scholarly journals Incorporating Green Chemistry Concepts into the Senior Secondary School Curriculum

2013 ◽  
Vol 3 (Special 3) ◽  
pp. 1490-1494
Author(s):  
John O. Agbayewa ◽  
Kunle O. Oloruntegbe ◽  
Ese M. Alake
Keyword(s):  
Secondary School ◽  
Green Chemistry ◽  
School Curriculum ◽  
Senior Secondary School ◽  
Secondary School Curriculum ◽  
Senior Secondary

Students’ Perception of Difficulty Levels of Senior Secondary School Civic Education Curriculum Content in Osun State, Nigeria

2019 ◽  
Vol 5 ◽  
pp. 121-136
Author(s):  
Okunloye Rotimi William ◽  
Issa Nasiru Olokooba ◽  
Abdulsalam Alliyu Ayodele
Keyword(s):  
Secondary School ◽  
Civic Education ◽  
Survey Design ◽  
School Curriculum ◽  
Senior Secondary School ◽  
Intended Curriculum ◽  
Secondary School Curriculum ◽  
Content Coverage ◽  
Senior Secondary Schools ◽  
Senior Secondary

The learnability of school curriculum has been attributed to students’ perception of different school subjects which also determines the level of students’ performance and ultimately the achievability of the intended curriculum objectives. Studies had been conducted in other subject areas. However, studies of that type are not common in Civic Education which is relatively new in the Nigerian Secondary School curriculum. This paper examines students’ perception of difficulty levels of the Nigerian Senior School Civic Education Syllabus (SSSCES) and the factors associated with their perception. The population for the study comprised all Civic Education students in Osun State, Nigeria. Descriptive survey design was adopted for the study and a researcher-designed instrument titled Civic Education Syllabus Perception Questionnaire (CESPQ) was administered to 487 students drawn from 25 Senior Secondary Schools in Osogbo, Osun State, Nigeria. The three research questions raised for the study were answered using percentage, mean and standard deviation statistics. The results showed that the Senior Secondary School Civic Education Syllabus (SSSCES) topics are perceived by students to be of varying difficulty levels ranging from difficult to very simple with an absolute of them being predominantly very simple. The observed difficulty levels were associated with inadequate textbooks, teachers’ presentation of lessons and wide content coverage. These imply that Civic Education is learnable and curriculum objectives are achievable. Based on these findings, it was recommended that teachers should enhance the learnability of the few perceived difficult topics by students through the use of predominantly learner-centred strategies and more learner-friendly strategies to teach the subject.

Educational Development in Africa: Prospects and Challenges of Teaching/Learning History in Nigeria

2018 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Oluwaseun O. Afolabi
Keyword(s):  
Public Schools ◽  
Secondary School ◽  
Teaching And Learning ◽  
School Curriculum ◽  
African History ◽  
Senior Secondary School ◽  
Adequate Knowledge ◽  
Secondary School Curriculum ◽  
Teaching Learning ◽  
Senior Secondary

<p><em>The paper discusses the challenges facing history teaching in Nigeria. The scope of the study is limited to private/public schools in Oyo State, Nigeria. The study starts by tracing the problem from the advent of missionaries to Nigeria in which their purpose of establishing mission schools was not to teach African history but to evangelize and to produce middlemen who will act as junior officers. The findings show that history as a subject was in the curriculum of both junior and senior secondary school. However, it was removed from junior secondary school curriculum and remained only in senior secondary school curriculum. Though only few senior secondary schools in Oyo State teach history subject due to lack of adequate knowledge by students in learning African history. Also, due to the reviewed policy, history teachers and textbooks are inadequate. Thus, in this present dispensation in Nigeria, African history education is facing challenges in terms of teaching and learning, apparently on the verge of extinction. The paper concludes by stating the methods of teaching history, prospects and challenges attached to it.</em></p>

scholarly journals Implementing Education for Sustainable Development in Namibia: School Teachers’ Perceptions and Teaching Practices

2018 ◽  
Vol 20 (1) ◽  
pp. 64-81 ◽  
Author(s):  
Eveline O. Anyolo ◽  
Sirpa Kärkkäinen ◽  
Tuula Keinonen
Keyword(s):  
Sustainable Development ◽  
Secondary School ◽  
Teaching Practices ◽  
School Curriculum ◽  
Education For Sustainable Development ◽  
Future Generations ◽  
Structured Interviews ◽  
School Teachers ◽  
Senior Secondary School ◽  
Senior Secondary

Abstract Education for Sustainable Development (ESD) has been viewed as education that helps people develop the attitude, skills, and knowledge to make well-informed decisions for the benefit of the present and future generations. It aims at providing quality education through shared understanding and multi-disciplinary approaches in meeting the developmental and environmental apprehension for a sustainable future. Many theorists envisaged ESD as enhancing active involvement of learners both in school and out of school learning initiatives to acquire knowledge about sustainable development issues. The present paper discusses Namibian school teachers’ (n=9) perceptions of ESD and the teachers’ teaching practices using a qualitative-explorative study design. The data were gathered through two semi-structured interviews and lesson observations. The findings have revealed that senior secondary school teachers perceive ESD in terms of knowledge acquisition about the environment in order to use its resources sustainably for the benefit of future generations. The study has also revealed that teachers have positive sentiment toward the inclusion of ESD into the senior secondary school curriculum. Following this, they suggested that ESD should be either implemented as an independent subject or integrated with other existing subjects as a multi-disciplinary subject.

A Study of Study Habits and Academic Achievement among Secondary and Senior Secondary School Students of Mysore City

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Roya Sherafat ◽  
C. G. Venkatesha Murthy
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Secondary Students ◽  
Secondary School Students ◽  
Sampling Technique ◽  
Secondary Level ◽  
Study Habits ◽  
School Students ◽  
Senior Secondary School ◽  
Senior Secondary

The authors of this study have attempted to understand whether study habits affect academic achievement among secondary and senior secondary school students of Mysore. It is also attempted to know whether students at secondary level differ from senior secondary level on their study habits. The study was conducted on the sample of 625 students of Mysore City in India using stratified random sampling technique. Results indicated that the study habits facilitate higher academic achievement. Further, it was also found that secondary school students are significantly better than senior secondary students on study habits. The findings are analyzed and explained. Thus, study habit is found to be an important correlate of academic achievement.

Working on Grammatical Errors in Russian Senior School Lessons

2019 ◽  
Vol 80 (2) ◽  
pp. 26-30
Author(s):  
E. S. Bogdanova
Keyword(s):  
Secondary School ◽  
The State ◽  
Russian Language ◽  
Grammatical Structure ◽  
Final Exam ◽  
Senior Secondary School ◽  
Grammatical Errors ◽  
Senior Secondary ◽  
The Russian Language

The article establishes the need for special work to improve the grammatical structure of the speech of senior schoolchildren and the correction of grammatical errors in their assignments. Based on the analysis of the results of the State Final Exam of graduates, the errors identified in their essays and the works of leading methodologists, the author develops approaches to working on morphological and syntactic norms in the Russian language lessons in senior secondary school.

STUDY OF ENVIRONMENTAL AWARENESS AMONG SENIOR SECONDARY SCHOOL STUDENTS

2018 ◽  
Vol 6 (26) ◽  
Author(s):  
Md. Mahmood Alam
Keyword(s):  
Environmental Education ◽  
Secondary School ◽  
Secondary School Students ◽  
Core Curriculum ◽  
Environmental Awareness ◽  
School Students ◽  
Senior Secondary School ◽  
Rural And Urban ◽  
Significant Difference ◽  
Senior Secondary

The present study was conducted to ascertain the environmental awareness across gender, locale, type of schools and academic stream among senior secondary school students. The sample of the study comprised of 300 11th class students studying in different government and non- government senior secondary schools of Sambhal district (U.P.) of Moradabad region. Environment Awareness Ability Measure (EAAM) by Praveen Kumar Jha (1998) was used to collect the data for the purpose. The data were analyzed using descriptive (Mean, Standard Deviations) and inferential (‘t’- test) statistics. The findings of the present study revealed that there is significant difference in environmental awareness of senior secondary school students across gender (boys and girls), type of schools (government and non-government) and academic stream (science and arts). However no significant difference is found in case of rural and urban sample. The reason for this result may be the rampant illiteracy in the district. Stakeholders should, therefore, ensure that the curriculum relating to environmental education is transacted as a core curriculum. Other activities related to environmental education viz., curricular, co- curricular and literary activities should also be organized to infuse environmental awareness among students.

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