Teaching

Assessment of Styles of Teaching Building Structures in Architecture in Southwestern Nigerian Public Universities (Published)

There are several teaching styles in the literature that have been traditionally used in the teaching of Building structures to students of Architecture. Nevertheless, they have all been streamlined into two styles: didactic and interactive styles of teaching and upon these that the assessment of this study was based. This study assessed styles of teaching Building structure courses to Architecture students in Southwestern Nigerian public Universities, with a view to improving the performance of the students in these courses. Quantitative research approach was adopted and employed descriptive survey. The principal survey techniques used was questionnaire. Five public universities approved by the National Universities Commission and Architects Registration Council of Nigeria were purposively sampled. A total of 702 questionnaires were administered to all the pre-final and final year students in the Department of Architecture of the sampled universities, while only 541 questionnaires were adequately completed and considered fit for analysis. Cross tabulation with chi-square was used to summarize the data. The study revealed that the teachers were using both didactic and interactive teaching styles. The conclusion here was that the teachers were not using interactive teaching styles fully in teaching the courses to students which led to poor performance of students in the courses. Therefore, the study recommended that strong priority should be given to the quality of teaching by using interactive teaching style only in the teaching of Building structures.

Keywords: Teaching, Universities, structures, styles

Influence of the Use of E-Learning Technologies on the Learning of Business Education Courses as Perceived by Business Education Students in South-South, Nigeria (Published)

The study was carried out to determine perceived influence of the use of e-learning technologies on the learning of Business Education courses in Public Universities in South-South, Nigeria. The study was guided by two research questions and two null hypotheses. The study adopted descriptive survey research design. The population of the study is eight hundred and seventy-nine final year students in public universities in South-South, Nigeria. The sample of size of 275 Business Education students, through Yaro Yamane formula was studied. Structured questionnaire containing 25 item entitled “Perceived influence of the use of e-learning technologies on the learning of Business Education courses” were used for data collection. The instrument was validated by three (3) experts. The Cronbach Alpha Reliability coefficient was 0.97 and 0.91. 275 copies of instrument were distributed; 250 copies were successfully retrieved from students. Mean (X) and Standard Deviation (SD) were used in analyzing the research questions. The null hypotheses were tested at 0.05 level of significance using t-test statistical tool. The findings showed that the use of digital library, video conference and Google search engine have positive influence on the learning of Business Education in Public Universities in South-South, Nigeria. The hypotheses tested showed there is no significant difference between the opinion of students in Federal and State Universities perceived influence of digital library in learning of Business Education courses, there is no significant difference in the mean ratings of male and female Business Education students on the perceived influence of the use of video conferencing in learning of Business Education courses, Nigeria and there is no significant difference in the mean ratings of Business Education Students in Federal and State Universities on the perceived influence of the use of Google Search Engine in learning of business education courses in public universities based on school ownership. Based on the findings of the study, it was concluded that, the use of digital camera, digital library, video conferencing and Google search engine are believed to have influence on the learning of Business Education courses in public universities in South-South, Nigeria. The study recommended among others that management of public universities in South-South zone of Nigeria should endeavour to adequately provide e-learning technologies identified in order to sustain e-learning in learning of business education courses. The educational implication is that the e-learning technologies for teaching and learning of Business Education courses influence teaching and learning of Business Education courses. Training and re-training of lecturers in the utilization of e-learning technologies should be adopted, because it will improve lecturers’ skills in business education courses and also help students to learn better and faster in the classroom.

 

Keywords: Business Education, Teaching, e-learning technologies

Teaching English Intensively by NESTs in the Saudi EFL Setting: Status and Implications (Published)

Intensive EFL programs become the current mainstream in the Saudi educational system in most undergraduate tracks. They are aimed at compensating students’ previous lack of exposure to English. These programs are chiefly staffed by NESTs. The policy makers believe that native-English instruction is an ideal teaching model that can offer authentic English in the EFL classrooms. There is, however, a dearth of the conducted research studies that examine such a trend. This paper endeavors to assess NESTs’ teaching performance based on a list of teaching competencies at Jeddah’s intensive English program. The data are qualitatively collected via an observation checklist of seven NESTs. The main findings reveal that NESTs significantly perform high in almost 60% of these competencies. Also, there are no significant differences between the median ranks of NESTs in all the teaching competencies according to these variables: nationality, experience and qualification. This paper recommends that the ideal EFL instruction requires NESTs to be aquatinted with a wide range of technical, contextual and cultural competencies along with their nativeness.

Keywords: Competence, EFL, Intensive, NEST, Teaching

The Role of Teachers in Improving Students’ Cognitive Competency in Islamic Education Subjects Through Recitation Method (Published)

This study discusses the role of teachers in improving students’ cognitive competency in Islamic education lessons through the recitation method. This study uses qualitative methods, and the data was gathered through field observation, in-depth interviews, and written document analysis. Direct observation was conducted during the teaching and learning process, while in-depth interviews were carried out with teachers and students. Document analysis was conducted to see teaching material preparation and student learning performance scores. The results of this study show that the teacher’s role in improving students’ cognitive abilities in Islamic religious education subjects through the recitation method has been well implemented in every meeting. The teacher’s role includes the use of the recitation method in every meeting of Islamic religious lessons. The impact of using the recitation method can improve students’ cognitive abilities in mastering Islamic religious subject matter. Besides that, students’ motivation and interest in studying Islam are also improving because the recitation method gives them the freedom to master Islamic religious education material. In conclusion, the recitation method is very suitable for learning Islamic religion because it is related to mastering the verses of the Koran and hadith. For this reason, teachers and Islamic education institutions need to think about applying the recitation method in Islamic religious learning when the material is mostly related to the Al-Quran and hadith.

Keywords: Islamic Education, Students, Teaching, cognitive competency, recitation method

Assessment of Availability and Utilization of Information Technology in The Teaching of Biology in Ekiti State Secondary Schools, Nigeria (Published)

The study investigated availability and utilization of information technology in the teaching of Biology in Ekiti State secondary schools. The descriptive research design of the survey type was adopted in the study. The population of this study consisted of all the secondary schools in Ekiti State. The sample for this study consisted of 100 Biology teachers which were selected from 50 secondary schools in Ekiti State. The sample was selected using simple random and stratified random sampling techniques. Information and Technology Equipment Checklist was used for data collection. The face and content validity of each instrument was done by experts in Test and Measurement. The data collected for this study were analyzed using descriptive statistics. The findings of the study revealed that the level of availability, level of adequacy and extent of utilization of information technology facilities in teaching Biology in Ekiti State secondary schools were low. It was recommended among others that the government should provide information technology facilities in secondary schools and inspectorate department should ensure that schools with information technology facilities should put it into use in teaching and learning of school subjects especially Biology.

 

Keywords: Assessment, Availability, Biology, Information Technology, Teaching, Utilization

The Degree of Using Instructional Technology in Teaching and Learning Mathematics in Delta State, Nigeria (Published)

This work aimed to study the accessibility and use of educational technology for teaching mathematics in senior secondary schools in Delta State. Descriptive survey design was used in the work. 60 mathematics teachers in 30 secondary schools were the sample of the work; simple random technique was used to select them from the overall population of 75 secondary schools in Delta State. Two teachers’ questionnaire titled use and preventing factors mathematics questionnaire (r =0.77) were utilized to collect data. Simple percentage, mean and standard deviation were used to analyze the data. The findings showed that there were laboratory equipment and audio educational technology but were not fully used; there were no audio visual technologies and were not used to teach mathematics. Also, lack of money, poor application law, demotivation etc prevented the delivery and use of educational materials for mathematics teaching. The study gave the recommendation that Mathematics teachers should use the educational technology that is available and government should provide enough money to procure educational technology.

Citation: Oliweh I.S., James, G.D. & Enebeli L. (2022) The Degree of Using Instructional Technology in Teaching and Learning Mathematics in Delta State, Nigeria, British Journal of Education, Vol.10, Issue 15, 27-36

Keywords: Achievement, Learning, Teaching, Technology, Utilization

A Brief Literature Review of Concept Mapping for Reflective Practices (Published)

Education has become society’s demand for sustainable development, cooperation, and financial independence. Reflective teaching emerges as a philosophy that can increase professional skills and expertise. Concept Map is a visual tool that enhances understanding by structuring and expressing knowledge. Since knowledge representation is the core quality of both Concept Map and Reflective Practices, they may be linked. This article gives a brief literature review of Reflective Practices and tries to find out the relation of Concept Map with Reflective Practices.

Citation: Siddharth Kumar and Kishor H. Mane(2022) A Brief Literature Review of Concept Mapping for Reflective Practices, British Journal of Education, Vol.10, Issue 4, pp. 43-57

Keywords: Concept Map, Concept Mapping, Reflection, Teaching, conceptual understanding

Teaching Strategies Employed By Teachers for Improving Students’ Learning in Business Education in Secondary Schools in Delta State (Published)

Citation: Onajite, G. O. (2022) Teaching Strategies Employed By Teachers for Improving Students’ Learning in Business Education in Secondary Schools in Delta State, British Journal of Education, Vol.10, Issue 3, pp., 85-100

Abstract:This study investigated teaching strategies employed by teachers for improving students’ learning in Business Education in secondary schools in Delta State. Four research questions guided the study. The descriptive survey research design was employed in the study. Population of the study consisted of all the 2,100 teachers teaching business education subjects in the 448 secondary schools in Delta State. Sample size of the study comprised 630 business education teachers from 224 secondary schools in Delta State selected using stratified random sampling technique. A 40-item researchers’ self-developed questionnaire titled “Teaching Strategies employed by Teachers for Improving Student’s Learning in Business Education Questionnaire (TSTISLBEQ)” arranged into four clusters, and structured on 4-point scale. The research instrument was validated by three experts and reliability determined through a pilot test which yielded an internal consistency reliability value of 0.74. Data collected were analyzed using the mean score and standard deviation. The findings of this study revealed among others that the teachers mostly employed the direct teaching strategies. All the other teaching strategies like the experimental, material/visual aids, interactive and the independent teaching strategies were largely not employed by the teachers in teaching business education in secondary schools in Delta State. From the findings, recommendations were made which include and among them were that principals in the secondary schools should encourage and support the teachers to employ other direct teaching strategies such as seminars, individualized instruction method, peer tutoring, team teaching and sharing students into different reading groups for improving students’ learning in business education in secondary schools in Delta State.

Keywords: Business Education, Improving, Learning, Strategies., Students, Teachers, Teaching

Book Review: Interculturality in Learning Mandarin Chinese in British Universities. By Tinghe Jin. London and New York: Routledge, 2021. 188 pp., £120 (hardback), £33.29 (e-book). ISBN: 9781138228306 (Published)

This account provides a critique of Tinghe Jin’s recently-published book entitled Interculturality in Learning Mandarin Chinese in British Universities, which offers one of the first in-depth enquiries on interculturality and language learning in the context of UK higher education. A review of the book’s objectives, content and key messages is given, while terminology and concepts encountered in Jin’s research are discussed and problematized. Emphasis is given to evolving concepts, such as ‘culture’, ‘Chinese culture’ and ‘intercultural competence’, as well as to hidden problems in Chinese language learning. The need to extend insight into teachers’ perspectives on interculturality is highlighted for future research.

 

Citation: Yanyi Lu  (2021) Book Review: Interculturality in Learning Mandarin Chinese in British Universities. By Tinghe Jin. London and New York: Routledge, 2021. 188 pp., £120 (hardback), £33.29 (e-book). ISBN: 9781138228306, British Journal of Education, Vol. 9, Issue 8, pp.50-54

Keywords: Higher Education, Interculturality, Language Learning, Teaching

Social Variables as a Determining Factor for Improved Academic Performance of Students in Social Studies in Nigerian Schools (Published)

This research paper examined the social variables as a determining factor for improved academic performance of students in social studies in Nigerian’s schools. This was informed by ineffective utilization of some variables such as instructional materials, quality assurance control, staff and student’s welfare, the school curriculum and other related school policies. It has been discovered that most of these factors are either inadequate or not effectively utilized towards an improved academic achievement of students in social studies.the paper concludes that the discouraging students’ performance in social studies is dependent upon these social variables. It’s is recommended that for students’ academic performance in social studies to improve,  modern teaching gadgets should be provided, provision for staff and students’ welfare should be enhanced and qualified social studies teachers should be employed.

Keywords: Curriculum, Instructional Materials, Teaching, quality assurance control