scholarly journals Affective Response of Students on the Integration of Think-pair-share and Reciprocal Teaching Methods on Upper Basic Education Social Studies Students in Imo State, Nigeria

2021 ◽  
pp. 29-35
Author(s):  
Ejiogu, Cynthia I. ◽  
Akakuru, Ojiugo C. ◽  
Obinna-Akakuru, Annabel U. ◽  
Ordua, Victor N.
Keyword(s):  
Social Studies ◽  
Secondary Schools ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Basic Education ◽  
Survey Design ◽  
Affective Response ◽  
Total Sample ◽  
Reciprocal Teaching ◽  
Imo State

The affective response of students on the integration of think-pair-share and Reciprocal Teaching methods on upper basic education social studies students in Imo State, Nigeria has been rigorously asses to ascertain the attitude of students towards the use of these learning methods. Two research objectives were proposed to guide the study; two research questions where posed; while two hypotheses were equally raised and tested at 0.05 level of significance. The study adopted the descriptive survey design. The population for the comprised the entire 98,054 public Upper basic 11 Education students in Imo State from 285 government owned secondary schools in Imo State, a total sample of 400 students were sampled. The instrument for data collection was a researcher-made Questionnaire on the Attitude of Students towards Think-Pair-Share and Reciprocal Teaching methods (QASTPS&RT). The research instrument was appropriately validated by software design experts, educational technology professionals, behavioral psychologists, and Social Studies teachers. The reliability of the instrument was determined through a pilot study that was conducted using JSS2 Social Studies students from one co-educational school within the study area but outside the schools sampled for the main study. The data obtained were analyzed using Cronbach alpha’s formula, and an internal consistency coefficient value of 0.70 was obtained. The study reveals that the attitude of students is highly related to the acquisition of knowledge using the Think-Pair-Share approach. There is a high positive relationship existed between the Think-Pair-Share and Reciprocal Teaching methods; and students attitude in students Social Studies learning in Imo State. Based on these findings, there is need for the incorporation of modern instructional methods into the teaching and learning of Social Studies in junior secondary schools. This will ensure that students are abreast with global best practices which enhance achievement.

scholarly journals Evaluating Recommended Literature Texts for Senior Basic Education in Nigeria

2015 ◽  
Vol 15 (2) ◽  
Author(s):  
EI Obi ◽  
OS Akujobi
Keyword(s):  
Language Acquisition ◽  
Error Analysis ◽  
Teaching And Learning ◽  
Basic Education ◽  
Survey Design ◽  
Anambra State ◽  
Universal Basic Education ◽  
Error Analyses ◽  
Works Of Art ◽  
Literary Art

The beauty and usefulness of a literary piece lie basically on the author’s diction. The expression, ‘literary art’ stems from the fact that literary artists are able to create interesting works of art by proper manipulation of language(s) that among other things entertain and educate their reading audience. For young minds, literature is not only didactic; it also boosts their language acquisition. In recognition of the crucial roles played by literature, Anambra State Universal Basic Education Board recommended an appreciable number of textbooks for the study of literature in English. These books run from 2010-2011, 2011-2012, 2012-2013 academic sessions. The thrust of this study is to ascertain the grammatical level of the language of some of these texts, particularly the genres of prose and drama. Error analyses of three texts namely: Decree of the gods, Wishful Bliss and That’s My Girl randomly selected from basic 7-9 were carried out. Concord incongruity, omission/superfluous use of articles and misuse/omission of pronouns were specifically sought for. A simple survey design was adopted for the study and the errors were collated, analyzed and classified based on their types-syntactic, morphological, and concord errors. The study reveals that the texts are replete with concord errors, misuse of articles, omission and improper application of prepositions in structures. The implication of the findings in the teaching and learning of English is discussed and suggestions for improvement made.Key words: Literary art(ist), Language acquisition, Grammatical level, Error analysis, Concord incongruity, Articles and Pronouns

Essential teaching methods to enhance learner academic achievement in physical sciences in rural secondary schools

2017 ◽  
Vol 118 (3/4) ◽  
pp. 170-184 ◽  
Author(s):  
Rekai Zenda
Keyword(s):  
Academic Achievement ◽  
Secondary Schools ◽  
Effective Teaching ◽  
Teaching Methods ◽  
Rural Areas ◽  
Teaching And Learning ◽  
Physical Sciences ◽  
Content Type ◽  
Face To Face ◽  
Hands On

Purpose The purpose of this paper is to explore teaching methods that can allow learners to be creative and proactive. The learners should be able to solve problems, make decisions, think critically, communicate ideas effectively and work efficiently. Teaching and learning are evolving and developing in many countries, with a focus concerning what is actually learned through effective teaching methods. Design/methodology/approach A qualitative research was carried out, identifying effective teaching methods and exploring their roles in teaching and learning in physical sciences in selected rural secondary schools. Face-to-face interviews with physical sciences teachers, school principals and curriculum advisers were used to collect data. Findings A range of teaching methods that may be integrated into teaching and learning activities is identified. The teaching methods ensure that topics are discussed and explored through interaction and sharing of perspective, views and values through which new learning can emerge. Viewed from this perspective, there is a need to create a stimulating, enriching, challenging and focused environment for physical sciences learners through the use of multiple teaching methodologies. Research limitations/implications The improvement of science learner’s academic achievement requires also the teachers to develop new skills and ways of teaching the subject. Improving learner academic achievement in physical sciences requires an approach to improve the skills of teachers as well, which focuses on the effective use of teaching methods such as experiments. This means attempting to change the attitude of teachers to regard the processes of teaching and learning as central to their role. In addition, the achievement of learners in science could possibly solve the problem of shortages of engineers, skilled artisans, technicians, doctors and technologists for sustainable development. It is important to create conducive conditions for learning and teaching in physical sciences, and continue to progressively and within available resources, realise that collaboration, problem-solving and hands-on activities are effective teaching methods to improve learner academic achievement. Practical implications The learners should be able to solve problems, make decisions, think critically, communicate ideas effectively and work efficiently. The study is limited to the teaching methods used in physical sciences. Hands-on activities are essential in science teaching and learning. Social implications The use of collaborations, peer teachings and hands-on activities allows learners emphasise the creation of a classroom where students are engaged in essentially open-ended, student-centred and hands-on experiments. Originality/value The paper is original work, in which face-to-face interviews were carried out. Qualitative research was carried out. The paper could assist educators in the teaching of physical sciences in secondary schools using the identified methods. The results were obtained from physical sciences educators, school principals and curriculum advisors in South Africa. Poor academic achievement in rural areas is a concern, and therefore, the paper provides effective methods which can be used by educators in the teaching of physical sciences in rural areas.

scholarly journals A Two-prong Approach for Enhancing Teaching and Learning for 21st Century skills Development in Oyo State, Nigeria

2020 ◽  
Vol 2 (1) ◽  
Keyword(s):  
Professional Development ◽  
Secondary Schools ◽  
21St Century ◽  
Teaching And Learning ◽  
Formal Education ◽  
Survey Design ◽  
Instructional Delivery ◽  
Continuous Professional Development ◽  
Professional Development Of Teachers ◽  
The Impact

Formal Education in the 21st Century is focused on the development of learners’ skills and competencies essential to navigate the complexities and uncertainties of the age. Effective acquisition of these skills in the school is predicated on adequate provision of technological resources, adequate school infrastructure and continuous professional development of teachers for innovative instructional delivery. Therefore, this study was carried out to investigate the extent to which infrastructural provisions and continuous professional development of teachers in secondary schools in Nigeria support the development and acquisition of 21st Century teaching and learning skills. The study which adopted the impact of school infrastructure on learning by Barrett et al.as a conceptual framework, used descriptive survey design. Two self-constructed instruments were used to collect data from (20) selected secondary schools, (50) teachers and (200) students. Data were analysed using frequency count, percentage score, mean, and standard deviation. Findings showed that the schools visited lack infrastructural provisions, the teachers do not have the requisite skills and the students are not aware of any other means of learning different from the conventional styles offered by their teachers. Therefore, this study offered a two-prong approach of immediate provision of technological infrastructure for schools and the development of teachers’ professional skills through focused training targeted at enhancing their technological instructional delivery skills.

scholarly journals EFFECTIVENESS TEACHER-CENTERED METHOD OF TEACHING CHRISTIAN RELIGIOUS EDUCATION IN INSTILLING RESPECT AMONG STUDENTS IN PUBLIC SECONDARY SCHOOLS IN RACHUONYO NORTH SUB-COUNTY, KENYA

2021 ◽  
Vol 7 (1) ◽  
pp. 41
Author(s):  
Wachiaji Anton Peter Otieno
Keyword(s):  
Secondary Schools ◽  
Religious Education ◽  
Teaching Methods ◽  
Survey Design ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Narrative Form ◽  
Face To Face ◽  
Descriptive Survey ◽  
Teacher Centered

Purpose: This study evaluated the effectiveness of teacher-centered method of teaching Christian Religious Education in instilling respect among students in public secondary schools in Rachuonyo North Sub-County, Kenya. Methodology: The study was guided by the Bandura’s social learning theory. A descriptive survey design was adopted. The study population comprised 50 CRE teachers and 1,615 Form Four students taking CRE in 49 public secondary schools. Simple random sampling technique was used to select 15 teachers, and 485 Form Four students from the accessible population. Face to face interviews were conducted to collect data from teachers while questionnaires were administered to collect data from students. Quantitative data from questionnaire were analyzed with the aid of Statistical Package for Social Sciences (SPSS) Version 20.0 using descriptive statistics as well as inferential statistics and presented in tabular form. Data from interviews was analyzed qualitatively and presentation was done in narrative form. Findings: Majority of the interviewed students were male and were in the age category of 17-21 years of age while nearly two thirds of the interviewed teachers were males with different levels of education ranging from bachelors to PhD. Majority of the students reported that the use of school assignments, lectures, homework, game based approach, mental modeling approach, classroom instructions, and role play enhanced acquisition of virtue of respect. The Pearson’s product moment correlation coefficient showed that there existed a positive, strong and statistically significant association between teacher-centered methods and instilling virtue of respect in students (r = 0.876; p < 0.05). Contribution to theory, practice and policy: The study concludes that strategic use of classroom approach through assignments, homework, and talk’s is essential in acquisition of virtue of respect among students. Furthermore, teacher-centered methods play critical roles in instilling the virtue of respect among students. Therefore, teachers should be assisted to acquire competence in correct C.R.E syllabus interpretation in order to enable them to adapt varied methods of teaching, policies should ensure systematic implementation of inclusive teaching methods for every student and creation of knowledge on teacher centered teaching methods.

scholarly journals An Examination of Teacher Education Management and Innovative Reforms Agenda for Curriculum Implementation in Secondary Schools in IMO State, Nigeria

2021 ◽  
pp. 36-41
Author(s):  
Stanley U. Nnorom ◽  
Ezenwagu, Stephen Abuchi ◽  
Anyanwu, Jude Azubike ◽  
Benignus C. Nwankwo
Keyword(s):  
Teacher Education ◽  
Secondary Schools ◽  
Survey Design ◽  
School Principal ◽  
State University ◽  
Education Management ◽  
Reform Agenda ◽  
Imo State ◽  
Level Of Significance ◽  
Descriptive Survey

The study examines managing teacher education and innovative reforms agenda for curriculum execution in secondary schools in Imo state, Nigeria. The study adopted descriptive survey design. The population comprised of Five hundred and thirty (530) secondary school Principal in Imo state school system. The sample consisted of 200 duty principals randomly selected by stratified technique from each of the three education zones of the state, Okigwe, Orlu, and Owerri. Fifteen (15) items questionnaire was the instruments for data collection and the instrument was validated by experts in Imo state University, Owerri. The questionnaire which recorded a reliability coefficient of 0.89 was administered face to face to 200 respondents by the researchers who also retrieved same. The data collected were analyzed with mean and standard deviation and null hypothesis were tested using the z-test statistics at 0.05 level of significance. Based on the results, the researchers made crucial recommendations that government and stakeholders in education should emphasize on managing teacher education and innovative reform agenda to enhance development of the nation.

Philosophical Guidelines for the Social Studies

2014 ◽  
pp. 53-70 ◽  
Author(s):  
Daniel W. Stuckart
Keyword(s):  
Social Studies ◽  
Teaching Methods ◽  
Human Activities ◽  
Teaching And Learning ◽  
Digital Tools ◽  
Traditional Teaching ◽  
The Social ◽  
Traditional Teaching Methods ◽  
Philosophical Framework ◽  
Effective Use

The purpose of this chapter is to place the use of Digital Tools and Artifacts (DTAs) within the context of John Dewey’s philosophy, and along the way, articulate guidelines for integrating technology in the Social Studies. Despite persistent calls for the integration of DTAs, social studies researchers still report low-level cognitive uses and overwhelmingly traditional teaching methods. By constructing a philosophical framework based on Deweyan thought, one can test research and ideas, perhaps leading to the more purposeful and effective use of these tools and artifacts in teaching and learning. Philosophy is an instrument for criticizing and reconstructing human activities, and scholars belatedly credit Dewey as a pioneer in the technology branch.

The Role of Departmental Heads in the Procurement of Teaching and Learning Resources to Enhance Learner Performance

2021 ◽  
pp. 112-126
Author(s):  
Sizwe Blessing Mahlambi ◽  
Ailwei Solomon Mawela
Keyword(s):  
South Africa ◽  
Secondary Schools ◽  
Transformative Learning ◽  
Teaching And Learning ◽  
Basic Education ◽  
Sampling Technique ◽  
Learning Resources ◽  
Structured Interviews ◽  
Learner Performance

This chapter introduces transformative learning as a helpful theory to consider the role of departmental heads in the procurement of teaching and learning resources in selected secondary schools in Alexandra Township, South Africa. South Africa felt the effects of the pandemic as the country was ill-prepared for the devastation the pandemic brought to its learning systems. The Department of Basic Education tried to implement various strategies to ensure that teaching and learning continue to save the academic year. In this qualitative study, the interpretive paradigm and a purposive convenient sampling technique were employed to sample five mathematics DH from five secondary schools. The thematic data analysis was used to interpret and discuss data obtained from the document and semi-structured interviews. It was found that the schools did not have teaching and learning resources that could allow remote learning. Moreover, there is a need to improve retrieval practices as resources loaned to learners remain unaccounted for.

scholarly journals The Use of ICT in Teaching Kiswahili Play in Secondary Schools in Uasingishu County, Kenya

2017 ◽  
Vol 13 (25) ◽  
pp. 150
Author(s):  
Naumi Chepkemoi ◽  
David Wanyonyi
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
Survey Design ◽  
Group Discussion ◽  
Simple Random Sampling ◽  
Ict Skills ◽  
Teachers And Students ◽  
Research Questions ◽  
Training Institutions ◽  
Descriptive Survey

The main aim of this study was to investigate the use of ICT in teaching Kiswahili plays in secondary schools as a way of cultivating interest and positive attitude towards drama at an early age. The objectives of the study were: To ascertain whether teachers of Kiswahili play have ICT skills for teaching Kiswahili plays and to examine attitude of teachers of Kiswahili towards integration of ICT in teaching Kiswahili plays The study used social learning theory by Bandura and the functionalism theory by John Dewey. The study employed a descriptive survey design to answer the research questions. Stratified sampling was used to categorize schools in to boys, girls, mixed schools, day and boarding schools. Simple random sampling was applied to select 275 students from a total of 918 students. The study used focus group discussion, questionnaires for teachers and students to collect data and interviews to provide further information on the teacher’s attitude on the use of ICT in teaching Kiswahili play and observation. The study showed limited use of ICT in teaching and learning of Kiswahili play and it adds up into the pool of existing knowledge and is beneficial to teachers since it gives suggestion on the best combination to motivate and arouse interest of teaching and also to the teacher training institutions in preparing teachers to adequately use ICT in instruction in classroom level and also to the curriculum developers.

scholarly journals SIMULATION TECHNIQUES IN TEACHING AND LEARNING IN KINDERGARTEN: A PRELIMINARY STUDY

2020 ◽  
Vol 5 (35) ◽  
pp. 92-106
Author(s):  
Rosny Maidin ◽  
Kamariah Abu Bakar
Keyword(s):  
Teaching Methods ◽  
Teaching And Learning ◽  
Survey Design ◽  
Classroom Teaching ◽  
Developmental Aspect ◽  
Childhood Education ◽  
Professional Attitude ◽  
Interview Method ◽  
Simulation Techniques ◽  
Preliminary Study

Teachers are the source of the dissemination of knowledge to students. The knowledge gained is the result of meaningful learning as well as the application of approaches to the Teaching and Learning Process in the classroom. In kindergarten, a teacher should be responsible for educating the best possible students, as well as mastering the various teaching methods and techniques in managing the teaching. Therefore, this study aims to explore the use of simulation techniques in classroom teaching and learning, and three main themes have been highlighted: (a) teacher knowledge, (b) simulation used in teaching and facilitating, (c) and challenge. To achieve this goal, the study was conducted using qualitative research using survey design and data collected using the interview method among 2 private teachers and 2 KEMAS teachers. The results of this study show that the main contributors to the use of simulation techniques depend on these 3 themes. These findings are expected to enhance the professional attitude and pedagogy of early childhood education and thus enhance the child's developmental aspect.

scholarly journals Evaluation of the Teaching Behaviours of Biology Teachers in Secondary Schools in Orlu Lga, Imo State

2021 ◽  
Vol 4 (2) ◽  
pp. 1-7
Author(s):  
Akachukwu E.E. ◽  
Onyebueke A.C. ◽  
Adimonyemma R.N.
Keyword(s):  
Local Government ◽  
Secondary Schools ◽  
Survey Design ◽  
Hypothesis Test ◽  
Female Students ◽  
Local Government Area ◽  
Biology Teachers ◽  
High Extent ◽  
Imo State ◽  
Very High

An evaluation of the teaching behaviours of biology teachers in secondary schools in Orlu LGA, Imo State was carried out using descriptive survey design. 194 respondents from SSS3 were used for the study. They were drawn from two boys' schools, one girls' school and one mixed school—94 male students and 100 female students. A five-point Likert questionnaire was used for data collection. The questionnaire consisted of 28 items drawn from the activities of teaching behaviours as regards the teachers’ presentation of subject matter, class control and personality attributes. Data were analysed using mean scores, standard deviation and t-test statistics for hypothesis test. Results showed that biology teachers in Orlu Local Government Area performed to a very high extent in all the activities of teaching behaviours with respect to the concepts examined. Male and female students differed significantly (p<0.05) in the mean response ratings of the teaching behaviours of biology teachers. Since biology teachers in Orlu Local Government Area performed satisfactorily to a very high extent in their teaching behaviours, it implies that they are very conversant with the biology curriculum being used in secondary schools and should be commended. It is recommended that there should be periodic seminars and workshops geared towards improving teachers' efficiency with respect to all the teaching behaviour concepts, so as to maintain good biology achievement amongst the students.

Sign in / Sign up

Export Citation Format

Share Document