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SOCIO-CULTURAL AND ECONOMIC FACTORS AS DETERMINANTS OF PARTICIPATION OF FEMALES IN PART-TIME NCE PROGRAMMES IN SOUTH-WESTERN NIGERIA
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Page will reload when a filter is selected or excluded.- Gender 5 results 5
- INTERDISCIPLINARY RESEARCH AREAS::Gender studies 3 results 3
- Learning outcomes in basic science 3 results 3
- Nigeria 3 results 3
- Nigerian Colleges of Education 3 results 3
- Social studies 3 results 3
- Socio-cultural and economic factors 3 results 3
- Achievement 2 results 2
- Adult learners 2 results 2
- Basic Science 2 results 2
- Cognitive behaviour therapy 2 results 2
- Explicit instructional strategy 2 results 2
- Guided-reverse jigsaw strategy 2 results 2
- Ibadan metropolis 2 results 2
- Out-of-Class-activity 2 results 2
- Part-time NCE programme 2 results 2
- Primary school 2 results 2
- The scraping of the Teachers Grade II certificate programme places great responsibilities on Nigerian Colleges of Education (COEs) in providing manpower with the minimum entry qualification to enter into the teaching profession in the country. The increasing demands for the Nigeria Certificate of Education (NCE) have forced COEs to establish part-time programmes with flexible admission criteria. Despite this, there exists low participation of women in these programmes; a situation partly attributed to the dominance of socio-cultural and economic factors. Although, studies exist on students’ participation in part-time NCE programmes, none has specifically focused on how socio-cultural and economic factors determine female participation in the programme. This study, therefore, investigated socio-cultural and economic factors as determinants of participation of female students in part-time NCE programmes in South-Western Nigeria. The descriptive survey research design was adopted. The multi-stage random sampling procedure was used in selecting 1024 female NCE students in Cohorts 1 – 4 in the School of Education across four centres each from three selected COEs. Data were collected using Female Participation Questionnaire with five sub-scales: Social Factors Scale (r = 0.81), Cultural Factors Scale (r = 0.93), Economic Factors Scale (r = 0.74), Participation Scale (r = 0.69) and Females Academic Performance Scale (r = 0.86). This was complemented with 12 sessions of Focus Group Discussions (FGDs) with selected female part-time NCE learners. Data were analysed using descriptive statistics, multiple regression and content analysis. Socio-cultural and economic factors significantly correlated with participation of female students in part-time NCE programmes (F (3, 1021) = 146.25, R2 = 0.50; p < 0.05); with relative contributions as ranked: economic factors (β = 0.52), social factors (β = 0.20) and cultural factors (β = 0.30). Social factors contributions in order of magnitude were parents encouragement (β = 0.89), parental level of education (β = 0.84), peers’ influence (β = 0.81), family background (β = 0.73), availability of female role models (β = 0.70), spouse level of education (β = 0.27), spouse’s encouragement (β = 0.11). Similarly, cultural factors’ contributions were: submissiveness to parental instructions (β = 0. 86), gender identity/labelling (β = 0.69), house responsibilities/chores (β = 0.20), spouse instructions (β = 0.14), practice of female seclusion (β = 0.10), early marriage (β = 0.09). Also, relative contributions of economic factors were: financial support (β = 0.51), parental occupation (β = 0.42), spouse occupation (β = 0.35) and cost of programme (β = 0.23). FGD revealed that marriage is the bane of their schooling. However, the motivating impetus for female participation in the programmes are the encouragement from parents, peers, role models and availability of financial supports. Parental background, encouragement, level of education, peers’ influence, availability of female role models, and availability of financial support were potent factors in enhancing participation of females in part-time Nigerian Certificate of Education programme. Therefore, there is the need for less culture-consciousness and spousal sensitization as well as reduction in cost of schooling to encourage participation of females in part-time Nigerian Certificate of Education programmes. Key words: Females’ participation, Part-time NCE programme, Socio-cultural and economic factors, Nigerian Colleges of Education Word count: 498 2 results 2
- "Computer Assisted Instruction (CAI), Gender, Interest, Achievement in Basic Science " 1 results 1
- "Teaching tasks, Instructional Needs, Curriculum Planning, Nursery and Primary school. " 1 results 1
- A large number of pre-service English as Second Language (ESL) teachers trained in Nigeria have deficiencies in developing and demonstrating appropriate teaching skills and attitude during Teaching Practice (TP). This is probably as a result of their inadequate exposure to participatory practices like Reflective Teaching Practice (RTP) and Micro-Teaching Practice (MTP) during the exercise. Previous studies on RTP and MTP have focused on different areas of teacher behaviour but have not sufficiently covered the area of using them to improve the teaching skills and attitude of pre-service teachers. This study, therefore, determined the effects of RTP and MTP on teaching skills and attitude to teaching practice among pre-service teachers of English as second language in South-West and North-Central states of Nigeria. The moderating effects of the pre-service teachers‘ academic ability and gender on the dependent variables were also determined. Pretest-posttest, control group, quasi experimental research design was adopted. The participants were 120 pre-service ESL teachers selected through multistage sampling technique from six colleges of education in South-West (4) and North-Central (2) states. Participants were randomly assigned to RTP (40), MTP (40) and Control (40) groups respectively. Pre-service ESL Teachers‘ Attitude to Teaching Practice Questionnaire (r= 0.88), Classroom Observation Scale Manual (r= 0.79), Academic Ability Rating Sheet and two Instructional Guides, Micro Teaching Instructional Guide and Reflective Teaching Instructional Guide (r = 0.81 and r = 0.88) were the instruments used. Seven hypotheses were tested at 0.05 level of significance. The treatment lasted 12 weeks. Data were analysed using Analysis of Covariance, and Scheffe‘s post-hoc test. There was a significant main effect of treatment on ESL pre-service teachers‘ teaching skills (F(2, 103) = 22.78; η2 = .31). Pre-service ESL teachers exposed to MTP had highest teaching skill mean score (= 96.37), those exposed to RTP had (= 91.82) and control (= 76.84). There was also a significant main effect of treatment on the attitude of pre-service ESL teachers to teaching practice (F (2, 103) = 5.82; η2 = .10). Pre-service ESL teachers exposed to RTP had highest post attitude mean score (= 61.78), than those exposed to MTP (=59.75) and those exposed to conventional teaching practice (= 52.83). There were no significant main effects of academic ability and gender on pre-service ESL teachers‘ teaching skills and attitude towards teaching practice. Also, there were no significant interaction effects of treatments and each of teachers‘ academic ability and gender. Micro-teaching practice and reflective teaching practices enhanced the pre-service ESL teachers‘ teaching skills and attitude towards teaching practice, though the latter was more effective in Nigeria. These strategies should be adopted in improving the teaching skills of pre-service teachers of English as second language. 1 results 1
- Academic achievement 1 results 1
- Academic level 1 results 1
- Academic outcome 1 results 1
- Academic performance 1 results 1
- Accessibility 1 results 1
- Achievement in Basic Science and Technology 1 results 1
- Achievement in Geometry; 1 results 1
- Achievement in Redox concept 1 results 1
- Achievement in Yoruba reading comprehension 1 results 1
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