Discourse: a modern strategy for effective teaching/learning in Lagos State, Nigeria
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Date
2015
Authors
Igwe, R.O.
Uzoka, N.E.
Ekwerike, C.I.
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Abstract
The modern times are heavily characterized by an explosion of information, image culture, and investigative tendencies into dormant issues. It pertinently requires a method which encourages exchange of ideas between the teachers and students, as well as constant discussions which can generate into a surplus of possibilities. There is need, therefore, to come up with a strategy which changes the traditional role of both the teachers and the students in the classroom. The main concern of this research is to ascertain how knowledgeable Nigerian teachers are regarding this modern strategy; to assess the
level of interest and commitment of Nigerian teachers towards this new way of making meaning out of education and educational issues; determine what the government and private school owners have put in place to help the teachers apply this modern strategy in teaching and learning, among others. The study adopted a descriptive survey design and employed both the qualitative and quantitative method of analyses. Questionnaire, interview and checklist were used to collate data. A simple random sampling technique was employed to select 500 participants comprising teachers from public and private schools, and ministry officials. Mean score, percentage and chi-square were used to analyze the data. Some of
the results showed that teachers are more conversant with the traditional method of teaching; teachers seem reluctant to adopt the new method in their teachings; there is lack of appropriate and adequate facilities especially in the government-owned schools. Based on the findings, some recommendations were made: there is need for regular training for teachers, so as to communicate to them innovations in education, like discourse as a strategy for teaching and learning; teachers should be properly sensitized so as to be willing to embrace changes that might occur in the school curriculum; the government should make it mandatory for teachers to attend in-service training, at least once a year, to update their
pedagogical-content knowledge; there should be adequate and commensurate incentives for teachers who attended in-service training.
Description
Staff publications
Keywords
Discourse , Strategy , Modern , Strategy , Teaching & Learning , Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Citation
Igwe, R.O., Uzoka, N.E. & Ekwerike, C.I. (2015). Discourse: a modern strategy for effective teaching/learning in Lagos State, Nigeria. Journal of teaching and education, 4(3), 315-322.