of secondary school teachers in Edo State, Nigeria. The study employed a descriptive survey method and questionnaire was the instrument used for data collection. The total population for the study is one hundred and twenty nine (129) secondary schools teachers in four selected secondary schools in Etsako west local government area of Edo state. The population of this study is not too large and as such the entire population was taken as representative sample using purposeful sampling technique. It was revealed from the study that ICT is not employed for teaching by majority of the teachers in the secondary schools studied, most teachers have negative attitude towards the use of ICT, a majority of the secondary school teachers studied have positive perception of perceived ease of teaching and learning with ICT and Lack of ICT facilities in secondary schools, lack of commitment from government and school management, lack of motivation and training, lack of ICT policies in secondary schools, lack of technical support from government and private sector, lack of qualified teachers to teach ICT and Teachers’ anxiety over being replaced by technology are the major factors militating against teachers readiness and effective use of ICT in secondary schools in Etsako West Local Government Area of Edo state. The study recommends that Government should be committed to full implementation of ICT in secondary schools by way formulating policies and implementing the existing one if any with all sincerity.
Competency Analysis of Music Art Pamong Teacher Certified and its Relationship with Student Competence in Partners School of State University of Medan (Unimed), Medan, Indonesia (Published)
This study aims to find out about the competence of certified music artisan teachers and their relationship to the competence of PPL students in the partner schools of Medan State University. The method used in this study is the preparation and validation of the research instrument consisting of sequences, interviews and documentation. The questionnaire used is closed and uses scalali- tics. Interviews are conducted with the researchers to raise the questions of the students about the school to obtain the data of the teacher certification of teacher certification. Documentation should be carried out with the assessment of the certification of the teacher certification committee. The results obtained in this study were that the average level of competency in post-certified teacher performance at PPL UNIMED partner Senior High School was 78.77% which consisted of pedagogic competence on average 87.52% (competency category), 87.35% (categorical competence) competency, 87.60% (categorical competence) and professional competency. 51.08% (category of competency). The lowest level of competency in teacher performance after certification is professional competence, still in the category of less competent (an average of 51.08%).
Mathematics Teachers’ Leadership Styles and Learning Motivation among Secondary School Students in Cross River State, Nigeria (Published)
The study investigated Mathematics teachers’ leadership styles and learning motivation as perceived by secondary school students in Calabar Education Zone of Cross River State. The study utilized descriptive research design. Three research questions were asked to guide the study. Sample size was five hundred and ninety nine (599) SSII students randomly selected from 49 public secondary schools through stratified random sampling technique. Mathematics Teachers’ Leadership Styles and Learning Motivation Questionnaires (MTLSMQ) with reliability coefficient of 0.74 were used to gather data for the study. Data was analyzed using descriptive statistics and multiple regression statistical technique. Result showed that there is significant positive relationship between teachers’ leadership styles and students learning motivation. Based on the findings, ,it was recommended among others that training programme on leadership and general attitude to work should be organized for mathematics teachers in particular and teachers in general. This will help them to realize that they are leaders in the classroom.
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