Education

Teaching Neurodiverse Students Science Online Using Literature and Assistive Technology (Published)

This paper explores the challenges faced by neurodiverse students when learning science online and examines the role of literature and assistive technology (AT) in overcoming these obstacles. Through case studies and literature reviews, the paper highlights how tailored approaches to teaching can enhance engagement and comprehension for neurodiverse learners. This paper challenges how scientific terminology in online education is taught to neurodiverse students. It explores how students can build knowledge and ignite interest in science through poetry, historical scientific discoveries, and critical reasoning. A crucial consideration when learning science is that students be presented with literature that invites them to think of everyday experiences using, for example, their senses and linking these with scientific concepts presented in classes. In this case, it is important to consider students’ learning styles, preferences, and interests. It is suggested that action research will include virtual reality (VR), appropriate narratives, cooperative breakout rooms, and visuals such as PowerPoint slides to engage neurodiverse students.  It is suggested that teachers explore these using breakout rooms online for meaningful interaction among students with diverse needs.  Additionally, teachers would gather evidence for improving students’ learning by conducting a Strengths, Weaknesses, Opportunities, Threats (SWOT) analysis of their workplace. This would be longitudinal as action research takes place.

Keywords: Education, Literature, Science, assistive technology (AT), neurodiversity

Lecturers’ Competencies in The Teaching of Entrepreurship Education in Tertiary Institutions in Ebonyi State (Published)

The study investigated the lecturers’ competencies in the teaching entrepreneurship education in tertiary institutions in Ebonyi Stat. The study adopted descriptive survey research design. Among the participants in the research were 188 lecturers from Ebonyi State University’s Department of Education in Abakaliki, 197 lecturers from Alex Ekwueme Federal University in Ndufu Alike Ikwo, Ebonyi State, and 126 lecturers from Ebonyi State College of Education, Ikwo and 136 lecturers from Uwana Federal Polythenics, Afikpo. This gave a total of 647 male and female lecturers. The full population was used; hence no sampling was performed. The instrument for data collection is the researchers self-developed questionnaire titled, “Competencies Possessed for Teaching of Entrepreneurship Education Questionnaire Scale (CPTEEQS). It is a four-point scale instrument of Very High Extent (VHE), High Extent (HE), Low Extent (LE) and Very Low Extent (VLE) rated 4, 3, 2 and 1 respectively. The instrument was validated by experts from Ebonyi State University, Abakaliki; specifically, from Administration and Planning and Measurement and Evaluation Unit of Science Education departments. test-retest method was used to analyze the responses of the respondents where Cronbach Alpha was applied and yielded an index of 0.60. Data collected were analyzed using mean and standard deviations, while t-test statistic was used to test the hypotheses at 0.05 level of significance. Any mean score from 2.50 and above was considered very high and high extent, while any mean score from 2.49 and below is adjudged low and very low extent. One of the recommendations was that government should make organization of workshops and seminars on management and teaching of entrepreneurship education an annual event so that lecturers will become abreast with the new trend in management.

 

Keywords: Competencies, Education, Entrepreneurship, tertiary and institutions

Self-Regulated Learning as a Predictor of Student Academic Motivation and Self-Efficacy (Published)

In education, the learner is central and the process through which he or she learns is paramount.  To this end, various methods have been designed as to ensuring that the learner is at the best when it comes to academic performance and survival in the wider society.  One of these methods is to assist students have full control of their behaviors, emotions and thoughts with viewing to successfully go through their learning experience and this is , what self-regulated learning (SRL) is all about. This chapter therefore, takes a look at SRL as a predictor of student academic motivation and self-efficacy with emphasis on self-regulated learning as a concept, student motivation, self-efficacy, SRL as a predictor to motivation and self-efficacy and by extension student academic performance.

Keywords: : Academic Performance, Education, Learning, Motivation, Self-Efficacy, Self-Regulated Learning, Students

Financing Education in Nigeria: Implications for National Integration and Economic Recovery (Published)

The financing of education in Nigeria plays a critical role in both national integration and economic recovery. Adequate funding ensures equitable access to quality education, fosters social cohesion and contributes to human capital development. However, challenges such as underfunding persist. This paper focuses on financing education in Nigeria and its implications for national integration and economic recovery emphasizing the need for a comprehensive approach that considers cultural diversity, economic factors, and political dynamics. It highlights past and present governments’ initiatives and some concerted efforts made by the government towards national integration and economic recovery. The paper adopted the content analysis approach in examining the nexus between financing education, national integration, and economic recovery. The challenges of inadequate funding, inefficient resource allocation, and unequal access to quality education, may have a hinderance towards Nigeria’s quest for national integration and economic development. The analysis found that adequate financing of education corroborates national cohesion and promotes economic recovery. This paper concludes that effective financing of education is critical to achieving national integration and economic recovery in Nigeria. The recommendation includes increasing government funding for education and implementing realistic programs and policies that foster national cohesion and economic empowerment, stronger institutions, sweeping reforms, and more importantly increased funding for education at all levels.

Keywords: Economic Recovery., Education, Financing Education, National integration

Human Capital Development: A Driver for Educational Improvement in Nigeria (Published)

This article explored the potential of human capital development as a driving force for educational improvement in Nigeria. The analysis delved into the fundamental principles of education, human capital development, and how the synergy between these elements can foster improvements in the Nigerian educational landscape. The implications for education are manifold, with a particular focus on the importance of providing practical training, enhancing infrastructure, and implementing effective workforce planning to mitigate issues of unemployment and underemployment. The paper concluded by advocating for a collaborative effort between the government and curriculum developers to equip students with the necessary skills and independence for sustainable educational growth in Nigeria. Furthermore, it emphasized the critical aspects of quality education and human development, including equity, contextualization, child-centered teaching, and sustainability, as essential components for ensuring the longevity of the education system in Nigeria.

 

Keywords: : Human Capital, Education, Educational Improvement, Human Capital Development, Sustainability

Decolonizing Nigerian Educational System as an Impetus for a Holistic Development (Published)

The importance of education in the development of individuals and society as a whole cannot be overemphasised. But when it is not indigenised, some of the aims may become defeated as traditional norms are destroyed and social productivity is curtailed. Studies have therefore advocated for a decolonised education as the probable solution to the socio-cultural and economic challenges facing the continent of Africa. Consequently, this paper examined decolonised education in Nigeria as an impetus for a holistic development. In addressing the subject, the paper examined decolonized education in Nigeria; the impacts of western education on Nigeria and indigenous education; and the importance of decolonising education for African centred development. The paper further argued that while the structure for a decolonised education exits in the country, nothing much has been done in the area of implementation in recent times. The paper therefore recommended that concerted efforts must be made to decolonise education at all levels in order to pave way for a holistic and Nigerian centred development.

Keywords: Education, decolonizing, educational system. development

A Comparative Review of Research on Mindfulness in Pre/Post Covid-19 Education (Published)

Mindfulness is a purposeful, non-judgmental method of focusing attention on the present moment including awareness, attention, and remembering. It cultivates the process of gradual mental development and is enriched by the concepts of acceptance, affirmation, self-reflection, non-evaluation, and sympathy. This profound, meaningful practice is universally healing, appropriate, and beneficial to mental health. Many researchers investigated its benefits in the education system for improving processes of teaching, learning, and interactions between teachers and students. This study applied a comparative, descriptive, integrative review to probe over thirty peer-reviewed published papers in credited journals found in search engines, concentrated on mindfulness in pre/post COVID-19 education. It manifested how this collection of research departed in their finding, application, recognition, implication, feasibility, and methodology employed. It concluded with the significance of mindfulness-based interventions in the post-COVID curriculum.

Citation: Fu F., Haratyan F. and Yanling Z. (2023) A Comparative Review of Research on Mindfulness in Pre/Post Covid-19 Education, British Journal of Education, Vol.11, Issue 3, 1-24

Keywords: COVID-19 pandemic, Curriculum, Education, Mental Health, mindfulness, mindfulness-based interventions

Promotion of Creative Development of Early Childhood Learners: ECE Teachers’ Perspective on How in Atebubu Amantin Municipal (Published)

The aim of the study sought to examine the impact of teacher’s creativity on the creative development of early childhood learners. In providing a clear justification to the purpose of the study, the qualitative research approach and the case study as the research design. The target population for the study was all the lower primary teachers in Early Childhood Development Model in Atebubu (ECD). The census was used as the sampling technique due to the relatively small number of the participants. Ideally, the semi-structured interview was used as the instrument for the study. The study found that Intellectual risk-taking, brainstorming, teachers’ narrative and dramatization activities promote learners’ creative abilities and development. The study concluded that teachers creating spaces for play, giving students access to time ask questions and providing learners active environment that are resource-rich, and supporting musical play in the classroom promote learners’ creative abilities. The study recommended that providing teachers with opportunities to improve their creativity via continuing professional development is an important step in enhancing their understanding of the benefits of creativity in the classroom and assisting them in becoming more creative educators.

Citation: Adjei D.W. (2023) Promotion of Creative Development of Early Childhood Learners: ECE Teachers’ Perspective on How in Atebubu Amantin Municipal, British Journal of Education, Vol.11, Issue 2, 1-12

Keywords: Early Childhood, Education, creative development

The Managerial Enforcement of Covid-19 Protocols of Faculty of Education Students in Enugu State University of Science and Technology, Agbani, Nigeria (Published)

This study investigated the managerial enforcement of Covid-19 protocols of faculty of education students in Enugu State University of Science and Technology, Agbani, Nigeria. Three research questions were formulated. Descriptive survey research design was adopted for the study. It samples the study was 689 respondents selected from the ten departments of faculty of Education using simple and accidental random sampling techniques. The instrument used for the study was 26-items, modified likert scale type questionnaire titled “Managerial Enforcement of COVID-19 protocols and Faculty of Education Questionnaire (MECPFEQ)” was used for data collection. the instrument was dully validated by experts and its reliability method. Data collected were analysed using mean scores and standards deviation. The findings from the results revealed that there is a great extent in the university management enforcement of Covid-19 protocols in the study area. Based on the findings, it was recommended among other that there should be regular supervision of all staff, students, visitors, task force and security personnel to ensure that there is consistent compliance to prescribed laws for quality service delivery.

Citation: Catherin Nkiru Elechi, Ekpenyong David Oboqua, Loretta Chika Ukwuaba, Veronica Ngozi Odenigbo (2022) The Managerial Enforcement of Covid-19 Protocols of Faculty of Education Students in Enugu State University of Science and Technology, Agbani, Nigeria, British Journal of Education, Vol.10, Issue 10, pp.24-33

Keywords: COVID-19, Education, Enforcement, Students, managerial, protocol

Influence of Teachers’ Qualifications On Junior Secondary School Students’ Performance in Mathematics and Basic Basic Science in Kaduna State, Nigeria (Published)

This study examined the influence of teachers’ qualifications on junior Secondary School students’ performance in Mathematics in Zaria metropolis of Kaduna State, Nigeria. The study employed ex-post facto research design. Multi-stage random sampling technique was applied to select twelve government junior Secondary Schools from the 23 government junior Secondary Schools in the area. The sample included twenty-four teachers and one thousand, six hundred and ten (1,610) students. Data gathered were the scores of students from the general MOCK examinations which was the pre terminal junior Secondary School external examination. The data was analysed using descriptive statistics i.e. mean and standard deviation to answer the four research questions raised. The findings were that 1. teachers’ qualifications have major influence on students’ performance in Mathematics.2. teachers’ qualifications have major influence on students’ performance in Basic Science 3. there is little or no difference in the influence of teachers’ qualifications on male and female performance in Mathematics & 4. there is little or no difference in the influence of teachers’ qualifications on male and female performance in Basic Science. The study recommended among others that appropriate education authorities and stakeholders should ensure that qualified teachers with relevant qualifications only are those allowed to teach each subject and that teachers with lower qualifications should be made to further their education to obtain higher qualifications for higher teaching skills.

Citation: Jekayinfa, Olatunji James; Salami, Olajumoke Olayemi; Olu-Ajayi Funmilayo Elizabeth; Owonuwa, Seun (2022) Influence of Teachers’ Qualifications On Junior Secondary School Students’ Performance In Mathematics And Basic Basic Science In Kaduna State, Nigeria, British Journal of Education, Vol.10., Issue 8, pp. 31-44

Keywords: Basic Science, Education, Mathematics, Students performance, teacher’s qualification