School Environment: Implication for Pedagogy and Quality Assurance in Social Studies Classroom in Nigeria (Published)
The study examined the influence of School Environment on academic achievement of secondary school students in Social Studies: its implication for pedagogy and Quality Assurance in Social Studies classroom in Ekiti State Nigeria. The study was a descriptive research design, comprised of all the secondary school students in Ekiti State as the population. The sample of 200 students was drawn from 10 schools in 2 local government Areas of Ado and Irepodun/Ifelodun, using the simple random sampling technique. The instrument used for the study was a self-designed questionnaire, validated by experts, with reliability coefficient of 0-90. Data collected were analyzed using percentage, mean and chi square for two research questions and two hypotheses. The findings revealed that the quality of the physical school environment with regard to school building and school facilities have significant effect on academic achievement of students in Social Studies classroom. Based on the findings of the study, the implication of good and rich school environment was discussed in line with Pedagogy and Quality Assurance. Recommendations were made to schools, and government at all levels.
Marriage is a universal practice but what obtains in one culture and state maybe different from what obtains in another. However, one common denominator that is present in the marriage institution irrespective of culture and state of origin is change. Change in marriage has tremendously altered basic and fundamental values and objectives of marriage so much that love, happiness, fulfilments and accomplishments that are inherent in marriage have become hypothetical assumptions following the fact that married couples presently live as intimate enemies (Dildar, Sitwat and Yasin, 2013) – a development where marital instability is fast becoming a norm. Using the philosophical methodology, this paper takes a position that the marriage institution needs to be protected and upon this the paper makes a case by proffering pedagogical strategies for overcoming the challenges of marital instability in Nigeria. Among other things, the paper suggests and recommends that marriage and its survival should take centre stage in educational provisions in Nigeria, that measures should be put in place for the promotion of marriage so much that evidence of marriage should be the basic entry point for access to social goods provided by the state, including the state adopting marriage as a social justice mechanism and supporting those who identify with it. The paper also suggests that decline in marriage and marital instability should be a cause for concern to any state that is desirous of development.
Extent of Implementation of ASEI-PDSI Approach in Teaching Mathematics in Secondary Schools in Butere Sub-County, Kakamega County, Kenya (Published)
Activity, Student-centred, Experiment and Improvisation (ASEI) through Plan, Do, See, improve (PDSI) is used in Strengthening Mathematics and Science Education (SMASE); most commended pedagogy for Mathematics. Butere Sub County has been performing dismally in Mathematics in Kenya Certificate of Secondary Education (KCSE) examinations. This study assessed the extent to which ASEI-PDSI is used in teaching Mathematics in secondary schools in Butere Sub County. A descriptive survey design was adopted. The target population was 103 respondents. Sampling was done by stratified random sampling technique. Questionnaires and interview schedule were used to collect data. It was revealed that Mathematics teachers rarely used ASEI-PDSI approach in teaching mathematics. This was majorly blamed on lack of enough resources for the use of the approach and the approach being time consuming. It’s hoped that the findings of the study will provide information to the Ministry of Education and education stakeholders concerning the implementation of ASEI-PDSI approach to improve performance of Mathematics.
Citation: Christine Arego, Lydia Wamocha and Eunice Majanga (2022) Extent of Implementation of ASEI-PDSI Approach in Teaching Mathematics in Secondary Schools in Butere Sub-County, Kakamega County, Kenya, British Journal of Education, Vol.10., Issue 6, pp. 67-78
Performing Arts pedagogy courses have not been the choice of pre-service generalist teachers in Wesley College of Education in the city of Kumasi, Ghana between 2010/2011 and 2016/2017 academic years. At the beginning of the 2017/2018 academic year, six students selected the course as their elective for study. This study explores the motivation behind these pre-service teachers selecting the Performing Arts pedagogy courses for study. Prior engagement in the performing arts, expectation of ability to teach, and achieving good examination results emerged as the main themes from the analysis of qualitative semi-structured interview data. Findings suggest that there is a relationship between prior experiences in the performing arts and motivation to continue engagements in the arts. Further research with pre-service teachers to identify their needs, interests, abilities and background experiences in the performing arts will help teacher educators to train students to be effective practitioners in their future classrooms.
Towards A Critical Thinking-Based Curricular and Pedagogical Innovations for Sustaining Democracy in Nigeria (Published)
Democracy, in addition to being a political system is also a way of life that is so admired that it has become a global model. Unfortunately those ingredients and flavour that make democracy the global ideal are terribly lacking in Nigeria, in addition to democracy not having any stronghold in Nigeria. Using the philosophical method, the paper raises sign posts on how critical thinking based curricular and pedagogical innovations can be a relief in reinventing and sustaining democracy in Nigeria. The position of the paper is that there is no substitute to positive thinking and positive thinking especially at the evaluative, insightful and critical thinking levels, can proffer solutions for resolving the pessimism that surrounds democracy in Nigeria. The paper makes recommendations, part of which include developing learners’ curiosity for participation in the democratic processes, the development of learners autonomous moral thinking as well as identifying live problems that threaten democracy and making such the subjects of arguments, dialogues and deliberations
This paper explores the emergence of the concept of education and its ideological roots vis-s-vis Islamic principles and pedagogy in the Kingdom of Saudi Arabia. Hence, a general description of the Saudi Arabian educational system and a general account of how and when education was first introduced into the KSA is a necessary step to provide a complete picture the system of education and its rapid developments towards E-learning and/or distance learning status. In fact, all legal decisions within the Kingdom; however, are based on the Sharia Law-Islamic law as set forth by the Holy Qur’an, as stated in the Education Policy document. Therefore, according to Islamic studies constitute a major portion of the curriculum at the educational levels, and even science textbooks emphasize Islamic notions. This, in turn, may propose some obstacles in learning and teaching distance education from a Western ideological perspective. Therefore, the paper will lay out some of these hindrances and pedagogical implication in how to transition from traditional towards a more modern pedagogical education paradigm within the KSA.
The Christian philosophy of education is directly opposed to the public philosophy of education. Due to this philosophical difference, the goals, objectives and purposes of Christian schools (Education) are different from those of the public schools. It is important that pastors, teachers, parents and stakeholders in education fully understand the basis for the Christian philosophy of education and its implications. The Christian philosophy of education calls for an educational process that puts the Bible at the centre and asks the student and the teacher to evaluate all they see in the world through the eyes of God. It is purposed to return both learners and instructors to God’s honour in their lives, for the purpose of education is to build character; it is to mould a life that honours the Lord (‘a vessel unto honour, meet for the master’s use and prepared for every good work’ -II Tim. 2:21). In this sense realizing Christian Education in modern pedagogy primarily brings instructors and learners to the knowledge of God. The teaching of good character, qualities and moral principles provides a framework for successful life, skills, social well-being and protection from certain behavioural consequences. True education, most simply stated, is teaching about God’s creation and His providence.