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.
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
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.
The purpose of this paper was to look at social constructivism as a learning theory and its implications on teaching methods, students’ learning motivation and the entire teaching/learning process. Social constructivism is a collaborative form of learning based on interaction, discussion and knowledge sharing among students. The teacher’s role is to employ teaching methods that that are learner centred and collaborative in nature. The underlying factor is that learners work together in groups sharing ideas, finding answers to problems or just creating something new to add to existing knowledge. This learning theory deemphasizes teacher-monotony in the classroom, but encourages active interaction among learners, the teacher and other components of the teaching learning process. It also concretizes learning and knowledge by making students retain the facts that they discover and construct by themselves than those they are told by the teacher among other benefits.
Preparing To Teach Music in the Primary School (Published)
Teaching is the primary duty of teachers. For effective teaching and learning of music in the primary school to take place, teachers are supposed to consider pre-teaching preparation. Some activities that should be considered and included in the preparation stage include the study of content of the syllabus, preparation of the lesson plan, and gathering and preparation of teaching and learning aids/materials. This paper considers pre-teaching preparation for effective teaching of music in the primary school.
Examining reading and writing approaches used in the teaching of reading and writing abilities in South Africa (Published)
The education-specific policy on language in South Africa lays emphasis on teaching, use and promotion of all official languages, through what is described as additive multilingualism. Mother tongue is universally acknowledged as the most effective way to function both cognitively and socially. The focus of the paper is on the methods used to teach reading and writing in Grade One. The study was conducted at four different Primary Schools where Sepedi is the Language of Teaching and Learning (LOLT). Observations, interviews and document analysis were used for data collection. The findings was that teachers resort to two to three methods i.e. whole class reading, paired reading and reading aloud of which does not yield good results. There are also challenges which contribute to the abovementioned issue: lack of resources, lack of parental involvement and overcrowded classes to name a few. The aim of this study was to establish how reading and writing in Sepedi as the home language was taught in Grade One in Mpumalanga Province primary schools in rural areas. A qualitative approach utilising an interpretive design was used. The findings indicated that teachers resorted to few and same strategies for teaching reading. In addition, findings support the notion that there are challenges in teaching reading in Grade One.
Gender Metamorphoses in the Use of ICT Tools: A Case Study at Offinso College of Education (Published)
The role of Information and Communication Technology (ICT) in education cannot be overemphasized, hence teachers as agents of education are expected to acquire the essential skills to help train the 21st century child to survive in the current competitive and technologically driven world. The study aimed at the impact of ICT on Male and Female student-teachers in Colleges of Education in Ghana. The Mixed research design which takes into consideration the various factors that influence ICT access and usage in Colleges of Education was used. It outlines the various factors that militate against successful integration of ICT tools in teaching and learning. The extent to which student-teachers are embracing technology in their learning have been analysed. The study used questionnaire and participatory observation of classroom activities to collect data from hundred and forty (140) Student-teachers at Offinso College of Education. The findings show no significant difference in access and usage of ICT tools among male and female student-teachers. The study revealed lack of technical support and maintenance as a significant impediment to the development of ICT in the College of education. However, there was no significant difference in access and use of ICT tool since student-teachers share similar backgrounds.
Introducing Teaching Literacy Course: Learning From B.Ed (Hons) Student Teachers Reflections (Published)
The study emphasis on to get reflection of students teachers on a such course which one is introduced first time in teacher training institutes where it makes able to student teachers to teach literacy, develop different skills through theories and practices of teaching to understated the need of subject, It gives many opportunities and makes powerful to leaner with the knowledge. The sample consisted of three institutions where the size of sample is 30 samples, in which 10 sample from each institutes. The results signify that student’s teachers felt in difficulty because of no resources, lengthy courses so it taught by theoretical then practices, faced problems in practicing schools and medium of language. On the base of findings recommendations and conclusion were made that need to concise the course contents and give facilities, resources to teach subjects and use the other language where students feel difficulties, and aware to practicing school teachers for worth of subject. This study also recommended that its defined on specific of area of Sindh have hope other will do a research broader level of Pakistan.
Teaching Metacognitive Skills for the Promotion of Self-Regulated Learning among Secondary School Students in Nigeria (Published)
The dwindling good performances of students in both private and public examinations call for a serious concern among every individual especially the stakeholders in the education sector. More worrisome is the yearly poor performances of students in public examinations in all subjects. The remedy for this situation is by employing the metacognitive skills. The students need to be taught the metacognitive skills to help them regulate their learning. Metacognition is higher order level of thinking that aids learning. The three skills involved in metacognition: planning, monitoring and evaluation when effectively taught will in no small measure promote self-regulated learning that will enhance students’ performances in all examination. It is against this backdrop that this study is carried out to highlight the importance of teaching metacognitive skills to promote self-regulated learning among secondary school students in Nigeria.
Teaching of Listening Skills in Kiswahili Language: Instructional Strategies Used By Secondary Schools Teachers in Wareng Sub-County, Kenya (Published)
This study investigated the influence of the instructional process on the teaching and acquisition of listening skills in Kiswahili language. Based on the study, this paper examines the type of instructional strategies used by secondary school teachers in the teaching of listening skills in Kiswahili language. The study was based on two theories, the theory of Communicative Language Teaching (CLT) as advanced by Widdowson in 1978 and the Top-down theory propounded by Mendelsohn in 1995. A sample of 13 secondary schools was purposively selected from a total of 41 secondary schools in Wareng’ Sub-County. Thirteen (13) teachers and 130 Form Two learners of Kiswahili formed the study sample. The study was a descriptive survey since it set out to discover, describe and interpret existing conditions focusing on secondary school teachers of Kiswahili and Form Two learners. The research instruments used to collect data were two sets of interview schedules and an observation schedule. The 13 teachers were interviewed whereas the 130 learners participated in Focus Group Discussions (FGDs). Moreover, 13 Kiswahili lessons were observed and tape-recorded. Tape-recording was used to record data during observations while note taking was used during the focus group discussions and one-on-one interviews. Analyzed data was presented using frequency tables, percentages, graphs and charts. The study revealed that poor teaching strategies used in the teaching process contribute heavily to poor levels of acquisition of listening skills. In view of the findings, the study recommends that teachers of Kiswahili should build into their classrooms listening activities that have as much of the characteristics of real life listening as possible. In particular, there should be a purpose for listening that should be known before the listening activity commences. This paper is significant in that it seeks to provide impetus for Kiswahili language educators, teacher trainers, curriculum designers and the Kenya National Examination Council (KNEC) to re-examine their policies on teaching listening skills.