CHALLENGES IN LEARNING ENGLISH FOR HAUSA STUDENT IN SECONDARY SCHOOLS

¹AhmadSaidu, ²Ahmad M Bello, ²Shafayau Hassan, ²Abbas A Yahaya

¹Department of English, Federal College of Education Kontogora.²Department of Chemistry, Shehu Shagari College of Education, Sokoto, Nigeria.

Email: mustaphamusa609@gmail.com

Abstract

The present study was designed to investigate the problems faced by students in Learning of English at Northern Nigerian Secondary school. The study was limited to public secondary school in Sokoto State of Nigeria. It was observed that in recent times the governments provided a lot of facilities including free training programs for the teachers at secondary level but the Teaching and learning of English is not up to mark. Eighty (80) participants were used for the study which includes 40 male and 40 female. Questionnaires were administered to students. Outcome of the analysis shows that teachers had no proper training of teaching English, proper facilities were not provided and curriculum was not according to the needs of students. These reasons hindered the teaching and learning process of English.

RELATIONSHIP BETWEEN ENTRY QUALIFICATION GRADE AND PERFORMANCE IN MATHEMATICS IN KASHIM IBRAHIM COLLEGE OF EDUCATION MAIDUGURI

Bashir Alhaji Mustapha and ²Ahmed Sule Askira

Department of Statistics, Federal polytechnic Damaturu, Yobe State,

Department of Statistics, Ramat Polytechnic Maiduguri, Borno State, Nigeria

Abstract

The study examine in the relationship between entry qualification and performances in NCE mathemat.es at Kashim Ibrahim College of Education, Maiduguri. The target population comprisesof 44 graduates of mathematics for the period 2001-2003. A structured questionnaires titled “Entry Qualification Achievement Score” was designed to collect data. Achievement mean in respect: each category of entry qualification were obtained. The analysis revealed that there is no direct link between entry qualification and achievement in (NCE) mathematics. It further revealed that those with lower entry qualification performed better than those with higher qualification. The study viewed that those with higher qualification did not reflect genuine performance so students should be subjected to pre admission screening.

ALTERNATIVE SOURCES OF FUNDING SECONDARY SCHOOLS IN ANKPA EDUCATIONAL ZONE OF KOGI STATE

Akoji Augustine

Primary School Education System,

Enugu State, Nigeria

Abstract

The study was carried out in Ankpa Education Zone of Kogi State, to investigate the alternative sources of funding secondary schools in the Zone. The study adopted a descriptive survey research design with a sample size of 320, comprising Principals and Chairmen of Parents Association of public secondary schools in the Zone. The questionnaire was the instrument used for data collection. Mean and standard deviation were used for analysis. The findings of the study revealed that principals and parent association chairmen agreed on the regular sources of funding, and further identified alternative sources of funding which include entrepreneurship, transportation, Information and Communication Technology (ICT), sports and hiring of entertainment facilities. The research among others recommended that principals should encourage school farms as well as engaging in other entrepreneurial activities to help the school generate funds on its own.

ANALYSIS OF SCHOOL PLANT MAINTENANCE IN SOME SELECTED SECONDARY SCHOOLS IN IBADAN METROPOLIS NIGERIA: FINANCIAL PLANNING IMPLICATIONS.

Alabi, Christianah Oluwakemi

Department of Curriculum and Institutional Study

Emmanuel Alayande College of Education, Oyo, Oyo State

E-mail: christianah.kemi@yahoo.com

Abstract

This study investigates the school plant maintenance in public secondary schools in Ibadan metropolis, Nigeria. Frequency count, simple percentage and T-test were used for the study. The targeted population consisted of 60 selected public secondary schools using stratified simple random sampling. Thus, 60 head-teachers and students participated in the study. The reliability co-efficient of 0.75 was obtained for questionnaire at 0.05 alpha level. The findings of the study revealed that the status of public schools plants in the opinion of the respondents is good and in terms of functionality of available school plants such as staff room, classroom and library are functional but generator, school bus, introduction technology workshop, toilet laboratory – physics, chemistry, biology and agricultural science are not functional in the school visited. The school plant maintenance activities are not covered as expected. In terms of time or period for general repairs of damaged school plants. There is no specific period or time for the general repairs of damaged school plants and schools are not governed by rules and regulations regarding the maintenance of school plants. This was indicated by the number of respondents who responded negatively to the statement. It was therefore recommended that the government should make funds available to each school so that school plant maintenance should be taken care of and each head teacher should spend the money allocated appropriately to maintain the school plants. Each head teacher should inculcate maintenance culture and head teacher, teachers and students should involve in maintenance. Government should employ maintenance staff into each school.

IMPACT OF PEDAGOGICAL SKILLS IN TEACHING OF AGRICULTURAL EDUCATION IN THE IPERE COLLEGE OF EDUCATION AGYARAGU, NASARAWA STATE.

¹Usman Stephen, and ²Azan, Baba James, ³Oguche Damian Monday, ⁴Yakubu MikailuMachuwe, ⁵Elisha, Bulus Gidinye & ⁶Iyimogah, Ose Olobo

^1,Department of Educational Administration and Planning, Nasarawa State University, Keffi,

²Department of English, Nasarawa State University Keffi

^3,6Ipere College of Education, Nasarawa State

^4,5Department of General Studies, Ipere College of Education, Nasarawa State

E-mail: usmanstephen.ndo@gmail.com, azanbaba@gmail.com, babaojma1@gmail.com, Mikailu4real@gmail.com, elbulusgidinye@gmail.com, iyimogaholobo@gmail.com

Abstract

This study examined the impact of pedagogical skills in teaching of Agricultural Education in Ipere College of Education Agyaragu in Nasarawa State. Two (2) research questions and two (2) hypotheses were formulated and tested for the study. Descriptive survey design adopted was used for the study. The Population of the study was 120 students and 9 lecturers representing 20% of the total Population were sampled from NCE one- three department of agricultural education using simple random sampling. The structured questionnaire developed by the researcher was used to collect data for the study. The instrument used for the study was a modified four point-Likert type questionnaire of Strongly Agreed (SA), Agree (A), Disagree (D) and Strongly Disagree (SD). Descriptive statistics of mean and standard deviations were used to answer the two research questions, while chi-square (X²) test of goodness of fit was used to test the two hypotheses at 0.05 level of significance. The findings revealed that pedagogical skills used in teaching agricultural education has impact on students in Ipere College of Education Agyaragu  and pedagogical skilled needed by agricultural education have positive impact on lecturers instructional delivery on students learning performance. Based on the findings of the study, it was recommended that students should be stimulated to participate in field work for expertise and self-reliant and agriculturist education lecturers should

THE ROLE OF TEACHER EDUCATION IN THE EMERGING NATIONAL ISSUES: PSYCHOLOGICAL PERSPECTIVE Abubakar Hussaini Yoffo Department of Educational Psychology Federal College of Education, Yola, Adamawa State Nigeria Email: abubakarhussaini121@gmail.com

Abstract

Teacher education is an important component of education it influences all aspects of education and beyond. Like other components of education, Teacher Education is influenced by social, political, economic and technological development in the society. This paper examines the emerging issues in this component of education in Nigeria brought about by the technological developments. Also discussed are conceptualizing teacher education, teacher education in historical perspectives, emerging issues in teacher education in Nigeria, the implications of these emerging issues to education and the psychological perspective. The paper concluded that the development and practice of teacher education in Nigeria is not unique. It is recommended among others that a professional body should be empowered to regulate entrance into the teaching occupation.

Keywords: Teacher Education, Profession, National Development, Emerging Issues.