Pedagogical Approaches for Effective Teaching of Business Education Courses in the New Normal by Experts from Universities in the South –East, Nigeria (Published)
Post –Covid-19 pandemic brought significant approaches for effective teaching and learning in Nigerian schools. These new approaches triggered the researchers to carry out this study to highlight the pedagogical approaches for effective teaching of business education programme as perceived by the experts from Universities in the South East. Two research questions were answered by the study and two null hypotheses were formulated and tested at 0.05 level of significance. The study utilized survey research design. The population for the study was 68 Business Educators teaching in Public Universities that offer Business Education programme in Universities in South East. A structured questionnaire of 23 items developed by the researchers was used for data collection. Mean and standard deviation were used to answer the research questions while t.test statistics was used to test the hypotheses. Findings from the study revealed that experts from the Universities in the South East perceived inquiry and collaborative learning as the pedagogical approaches for effective teaching of business education programme in Universities in South East in the new normal. Based on the findings of the study, the researchers recommended among others that Business Educators should strategize and utilize inquiry and collaborative approaches for effective teaching in the new normal.
Citation: Felicia O. Nwokike and Emeka P. Ugwunwoti (2022) Pedagogical Approaches for Effective Teaching of Business Education Courses in the New Normal by Experts from Universities in the South –East, Nigeria, British Journal of Education, Vol.10., Issue 7, pp. 75-84
Keywords: Pedagogical approaches, business education and new normal, effective teaching.
Assessment of Teaching and Learning Activities of Basic Design and Technology in Selected Junior High Schools in Ashanti Region (Published)
A cursory study indicated that there were challenges in the acquisition of practical skills in the Basic Design and Technology (BDT) programme offered in the Junior High Schools. No study was found to have been done regarding the actual challenges in skills acquisition in the programme. This case study therefore fills the gap and purposefully focuses on the teaching strategies employed by the BDT teachers and the learning outcomes of pupils, among other related issues. The study examines the teaching strategies of teachers, considering the limited facilities available, and how they affect pupils’ acquisition of practical skills and competence. The qualitative research method was used for the study which sought to find out criteria used for the selection of BDT Options, the state of logistics for running the programme and the processes for teaching and learning. The purposive and simple random sampling techniques were used to sample 322 pupils and 13 teachers from four Junior High Schools (JHS) selected from the Ashanti Region. Using interview and observation to solicit data, the analysis revealed that due to inadequacy of human and material resources, teaching and learning of the BDT subjects were not effective. Moreover, little or no practicals were done. Thus, majority of the pupils in the study area graduate from the Junior High School with no practical skills and experience. Implications of the findings are discussed highlighting the importance of using proper teaching and learning approaches, providing qualified teachers, funds, studio/workshop facilities and teaching and learning materials for effective delivery and learning of BDT.
Keywords: Assessment, Basic Design and Technology, Junior High Schools, effective teaching.