Educational social implications of human learning theories towards the management of activities of kidnapers in Katsina State (Published)
The study investigated educational social implications of learning theories towards the management of activities of kidnapers in Katsina State. The study employed survey research design and the population of the study comprises of 705 people in the affected areas. Purposive sampling technique was used to select 248 people (Research Advisor, 2006) from the population of the study. The instrument for data collection was Learning Theories Questionnaire for Kidnapers’ Activities (LTQKA). The instrument was validated by the experts in educational psychology, test and measurement, guidance and counseling, Ahmadu Bello University, Zaria, Kaduna State, Nigeria. The questionnaires were distributed to the families of victims of kidnappers in the affected areas. Investigation revealed that, schedule of reinforcement and generalization were methods mostly used by the families of captives to free their people from the hands of kidnappers. The finding also revealed that, the families of victims of kidnappers did not believe in the principle of extinction which should have been the best way to end kidnapping in the State. Based on the findings, it was recommended that: government should enact a law that will ban the payments of ransoms to free captives of kidnappers, families of the victims of kidnappers should stop paying ransom to kidnappers as a way to set their people free, governmental and non-governmental organizations should devise means of comforting the families of kidnapped people so that they will have relief and at the same time have courage to abide by the enacted law banned the payments of ransoms to free captives.
Citation: Oteniya Mojeed Gbenga, Umar Saleh Magaji, Aminu Surajo & Adamu Ibrahim Jalo (2022) Educational social implications of human learning theories towards the management of activities of kidnapers in Katsina State, British Journal of Education, Vol.10., Issue 9, pp. 69-77
Keywords: Learning Theories, Management, educational implications, kidnapers
The Implications of Learning Theories to Assessment and Instructional Scaffolding Techniques (Review Completed - Accepted)
Learning theories, which provide a profound coherence and understanding in changing teaching practices and standards, are imperative to the choice and employment of assessment and instructional scaffolding techniques. The paradigm shift of assessment “of” learning to assessment “for” learning has brought diversity to educational practice especially in the propagation of creativity and critical thinking among students. Faculty members are to embrace this challenge of systematization of assessment and instructional scaffolding techniques if they are committed to effective teaching and learning. Hence, they need to extend feedback and feed-forward mechanisms and model situations for the learners to engage in appropriate action which lead them to the closure of the gap between current and good performance
Keywords: Assessment, Assessment as Learning, Assessment for Learning, Assessment of Learning, Instructional Scaffolding, Learning Theories