PERCEPTION OF INTERN TEACHERS’ USE OF INTERACTIVE STRATEGIES IN TEACHING LARGE CLASSES IN ONLINE ENVIRONMENT

Higher education institutions experience large classes despite the National Universities’ Commission’s (NUC) and other supervisory agencies emphasis on carrying capacity of the institutions in Nigeria. The overpopulation affects effective teaching and learning and quality assurance. This study focused on perception of intern teachers of the use of interactive strategies in teaching Curriculum Studies in an online environment in a College of Education. 200 computer science students (intern teachers) in a Curriculum Studies class formed the study sample. Three research questions guided the study. A structured and validated questionnaire with reliability index of 0.79, made up of 25 items constructed on a four-point Likert-type scale was administered on the students for data collection. The data were analysed using simple mean and the results showed that the intern teachers supported the use of the teaching strategies in an online class as a complement to the face to face method of teaching. They are also recommended as alternative strategies to reduce the problems associated with large classes. However, the research subjects were sceptical about the implementation of online teaching as a result of power supply and access to internet facilities. The findings have a far reaching implication for the 21st Century teaching and learning. Suggestions towards effective online teaching and learning were made especially with theGovernment’s reiteration of the need for Information and Communication Technology (ICT) in the schools in Nigeria.Key Words: Interactive learning, online environment, Intern teachers, virtual learning and online teaching

Effects of the Use of Lecture Method and Wordle on the Performance of Students Taught Curriculum Studies 1: EDU222

The study sought to determine the effects of the use of Wordle and lecture method in teaching Curriculum Studies 1 EDU: 222 on students’ performance. 100 students were purposively selected and to ensure homogeneity and consistency, the WRub was given to the 100 students and they were then grouped based on their performance - above average, average and below average.  Cluster random sampling technique was used in assigning the three groups into the two experimental groups A and B using numbered papers.  Each group had equal number of above average, average and below average. The WRub used was a teacher and student made test.  It comprises 20-item objective test in EDU: 222 requiring students to provide answers and was constructed by the teacher in collaboration with the students from the topics selected through differentiation.  Each correctly answered item attracted 5, 4, 3, 2, 1 based on the criteria set and a maximum of 100%. The WRub was administered before (pretest) and after (posttest) treatment for data collection.  Pretest has the same feature as the posttest items.  The only difference is that posttest items were reshuffled and the colour of paper changed to avoid test wiseness. The findings of the study revealed a significant difference in the mean scores of the students and a significant difference was noted between male and female students taught using Wordle. Based on these some recommendations were made among which are the need to include the use of social media as tools in teaching and the need to build the capacity of teachers in the use of technologies in teaching and learning. Key words: Effects of lecture method, Wordle, Performance of students, Curriculum studies

PERCEPTION OF INTERN TEACHERS’ USE OF INTERACTIVE STRATEGIES IN TEACHING LARGE CLASSES IN ONLINE ENVIRONMENT

Higher education institutions experience large classes despite the National Universities’ Commission’s (NUC) and other supervisory agencies emphasis on carrying capacity of the institutions in Nigeria. The overpopulation affects effective teaching and learning and quality assurance. This study focused on perception of intern teachers of the use of interactive strategies in teaching Curriculum Studies in an online environment in a College of Education. 200 computer science students (intern teachers) in a Curriculum Studies class formed the study sample. Three research questions guided the study. A structured and validated questionnaire with reliability index of 0.79, made up of 25 items constructed on a four-point Likert-type scale was administered on the students for data collection. The data were analysed using simple mean and the results showed that the intern teachers supported the use of the teaching strategies in an online class as a complement to the face to face method of teaching. They are also recommended as alternative strategies to reduce the problems associated with large classes. However, the research subjects were sceptical about the implementation of online teaching as a result of power supply and access to internet facilities. The findings have a far reaching implication for the 21st Century teaching and learning. Suggestions towards effective online teaching and learning were made especially with theGovernment’s reiteration of the need for Information and Communication Technology (ICT) in the schools in Nigeria

Teacher educators’ use of active learning strategies for attainment of sustainable development goal 4

In Nigeria, teacher education is offered in two types of institutions, namely: universities and colleges of education. The major role of teachers is the provision of quality education at all levels of education......A purposive sampling technique was used to sample two hundred and forty (240) teacher educators out of 2,310 from three Federal Colleges of Education in the South-East geo-political zone. The ratio was 120:70:50 in terms of the teacher educator’s population in the respective schools. A 28-item structured questionnaire, constructed on four-point Likert scale and validated by three teacher educators, not involved in the study, was used for data collection. Mean was used for the data analysis. The findings have lots of implications on the attainment of the SDG4 by the year 2030. Suggestions were proffered on the need for re-training programme to get teachers acquainted with the active learning strategy skills to promote the attainment of the SDG4 by 2030.Keywords: SDG, active learning, teacher education, curriculum implementatio

Curriculum implementation in teacher education institutions for attainment of 2030 sustainable development goals: teacher-educators’ views

Nigeria’s drive to deliver democratic dividends; improve the lives of her citizenry by fighting inequality, injustice, corruption; promote peace; and tackle climate change by 2030 remains apt and the matters require urgent attention. Out of the 17 Sustainable Development Goals (SDGs), SDG4, which is “ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all”, appears to be the hub around which the other SDGs revolve. The curriculum process is the major source through which the SDGs framework which has five key themes: people, planet, prosperity, peace, and partnerships, will be realised. The curriculum implementation process for the attainment of the SDGs involves needs analysis, selection of objectives, designing appropriate content, selecting learning experiences, organisation and evaluation of the learning experiences. Teaching the curriculum process requires sufficient knowledge by teachers and the application of the curriculum process to global issues such as the SDGs. This  paper examined teacher educators’ views on the use of curriculum process in teaching for the attainment of the SDGs through curriculum implementation process. Five research questions guided the study. A qualitative analysis was used to elicit information from the teacher-educators using three open ended interview questions. A purposive sampling technique was used to select one hundred and eighty (180) teacher-educators from teacher education institutions in the South-East. A 31-item structured questionnaire on four-point Likert scale was used for data collection, while simple mean was used for the data analysis. The result of the study showed that the teachers were of the view that for the SDGs to be attained it must use the curriculum process. The study further revealed that poor application of the curriculum process was a major pitfall preventing the realisation of the national objectives. The teachers, in addition to other things, noted that 15 years is too short a period of time to realise the SDGs. The findings have implications for the attainment of the SDGs by the year 2030. Suggestions were proffered on the need for the government to see the attainment of the SDGs as a policy issue and provide the necessary enablement for schools to facilitate the attainment of the SDGs by 2030.Keywords: Sustainable development goals, Curriculum implementation, Curriculum process, Inclusive educatio