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"Going beyond the recommended primary school curriculum as determinant of students’ learning outcomes at the junior secondary school one "
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Effects of socio - economic status, school type and gender on pupils achievement in core subjects areas at the junior secondary school level in Rivers state
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SPATIAL VARIATIONS IN ACCESSIBILITY TO SECONDARY SCHOOL FACILITIES IN OYO STATE
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Page will reload when a filter is selected or excluded.- Most postgraduate students in developing countries like Nigeria are working class students that have to shuttle between their workplaces and classes. Reason being that there few or no sponsors for postgraduate programmes exist in the country. Therefore, most students are self sponsored. Furthermore, most postgraduate courses in Nigeria are full time programmes. There are some core courses that require strict attendance in classes. However, it is seen that this is not always the case as the students have to attend to their jobs as well; otherwise they might lose the jobs and have no fund to continue. The programmes considered in this study are those in Statistics and Petroleum Engineering. This study therefore looks at the effect of students’ attendance in postgraduate classes to their performances, and also proffers solutions to its long-term effects on the industrial and economic developments. 2 results 2
- " Educators in Nigeria are relentlessly concerned about the need to improve learners’ academic achievement in core subject areas especially in Mathematics, English Language, Science and Social Studies. This is not only because a higher achievement in these core subjects lay foundation for technical skills, social orientation, numerical skills and skills in written and oral communication which are in short supply, but also because higher achievement is particularly valued in a society which sets high premium on academic success as the panacea ' for entrance into more prestigious occupation. This problem may not exist without some causes. This study therefore looked into some factors (school type, gender of the learner, socioeconomic background of a child and school environmental factors) as they affect academic achievement of learners. Survey design was adopted for the study. Proportionate random sampling technique was used to select 17 private and 17 public schools in three Local Government Areas (Obio- Akpor, Port-IIarcourt and Eleme) in Rivers State. In each school selected, 20 students (10 who attended private alongside 10 students who attended public schools) were chosen. In all 34 schools, 680 students (368 males and 312 females) participated in the study. Six valid and reliable instruments developed by the researchers were used to generate information for the study (Integrated Science Achievement Test (ISAT), Social Studies Achievement Test (SSAT), English Language Achievement Test (ELAT), Mathematics Achievement Test (MAT), Students Socio-Economic Background Questionnaire (SSEBQ) and School Environment Assessment Checklist (SEAC). The ISAT, SSAT, ELAT, and MAT were developed to measure student achievement in these subject areas. Their reliability coefficients kuder Richardson (KR20) were 0.81, 0.79, 0.76, and 0.82 for Integrated Science, Social Studies, English Language, and Mathematics respectively. The data was analyzed using descriptive and inferential statistics (frequency, percentages and t-test and ANOVA.) " 1 results 1
- "Nigerian educators are concerned about the need to improve learners’ academic achievement in core subject areas (mathematics, English language, science, and social studies). Research, however, appears not to have focused on children who attended private primary schools in which other subjects are taught. This gap is what this study sought to examine by looking at how curriculum contents used by public and private primary schools affect learners’ performance. The study adopted the survey design. The population comprised of Nigerian children in junior secondary school 1 (JS1) who attended private primary school and those who did not. A total of 34 proprietors from 17 public and 17 private primary schools, and 680 students participated. These students were traced to their new schools. Five research instruments were used. Results revealed that private primary schools in Nigeria expose learners to extra subjects which are not recommended by the government. Significant differences exist in scores of learners exposed to extra subjects: mathematics exposed (x̅=75.3154, SD=12.98728) and not exposed (x̅=46.1100, SD=18.1); English language (x̅=74.11, SD=14.57) and not exposed (x̅ =53.15, SD=18.56); integrated science exposed (x̅=59.97, SD=15.1) and not exposed (x̅=44.51, SD=171); and social studies exposed (x̅=64.35, S.D=14.45) and not exposed (x̅=56.53, SD=18.03). The implications of these findings to educational practice in Nigeria were discussed. " 1 results 1
- ActiveX 1 results 1
- Affirmation 1 results 1
- Africa 1 results 1
- African 1 results 1
- Akan 1 results 1
- Bodija plank market 1 results 1
- By all standards, Nigeria is a multilingual and Multicultural state parading more than five hundred indigenous languages existing alongside English language as an official language and French language as the defacto second official language. Choosing a national language among the existing indigenous languages has become a complicated issue and a subject of controversy among the diverse ethnic groups and stakeholders in the political landscape of Nigeria due to multiplicity and plurality of languages in Nigeria. One cannot underestimate the significant value of languages in the socio- economic development of a nation. Thus, this necessitated the formulation of language policy religiously entrenched in the National Policy on Education. Though the language policy is quite laudable favouring the promotion of the indigenous languages and French language as a language of diplomacy and international relation, proper implementation of the policy provisions and most especially the teaching and learning of French language in a multicultural and multilingual country like Nigeria still suffers tremendous setback. However, this paper looked critically at the major constraints to the implementation of the language policy provisions as stated in the National Policy on Education having in focus the advantages inherent in the multilingualism and multiculturalism to promoting peaceful co-existence and socio-economic development in Nigeria. It was however recommended that government should endeavour to match policy formulation with policy implementation. 1 results 1
- Compensation 1 results 1
- Compulsory acquisition 1 results 1
- Conceptualizing Curriculum 1 results 1
- Conflict settlements 1 results 1
- Context 1 results 1
- Crimes 1 results 1
- Culture 1 results 1
- Curriculum theory is a way of describing the educational philosophy of certain approaches to the development and enactment of curriculum. Within the broad field of curriculum studies, it is both a historical analysis of curriculum and a way of viewing current educational curriculum and policy decisions. Development theory, on the other hand, focuses on an assortment of alternative theories and on how societal changes can best be realized. As a result, a multitude of approaches form the basis of these development theories. It is the quest for desirable sport development due to poor performance of the nation's athletes in international meets, poor funding and management of sport, inaccessibility, affordability, usability and poor maintenance of sport and recreational facilities in Nigeria necessitated this expository article. The researchers looked at the existing propounded theories, relate it to sport development and as well as the workability of the theories in bringing about the desired sport development. The curriculum theories looked at those propounded by humanist (or mental disciplinarians), social efficiency, developmentalist (or child study), and social meliorists while the following development theories are also x-rayed upon. Based on the knowledge gained from the propounded theories the following recommendations were made for sport development in Nigeria 1 results 1
- Development Theories for Sports Development 1 results 1
- Echo 1 results 1
- Elders 1 results 1
- Facilitating Security 1 results 1
- Full-Duplex 1 results 1
- Gender, achievement, school type, socio-economic background, primary education. 1 results 1
- Hostage-taking 1 results 1
- Image 1 results 1
- Imitation 1 results 1
- Implementation 1 results 1
- In 2015, the world, through UNESCO adopted the 2030 agenda for sustainable development floated on 17 Sustainable Development Goals (SDGs) to “transform our world.” SDG4 titled Quality Education seeks to “ensure inclusive and equitable quality education for all and promote lifelong learning.” An ordinary look at SDG4 would make it appear as an extension of Education for All. However, there are differences. One difference that stands out is the undercurrent of the need to connect education to the key indicators of existence in its context especially through learning and equity. SDG4, as indeed many policies and agenda at the global level, tends to face challenges peculiar to the uniqueness of the African continent. Most governments struggle to include such goals in their national plans in ways that connect the real context of their people. One major area of concern for us is the area of culture where most programmes introduced into Africa, including into schools, are dressed in cultures foreign to the receiving communities. The authors of this paper argue that for SDG4 and similar programmes to fulfill their objective; they must find ways of embracing and adapting authentic African culture. The authors theorise in literature and use African cultures to drive its analysis. We conclude that African culture is the most viable framework for ensuring quality education that causes and sustains development along the lines envisaged by SDG4. 1 results 1
- In commemoration of the fifty years of the existence of Nigerian Library Association (NLA), this paper goes down the memory lane and takes a critical look at the founding and activities of the NLA as a professional association in the lastfifty years. Relying on published literature and documentary evidence, it, examines the efforts of her founding fathers and successive leadership inputting the Association on a firm footing as a reputable professional association in Nigeria. It notes, in particular, the role of the Association, not only in promoting the welfare and professional development of her members, but also in uplifting the library and information profession and engendering access to information which is a critical resource for national development. It also examines the efforts of the Association in reaching out to other professional bodies in the task of national development in Nigeria as well as fostering co-operation and collaboration with sister associations outside the country for the development of library and information science (LIS) profession at the international level. The paper assesses the performance of the Association over the years based on local minimum standard for professional associations and scores her moderately high. However, applying the benchmark of international best practices, the paper notes some shortcomings in the Association’s performance and concludes that she is still on the threshold. Suggestions on how to move the NLA forward and make her the arrow-head of rapid development in LIS profession in Nigeria are provided. 1 results 1
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