Instruction

Supervision of Instruction for Quality Assurance in Effective Teaching of Mathematics Among Secondary School Teachers in Niger State (Published)

The objective of the study is to examine the roles of instructional supervision for quality assurance in effective teaching of mathematics among secondary schools in Niger state, Nigeria. Descriptive survey was employed as the research design for the study and questionnaire containing closed and open-ended questions was the instrument for data collection. Sample of the study comprised 103 teachers from the three senatorial zone of the state. The designed questionnaire items were validated by three lecturers from the Mathematics, Integrated science and Guidance and Counselling departments, Federal College of Education Kontagora, Niger State. To test the reliability of the items, a split-half method was adopted. Cronbach alpha-20 (a₂₀₎ was employed to estimate the reliability coefficient of the Likert’s scale test items and was found to be 0.73. Data collected was analyzed using percentages (%) and means statistics to answer the research questions. The finding of the study revealed that supervision of instruction ensures effective implementation of the mathematics curriculum and its alignment with national educational standards. Also, the study revealed that supervision of instruction improves relationship between supervisor and supervisees among others. It is therefore recommended that teachers should see instructional supervision as an agent of professional development and not witch-hunting. Supervisors are enjoined to actively involve teachers in the planning and execution of curriculum development and supervision.

Keywords: Instruction, Niger state, Quality Assurance, Supervision, effective teaching., mathematics secondary school teachers

Integration of Information Communication Technology in Planning for Instruction in Early Learning in Bungoma County, Kenya (Published)

There is a growing recognition of the many different ways that Information Communication Technology can contribute to, or transform, the activities, roles, and relationships experienced by teachers and in early childhood education settings. The objective of the study was to examine the integration of Information Communication Technology (ICT) in planning for instruction in early learning in Bungoma County, Kenya. The study was guided by Technological Pedagogical Content Knowledge Framework (TPACK) by Punya Mishra and Matthew J. Koehler’s. The study population included Early Childhood Development (ECD) teachers, education officers in charge of ECD in the county and public primary school headteachers. Simple random sampling was used to obtain 177 ECD teachers which is 10% of 1,768 ECD teachers from 884 public primary schools in Bungoma County. The study adopted a descriptive research design. With regard to ICT integration in instruction planning, ECD teachers in Bungoma County perceive that use of ICT is helpful in the pre-planning and post-planning of instruction and the use of ICT helps to make learning concepts more concrete. In addition, the teachers indicated that the use of ICT helps in the preparation of teaching records, such as a teaching plan and a work plan. Teachers, however, perceived that the use of ICT in instruction planning reduced the teacher-learner interaction of the classroom. Providing incentives for a smooth incorporation of technology into education involves students, school managers, curriculum coordinators, and parents to take an active role in assessing the value of curriculum inclusion in the classroom. The study recommends that the government improves the numbers of ICT devices in school to improve on the ratio of the ICT devices per pupil, facilitate ICT training for teachers and lastly, development of local content.

Keywords: Information Communication Technology, Instruction, Integration, Planning

21st Century Instruction: Accelerating Students Outcome in Mathematics (Published)

Research reveals that how teachers instruct and these interactions with students are the cornerstone around which to build effective learning. The integration of ICT is becoming more global trend in the 21^st century education. The study assessed the improvement of Mathematics instruction in the context of basic education. The very important aimed of the study was to determine the Mathematics performance of the learners in the six skills as per see by the Department of Education using varied strategies, as part of core competencies used in the 21^st century skills. Based on the findings and thorough analysis of the study, it can be concluded then that the learners’ performance in Mathematics as to the skills of remembering, understanding, applying, analyzing, evaluating and creating is very satisfactory. Thus, the outcome has shown a high impact on the learning outcomes of the learners with regards to mathematical comprehension.

Keywords: 21st Century Learning, ICT integration, Instruction, Mathematics Performance