Use of Teaching Methods and Approach in the Nigerian University System: The curriculum and Policy Implications for Change
No Thumbnail Available
Date
2011
Authors
Bakare, T.V.
Journal Title
Journal ISSN
Volume Title
Publisher
Clute Institute, Colorado: Littleton, USA
Abstract
Teaching method and approach are vital to the education delivery at the tertiary level. The Nigerian National Policy on Education influences the teaching/learning curriculum and method have been found to contribute to the teaching/learning outcomes at the University level in Nigeria. This study surveyed popular teaching methods at the undergraduate level in Universities within the South-West geo-political zone in Nigeria. Multistage sampling technique was adopted while proportionate sampling was utilized to select two Universities each from the Federal, State and Private sectors. Using stratified random sampling technique, 270 Lecturers were selected from those Universities to participate in the study. The standardized test Principles of Adult Learning Scale (PALS) was adapted to suit the Nigerian situation and used for the study. There was also a Sit-in-Observation/Interview schedule. Findings revealed that the popular method of teaching used by Lecturers tended towards teacher-centered pedagogy. This is not in consonance with the principles of andragogy. The fact that a teaching background is not emphasized along with the stipulated Ph.D degree for Lecturers may be a contributory factor to the present state of affairs. It was therefore recommended that lecturers be encouraged to obtain a diploma in the art of working with adult learners and also focus more on getting the learners to be more self directing in learning.
Description
Scholarly articles
Keywords
Teaching methods , Tertiary level , Adult learners , Andragogy , Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Citation
Bakare, T.V. (2011). The Use of Teaching Methods and Styles in the Nigerian University System: the Curriculum Implications for Change. Journal of International Education Research (first quarter). Littleton, Colorado: The Clute Institute. 7(1), 89-98.