The study sought to determine the effects of the us e of Wordle and lecture method in teaching Cu... more The study sought to determine the effects of the us e of Wordle and lecture method in teaching Curricul um Studies 1 EDU: 222 on students’ performance. 100 students were purposively selected and to ensure homogeneity and consistency, the WRub was given to the 100 students and they were then grouped based o n their performance - above average, average and below average. Cluste r random sampling technique was used in assigning the three groups into the two experimenta l groups A and B using numbered papers. Each group had equal number of above average, average and below average. The WRub used was a teacher and student made test. It comprises 20-item objective test in EDU: 222 requiring students to provide answers and was c onstructed by the teacher in collaboration with the students f rom the topics selected through differentiation. E ach correctly answered item attracted 5, 4, 3, 2, 1 based on the criteria set and a maximum of 100%. The WRub was administered before (pretest) and afte...
AFRREV LALIGENS: An International Journal of Language, Literature and Gender Studies, 2018
Literacy development in education has been an issue of global concern. In Nigeria, learners in pr... more Literacy development in education has been an issue of global concern. In Nigeria, learners in primary schools generally struggle to learn due to poor literacy skills which manifests in their inability to comprehend concepts in the school subjects. It is against this background that several research studies have been carried out on ways of improving the literacy skills of pupils in order to enhance their academic performance, social skills and survival skills. In spite of these efforts, not much has been achieved as reflected in current research findings on literacy skills' performance of pupils in primary schools. This study examined the effects of creating physical learning spaces on the reading comprehension performance of primary four pupils. It is a quasi-experiment using two intact groups: one experimental and one control.
The intricate relationship between education and the sustainable development goals cannot be adeq... more The intricate relationship between education and the sustainable development goals cannot be adequately discussed without a comprehensive understanding of the impact of the competences teachers bring to bear on their tasks which determine the extent of quality human resource development. This paper explored teacher educators' perception of their competences and how these competences shape effective teaching and learning for the achievement of sustainable development goals. This descriptive survey is guided by four research questions and three hypotheses. Population comprised all teacher educators in the colleges of education in south east geopolitical zone of Nigeria totaling 2,310. The simple random sampling with non-replacement balloting technique was employed to select a sample of 351 teacher educators. The instrument was an 18-item questionnaire and data generated were analysed using percentages and chi square. Results show that sex and years of experience did not have any s...
The intricate relationship between education and sustainable development cannot be adequately exa... more The intricate relationship between education and sustainable development cannot be adequately examined without discussing the impact of the competences teachers bring to bear on their tasks since they are the fulcrum around which the education system revolves. This paper explores in details these crucial teachers' competences and how they shape effective teaching and learning. Using data from research findings and anecdotal records, the study reveals that the gaps between policies and their implementation have prevented teachers in Nigeria from acquiring these competences. Some recommendations were made among which are: the need to make teaching practice clinical, copies of the Professional Standards for Nigerian Teachers that contain these competences should be made available to all teachers and stakeholders , mentorship and induction programmes should be entrenched in the professional teacher development programmes.
The intricate relationship between education and sustainable development cannot be adequately exa... more The intricate relationship between education and sustainable development cannot be adequately examined without discussing the impact of the competences teachers bring to bear on their tasks since they are the fulcrum around which the education system revolves. This paper explores in details these crucial teachers' competences and how they shape effective teaching and learning. Using data from research findings and anecdotal records, the study reveals that the gaps between policies and their implementation have prevented teachers in Nigeria from acquiring these competences. Some recommendations were made among which are: the need to make teaching practice clinical, copies of the Professional Standards for Nigerian Teachers that contain these competences should be made available to all teachers and stakeholders , mentorship and induction programmes should be entrenched in the professional teacher development programmes.
The need for integrating case studies as a pedagogical approach for employability of graduates ha... more The need for integrating case studies as a pedagogical approach for employability of graduates have become imperative due to the demand for soft skills in the knowledge driven labour market. Descriptive survey was used to elicit lecturers' awareness with population comprising all lecturers in the teacher education institutions in south east geopolitical zone totaling 2,310. The simple random sampling with non-replacement balloting technique was employed to select 349 respondents. Instrument used was a validated 15-item questionnaire, with reliability index 0.83. Data generated were analysed using mean, percentages and chi square. Results show that lecturers are not aware of the need to integrate case studies as a pedagogical approach for employability of graduates. Academic qualification was found to be a determining factor while years of experience and sex were not. Recommendations made among others include the need to integrate case studies as a pedagogical approach in teacher education curriculum.
The purpose of this survey was to investigate in to the perception of the teachers of language in... more The purpose of this survey was to investigate in to the perception of the teachers of language in Imo State junior secondary schools of ICT packages as important resources for language teaching. Three research questions guided the study. The population included the 300 language teachers in Owerri Educational zone of Imo State during the 2010/2011 academic session. The sample for the study consisted of the one hundred and eighty teachers of English Language, and French from sixty schools randomly and purposively selected from the zone. The instrument was a 17-item researcher-designed Likert-type questionnaire that covered the different areas of relevance of the use of ICT resources in language teaching. The data collected were analyzed using t-test and mean. From the results, there is a significant difference in the perception of the teachers of English Language and French of the relevance of ICT in language teaching. The teachers' perception differed significantly according to the language taught but did not differ according to sex and location.
The paper studied and analysed the effects of prediction and think-pair-share strategies and the ... more The paper studied and analysed the effects of prediction and think-pair-share strategies and the traditional method on learners; performance in reading comprehension. Forty Senior Secondary School (SS) students were selected for the study and taught reading comprehension for four weeks using these strategies. A pre-test was administered on the intact class of 40 SS2 students before the exercise commenced. The class was then divided into two (20 students in each class) using the class nominal list; one group was the Experimental while the other was the Control group. The same researcher taught the Control group using the traditional (expository) method of teaching reading comprehension while the Experimental group was taught using prediction and think-pair-share activities. The pre-test and post-test scores showed statistically significant improvement in the performance of students taught using prediction and think-pairshare strategies when the results were analysed using t-test(t-cal 12.87 and t-table value of 2.093 at 0.05 level of significance, df 19) and ANOVA (F3,76=2.76,P=0.05) Based on the findings the recommendations include the introduction of prediction and think-pair-share strategies for the use of teaching reading comprehension in secondary schools and their inclusion in English language textbooks in Nigeria.
English is the primary official second language in Nigeria. One of the implications of this statu... more English is the primary official second language in Nigeria. One of the implications of this status is that English is the primary language of education, official transactions, politics, trade and commerce. The language occupies a colossal position in Nigeria and every learner is expected to develop competence in it in order to function effectively in the multilingual Nigerian setting that lacks an indigenous national language. Considering the importance, role and functions of English in Nigeria, the primary goal of the English language curriculum is that learners should acquire communicative competence in English. Since English is the language of instruction, it is also expected that learners should acquire and effectively use it in education and other purposes, including communication with Nigerians from other linguistic backgrounds. To achieve this goal, the curriculum recommends the communicative language teaching approach for teachers of English but this was reviewed in the UBE curriculum as the indigenous communicative teaching method. Despite the difference in name, the objective is for teachers to enable learners achieve communicative competence in the use of the English language using apt methods, strategies and resources. Communication in any language involves active learning and practicing of the skills and sub-skills of the language in contexts similar to those of real life. It then implies that it is not enough for learners to know and understand the basic rules of English language or learn words and sentence structures of the language in isolation; learners are expected to communicate effectively in the language. There is therefore the need to use interactive strategies that will enable them to use and practice the language in order to propel them to fluency. Unfortunately, English language teachers' pedagogical practices are at variance with the expected practices and the result is that learners exhibit poor communication skills in English and this affects their performance in other school subjects since English is a tool subject. This paper explored some interactive strategies with a focus on re-tooling English language teachers for more productive teaching and learning.
This study sets out to find out if teachers in the primary education incorporate gender responsiv... more This study sets out to find out if teachers in the primary education incorporate gender responsiveness in their classroom practices given the target set to eliminate of gender disparities at primary and secondary school levels by 2005 and across all education levels by 2015. Research has confirmed that gender gap exists in the education system though this gap is gradually closing in the urban areas due to enlightenment but there is severe under-enrolment in the rural areas due to poverty, poor quality teachers and inadequate pedagogical practices among others. Since the past one decade the government have made some efforts to increase access to education in order to bridge the gap but this effort will come to naught if teachers who are the main actors are not gender sensitive especially when it is obvious that they are members of the Nigerian society that is highly patriarchal and as a result they have been socialized in basically patriarchal structures that foster gender inequality economically, socially and culturally. This descriptive survey study has all the 7,010 teachers in Orlu Educational Zone as its population from which a sample of 707 teachers were selected. A 4 point scale questionnaire was used , weights were assigned. Analysis was done using mean, percentages from the frequency count for the research questions while chi square test was used for hypotheses and the reference mean was calculated as 2.5. The findings show that teachers in the primary education in Orlu Educational Zone practise gender responsiveness in instruction. Sex was found to be a determining factor of their practice while location seemed not to be. Based on these the researchers made some recommendations among which is the need for the inclusion of issues, concepts of gender responsiveness in teacher education curriculum
The classroom apart from being a room where all teaching and learning takes place, it is an envir... more The classroom apart from being a room where all teaching and learning takes place, it is an environment where children are nurtured and equipped with the prized norms and values of the society. This influence of the classroom on learners is the main reason for the dominant roles of teachers in the classroom up to the 20 th Century. The new millennium has however, ushered in a lot of changes in all facets of human life and the classroom is no exception. The thrust of this research is to find out if teacher educators are aware of these changes in learning spaces. Using three research questions as a guide, the descriptive survey design was adopted using all teacher educators in Alvan Ikoku Federal College of Education totalling 1, 532 as population. Simple random sampling with non-replacement balloting technique was employed and 331 respondents were sampled. A 21-item structured questionnaire which was validated, with reliability index of 0.78 was used to determine teacher educators'awareness of the dynamics of 21 st century classrooms. Data generated were analysed using percentage and mean. Results show that teacher educators are not aware of the dynamics of the 21 st century classroom and have not aligned themselves to the paradigm shift in teaching and learning. Recommendations made among others include: mounting of an awareness campaign within teacher education institutions by curriculum and instruction experts to raise teacher educators' awareness on the dynamics of 21 st century classrooms
Professional Standards generally aim at specifying the minimum level of knowledge, skills, values... more Professional Standards generally aim at specifying the minimum level of knowledge, skills, values and abilities expected of professionals in a particular field. The one for Nigerian Teachers was conceived in 2005 and was first published in 2010 by the TRCN after several reviews. There however, appears to be a mismatch between the current teacher education curriculum and the expectations in the Professional Standards for teachers. It may also be possible that many teacher educators are neither aware of the existence of this document nor use it for reflection and gauge of their professional growth. This study therefore examined the extent teacher educators are aware of the existence of this policy. The study was a descriptive survey designed to elicit information from a population 2310 of teacher educators in south east geopolitical zone. 344 teacher educators were drawn as sample size and a 10 item-structured questionnaire for data collection. Data were analyzed using percentage and chi square test of independence. Results show that teacher educators were not aware of the existence of professional standards for teachers. It also revealed that there is no significant difference in the level of their awareness based on sex and years of experience. Some recommendations were made among which are the need for awareness to be created among teachers on the uses and benefits of professional standards for teachers and the need for it to guide all programmes for pre-service and in-service teachers.
It has been observed that teacher education programmmes in Nigeria do not prepare teachers to use... more It has been observed that teacher education programmmes in Nigeria do not prepare teachers to use collaborative strategies in equipping learners with the soft skills (creative thinking, critical thinking, collaborative and communicative skills), to enable them compete favourably in the knowledge-driven market. As a result, stakeholders in the education sector in Nigeria are bothered about how learners can function effectively in the knowledge driven economy without these skills. This paper sets out to explore to what extent teacher educators perceive the effectiveness of the collaborative teaching/learning methods in equipping learners with these soft skills. 349 teacher educators from Faculties of Education in the South East were randomly selected for the study. Three research questions and two hypotheses guided the study. A 22item structured questionnaire was used and data collection were analysed with simple percentages and chi-square test of independence. Findings showed among others that teacher educators were not cognizant of the use of collaborative strategies in equipping learners with soft skills and there is no significant difference in teacher educators' cognition of the use of collaborative strategies in equipping learners with soft skills based on years of experience. Some recommendations were made among which are workshops and seminars be organized to update teacher educators' cognition of the use of collaborative teaching/learning strategies. Collaborative strategies should be included in the teacher education curriculum so that their effects can be experienced in the course of study.
Critics of the education system in Nigeria have always identified the mismatch between theory and... more Critics of the education system in Nigeria have always identified the mismatch between theory and practice as the main reason for gap between the intended and the achieved curriculum objectives. The early childcare education/pre-primary education is no exception. Theories of child development as well as psychology of learning on which basis the ECCE curriculum is built emphasize that children learn best through play and self-discovery. Unfortunately, research results reveal that teachers/caregivers do not adhere to the prescribed pedagogy and since pedagogy stems from the theory of the nature of the learner and how he learns; it implies that failure to use the right pedagogy adversely affects the achievement of the curriculum objectives. This study is undertaken based on the fact that effective teaching does not just require sound knowledge of the content but the teacher's ability to blend pedagogy and content into a seamless whole. The study therefore sought to compare teachers/caregivers' knowledge of integrating Montessori, Indigenous Communicative and Reggio Emilia approaches in Early Childhood Care Education in Owerri Educational zone. The study is a descriptive survey with the population comprising all teachers/caregivers in government approved pre-primary schools in Owerri educational zone totaling 119. A 39-item questionnaire was administered. Data was analysed using percentages and chi square. Results showed that respondents were not knowledgeable. Recommendations made among others include the need to monitor teachers/caregivers to ensure compliance to stipulated policy.
Annals of Language and Learning is the conference proceedings of the Second International Online ... more Annals of Language and Learning is the conference proceedings of the Second International Online Language Conference which was successfully held in July 2009. This event allowed professors, Master's students, Ph. D. students, and academics from around the world to submit papers pertaining to the areas of the conference theme. The conference was organized by International Online Knowledge Service Provider (IOKSP).
The study sought to determine the effects of the us e of Wordle and lecture method in teaching Cu... more The study sought to determine the effects of the us e of Wordle and lecture method in teaching Curricul um Studies 1 EDU: 222 on students’ performance. 100 students were purposively selected and to ensure homogeneity and consistency, the WRub was given to the 100 students and they were then grouped based o n their performance - above average, average and below average. Cluste r random sampling technique was used in assigning the three groups into the two experimenta l groups A and B using numbered papers. Each group had equal number of above average, average and below average. The WRub used was a teacher and student made test. It comprises 20-item objective test in EDU: 222 requiring students to provide answers and was c onstructed by the teacher in collaboration with the students f rom the topics selected through differentiation. E ach correctly answered item attracted 5, 4, 3, 2, 1 based on the criteria set and a maximum of 100%. The WRub was administered before (pretest) and afte...
AFRREV LALIGENS: An International Journal of Language, Literature and Gender Studies, 2018
Literacy development in education has been an issue of global concern. In Nigeria, learners in pr... more Literacy development in education has been an issue of global concern. In Nigeria, learners in primary schools generally struggle to learn due to poor literacy skills which manifests in their inability to comprehend concepts in the school subjects. It is against this background that several research studies have been carried out on ways of improving the literacy skills of pupils in order to enhance their academic performance, social skills and survival skills. In spite of these efforts, not much has been achieved as reflected in current research findings on literacy skills' performance of pupils in primary schools. This study examined the effects of creating physical learning spaces on the reading comprehension performance of primary four pupils. It is a quasi-experiment using two intact groups: one experimental and one control.
The intricate relationship between education and the sustainable development goals cannot be adeq... more The intricate relationship between education and the sustainable development goals cannot be adequately discussed without a comprehensive understanding of the impact of the competences teachers bring to bear on their tasks which determine the extent of quality human resource development. This paper explored teacher educators' perception of their competences and how these competences shape effective teaching and learning for the achievement of sustainable development goals. This descriptive survey is guided by four research questions and three hypotheses. Population comprised all teacher educators in the colleges of education in south east geopolitical zone of Nigeria totaling 2,310. The simple random sampling with non-replacement balloting technique was employed to select a sample of 351 teacher educators. The instrument was an 18-item questionnaire and data generated were analysed using percentages and chi square. Results show that sex and years of experience did not have any s...
The intricate relationship between education and sustainable development cannot be adequately exa... more The intricate relationship between education and sustainable development cannot be adequately examined without discussing the impact of the competences teachers bring to bear on their tasks since they are the fulcrum around which the education system revolves. This paper explores in details these crucial teachers' competences and how they shape effective teaching and learning. Using data from research findings and anecdotal records, the study reveals that the gaps between policies and their implementation have prevented teachers in Nigeria from acquiring these competences. Some recommendations were made among which are: the need to make teaching practice clinical, copies of the Professional Standards for Nigerian Teachers that contain these competences should be made available to all teachers and stakeholders , mentorship and induction programmes should be entrenched in the professional teacher development programmes.
The intricate relationship between education and sustainable development cannot be adequately exa... more The intricate relationship between education and sustainable development cannot be adequately examined without discussing the impact of the competences teachers bring to bear on their tasks since they are the fulcrum around which the education system revolves. This paper explores in details these crucial teachers' competences and how they shape effective teaching and learning. Using data from research findings and anecdotal records, the study reveals that the gaps between policies and their implementation have prevented teachers in Nigeria from acquiring these competences. Some recommendations were made among which are: the need to make teaching practice clinical, copies of the Professional Standards for Nigerian Teachers that contain these competences should be made available to all teachers and stakeholders , mentorship and induction programmes should be entrenched in the professional teacher development programmes.
The need for integrating case studies as a pedagogical approach for employability of graduates ha... more The need for integrating case studies as a pedagogical approach for employability of graduates have become imperative due to the demand for soft skills in the knowledge driven labour market. Descriptive survey was used to elicit lecturers' awareness with population comprising all lecturers in the teacher education institutions in south east geopolitical zone totaling 2,310. The simple random sampling with non-replacement balloting technique was employed to select 349 respondents. Instrument used was a validated 15-item questionnaire, with reliability index 0.83. Data generated were analysed using mean, percentages and chi square. Results show that lecturers are not aware of the need to integrate case studies as a pedagogical approach for employability of graduates. Academic qualification was found to be a determining factor while years of experience and sex were not. Recommendations made among others include the need to integrate case studies as a pedagogical approach in teacher education curriculum.
The purpose of this survey was to investigate in to the perception of the teachers of language in... more The purpose of this survey was to investigate in to the perception of the teachers of language in Imo State junior secondary schools of ICT packages as important resources for language teaching. Three research questions guided the study. The population included the 300 language teachers in Owerri Educational zone of Imo State during the 2010/2011 academic session. The sample for the study consisted of the one hundred and eighty teachers of English Language, and French from sixty schools randomly and purposively selected from the zone. The instrument was a 17-item researcher-designed Likert-type questionnaire that covered the different areas of relevance of the use of ICT resources in language teaching. The data collected were analyzed using t-test and mean. From the results, there is a significant difference in the perception of the teachers of English Language and French of the relevance of ICT in language teaching. The teachers' perception differed significantly according to the language taught but did not differ according to sex and location.
The paper studied and analysed the effects of prediction and think-pair-share strategies and the ... more The paper studied and analysed the effects of prediction and think-pair-share strategies and the traditional method on learners; performance in reading comprehension. Forty Senior Secondary School (SS) students were selected for the study and taught reading comprehension for four weeks using these strategies. A pre-test was administered on the intact class of 40 SS2 students before the exercise commenced. The class was then divided into two (20 students in each class) using the class nominal list; one group was the Experimental while the other was the Control group. The same researcher taught the Control group using the traditional (expository) method of teaching reading comprehension while the Experimental group was taught using prediction and think-pair-share activities. The pre-test and post-test scores showed statistically significant improvement in the performance of students taught using prediction and think-pairshare strategies when the results were analysed using t-test(t-cal 12.87 and t-table value of 2.093 at 0.05 level of significance, df 19) and ANOVA (F3,76=2.76,P=0.05) Based on the findings the recommendations include the introduction of prediction and think-pair-share strategies for the use of teaching reading comprehension in secondary schools and their inclusion in English language textbooks in Nigeria.
English is the primary official second language in Nigeria. One of the implications of this statu... more English is the primary official second language in Nigeria. One of the implications of this status is that English is the primary language of education, official transactions, politics, trade and commerce. The language occupies a colossal position in Nigeria and every learner is expected to develop competence in it in order to function effectively in the multilingual Nigerian setting that lacks an indigenous national language. Considering the importance, role and functions of English in Nigeria, the primary goal of the English language curriculum is that learners should acquire communicative competence in English. Since English is the language of instruction, it is also expected that learners should acquire and effectively use it in education and other purposes, including communication with Nigerians from other linguistic backgrounds. To achieve this goal, the curriculum recommends the communicative language teaching approach for teachers of English but this was reviewed in the UBE curriculum as the indigenous communicative teaching method. Despite the difference in name, the objective is for teachers to enable learners achieve communicative competence in the use of the English language using apt methods, strategies and resources. Communication in any language involves active learning and practicing of the skills and sub-skills of the language in contexts similar to those of real life. It then implies that it is not enough for learners to know and understand the basic rules of English language or learn words and sentence structures of the language in isolation; learners are expected to communicate effectively in the language. There is therefore the need to use interactive strategies that will enable them to use and practice the language in order to propel them to fluency. Unfortunately, English language teachers' pedagogical practices are at variance with the expected practices and the result is that learners exhibit poor communication skills in English and this affects their performance in other school subjects since English is a tool subject. This paper explored some interactive strategies with a focus on re-tooling English language teachers for more productive teaching and learning.
This study sets out to find out if teachers in the primary education incorporate gender responsiv... more This study sets out to find out if teachers in the primary education incorporate gender responsiveness in their classroom practices given the target set to eliminate of gender disparities at primary and secondary school levels by 2005 and across all education levels by 2015. Research has confirmed that gender gap exists in the education system though this gap is gradually closing in the urban areas due to enlightenment but there is severe under-enrolment in the rural areas due to poverty, poor quality teachers and inadequate pedagogical practices among others. Since the past one decade the government have made some efforts to increase access to education in order to bridge the gap but this effort will come to naught if teachers who are the main actors are not gender sensitive especially when it is obvious that they are members of the Nigerian society that is highly patriarchal and as a result they have been socialized in basically patriarchal structures that foster gender inequality economically, socially and culturally. This descriptive survey study has all the 7,010 teachers in Orlu Educational Zone as its population from which a sample of 707 teachers were selected. A 4 point scale questionnaire was used , weights were assigned. Analysis was done using mean, percentages from the frequency count for the research questions while chi square test was used for hypotheses and the reference mean was calculated as 2.5. The findings show that teachers in the primary education in Orlu Educational Zone practise gender responsiveness in instruction. Sex was found to be a determining factor of their practice while location seemed not to be. Based on these the researchers made some recommendations among which is the need for the inclusion of issues, concepts of gender responsiveness in teacher education curriculum
The classroom apart from being a room where all teaching and learning takes place, it is an envir... more The classroom apart from being a room where all teaching and learning takes place, it is an environment where children are nurtured and equipped with the prized norms and values of the society. This influence of the classroom on learners is the main reason for the dominant roles of teachers in the classroom up to the 20 th Century. The new millennium has however, ushered in a lot of changes in all facets of human life and the classroom is no exception. The thrust of this research is to find out if teacher educators are aware of these changes in learning spaces. Using three research questions as a guide, the descriptive survey design was adopted using all teacher educators in Alvan Ikoku Federal College of Education totalling 1, 532 as population. Simple random sampling with non-replacement balloting technique was employed and 331 respondents were sampled. A 21-item structured questionnaire which was validated, with reliability index of 0.78 was used to determine teacher educators'awareness of the dynamics of 21 st century classrooms. Data generated were analysed using percentage and mean. Results show that teacher educators are not aware of the dynamics of the 21 st century classroom and have not aligned themselves to the paradigm shift in teaching and learning. Recommendations made among others include: mounting of an awareness campaign within teacher education institutions by curriculum and instruction experts to raise teacher educators' awareness on the dynamics of 21 st century classrooms
Professional Standards generally aim at specifying the minimum level of knowledge, skills, values... more Professional Standards generally aim at specifying the minimum level of knowledge, skills, values and abilities expected of professionals in a particular field. The one for Nigerian Teachers was conceived in 2005 and was first published in 2010 by the TRCN after several reviews. There however, appears to be a mismatch between the current teacher education curriculum and the expectations in the Professional Standards for teachers. It may also be possible that many teacher educators are neither aware of the existence of this document nor use it for reflection and gauge of their professional growth. This study therefore examined the extent teacher educators are aware of the existence of this policy. The study was a descriptive survey designed to elicit information from a population 2310 of teacher educators in south east geopolitical zone. 344 teacher educators were drawn as sample size and a 10 item-structured questionnaire for data collection. Data were analyzed using percentage and chi square test of independence. Results show that teacher educators were not aware of the existence of professional standards for teachers. It also revealed that there is no significant difference in the level of their awareness based on sex and years of experience. Some recommendations were made among which are the need for awareness to be created among teachers on the uses and benefits of professional standards for teachers and the need for it to guide all programmes for pre-service and in-service teachers.
It has been observed that teacher education programmmes in Nigeria do not prepare teachers to use... more It has been observed that teacher education programmmes in Nigeria do not prepare teachers to use collaborative strategies in equipping learners with the soft skills (creative thinking, critical thinking, collaborative and communicative skills), to enable them compete favourably in the knowledge-driven market. As a result, stakeholders in the education sector in Nigeria are bothered about how learners can function effectively in the knowledge driven economy without these skills. This paper sets out to explore to what extent teacher educators perceive the effectiveness of the collaborative teaching/learning methods in equipping learners with these soft skills. 349 teacher educators from Faculties of Education in the South East were randomly selected for the study. Three research questions and two hypotheses guided the study. A 22item structured questionnaire was used and data collection were analysed with simple percentages and chi-square test of independence. Findings showed among others that teacher educators were not cognizant of the use of collaborative strategies in equipping learners with soft skills and there is no significant difference in teacher educators' cognition of the use of collaborative strategies in equipping learners with soft skills based on years of experience. Some recommendations were made among which are workshops and seminars be organized to update teacher educators' cognition of the use of collaborative teaching/learning strategies. Collaborative strategies should be included in the teacher education curriculum so that their effects can be experienced in the course of study.
Critics of the education system in Nigeria have always identified the mismatch between theory and... more Critics of the education system in Nigeria have always identified the mismatch between theory and practice as the main reason for gap between the intended and the achieved curriculum objectives. The early childcare education/pre-primary education is no exception. Theories of child development as well as psychology of learning on which basis the ECCE curriculum is built emphasize that children learn best through play and self-discovery. Unfortunately, research results reveal that teachers/caregivers do not adhere to the prescribed pedagogy and since pedagogy stems from the theory of the nature of the learner and how he learns; it implies that failure to use the right pedagogy adversely affects the achievement of the curriculum objectives. This study is undertaken based on the fact that effective teaching does not just require sound knowledge of the content but the teacher's ability to blend pedagogy and content into a seamless whole. The study therefore sought to compare teachers/caregivers' knowledge of integrating Montessori, Indigenous Communicative and Reggio Emilia approaches in Early Childhood Care Education in Owerri Educational zone. The study is a descriptive survey with the population comprising all teachers/caregivers in government approved pre-primary schools in Owerri educational zone totaling 119. A 39-item questionnaire was administered. Data was analysed using percentages and chi square. Results showed that respondents were not knowledgeable. Recommendations made among others include the need to monitor teachers/caregivers to ensure compliance to stipulated policy.
Annals of Language and Learning is the conference proceedings of the Second International Online ... more Annals of Language and Learning is the conference proceedings of the Second International Online Language Conference which was successfully held in July 2009. This event allowed professors, Master's students, Ph. D. students, and academics from around the world to submit papers pertaining to the areas of the conference theme. The conference was organized by International Online Knowledge Service Provider (IOKSP).
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Papers by Angela Izuagba