Each period of human development brings with it new competency requirements, challenges, and opportunities for growth even academically. The main purpose of this study is to determine the gender disparity on the creative performance of senior secondary school students. The sample comprised of two hundred and thirty five senior secondary school one (SSI) students within the age range of 14-16 years. One hundred and eighteen females and one hundred and seventeen males were randomly selected from five secondary schools in the south east of Nigeria. Four hypotheses were formulated and a research question was raised to guide the study. The data collected were analyzed using statistical means and z-test. The result showed significant difference in the mean scores of male and female students in originality and fluency. It showed no significant differences in elaboration and total creativity grades. Based on the findings, recommendations were made that, stakeholders should give equal opportunity to every child be it male or female. Again, appropriate measures should be given to students to utilize their creative potentials.
This study sought to find out the effects of competitive learning strategy on secondary school students learning outcomes in chemistry. Two null hypotheses were formulated to guide the study. The study adopted a quasi-experimental design. There were 337 senior secondary students II (SSS II) purposively selected from eight (8) intact classes in Imo State from 3 boys only and 3 girls only schools. The instrument for data collection was titled "chemistry Achievement Test" designed by the researchers. It was validated before being put into use. The experimental treatment lasted for four weeks and data collected were analyzed using Analysis of Covariance (ANCOVA). The findings showed that competitive learning strategy enhanced students' learning outcomes in chemistry. Based on the findings, it was recommended that chemistry teachers should inculcate competitive learning strategy in the classrooms. Again, students should be motivated to learn through healthy quiz competitions to enhance their learning outcomes.
With the advent of internet services and its spread to every facet of life, the counselling profession is not left behind. The application of computer technology to counselling procedures is gradually creeping into every society and resisting change in Nigeria, will leave us behind. The traditional face to face, office visits will be partially disappearing with time though not entirely replaced by computerized counselling known as e-counselling or online counselling. E-Counselling as a functional approach to the counseling profession, should be embraced by every country. This approach is welcomed in developed countries for its relevance and Nigeria is expected to join the band wagon. This paper therefore explains the concept of e-counselling and the characteristics of the consumers. It highlights the benefits that can be accrued from this mode of counselling and x-rays how it works. Furthermore, it discusses the issues and challenges facing its inception in Nigeria. It is also the concern of the paper that any establishment or licensed counsellor that wants to use e-counselling should consider issues as competence of the counsellors, counsellees, the qualities of the counsellors that can engage in e-counselling amongst others. In conclusion, the paper suggests some recommendations for the way forward.
The millennium Development Goals (MDGs) are goals the world wants to achieve. Each country is striving to achieve the eight goals but the extent and rate at which they are going about it differs. Most countries leave the pursuit of the goals to their government. In Nigeria, the story is not too different. Nigeria has made some visible and notable strides toward the achievement of the MDG goals yet there are still much to be done. Since education is an instrument for national development in Nigeria, it is the intention of this paper to view how the college of education system can contribute to the achievement of the MDGs. In doing this, the MDGs were identified and those that are amenable to be achieved through the college of Education system were briefly discussed, pointing out the available resources and the add-ons that could help to achieve the goals. GOAL 1Eradiate extreme poverty and hunger. Target 1a.Halve, between 1990 and 2015, the proportion of people whose income are less than $1 a day. Target 1bAchieve full and productive employment and decent work for all, including women and young people. Target 1cHalve, between 1990 and 2015, the proportion of people who suffer from hunger.
Learners are formally sent to school to be taught by teachers for learning to take place. Students learn both in and outside the school. They even learn from their peers. In the past, the teacher strives to teach in other to cover the provisions in the curriculum. The methods of teaching adopted by the teachers are characteristically teacher centered. The learner, in such situation has no voice or contribution to make. In the past, the way culture prepared young ones soothe them as well as accepts teacher centered approach to teaching. However, the world is changing and people are learning very fast in the face of ICT. Learner centered education is in vogue and it tends to align to the inquisitive and scientific minds of the learners of this up-coming generation. In view of this, the constructivist teaching model is advocated. This requires that the teachers or the younger ones or this generation should be abreast with the constructivist teaching model. For this to be, it demands that teacher educators should in the course of preparing teacher for the future know and use constructivist teaching model in teaching trainee teachers. In this wise, this paper explain the meaning of constructivist model, its goals and characteristics. The paper highlighted the benefits, nature and roles of a constructivist teacher. The implications of the method to teacher educators were not left out.
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