CONCEPTS OF EDUCATION, CONFLICT RESOLUTION AND PEACE

Barango-Tariah, Hope and Okonne, Ifeoma Beatrice

Department of Educational Management

Faculty of Education, University of Port Harcourt

Email: hopebarangot@gmail.com; ifychy2002@gmail.com 

Abstract: This paper is concerned with a discourse on how education is being managed or manipulated to achieve peace and conflict resolution. The concept of conflict and the various types of conflict including the causes of conflict, education and conflict resolution. The concept of peace and the various types of peace were also highlighted with a view of extracting the impacts of education in peace and peace building.  The paper examined most of the processes of resolving and achieving peace and conflict resolution through education with a view of achieving a lasting peace in the society.

EFFECTS OF COLLABORATIVE AND META-COGNITIVE LEARNING STRATEGIES ON ENGLISH LANGUAGE STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION

Ohia, Isaac N. and Ochuba, Onyinyechi Okezie

Curriculum Studies and Educational Technology, University of Port Harcourt, Nigeria

E-mail: Franokey2000@yahoo.com 

Abstract: The study adopted a pre-test, post test, control group, quasi experimental design of a 3X3X2 factorial matrix. A total of two thousand one hundred (2100) students, from fourteen (14) public schools in Obio/Akpor LGA were used. A sample of one hundred and fifty (150) students was selected from three (3) public co-educational secondary schools. The instruments used for this study are the Reading Comprehension Achievement Test (r = 0.69). Verbal Ability Test (r = 0.78). Instructional Guide on Collaborative Teaching Strategy (IGCTS), Instructional Guide on Meta-cognitive Teaching Strategy (IGMCTS) and Instructional Guide on Conventional Teaching Strategy (IGCTS). Three research questions were stated and a total of seven null hypotheses formulated and tested at 0.05 level of significant. Data collected were analysed using analysis of Covariance (ANCOVA), variance (ANOVA), Scheffe post hoc test. Results showed that there was significant main effect of strategies on students achievement (F_(2,147) = 8.923; p<0.05; r² = 0.477) in reading comprehension. The mean achievement scores of students in Collaborative Learning Strategy (CLS) had greater mean achievement score than those of the Meta-Cognitive Learning Strategy (MLS) (: 18.42 > 14.87). However, there was no significant main effect of treatment on Verbal ability, gender, on students’ achievement in reading comprehension. Based on these findings, it is recommended that teachers of English as a second language should adopt Collaborative Learning Strategy (CLS) and Meta-Cognitive Learning Strategy (MLS) in teaching reading comprehension in order to enhance students understanding and performance.

EFFECTS OF MEANING FOCUS, PRACTICE AND INVENTION, STRATEGIES ON PROBLEM-SOLVING SKILLS OF SENIOR SECONDARY SCHOOL STUDENTS IN ECOLOGY

¹Ogundiwin Oluyemi A. and ²Ahmed Aminat A.

¹Department of Teacher Education, University of Ibadan.

²Department of Integrated Science, School of Science, Emmanuel Alayande College of Education, Oyo, Oyo state.

E-mail: yemiogundiwin@yahoo.com, ahmedadekemi@gmail.com

Abstract: Learners should not be in position of passive recipient of fact handed down by the teacher. Hence, there is need to expose students to strategies which makes students demonstrate mastery and be a problem solver. This study, determined effects of meaning focus strategy, Practice and Invention strategy, on senior secondary school students problem solving skills in ecological aspect of Biology. This study employs pretest, posttest, control group, quasi-experimental design.. The sample consists of 254 Senior Secondary Schools II students from Six Senior Secondary in Ibadan Municipality.    Four instruments were used, it include Problem Solving Skills  on Ecological Concept (PSSEC),Cognitive Style Test (CST),Teacher’s Guide on Meaning Focus Strategy (TIGMFS),Teacher’s Guide on Practice and Invention Strategy (TIGPIS),Teacher’s Guide on Conventional strategy(TIGCS),Evaluation Sheet for Assessing Teachers Performance on the use of the strategies (ESAT) . .Two null hypotheses were tested at 0.05 level of significance. Data collected were analysed using ANCOVA. There was a significant main effect of Treatment groups on the students’ posttest Problem solving skillsscores (F(2,242) = 55.116 , P<.05, =.318).  Practice and Invention Strategy had the highest Problem solving skills mean score of ( = 14.815) followed by Meaning focus Strategy by ( = 13.893) and lastly followed by Conventional Strategy ( = 8.139). This is a pointer to the urgent need for efforts in Nigerian schools to concentrate on the use of Meaning focus and Practice and Invention Strategies particularly in the teaching of problem solving skills in ecological concepts in biology.

EFFECTS OF THINK-PAIR-SHARE COLLABORATIVE INQUIRY AS ONE OF CLASSROOM PRACTICES FOR IMPROVING STUDENTS’ REFLECTIVE THINKING SKILLS IN BASIC SCIENCE

Ojo Tolani Adekunmi

Department of Teacher Education, Faculty of Education, University of Ibadan

E-mail: Tadekunmi2003@yahoo.com

Abstract: Reflective thinking occurs at all stages of teaching process, in planning, action (execution) and in evaluation. The skills involved had not been developed in Junior secondary schools in Nigeria. There is the need to equip our students with this skill, hence the research focused on the effects of Think-Pair-Share collaborative inquiry as one of classroom practices for improving students’ reflective thinking skills in Basic Science. The study further investigates the moderating effects of numerical ability on the dependent measure 294 students from nine intact classes were selected from Three local governments for the study. Instruments used in the study were: Students Basic Science Reflecting Thinking Achievement Test (SBSRTAT), Numerical Ability Test (NAT), Instructional Guide on Think-Pair-Share Strategy in Basic Science (IGTPSBS).,Instructional Guide on Conventional Strategy in Basic Science (IGACSBS).,ESATPS  on Think-Pair-Share on Modified Conventional Strategies. Data were analysed using ANCOVA. There was a significant effect of treatment on students reflective thinking achievement in Basic science (F_{(2, 294)}= 56.149; p<.05). This means that there is significant difference in the posttest Reflective thinking achievement scores of those in the Think-Pair-Share and those in the control group. Think-Pair-Share Strategyisrecommended to teachers for the teaching of Basic Science for better reflective thinking achievement.

EFFECTS OF EDUCATIONAL RESOURCES ON STUDENTS’ ACADEMIC PERFORMANCE IN ILORIN METROPOLIS PUBLIC SENIOR SECONDARY SCHOOLS, KWARA STATE

Ahmed, Hussein Oloyin

Nigerian Educational Research and Development Council (NERDC)

Research Officer, South East Zonal Office (SEZO), Udemezue Street, Okpaugwu, Abakaliki, Ebonyi State

E-mail: husseinahmed63@yahoo.com

  Abstract: The extent to which an organization like educational institution attains her objectives is directly proportional to the educational resources available and their utilization. This study therefore investigates the significant relationship between educational resources and students’ academic performance in Ilorin Metropolis Public Senior Secondary Schools. The study was a descriptive survey. Random Sampling Technique was used to select 10 out of 24 public secondary schools in the area of study. The population comprise of 938 teachers, out of which 200 teachers were randomly selected. A self-designed instrument titled “Educational Resources Questionnaire” (ERQ) was used to obtain relevant data from respondents. Chi-square was used to test hypotheses formulated at .05 level of significance. The main findings revealed that there were significant relationship between educational resources and students’ academic performance in Ilorin Metropolis Public Senior Secondary Schools, Kwara State. Based on the findings, it was recommended that stakeholders should rally round to provide educational resources, and should be given great priority if the school system is to be effectively and adequately managed to meet the yearning and aspirations of the learners and the society at large.