The growing spate of ethno-religious crises and insurgency that characterizes Nigerian polity has been traced to inadequacies in the integration policies of the government. These situations have resulted in loss of several lives and unquantifiable psychological and material damages. However, the situations could improve through the use of effective teaching strategy which could restructure the prejudiced minds of students and encourage respect for other cultures. Therefore, the Jigsaw technique has been identified as a useful cooperative learning strategy that could be used for promoting national unity through education. The use of Jigsaw technique could discourage discrimination and promote mutual respect for other cultures. This study, therefore, examined jigsaw technique as an effective approach for ethnic integration and sustainable development in Ogun state, Nigeria. Two null hypotheses were generated and tested at 0.05 level of significance. The study adopted a pretest-posttest, control group, quasi experimental design. A 30 item achievement test was administered on 126 junior secondary school students selected from two secondary schools in the southwest region of Nigeria. Data were analysed using analysis of co-variance. The findings of this study revealed that jigsaw technique benefited students who form jigsaw group (experimental group) than the conventional learning group (control group). Based on these findings, it is suggested that jigsaw technique should be used to complement the conventional lecture method as this could promote unity and peaceful coexistence among students. This could further translate into better integration and sustainable development in Nigeria.
Currently, global education and global citizenship for social transformation addresses the issues of cordial and harmonious existence of our time. Africa is a multilingual and multicultural continent with about 3.000 ethnic groups and 2000 languages spoken; therefore, introduction of multicultural approach in teaching will ensure effective socialization and transformative education in Africa. The roots to challenge bias, prejudice and creating classroom environment that reflects the learner’s culture for national unity lies in multicultural education. Multicultural education is a system of instruction which attempts to foster cultural pluralism and acknowledges the difference between race and culture in order to promote societal change and orderliness. This work examined a multicultural educational strategy which could be used in helping students from diverse racial, cultural, ethnic and language groups to experience academic success. Multicultural Concepts Knowledge Test (r=0.82), Multicultural Concept Attitude Scale (r= 0.86) were administered on 251 junior secondary school students from five secondary schools in the south-west region of Nigeria using the simple random technique. Two null hypotheses were formulated and tested at 0.05 level of significance. Data were analyzed using descriptive statistics, analysis of covariance. Treatment had significant main effect on students’ posttest knowledge scores in multicultural concepts (F (2,340) = 5.835; p<.05). and attitude to multicultural concepts (F (2,340) = 34.055; P<.05). The MCA shows that the cooperative learning group had higher adjusted posttest knowledge score (x =10.14; Dev. =.83) In summary, findings of this study revealed that the cooperative multicultural learning strategy is effective for teaching multicultural classrooms. Therefore, this calls for improved approaches towards teaching by educators in order to bring us closer to the goal of multicultural education
The persistence of unequal outcomes with the underutilisation of female abilities and restriction of individual opportunities has it concerns partly on socioeconomic transformation and national development. Tradition or culture and religion have dictated men and women relationship for centuries and entrenched male domination into the structure of social organization and institution at all levels of leadership. Even after several decades of massive economic and social change, inequality in socioeconomic outcomes still remains a significant issue. This development has raised several questions which remained largely unanswered and has equally attracted many gender-related studies and intellectual discourse on female liberation. Patriarchy justifies the marginalization of women in education, economy, labour market, politics, business, family, domestic matters and inheritance. This paper examined dimensions of gender inequality and discrimination that excludes women from socioeconomic and political activities. This is detrimental to national cohesion, progress and development of women in any nation. Therefore, efforts must be made to address the very important issue associated with women's emancipation for socioeconomic transformation. The support for women's emancipation is very germane in the 21 st century for national development and transformation. Therefore, it should be vigorously canvassed.
Nigeria is a multilingual and multicultural nation which is characterized by ethno-religious crises and insurgencies. The introduction of an active approach to teaching would ensure effective education and socialization for transformation in Nigeria. Effective teaching of group dynamic concepts (GDC) is relevant because of the diversity of students in our schools today. GDC are selected themes which could be used to help students from diverse racial, cultural, ethnic and language groups to experience unity through academic success. While academic knowledge and skills are essential, students must also develop positive attitude and skills necessary to interact positively in our diverse nation. This study, therefore, examined group dynamism as correlate of moral values and national unity in Ogun state, Nigeria. Two null hypotheses were generated and tested at 0.05 level of significance. The study adopted a quasi experimental design. A 30 item achievement test was administered on 150 junior secondary school (JSS) students randomly selected from five secondary schools in the south-west region of Nigeria. Data were analyzed using descriptive and inferential statistics. The Pearson product moment correlation and Scheffe Post hoc tests were used to determine the source of significant main effect where observed. The findings of this study revealed that effective teaching of GDC could help to inculcate the desired moral values in students and this could translate into national unity in and beyond Nigeria.
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