International Journal of Education, Learning and Development (IJELD)

EA Journals


Improving Quality of Pedagogy/Instructional Practices in Office Technology and Management Programme in Polytechnics in Delta State Nigeria for Sustainable Growth, Security and Development (Published)

The study is on improving quality of pedagogy/instructional practices in Office Technology and Management (OTM) programme in polytechnics in Delta State Nigeria for sustainable growth, security and development. In this study, the researchers raised four research questions and two formulated hypotheses. Literature was reviewed. The design for this study was a survey where a structured questionnaire was prepared and used for collection of data. The study was conducted in the three (3) polytechnics in Delta State and 45 OTM lecturers were sampled for the study. The instrument used was validated by three lecturers drawn from the three polytechnics. The data collected were analyzed using mean and standard deviation. The study revealed that the objectives of OTM were achievable and that OTM courses taught were in line with the 2008 NBTE minimum guidelines: that lecturers selected and used new technologies in line with the topics they teach and that lecturers selected appropriate instructional strategies in line with the topics and the teaching aids. The conclusions drawn are that lecturers should be familiar with any change(s) as a result of periodic curriculum review and constant influx of new technologies in education. On the basis of this, the researchers made useful recommendations aimed at making the teaching and learning of OTM courses most interesting and practically oriented to the learners.


Keywords: Education, Pedagogy, office technology and management, quality and sustainable development.

Assessment of Teacher Competence in Pedagogical Knowledge in the Implementation of Secondary School Curriculum in North Rift Region, Kenya (Published)

The purpose of this study was to investigate teachers’ competence in pedagogical knowledge in teaching in secondary schools in the north rift region of Kenya. The study used descriptive survey design and a mixed methods research. Simple random sampling and stratified sampling was used to select the sample.  Data instruments were structured and unstructured questionnaires, observation schedule and semi-structured interviews. Data was analyzed using descriptive statistics. The findings of the study revealed that a majority of teachers did not use learner centred methods for example demonstration, enquiry and discussion. It was concluded that a significant number of teachers were not competent in pedagogical knowledge for the implementation of the secondary school curriculum. The study recommended revision of teacher education curriculum and the recruitment of more teachers to relieve on workload to enable them prepare effectively for the implementation of the secondary school curriculum

Keywords: Curriculum, Education, Kenya, Pedagogy, Teacher Competence

Needed Urgently: A Pedagogy for Boosting the Interests of Youths in Citizenship and Civic Education in Nigeria (Published)

Policies and policy directions in Nigeria are terribly shallow in terms of welfare considerations for the youths and the sustainable development of the Nigerian state. Adults who have been at the helm of affairs have been superlatively self-centered and this has consequently retarded general development in the Nigerian state in general and detrimentally hampered the development of the youths in particular. This paper makes a case for citizenship and civic education for the youths as a viable option for reversing this unfortunate trend. The paper extols the values of citizenship and civic education as needed innovations to affect the necessary changes and makes a case for urgent pedagogical re-engineering where the interests of the youths can be boosted in citizenship and civic education as a strategy to reverse the ugly trend. The paper proposes and recommends that such pedagogical strategies can focus on sensitizing the youths on the dangers that are inherent in their continued marginalization, making youths to think critically and analytically especially on how their participation in civic and democratic processes can reverse the trends in their favour, making social justice and good governance the focus of educational provision for youths and translating theory into practice by inculcating democratic norms of participation, commitment to learning, agreeing with others and accommodating divergent views of others.

Keywords: Citizenship Education, Civic Education, Democracy, Nigeria, Pedagogy, Policy, Politics, Youths

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

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