This paper is a deliberate effort aiming at sensitising teachers, students, parents and other stakeholders on the basic objectives of civic education in its introduction into senior secondary school curriculum and the need to obtain full potentials for constructivist theory in teaching and learning of the relatively new subject. The introduction of civic education to Nigerian senior secondary school was directed at cultivating and developing in learners the skills and attitudes to function as relevant citizens of their society. The writer noted that the teaching of civic education in Nigeria is yet to achieve the purpose of which the subject was introduced. Among the objectives of civic education is to highlight the responsibilities of the government to the people and vice-versa and to also cultivate in students of senior secondary school their duties and obligations to the society. Curriculum experts have certain roles to play in integrating standard into curriculum by developing a curriculum framework. Onus of implementing civic education curriculum lies in the efforts and determination of qualified teachers, these categories of teachers are those who has chosen and are convinced that teaching is their calling, and are ready to serve their country in that capacity. The type of teaching expected from these teachers should help the students emerge with an understanding of their country's history and most cherished values. This is to say that learning experience must allow the students to practically demonstrate what civic education has taught them in any situation.
The major purpose of the study was to investigate the effect of Think-Pair-Share instructional Strategy on secondary school students' achievement in Civic Education in Bayelsa State, Nigeria. The study adopted a quasi-experimental 2x2x3 pre-test,-post-test factorial design. All the SSS II students in Bayelsa State constituted the target population. Intact classes of 61 and 46 students were purposively sampled for the experimental and control groups respectively. Three researcher-designed instruments which included two instructional packages and one Test were used to collect data for the study. Reliability index of the Civic Education Achievement Test was 0.83 obtained through a test re-test method after an interval of two weeks using Pearson's Product Moment Correlation while Analysis of Co-variance (ANCOVA) statistic was used to test three research hypotheses at 0.05 level of significance. Findings from this study revealed among others that students taught Civic Education using Think-Pair-Share strategy outperformed those in the control group. There is no significant effect of treatments on secondary school students' achievement in Civic Education based on gender. Based on the findings, the study recommended among others that teachers should engage all categories of students in active learning where students' previous experiences are explored to recreate new knowledge.
The purpose of the study examined teachers' characteristics as correlates of upper basic school students' performance in social studies in Yenagoa, Bayelsa State, Nigeria. The correlational research type was adopted for the study. The instruments used for the collection of data were a 36-item Questionnaire on Teachers' Characteristics (QTC) and a 100-item Social Studies Performance Test (SSPT). The instruments were administered to 727 students randomly selected from 34 Basic Junior Secondary School Three (JSS. III), in Yenagoa metropolis, Bayelsa State. One research question was answered using the Pearson's Product Moment Correlation (PPMC) while one null hypothesis was tested with the use of Multiple Regression Analysis at 0.05 level of significance. Based on the results obtained, it was revealed that both teachers' use of instructional materials, teachers' dispositions, teachers' pedagogical skills and teachers' reflective practice were found to have a significant relationship with upper basic school students' performance in social studies respectively. The predictor variables were also significant in their relative and composite contribution to the prediction of the criterion variable. Thus, it was recommended among others that, faculties, institutes and colleges of education in Nigeria should as a matter of importance familiarize trainee teachers with relevant
This paper examines the use of tablet personal computers (PCs) and how they interfere with Nigerian undergraduates reading culture and love for educational books. The study adopts a descriptive research design. The University of Ilorin undergraduates constitute the population for this study while 200 level students of three faculties across the university constitute the target population. Stratified sampling technique was used to sample the needed respondents. A researchers' designed questionnaire was use for data collection. The collected data was analysed using descriptive statistics. The findings revealed that access to tablet computer influence the undergraduate reading culture. Also, 55.7% of 200 level undergraduates read more electronic materials on their tablet computer than printed texts. Based on the findings of this study, it is recommended that students should be encouraged to visit the library and read textbooks since there is certain fundamental knowledge that might not be accessible on the net. Keywords Access, Tablet PC, Computer, Reading culture. IntroductionThe past decades have witnessed the invention, use, and integration of the computer and of information technology into man's endeavour. The most influential bearing of technology is arguably on the use, analysis, transfer and interpretation of information. The traditional way of transmitting information, which is through printed documents, has begun to be replaced by online data.This change has inevitably affected how people read. The results of a survey, conducted by Shen (2006), showed that students' reading habits have shifted from paper-based to internet-based reading. Liu (2005) started that the new reading behaviours are influenced by the mushrooming growth of available digital information, otherwise called e-information, and there is an increase in the amount of time people spend reading electronic media. Since reading is a must in developing other critical language skills such as writing, listening and speaking, this shift in reading habits should not be ignored by educators.Findings have shown that the digital age has already engulfed people's reading habits (Shen, 2006). With the invention of radios, televisions, computers, smartphones and other similar devices and their mass production, the bearing of technology on people's lives has become even greater. These improvements in technology have brought about a new trend in reading, called digital reading. Online newspapers, magazines, electronic books, and audio books constitute many of the widespread technology-assisted reading sources.Online periodicals include newspapers and magazines that are prepared and made available online for their readers. They are online, in a digital format, and it is easy to add, review, change, and update their data. With the recent improvements in portable devices, applications can easily be downloaded to a mobile phone or tablet PC to access them. The information available in the applications can be obtained and read anytime, anywhere without...
The purpose of the study was to find out the adequacy of upper basic Social Studies curriculum content for sustainable development in Nigeria as assessed by Social Studies teachers. 306 Social Studies teachers (109 male and 197 female teachers) from 341 upper basic schools in Kwara State participated in the study. A researcher-designed questionnaire was used to collect data that were analysed using descriptive statistics and chi-square. The results showed that the content of upper basic Social Studies was not adequate, as assessed by teachers. It was also revealed that teachers’ assessment was significantly influenced by teaching experience, qualification and school type. However, the research showed that gender did not significantly influence Social Studies teachers’ assessment. Based on the findings, it was suggested that upper basic Social Studies curriculum should be reviewed and taught so as to ensure sustainable development in Nigeria.
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