Students Learning Style and the Usage of Digital Libraries in the Implementation of Secondary Schools Curriculum in Nigeria (Published)
The study examined students’ learning style and the usage of digital library in the implementation of curriculum of secondary school s in Nigeria. The usage of digital libraries has become increasing important in the implementation of secondary schools curriculum in Nigeria. However, students learning styles have been identified as a critical factor that affects their utilization of digital libraries and thereby constitute a limitation to their learning. This was mainly due to certain challenges which include non sensitization and awareness of teachers and libraries attendants to cater for the learners’ peculiar ways of learning, low strength of internet provision in Nigeria, high subscription rate, inadequacy of e-learning resources to support the users the users, inadequate training on digital literacy, low support from educators on incorporating multimedia resources and poor digital literacy. Therefore, if the essential resources are well catered for learners can make use and access the digital libraries very easy to achieve greater learning outcomes which is implementation of secondary schools’ curriculum in Nigeria.
Keywords: Curriculum implementation, Learning Style, Libraries, digital libraries and VARK learning theory
Pedagogical Issues Facing Teachers of Music in the Implementation of Music Curriculum Content: A Case of Selected Secondary Schools in Nairobi County, Kenya (Published)
The process of curriculum implementation involves helping the learner, who is central in curriculum implementation, acquire knowledge or experience. Implementation takes place as the learner acquires the planned experiences, knowledge, skills, ideas and attitudes that are aimed at enabling the learner to function effectively in a society (Delport and Dhlomo, 2010). However, the KNEC reports (2005-2012) reveal that a number of music candidates perform dismally and it may be inferred that they cannot function effectively in the music career. In producing proficient musicians that can be absorbed in the labor market, teachers are identified as agents in curriculum implementation process. With a focus on the teachers of music, this paper identifies pedagogical issues they face through implementation of the curriculum content. Form three music teachers and students in Nairobi County was the target population. A descriptive survey was conducted on both groups. Purposive sampling was used to select 23 schools that offer music and 23 music teachers that teach music in Nairobi County. Music students were selected using simple random sampling. A total of 180 out of 360 form three music students and 23 teachers participated in the study. Data was collected using questionnaires, classroom observation schedule and focus group discussions. Data was then analyzed using descriptive statistics and computation of the empirical data done using statistical package for the social sciences (SPSS). Theoretical instructional methods, inadequate pre-service training in specific content areas and negative attitude towards music among others were some of the pedagogical issues faced by music teachers in the implementation of the music curriculum.
Keywords: Curriculum implementation, Music Education, Music Teachers, Pedagogy