Adoption of Google Meet Technology and Evaluation Competence of Evaluation Students in Nigeria (Published)
This study examined the adoption of Google meet technology and evaluation competence of evaluation students in Akwa Ibom State, Nigeria. Three objectives, three research questions and three hypotheses were respectively formulated to guide this study. Ex-post facto research design was adopted for this study. The population of this study was all the 30 master and doctorate degree evaluation students in the Faculty of Education, University of Uyo and Akwa Ibom State University from the 2016/2017 to 2019/2020 academic sessions. A 4-point scale titled Google Meet Technology and Evaluation Competence Scale was developed by the researcher and used for data collection with reliability index of 0.73 was used for data collection. The instrument was duly administered on the respondents and the data collected were analyzed and used in answering the research questions and testing the hypotheses at .05 alpha level. The findings of the study revealed that Google meet technology is reliable, effective and efficient in improving instructional delivery of evaluation courses, evaluation knowledge as well as evaluation competence of evaluation students. Based on the findings of the study, it was concluded that Google meet technology enhances evaluation competence of evaluation students in Akwa Ibom State. It was recommended among others that evaluation lecturers and students should have positive attitude towards technology usage, acquire the necessary technological skills and adopt Google meet technology in teaching and learning of evaluation as this would help to improve evaluation students’ competence.
Citation: Eduwem J.D., Ekim R.E.D.,Tommy U.E., Nduesoh I.N. (2023) Adoption of Google Meet Technology and Evaluation Competence of Evaluation Students in Nigeria, International Journal of Education, Learning and Development, Vol. 11, No.1, pp.1-12
Keywords: Competence, Evaluation, Google meet technology, Nigeria, Students
Teaching and Learning Challenges On Implementation of Learner-Centred Pedagogy for English Language Subject in Selected Secondary Schools in Longido District (Published)
This paper explores the need of a good knowledge of the English language subject for teaching and learning processes. Tanzanian government is in a race to provide the quality education to all people. The study adopted mixed methods research under concurrent triangulation design. The theory guided this study was Social Constructivism. The target population for this study was 1381 respondents from Longido District. A sample of 100 respondents was selected through probability and non-probability methods. Questionnaires were used to collect quantitative data from secondary school teachers and students whereas interview guides were used to collect qualitative data from school heads and heads of English department. Validity was established through expert to the area of study whereas reliability was determined using split-half method. Credibility of qualitative data was ascertained by involving multiple analyses, whereas dependability was established through detailed reporting of the research process. Qualitative data were analyzed thematically along the research question and presented in narrative forms whereas quantitative data were analyzed using descriptive statistics and inferentially using ANOVA and presented in tables. The study concludes that LCP challenges can be diminished if seminars, workshops and enough resources can be offered to both teachers and students. The study recommends that school management and Ministry of Education Science and technology should motivate teachers by providing incentives, instructional resources and physical facilities when implementing LCP. Also teachers need to develop positive self-esteem, attitude and positive perception towards oneself.
Citation: Naishiye Raphael Olokwani; Timoth Mandila; Ladislaus M. Semali (2022) Teaching and Learning Challenges On Implementation of Learner-Centred Pedagogy for English Language Subject in Selected Secondary Schools in Longido District, International Journal of Education, Learning and Development, Vol. 10, No.9, pp.104-116
Keywords: Competence, Education, English language teaching, Quality Education, learner centred pedagogy
Students’ Perception of Their Competence and Teachers’ Teaching Method of English Language in Some Selected States in Nigeria (Published)
Teaching and learning objectives are targeted at producing students who are proficient in the use of the four language skills in English. Students’ perception of their learning competence and their teachers’ teaching methods is necessary feedback for the efficiency of the teaching and learning process. However, some teachers prefer to hold on to their old methods of teaching, while some students display negative attitude towards learning which adversely affect academic achievement. This study therefore, set out to examine students’ perception of their competence and their teachers’ teaching methods. Three research questions and two hypotheses were used, some of which include: What are students’ perception as regards their competence in the four language skills? What are students’ perception as regards the teaching methods used by their English teachers? Using simple random sampling techniques, a sample of eighty (80) pupils and eighty (80) students from primary and secondary schools from six (6) public schools (one from each of the six (6) states in Niger-Delta region in Nigeria was used. A 48 – item questionnaire called Students’ Perception Instrument (SPI) was used to obtain data for the study. Factor analysis was used to determine the content and construct validity and reliability of the instrument. Data were analysed using statistical package for social science (SPSS) version 25. Descriptive statistics and regression analysis was used to answer the research questions. The result indicates that teachers make effort to represent the four language skills in teaching of English in class; Use of appropriate teaching methods aids students’ understanding. The study recommends that teachers should consider their class size, subject matter, students’ level and employ the appropriate method for the optimum benefits of their students.
Keywords: Competence, English Language, Students’ Perception, Teaching method
Senior High School Elective Mathematics Students’ Readiness to Pursue Advanced Mathematics at the University Level (Published)
This study primarily focused on senior high school students’ readiness to pursue advanced mathematics at the university level. Data for the study was obtained from 317 senior high school students from three public senior high schools in the Cape Coast Metropolis in the Central Region of Ghana. The 317 students were final year elective mathematics students made up of 196 females and 121 males. Data for the study was collected through the use of questionnaires. The study adopted the descriptive survey as the main design and data collected was analyzed using simple graphs, percentages, descriptive and inferential statistics. Analysis of data revealed that students were ready to pursue advanced mathematics at the university level. Findings also revealed that there was no statistically significant difference based on gender. Also, no statistically significant difference was observed between single-sex female school students and that of mixed school students as well as that of single-sex male school and co-educational school students. However, a statistically significant difference was realized between single-sex female and single-sex male school students. Findings indicated that majority of the students reported to have come from a very good socio-economic backgrounds, which seems to have influenced their readiness to pursue advanced mathematics. The findings affirmed students’ perceived positive readiness towards their interest in doing mathematics, competence in doing mathematics, school environment/culture, relevance of mathematics, and nature of mathematics. The implication of these findings is that senior high school students are well prepared and ever ready to pursue advanced mathematics. It also presupposes that much more students are willing to go into the sciences which would end up raising the productivity of the country.
Keywords: Competence, Female, advanced mathematics, co-educational, readiness, single-sex, single-sex male, socio-economic background
The Implementation of Educators’ Standards On Organizing Early Childhood Education in Kindergartens of Medan City (The Case Studies In Tk Hikmatul Fadillah, Tk Al-Warif, Tk Al-Ikhlas) (Published)
This research starts from the implementation of early childhood education implementation standards, there are still many who have not implemented it according to the standards imposed by the government. This study aims to find out: Educational qualifications for early childhood education Teachers in Medan city; and Competencies possessed by early childhood education teachers in the city of Medan. This type of research used a qualitative approach, qualitative research is an approach in conducting research oriented to natural phenomena or symptoms. The subject of this study was directed at finding data from principals, teachers, and other parties who were considered able to provide answers to research problems. Data search began with the principal in this case the principal acted as the key informant. The instrument for collecting data used consisted of: Observation; Interview; and documentation. The results showed that: Pedagogic competencies in early childhood education teachers are very important in learning activities both from formal education and non-formal education, but in reality there are still many early childhood education teachers who have pedagogical competence that is not good in students’ understanding, this can be seen as a bad category because the teacher does not understand students; planning and implementation of learning, this can be seen from the teacher does not always make the design of learning before the implementation of learning; in evaluating learning outcomes, this can be seen from teachers who are not discipline in evaluating learning outcomes; in the utilization of learning outcomes, this can be seen from the lack of students in skills because teachers who are less able to utilize the results of learning are not good (less use) because the teacher does not take advantage of learning outcomes by looking at the achievements of students. Teacher professional competency is relatively poor, where all teachers are undergraduate degrees but less relevant to their fields, have learning devices but only copy paste, apply learning with a fun learning model. Good teacher competency greatly influences the quality of learning and the quality of education.
Keywords: Competence, Early Childhood Education, standards for educators