TEACHRER COACHING IN NIGERIA; A STRATEGY FOR ENHANCING TEACHERS’ INSTRUCTIONAL SKILLS AND STUDENTS' LANGUAGE SKILLS

In Nigeria, students’ poor language skills have been documented at the three levels (primary, secondary and tertiary) of education. One of the factors contributing to the problem is the poor teaching methods adopted by many teachers in their classrooms. Many teachers have little or no professional training. They are unaware of new approaches that have been proven effective in developing students’ language skills and learning outcome in general. Studies have shown that teacher coaching improves teachers’ instructional performance which in turn enhances students’ learning outcomes in many countries. However, there is a lack of teacher coaching program in Nigeria. Therefore, this paper reviews some previous studies which revealed the importance and effectiveness of teacher coaching in improving students’ learning output. It reviews some essential factors to be considered while designing effective teacher-coaching programs such as knowledge and skills for teacher coaching, responsibility for coaches, and coaching process, evaluation and other supports. The paper makes some recommendations on how to implement teacher coaching, particularly in Northern Nigeria in order to improve the students’ learning output. Finally, the paper has contributed in outlining essential requirements in designing effective teacher coaching strategies which include professional development of coaches, time allocated to teacher/coach interactions, establishment and maintenance of collaborative relationships between coaches and teachers, the constructive feedback and tools used during and between coaching sessions, the ratio of teachers to coaches (10:1) in urban and (5:1) rural areas, and regular visits that teachers receive from their coaches on a weekly and monthly basis

Attitude of Hausa ESL Secondary School Students Towards Spelling and Writing in English

Writing skill is described as an essential language tool for students. Studies have shown that Hausa ESL secondary school students commit various errors in their writing in English. Various factors have been identified as responsible for the problems. However, the students’ attitude towards spelling and writing has not been investigated. It is believed that students’ attitude plays an important role in motivating and influencing their second-language learning. Therefore, the aim of this study is to explore the attitude and perception of Hausa ESL secondary school students towards English spelling and writing. The study adopts a survey research design where an intact class of 75 students from a secondary school in north-eastern Nigeria was selected. To collect the data for the study, a questionnaire was employed. The questionnaire comprises two sections: (i) attitudes toward English spelling and (ii) attitudes toward writing in English which include four writing purposes: (a) School Use, (b) Social Use, (c) Official Use, and (d) Creativity. Findings of the study revealed that the participants have a moderate positive attitude and perception towards English spelling and writing. The findings also indicated that the students’ attitude toward the School Use of English is the highest, whereas their Creativity in writing has the lowest means among the four purposes. In addition, the study revealed that there is a significant positive relationship between the participants’ attitude towards spelling and writing. To enhance students’ creative writing and thinking skills, the study suggests that literature in English should be made compulsory to all secondary school students. Story-reading and creative writing should be incorporated into the curriculum. Other extracurricular activities such as spelling completion should be organised to help the students

Views and experiences of discharged COVID-19 patients in Kano, Nigeria : a qualitative study

Introduction: COVID-19 has spread globally, thereby contributing to substantial hospitalisation rates and morbidity. However, little or no information is available on the experiences of patients with COVID-19 in an African-setting. The study aimed to explore the experiences of patients with COVID-19. Methods: semi-structured interviews were conducted via telephone with eleven individuals who were managed and discharged due to COVID-19. A descriptive phenomenological approach to qualitative research was employed and participants were mainly asked about their experiences before, during and after hospitalisation for COVID-19. Data were analysed using thematic analysis. Results: patients' viewpoints were suggestive of community and secondary transmission of COIVD-19 in the study area. A few participants experienced severe symptoms. Most participants tend to resign their condition to fate; while some displayed unfounded conspiracy theories. Nevertheless, precautionary measures to prevent infection were largely observed. COVID-19 also negatively affected activities of daily living of the participants. Furthermore, the participants were generally satisfied with quality of care provided. However, areas of patients' education, isolation centre set-up and caregiver-patient interaction needed further improvements. Lastly, experience of fear and stigma during post-hospitalisation were common. Conclusion: COVID-19 impacted negatively on the lives of the studied population. However, their experience during hospitalisation was generally positive

A Problem-based Learning Approach and Its Effects on the Writing Performance of Nigerian Undergraduates

Writing is considered as an important but a difficult language skill for undergraduates. To develop writing skills, undergraduates need to be given the opportunity to interact with and help one another in the writing process. They also need to be supported by teachers in the process. However, most of the traditional teaching methods adopted by writing instructors in Nigeria do not allow students to interact in the learning process. In this light, this study investigates the effects of a problem-based learning approach (PBL) on the writing performance of Nigerian undergraduates. The study employed a pre- and- post-treatment quasi-experimental research design. The participants (n=18) involved in the study were an intact class of second-year students taking English composition course and two tutors in a college in North-eastern Nigeria. The study was conducted over a period of 12 weeks. To determine the effects of PBL on the participants’ writing performance, a rating scale was used to rate the content, organisation, vocabulary, grammar and mechanical accuracy of the pre- and post-treatment writing scripts. A paired-sample t-test analysis was run to compare the mean scores of the undergraduates’ pre- and post-treatment writing. The results showed significant improvements in all the components (content, organisation, vocabulary, language use and mechanics) of the participants’ writing in the post-treatment. The paper concludes with a discussion on the pedagogical and theoretical contributions of the findings. It provides writing instructors with a student-centred approach that would help to develop their students’ writing skills

Central poststroke pain : its profile among stroke survivors in Kano, Nigeria

Background. Central poststroke pain (CPSP) caused by sensory dysfunction of central origin is a disabling condition that significantly affects the quality of life of stroke patients. Aim. The aim of this study is to determine the clinical profiles and pattern of CPSP among stroke patients in Kano, Nigeria. Methods. The study was a cross-sectional design involving stroke survivors who were >= 18 years old and with no significant cognitive impairment approved by the Research Ethics Committee of Aminu Kano Teaching Hospital. Participants were assessed using diagnostic criteria form, the douleur neuropathique 4 questions (DN4 questionnaire), and Leeds assessment of neuropathic symptoms and signs (LANNS). Results. A total of 120 stroke patients participated in the study, in which 6 (5%) were diagnosed with CPSP occurring within the first 3 months in 50% of the participants. The pain characteristics were mainly moderate (83.3%), burning (62.5%), and continuously experienced (66.7%). The frequently affected parts were extremities or occurring as hemisyndrome. Conclusion. Prevalence of CPSP following stroke is low. The clinical features are variable and can occur at a varied time and different intensities and locations. However, it majorly occurs within the first few months post stroke

Understanding phishing awareness among students in tertiary institutions and setting-up defensive mechanisms against the attackers

The average loss by companies to phishing in 2021 is $14.8 million, more than triple what it was in 2015. That translates to hundreds of billions of dollars in total losses from phishing attacks on global businesses, and the vulnerability of these attacks is every day increasing, particularly among the younger generation less than 40 years of age. This paper begins with a background exposition on phishing trends and highlights previous findings concerning users' susceptibility to phishing attacks. It however explores the term Phishing itself, its kinds, types and some basic measures necessary for defense against phishing activities. The research was employed with a major focus on the email aspect of phishing. Alongside the website aspect of phishing, the certificate of a website was also considered. The purpose of this study was to identify the level of student awareness related to specific phishing tactics. Findings revealed that while students are unlikely to provide personal information in response to an email/SMS request, they can be easily tricked by numerous other tactics. This paper reports the findings of the study in addition to listing suggested points to employ for creating phishing awareness

Developing undergraduates' awareness of metacognitive knowledge in writing through problem - based learning

Metacognitive awareness can improve students’ writing proficiency. Engaging and supporting students in the writing process can increase their metacognitive awareness. This study investigates the effects of a problem-based learning approach on the awareness of metacognitive knowledge of Nigerian undergraduates in writing. An intact class of second-year students in an English composition course participated in the study. The study was conducted over a period of 12 weeks. Quantitative and qualitative methods were used in data collection. A metacognitive questionnaire was administered before and after the PBL treatment. Semi-structured interview was also carried out at the end of the treatment. The results showed significant effects of the PBL approach on the participants’ awareness of metacognitive knowledge of task requirements, personal learning process, strategy use, text and accuracy, problem solving and discourse features. The findings from the interview revealed that the nature of the ill-structured problem, which is related to their real life, and the interactions during the PBL process increased the participants’ awareness of metacognitive knowledge. The findings further showed that PBL approach could be adopted by ESL instructors and teachers to increase students’ awareness of metacognitive knowledge which in turn can enhance their writing proficiency

The Mediating Effect between Some Determinants of SME Performance in Nigeria

The purpose of this study is to examine the relationship of owner/manager knowledge, competitive intensity, complexity of marketing, technical competence, firm size with the mediation of advisory services on the performance of Nigerian SMEs. The study employed structured questionnaire survey involving a sample of 278 manufacturing SMEs operating in Kano State, a total of 198 valid questionnaires were completed and returned representing 71 percent response rate. Evidence suggests that there is significant relationship between owner/manager knowledge, complexity of marketing decision and technical competence and advisory services. In contrast, the result found no significant relationship between firm size and advisory services. Similarly, the result found that owner/manager knowledge, complexity of marketing decision, technical competence and advisory services have significant relationship with performance. The result also indicates that, there is no significant relationship between firm size performance and technical competence and Performance. We also found that advisory service mediates the relationship between owner manager knowledge and the complexity of marketing decision. The findings of this study will benefit owner/managers of SMEs, regulatory agencies, accounting firms, government at all levels and will also serve as frame of reference to future studies

The Mediating Effect between Some Determinants of SME Performance in Nigeria

The purpose of this study is to examine the relationship of owner/manager knowledge, competitive intensity, complexity of marketing, technical competence, firm size with the mediation of advisory services on the performance of Nigerian SMEs. The study employed structured questionnaire survey involving a sample of 278 manufacturing SMEs operating in Kano State, a total of 198 valid questionnaires were completed and returned representing 71 percent response rate. Evidence suggests that there is significant relationship between owner/manager knowledge, complexity of marketing decision and technical competence and advisory services. In contrast, the result found no significant relationship between firm size and advisory services. Similarly, the result found that owner/manager knowledge, complexity of marketing decision, technical competence and advisory services have significant relationship with performance. The result also indicates that, there is no significant relationship between firm size performance and technical competence and Performance. We also found that advisory service mediates the relationship between owner manager knowledge and the complexity of marketing decision. The findings of this study will benefit owner/managers of SMEs, regulatory agencies, accounting firms, government at all levels and will also serve as frame of reference to future studies

A problem-based learning approach to develop metacognition and writing performance of Nigerian undergraduates

Writing is an essential language skill for undergraduates. However, many Nigerian undergraduates display various problems when writing in English. In order to develop writing skills, there is a need to develop metacognition as it influences writing.However, there is an absence of studies that explore learning approaches to be used in developing students’ metacognition. Therefore, the aim of this study is to investigate the effects of a problem-based learning (PBL) approach on metacognition and the writing performance of Nigerian undergraduates. The study employed a mixedmethod convergent parallel design. The participants involved in the study were an intact class of 18 second-year students taking English Composition course in a college in North-eastern Nigeria. The study was conducted over a period of 12 weeks. The quantitative data were collected through the participants’ writing activities, a metacognitive questionnaire which was administered before and after the PBL treatment, and a PBL questionnaire which was administered at the end of the whole PBL treatment. Paired-sample t-test analysis was run to compare the mean scores of the pre- and post-treatment writing scores and metacognitive scores. The results showed that there were significant improvements in the content, organisation,vocabulary, language use and mechanics of the participants’ post-treatment writing scores. The statistical analysis of the metacognitive questionnaire revealed significant improvements in the participants’ metacognition. Specifically, the results showed that the PBL approach had significant effect on the participants’ awareness of metacognitive knowledge of task requirements, personal learning process, strategy use, text and accuracy, problem-solving and discourse features. The results of the PBL questionnaire showed the participants’ positive perceptions of the use of the PBL approach in a writing classroom. The qualitative data were collected from the participants’ interactions during the PBL process and through semi-structured interviews and reflective journal writing. The analysis of the qualitative data revealed that tutor facilitations and peer collaboration involved in the PBL process helped and encouraged the participants to employ metacognitive strategies effectively to generate viable solutions to ill-structured problems and collaboratively developed their writing. The study suggests PBL as an alternative method to be used in writing classrooms, especially in the Nigerian context. The study also offers theoretical and pedagogical implications and recommendations for further research