scholarly journals Provision of Alternative Formats of Information Resources for Inclusive Library Services of Visually Impaired Primary School Pupils in Southeast Nigeria

2021 ◽  
Author(s):  
Esther Ekene Aghauche ◽  
Obiora Kingsley Udem ◽  
Stephen Ikenna Aghauche
Keyword(s):  
Special Education ◽  
Primary School ◽  
Visually Impaired ◽  
English Language ◽  
Research Question ◽  
Information Resources ◽  
Library Services ◽  
Policy Statement ◽  
The Government ◽  
Primary School Pupils

This paper sought to determine the provision of alternative formats of information resources for inclusive library services of visually impaired primary school pupils in Southeast Nigeria. The study adopted a descriptive survey research design. The population of the study was 129 respondents, comprising of 125 visually impaired pupils and four librarians from the four special education centres in Southeast Nigeria. One research question guided the study. Two instruments were used for data collection which include an observation checklist, and interview guide. Data collected with the checklist were analyzed using frequency counts, while those from interviews were analyzed qualitatively and integrated into the discussion of findings. The findings showed that alternative formats of information resources such as Braille textbooks and audio collections were not provided in many subjects in the libraries under study. Braille textbooks in almost all the subjects taught in the schools, including core subjects like English language and mathematics were not available. Even the ones available were old editions of textbooks. Also, it was revealed that other information resources except storybooks were scantly provided in alternative formats. Hence, the study concluded that the provision of alternative formats of information resources in special education centre libraries in Southeast Nigeria is inadequate. Based on the findings, it was recommended among others that the government should have a written policy statement on the provision of alternative formats of information resources for the visually impaired so that it will serve as a guide for the provision of information resources to special education centres, in order to ensure inclusive library services for the visually impaired.

scholarly journals Utilization of Library and Information Resources by Visually Impaired Primary School Pupils in Special Education Centres in South-East Nigeria

2019 ◽  
Author(s):  
Esther Ekene Aghauche ◽  
Obiora Kingsley Udem
Keyword(s):  
Special Education ◽  
Focus Group ◽  
Primary School ◽  
Focus Group Discussion ◽  
Visually Impaired ◽  
Group Discussion ◽  
Information Resources ◽  
High Extent ◽  
Primary School Pupils ◽  
Available Resources

Purpose: The study investigated the utilization of library and information resources by visually impaired primary school pupils in special education centres in South-East Nigeria. Methodology: The study adopted descriptive survey research design. The population comprised 129 respondents, consisting of 125 visually impaired pupils and 4 librarians. The entire populations were studied. Two instruments used for data collection were focus group discussion and interview. Focus group discussion was used for the students while interview was used for the librarians. Data collected were analyzed qualitatively. Findings: The result of the study showed that visually impaired primary school pupils were not making use of available resources to a high extent, due to non-availability of resources in alternative formats. Implications: Not making use of available resources to a high extent, due to non-availability of resources in alternative formats shows that there is need to provide alternative format of information resources for the visually impaired pupils. Value/Originality: The study’s educational value rest on the recommendations that information resources should be provided in alternative formats of Braille, audio and digital in all the subjects taught in the special education centres and that the government should employ Braille typists since the older ones were retired.

scholarly journals IMPACT OF MODELLING TECHNOLOGY INTEGRATION FOR OUT-OF-SCHOOL TIME LEARNING ON ACADEMIC ACHIEVEMENT

2020 ◽  
pp. 292-299
Author(s):  
Dr. Thadei A. Kiwango
Keyword(s):  
Academic Achievement ◽  
Technology Integration ◽  
Primary School ◽  
Primary Schools ◽  
Significant Difference ◽  
The Government ◽  
Arusha Region ◽  
Primary School Pupils ◽  
The Impact ◽  
Out Of School

This paper determines the impact of modelling technology integration for of out-of-school (OST) learning on academic achievement in primary schools. The research was conducted in Arusha Region, specifically in Meru District. The paper adopted the experimental design, involving experimental and control groups. Each of the two groups comprised three (3) schools, making a total of six (6) schools. The experiment was conducted using Digital Video Disks (DVDs), mobile phones, notebooks and home assignment booklets. The tools were further supplemented by a list of perceived best practices, and examination papers. The findings reveal a statistically significant difference in mean scores between the control and experimental groups as confirmed by 95% confidence level whereby, F (1, 180) = 28.63, p=0. Based on the findings, null hypothesis was rejected, leading to the conclusion that the proposed model for OST technology integration is attributed to significant improvements in academic achievement for primary school OST learners. The implication of these findings is for researchers, and other educational stakeholders, including the government to invest in devising contextually relevant model, and mobilizing parents, teachers and learners with a view to hastening technology integration in order to improve academic achievements for primary school pupils. There is also a need for studies that further explore technology integration opportunities, and associated challenges in a bid to addressing poor academic performance among primary school pupils.

scholarly journals Opportunities for language enhancement in a learning environment designed on the basis of the theory of didactical situations

ZDM ◽  
2020 ◽  
Author(s):  
Frode Rønning
Keyword(s):  
Primary School ◽  
Research Question ◽  
Combinatorial Problems ◽  
Learning Goals ◽  
Scientific Language ◽  
Teaching Sequence ◽  
Geometrical Shapes ◽  
Didactical Situations ◽  
Primary School Pupils ◽  
Theory Of Didactical Situations

AbstractThis paper is based on data from two teaching sequences in primary school that are designed using principles from the theory of didactical situations (TDS). The following research question is addressed: “What opportunities can a teaching design based on TDS give a teacher to gain insight into pupils’ language use, and to use this insight to establish shared, and mathematically acceptable, knowledge in a group of primary school pupils?” Empirical data from one teaching sequence on geometrical shapes and another teaching sequence on combinatorial problems are used to answer this question. The research shows that a sharp focus on well-defined learning goals does not limit the pupils’ possibilities in expressing their thoughts and ideas in their own language. The research also shows that despite clear learning goals, the teacher has rich opportunities to build on pupils’ language to connect everyday and scientific language for the purpose of developing a mathematically accepted discourse.

scholarly journals Errors in writing made by Malaysian rural primary school pupils

2020 ◽  
Vol 7 (2) ◽  
pp. 438-456
Author(s):  
Halipah Harun ◽  
Muhammad Kamarul Kabilan
Keyword(s):  
Primary School ◽  
Rural Schools ◽  
English Language ◽  
School Achievement ◽  
Language Education ◽  
English Language Education ◽  
English Writing ◽  
School Settings ◽  
Writing Problems ◽  
Primary School Pupils

This study is to identify errors made by rural primary school pupils in writing and to get information about the causes or sources of errors that lead to pupils’ writing problems. The conceptual framework concerns four types of errors committed by rural primary school pupils in writing, namely tense, spelling, and vocabulary. The study is based on Corder’s (1971) Error Analysis (EA) and Richards’ (1974) Causes or Sources of Errors as its theoretical framework. It was conducted at two rural schools with 44 pupils of Primary 5, aged 11, as the research sample. A written task was taken as the study instrument in order to answer two research questions. This study has revealed that tense is the most frequent error committed by the pupils, followed by punctuation, vocabulary, and spelling. Moreover, the pupils’ errors are caused by both interlingual and intralingual transfer. It is concerned with rural primary school settings in Kerian where the majority of the pupils use the Malay language as their medium of instruction. In addition, this study has its implication for English Language Education in Malaysia, in which it affects rural pupils’ performance especially in Primary School Achievement Test also known as Ujian Pencapaian Sekolah Rendah (UPSR) in English Writing paper. Some adjustments in the education system and the total involvement from education departments are meant to better reduce the number of low performers, especially in English writing to enhance the level of English proficiency in rural schools.

scholarly journals The Teaching of English in Indonesian Primary Schools: a Response to the New Policy

2019 ◽  
Vol 3 (1) ◽  
pp. 17-25
Author(s):  
Ahmad Jazuly ◽  
Ninuk Indrayani ◽  
Nostalgianti Citra Prystiananta
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
English Language ◽  
School Teacher ◽  
Primary School Teacher ◽  
Teaching English ◽  
English Language Policy ◽  
The Government ◽  
Compulsory Subject ◽  
Learning English

In this study, I investigated the teachers' current practice without curriculum of English lesson at primary schools and teacher's response to the new policy on English lessons in primary school. The participants of this study were 46 respondents which consist of 17 males and 29 females. The data was obtained by distributing an open-ended question to teachers who teach in a primary school in Jember district of East Java. The questionnaire was administered to the teacher to be filled in directly. The first finding showed that most of the teachers agreed that teachers should be qualified, teachers need appropriate teaching media for students, and most of the students are very enthusiastic in learning English. The second finding about the teacher's response to the new policy on English lessons in primary school showed that most teachers expected the government to return the English language policy to be taught in primary school as a compulsory subject. Conclusion, the current practices of teaching English in primary school are divided into three parts, 1) most the teachers who involve become sample in this study agreed that the teachers should be qualified in teaching English in primary school, 2) most the teachers needed teaching media appropriate for the students in primary school, 3) most the students were very enthusiastic about learning English. Keyword; Indonesian primary school, teacher, new policy.

scholarly journals Prevalence of Ascariasis among Primary School Pupils in Two Communities of Kebbi State, Nigeria

2019 ◽  
pp. 1-5
Author(s):  
M. M. Galamaji ◽  
D. D. Attah
Keyword(s):  
Statistical Analysis ◽  
Primary School ◽  
Personal Hygiene ◽  
Increase With Increase ◽  
Significant Difference ◽  
Improved Sanitation ◽  
Stool Samples ◽  
The Government ◽  
And Gender ◽  
Primary School Pupils

This study was carried out to determine the incidence of Ascariasis among primary school pupils in Jega and Maiyama of Kebbi state, Nigeria. Four hundred (400) stool samples were examined for Ascaris infections using formal-ether concentration techniques. The result of this study revealed 11.75% prevalence of the parasite. There was no significant difference (P>0.05) between the prevalence of Ascariasis among pupils examined from various schools. Statistical analysis shows that the prevalence of the infection was associated with community (O.R = 1.55) and gender (O.R = 1.72). The result also show that the infection increase with increase in age of the pupils. Improved sanitation, personal hygiene, deliberate policy for regular deworming of school children by the government will decrease the rate of ascariasis.

scholarly journals Effects of Child Abuse on Academic Performance of Primary School Pupils in Kwande Local Government Area of Benue State, Nigeria

2021 ◽  
Vol 2 (5) ◽  
pp. 600-609
Author(s):  
Tersoo Timothy Tsegba ◽  
Ibrahim Ologele ◽  
Kafayah Adeola Jidda ◽  
Joseph Abiodun Stephen
Keyword(s):  
Child Abuse ◽  
Academic Performance ◽  
Local Government ◽  
Primary School ◽  
Primary Schools ◽  
Sampling Technique ◽  
Local Government Area ◽  
Related Field ◽  
The Government ◽  
Primary School Pupils

Several factors contributing to the low standard of education in Nigeria where child abuse identified to be an important factor. The study, therefore, investigates the effect of child abuse on the academic performance of primary school pupils in the Kwande Local Government Area of Benue State, Nigeria. The population of the study comprised all primary school pupils and their teachers in the study area. The descriptive research design of survey type employed for the study. A multi-stage sampling technique was used to select ten public primary schools out of fifty seven public primary schools in the study area. Nine hundred and forty–six (946) respondents selected for the study. Researchers developed a questionnaire validated by three experts from the related field was used as an instrument for the study. The findings revealed that child abuse has a significant effect on pupils participation in the class and also had a significant effect on pupils assessment in the Kwande Local Government Area of Benue State, Nigeria. The researchers' recommends among others that the government should carry out an enlightenment campaign through mass media for parents and guardians on the consequences of child abuse on the educational achievement of primary school pupils to improve their participation in classes as well as improve their assessment grades in test and examination.

scholarly journals Differentiated Activities in the Context of Inclusive Education to Enhance the Acquisition of the English Language at Primary School

2020 ◽  
Author(s):  
Evija Latkovska ◽  
◽  
Endija Zustrupa ◽  
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Language Learning ◽  
Inclusive Education ◽  
English Language ◽  
Equal Rights ◽  
Or Groups ◽  
Primary School Pupils ◽  
Collection Methods

In the 21st century one of the reasons for teachers to pursue continuous professional development is experiencing demanding situations in their lessons, because the concept of mixed-ability teaching has broadened schools being open to diversity. Consequently, different pupils learn together in comprehensive schools and have equal rights to quality education. That also regards language learning. In the present article the authors look upon a situation in which a teacher of English in a comprehensive school has to deal with groups of primary school pupils who have varied needs and preferences for learning a foreign language both academically and socially (for example, having problems with reading and understanding the read material, focusing and keeping attention, working in pairs or groups). Therefore, the use of differentiated activities to enhance primary school pupils’ acquisition of the English language is explored. The chosen research method is a case study in which 14 primary school pupils take part. Data collection methods used in the research are observation (a teacher’s diary to notice the pupils’ strengths and weaknesses of learning English and checklists to gather the evidence of the pupils’ learning achievement) and document analysis (test evaluation forms to record the pupils’ learning results and progress). The analysis of the gathered data shows that the use of the chosen differentiated activities, which are based on the ideas of mixed-ability teaching and inclusive education, has helped the pupils improve the acquisition of the English language The results of the case study allow the authors to conclude that the varied needs and preferences pupils have for learning a foreign language are a compelling reason for teachers to find new ways of teaching to be able to help each learner prosper.

scholarly journals Improving the Performance of Pupils in Reading Using Word and Sentence Cards among Basic Four Pupils at Abuakwa R/C Primary, Eastern Region

2020 ◽  
Vol 8 (07) ◽  
pp. 1448-1453
Author(s):  
Kennedy Ameyaw Baah ◽  
Prince Obeng-Himah ◽  
Doris Owusu Agyemang ◽  
Kwadwo Kombate ◽  
Nti Dominic
Keyword(s):  
Primary School ◽  
Reading Ability ◽  
English Language ◽  
Research Question ◽  
Eastern Region ◽  
Research Activity ◽  
Target Sample ◽  
Post Test ◽  
Whole Class

ABSTRACT The purpose of the study was to determine the extent to which the pupils at the Abuakwa R/C Primary School can improve upon their reading ability. It was also to find out whether they developed the interest in studying of the English Language. The target sample of the study was made up of forty – nine (49) pupils that made up a whole class. Also, the target sample of the study was post – test, observation and interview as instruments to collect data. The pre-test was conducted before the intervention to reveal the problem while post-test was administered after the intervention to find out the effectiveness of the intervention. The data was collected following a weekly planned research activity. It was collected for the tabulated and converted into sample percentages. This was used for the analysis and discussions of the research question. In conclusion, the effectiveness of the intervention has really helped to improve upon pupils reading ability. Keywords: observation, interview, intervention, interest, improve

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