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Akindele Matthew Ige 《Early Childhood Education Journal》2011,39(2):161-167
Early childhood is a critical period of rapid physical, cognitive, and psycho-social development of a child. The quality of
care and education which a child receives at this crucial age will determine to a great extent the level of his/her physical
and cognitive development in the future. In Nigeria, Early Childhood Care, Development and Education (ECCDE) is an aspect
of Universal Basic Education which was introduced in 1999 to increase the access of children to basic education and improve
the state of education in the country. While all hands are on deck to ensure successful implementation and achievement of
the objectives of the scheme, it is unfortunate that ECCDE is facing some challenges thus making it unrecognized in Nigeria.
This paper examines the challenges of early childhood education in Nigeria. To improve the situation, the following measures
are recommended: establishment of more public crèche, kindergarten, and nursery schools by the government; enforcement of
the use of mother tongue in the teaching of children; training more personnel in the field of early childhood education in
tertiary institutions; and introducing unified curriculum as well as providing more infrastructures. 相似文献
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Isaac Olugbenga Ajala Christianah Oluwafunmilayo Aderinto 《Cataloging & classification quarterly》2013,51(1):33-41
This study examines use of the card catalogue by staff and undergraduate and postgraduate students of Ladoke Akintola University of Technology, Ogbomoso, Oyo state, Nigeria. The population sample was comprised of 1,200 library users randomly selected from 13,592 registered library users at the Ladoke Akintola University of Technology, Ogbomoso. Results from questionnaires established that the library card catalogue was underutilized by the undergraduate students (44%), but more heavily used by postgraduate students (78%), academic staff (74%), and administrative staff (66%). Recommendations are suggested to improve catalogue use in the library. 相似文献
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Abstract The attitudes of faculty members from four universities toward teaching, research and the associated reward system were studied through questionnaires. The survey generated 302 responses (i.e. 76.8% response rate) from two agricultural universities as well as two faculties of agriculture. Principal component analysis shows that attitudes toward teaching and research are multifaceted. Faculty members believe that teaching and research are mutually supportive, and represent the basic mission of the universities; the reward system influences teaching staff's participation in research, while both teaching and research offer satisfaction. Teaching and research are incompatible but have a positive affect on teaching. However, t-test analyses show that the faculty differ in the strength of their attitudes due to institutional affiliations and personal characteristics (such as gender, tenure, and rank). 相似文献
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Akindele Matthew Ige 《Education 3-13》2013,41(6):637-647
Inspite of the fact that primary education forms the foundation on which education at the secondary and tertiary levels rests, the issue of poverty is undermining its roles in Nigeria. In this paper, this issue of poverty of primary education was examined, from the perspectives of its history, scope, indicators, in terms of inadequacy of resource inputs (i.e. funds, facilities, and teachers), narrow curriculum, and limited access. The effects of the poverty, particularly on the other education levels as well as the economy on which it depends for fund, were also examined. To eradicate/alleviate the poverty and enhance the status of primary education in the country, allocation of more funds to the education sector and primary education, recruitment of more teachers, provision of more infrastructural facilities in primary schools, among other suggestions were made. 相似文献
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O. A. Adedayo 《Educational Studies in Mathematics》1998,37(1):83-91
In order to investigate the effect of methods of teaching on achievement in mathematics of first year National Certificate
of Education (NCE) students in Nigeria, a sample of 165 students comprising 71 males and 94 females, was exposed to three
methods of teaching in a second semester basic mathematics course. The three methods were the traditional lecture method,
interactive method with individual use of materials and interactive method with group use of materials. Analysis of covariance
showed a significant interactive effect of gender and method of teaching on student achievement. Further analysis showed that
the use of interactive methods with group use of materials favoured males while interactive method with individual use of
materials favoured females. Implications of the results for teaching of tertiary mathematics are discussed.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
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Olugbenga Jelil Ladebo Olalekan Jacob Olaoye Comfort Oyekale Adamu 《The Journal of Agricultural Education and Extension》2013,19(3):249-263
Abstract This study proposes relationships between job satisfaction, affective commitment (organization, supervisor and workgroup), and exchange relations with supervisor, organization and workgroup members among extension personnel. Perceived self-esteem (SE) is hypothesized to moderate relations between the social exchange foci and the corresponding commitment foci and global job satisfaction. One hundred and fifty-six extension personnel (i.e. 93.41% responses) from Ogun State Agricultural Development Programme in Southwest Nigeria provided the useable data for this study. The results of the multiple moderated regression analyses indicate that there are positive relations between job satisfaction and SE (β =0.30, p <0.0001), and relations with organization (β =0.62, p <0.0001). There are positive relations between SE and organizational commitment (β =0.58, p <0.0001), supervisor commitment (β =0.28, p <0.0001), and workgroup commitment (β =0.33, p <0.0001). The notion of most salient foci having the strongest effect on an individual's behavior received mixed support in this study. There is independence between workgroup commitment and relations with workgroup members (β =0.01, ns). The hypothesized moderating effect of SE on the predictors-criterions linkages is not supported by the results. The implications of the results are discussed. 相似文献