British Journal of Education最新文献

{"title":"Exploration of Universal Basic Education Policy and its impact on Overall Education Quality of Schools in Nigeria","authors":"Ajibola Elisha Ojo, Arisekola Salman Azeez","doi":"10.37745/bje.2013/vol12n317","DOIUrl":"https://doi.org/10.37745/bje.2013/vol12n317","url":null,"abstract":"Universal Basic Education (UBE) programme was developed internally, although it is heavily influenced by global trends and developments in education. It is anticipated that its implementation will provide all Nigerians who are willing to learn with a top-notch basic education, as required by various international accords. Nevertheless, Nigeria is confronted with problems such a lack of resources, a lack of public awareness, an inadequate implementation of the new UBE curriculum, and low teacher motivation. These barriers continue to limit how effective the UBE policy may be. This study provided an important contribution to explore Universal Basic Education Policy and its impact on overall education quality of schools in Nigeria. More so, certain recommendations were made amongst others that cooperation between the School administration, Local Government, and parents is required to stop children from working and begging during school hours to reduce absenteeism.","PeriodicalId":513982,"journal":{"name":"British Journal of Education","volume":"127 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140276356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Communicative Approach in Developing the Oral Communicative Ability of Igbo L2 Learners at The Upper Basic Level in Ebonyi State, Nigeria","authors":"Nwakaego Nwigwe, N.O Obeka","doi":"10.37745/bje.2013/vol12n3815","DOIUrl":"https://doi.org/10.37745/bje.2013/vol12n3815","url":null,"abstract":"It has been observed that Igbo L2 curriculum has not been promoting the major objective assigned to it, namely, to inculcate in Igbo L2 learners’ communicative competence in Igbo language. This study investigated the effectiveness of communicative approach on oral communicative ability of Igbo L2 learners at the upper Basic level. The quasi-experimental research design involving non-randomized experimental research design. Two research questions and one null hypothesis guided the study. The sample for the study consisted of ninety (90) Jss II Igbo L2 learners drawn from two intact classes in Ebonyi Local Government Area of Ebonyi State. Igbo L2 learners were taught for six weeks (6) using the communicative approach. Mean and standard deviation were used to answer the research questions while t-test statistics was used to test the null hypothesis at 0.05 level of significance. The results revealed that L2 Igbo learners taught with communicative approach achieved higher in their communicative ability than those taught with conventional method. The study, therefore recommends that teachers of Igbo as a second language should adopt a communicative approach in teaching. They should combine dialogue, games, contests, role play and songs so as to motivate learners and make their lessons very interesting.","PeriodicalId":513982,"journal":{"name":"British Journal of Education","volume":"37 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140279939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Delving into Word and Print Awareness in 4-Year-Old Children","authors":"Isaak Papadopoulos, Maria-Eleni Bourogianni","doi":"10.37745/bje.2013/vol12n34154","DOIUrl":"https://doi.org/10.37745/bje.2013/vol12n34154","url":null,"abstract":"This research delves into the emergent literacy skills of preschool-aged children through a thorough examination using the Preschool Word and Print Awareness Examination (PWPA). A diverse sample of 45 typically developing children, aged between 3 years and 11 months to 5 years and 1 month, participated in the study. Rigorous screening criteria ensured a homogeneous and suitable sample for the emergent literacy enhancement program. The PWPA, aligned with Marie Clay's interactive literacy assessment paradigm, assessed children's word and print awareness through engaging exercises integrated into shared storybook reading routines. Results unveiled significant variability in individual and overall performance, providing nuanced insights into the developmental trajectories of emergent literacy skills. The study focused on two key components of the PWPA: Words in Print and Print Concepts, evaluated through carefully selected storybooks. Findings indicated challenges and strengths in children's ability to recognize written words and understand foundational print concepts, emphasizing the need for early intervention in addressing emerging literacy issues. The discussion highlighted potential applications of PWPA in literacy screening programs, individualized goal-setting, and intervention planning. This research contributes to the understanding of preschool children's emergent literacy skills, providing valuable insights for educators, speech-language pathologists, and researchers to foster proficient readers in early childhood.","PeriodicalId":513982,"journal":{"name":"British Journal of Education","volume":"919 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140273167","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assessment of Levels of Bi-Literacy Among Bilingual Learners at The Middle-Basic Education: The Case of Abia and Nassarawa States of Nigeria","authors":"U. Ikonne, Obioma Bibian Enwere","doi":"10.37745/bje.2013/vol12n15972","DOIUrl":"https://doi.org/10.37745/bje.2013/vol12n15972","url":null,"abstract":"Going by the language provisions of the National Policy on Education (NPE), every Nigerian child in school is bilingual. Bilingual in the sense that the NPE provides for mother tongue (MT) or Language of the immediate environment/community (LIE/LIC) medium of instruction at the first three years of primary education otherwise called the Early Basic and transition into the English medium from primary 4 (The Middle Basic). The implication is that at the early basic, both the MT or the LIE/LIC as a subject and the other content subjects would be taught in the prescribed medium of MT/LIE while English studies would be taught in English medium and conversely at the Middle Basic where English is the medium except for MT/LE as a subject. Some of the basic skills targeted at the primary education level are functional literacy and numeracy skills. Literacy, simply is defined as the ability to read and write in a given language. The purpose of this study is to ascertain whether the bilingual pupils in Abia and Nasarawa states of Nigeria are also achieved bi-literacy, (that is acquire literacy skill in both the Ìgbò/English and Hausa/English) respectively. It also sought to compare the learners’ level of literacy between Ìgbò and English and Hausa and English respectively, between male and female bilinguals and between Abia and Nasarawa bilinguals. Three research questions and three hypotheses guided the study. The population of the study was purposively the grade 5 Middle Basic while sample of 302 pupils (121 from Abia and 181 from Nasarawa states) were randomly selected from 5 primary schools proportionately selected in Aba North LGA of Abia State and Akwanga LGA of Nasarawa state respectively. Data was collected through researchers- constructed tests titled, Bi-literacy Reading and Writing Test (BRWT) comprising simple comprehension passages in English and its equivalents in Ìgbò and Hausa languages as well as translation exercises from English sentences into Ìgbò and Hausa respectively. The instrument had face and content validity. Data was analyzed using Mean and Standard Deviation for the research questions. Hypotheses1was tested with paired t-test while hypotheses 2 and 3 were tested using MANOVA. Findings include: both the bilingual Basic 5 pupils in Abia and Nasarawa states are bi-literate in their MT and English. There is a significant statistical difference in the biliteracy levels of bilingual Basic 5 pupils in Igbo/English and Hausa/English respectively. Hence, Abia bilinguals are more literate in English than in Igbo while the Nasarawa bilinguals are more literate in Hausa than in the English language. There is no significant statistical biliteracy difference between male and female Abia and Nasarawa bilingual Basic 5 pupils, the difference in their Mean scores is negligible. Finaly, there is a statistically significant biliteracy difference between the Abia Basic 5 bilinguals and their Nasarawa counterparts with the Abia bilinguals found more","PeriodicalId":513982,"journal":{"name":"British Journal of Education","volume":"49 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139437385","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Gratuité de l’éducation de base dans les écoles primaires publiques en République Démocratique du Congo : « Etat de lieu, défis, effets et perspectives","authors":"Philippe Bila Menda, Jeannine Mayimbi Ditsidi","doi":"10.37745/bje.2013/vol12n2122","DOIUrl":"https://doi.org/10.37745/bje.2013/vol12n2122","url":null,"abstract":"Cette étude analyse la réforme de la gratuité de l’éducation de base dans les écoles de la République Démocratique du Congo (RDC). Elle relève les défis et évalue les effets de la gratuité de l’éducation en RDC. A l’issue de l’analyse et discussion des résultats, l’étude a abouti aux résultats suivants : la grande majorité (97,5%) des enseignants est au courant de la décision du Gouvernement de la RDC sur l’application de la gratuité de l’Enseignement primaire dans les écoles primaires publiques. La gratuité appliquée dans leurs écoles favorise l’accès de tous les enfants à l’école (62,5%) car beaucoup d’enfants ont regagné le chemin de l’école. La gratuité a diminué la charge des parents dans les frais à payer à l’école (97,5%). Certains frais ne sont plus payés par les parents notamment : les frais de contrôle des dossiers des finalistes ; les frais d’organisation matérielle des examens; les frais des uniformes scolaires ; les frais d'inscription, de réinscription ou de confirmation d'inscription ; les frais d'évaluation interne; les frais d'admission en classe supérieure ; les frais de suivi de la passation des épreuves de fin de cycle ; les frais de motivation des enseignants ; les frais de motivation des enseignants et les frais de transport des enseignants. En outre, la réforme de la gratuité de l’éducation de base présente plusieurs défis en RDC. Ces défis sont à trois niveaux. Ils sont liés à l’élève, à l’enseignant et aux parents. Les résultats de l’analyse quantitative ont montré que la moyenne du nombre de livre avant la gratuité était de 19 livres tandis qu’après la gratuité la moyenne est de 22 livres pour une classe. C’est-à-dire qu’il y a eu plus de livres après la gratuité d’avant. La moyenne de nombre de classes, avant la gratuité était de 1 classe alors qu’après la gratuité, les écoles sont passées de 1 à 2 classes parelles. Le nombre d’enseignants a aussi doublé après la gratuité. La moyenne du nombre des élèves est passée de 38 à 78 élèves pour une classe. En plus, la moyenne de réussite a baissé ; elle est passée de 69% à 66,8% après la gratuité. Les différences observées dans le nombre de livres (t= -0,993 ; p=0,350), nombre de classes (t= -0,894 ; p=0,397), nombre d’enseignants (t=-0,894 ; p=0,397) et la moyenne de réussite (t=0,446 ; p=0,667) ne sont pas significatives. Cependant, la différence observée dans le nombre d’élèves (t=-5,864 ; p=0,000) est significative.","PeriodicalId":513982,"journal":{"name":"British Journal of Education","volume":" 92","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139621102","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Use of Mother Tongue in Communicating Mathematics: Implication for Teaching and Learning of Mathematics","authors":"Uwase Uwase Esuong, Ofonime Friday Udo, Item Asuquo Effiong","doi":"10.37745/bje.2013/vol12n24551","DOIUrl":"https://doi.org/10.37745/bje.2013/vol12n24551","url":null,"abstract":"Mathematics as a school subject is designed to solve the everyday problem created by human activities; these problems are domesticated in the different cultures of man all over the world. However, the performance of students keeps dwindling due to the westernize approach of teaching and learning mathematics. In other to solve this precarious situation this paper advocated the use of mother tongue in the teaching of mathematics. Mother tongue approach here refers to first-language education as a medium of instruction. The use of mother tongue in the teaching and learning of mathematics is meant to address the high functional illiteracy of Nigeria where language plays a significant factor. Using mother tongue to teach the basic concepts of numbers, operations and other concepts of mathematics helps build a strong foundation for the understanding and learning of higher mathematics. This approach is effective not only in getting the interest of students in the lesson but as a springboard in teaching new mathematical concepts, principles and in deepening student understanding on how mathematical operations or processes work. The mother tongue concepts of teaching and learning mathematics in this work shall be based on the following sub-topics: Numeration/Counting System, Basic Arithmetic Operations, Rhymes and Geometric Concepts. The paper completely reduced the Eurocentric mathematics beliefs of students and make them discover how best mathematics can be learning from their mother tongue. The paper recommended amongst others that teachers of mathematics should adopt the use of mother tongue in teaching mathematics in order to improve students understanding of the subject.","PeriodicalId":513982,"journal":{"name":"British Journal of Education","volume":" 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139623214","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Competencies Required by Administrative Office Managers in the Utilization of Electronic Records in Tertiary Institutions in Taraba State, Nigeria","authors":"Joseph Ibrahim, Benedette E. Okoli, Augustina C. Anyigor-Ogah, Daniel Jonah","doi":"10.37745/bje.2013/vol12n25262","DOIUrl":"https://doi.org/10.37745/bje.2013/vol12n25262","url":null,"abstract":"The study examined competencies required by administrative office managers in the utilization of electronic records in tertiary institutions in Taraba State, Nigeria. The study adopted survey research design. The population for the study comprised 901 (males 659 and females 242) administrative office managers in nine (9) tertiary institutions located in Taraba State. The sample size of the study was 277, determined using Yaro Yamane’s formula. The instrument for data collection was a 4-point rating scale structured questionnaire titled “Questionnaire on Competencies Required by Administrative Office Managers in the Utilization of Electronic Records (QOMCUER). The instrument was validated by three experts and was subjected to internal reliability testing using Cronbach Alpha reliability coefficient and it produced an overall reliability index obtained of 0.85. Findings indicated that word-processing and cloud storage competencies are required by administrative managers in the utilization of electronic records. Results of the hypotheses testing revealed that there is no significant difference in the mean ratings of male and female administrative office managers in tertiary institutions on word-processing competencies required in the utilization of electronic records. Furthermore, there is no significant difference in the mean ratings of administrative office managers in urban and rural areas in tertiary institutions on cloud storage competencies required in the utilization of electronic records. The implication of the findings will be useful to office managers in times of creation and storage of records in tertiary institution. It was recommended that tertiary institutions that employ administrative office managers should organize seminars and workshops to provide competency training in word-processing and cloud storage to enable them handle electronic records in any office they find themselves.","PeriodicalId":513982,"journal":{"name":"British Journal of Education","volume":" 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139622847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assessment of Economic Opportunities Available to Vocational and Technical Education Programmes for Sustainable Local Content Policy in The Oil and Gas Sector in Bayelsa State Nigeria","authors":"Akunama Idiseimokumo Akubos, Rosemary Ebiere Wariowei","doi":"10.37745/bje.2013/vol12n15058","DOIUrl":"https://doi.org/10.37745/bje.2013/vol12n15058","url":null,"abstract":"The study assessed economic opportunities available to vocational and technical education programmes for sustainable local content policy in the oil and gas sector in Bayelsa State, Nigeria. A descriptive survey design was adopted for the study. Two (2) research objectives were formulated to guide the study. The population of the study comprised of all stakeholders in vocational and technical education and oil and gas sector in Bayelsa State. A sample of 230 respondents (180 lecturers from the vocational and technical education in the three tertiary institutions in Bayelsa State and 50 staff of Nigerian Content Monitoring and Development Board from the corporate headquarters). The instrument for data collection was an “Assessment of Economic Opportunities Available to Vocational and Technical Education Programmes Questionnaire” which was developed by researchers and validated by experts. The reliability of the instrument was established using Cronbach Alpha Formula and a coefficient of 0.87 was obtained. The research questions were answered using mean and standard deviation via Statistical Package for Social Science (SPSS) version 26. The findings revealed that lack of adequate local skills and expertise, Limited access to financing for local businesses, insufficient support and incentives for local businesses, limited infrastructure (power, transportation, etc.), poor enforcement of the policy regulations, insufficient efforts to provide training and capacity building programs to enhance local skills and capabilities, lack of information about available opportunities, limited access to networks or partnerships with larger corporations, stringent qualification criteria and regulatory and bureaucratic hurdles are major the challenges inhibiting the implementation of Local content policy in Bayelsa State. It was recommended that The Nigeria Content Monitoring and Development Board should continue to sponsor vocational and technical based programmes that will create the required awareness on the need for indigenous domination of the Oil and Gas Industry.","PeriodicalId":513982,"journal":{"name":"British Journal of Education","volume":"41 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139437136","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Influence of School Variables On the Academic Performance of Senior Secondary Students in Aba Education Zone, Abia State","authors":"Onyinyechi Chukwu, U. Ikonne","doi":"10.37745/bje.2013/vol12n17385","DOIUrl":"https://doi.org/10.37745/bje.2013/vol12n17385","url":null,"abstract":"The study investigated the influence of school variables on the academic performance of senior secondary school students in Aba Education Zone, Abia State. Two research questions were posed and two hypotheses formulated. The study adopted descriptive survey research design. The population consisted of the entire senior secondary two (SS2) students in all the senior secondary schools in nine Local Government Areas in Aba Education Zone in 2021/2022 session. The sample was drawn using multi-stage sampling approach. First, four LGAs were randomly selected from the nine existing LGAs in Aba Education Zone. Secondly, one senior secondary school was randomly selected from each of the four LGAs. Finally, 45 SS2 students from each of the sampled schools were purposively selected for the study. The total sample size was 180 respondents. The instruments for data collection were self-made questionnaire titled “School Variables and Students Academic Performance Questionnaire (SVSAPQ) and Academic Performance Questionnaire (APQ). Reliability coefficient of 0.86 and 0.87 were obtained respectively for SVSAPQ and APQ using Cronbach Alpha Statistics. To achieve the objectives of the study, the research questions were answered using mean and standard deviation and the hypotheses tested at .05 significant levels using independent t-test. The findings revealed that there is a significant influence of school environment and school climate on academic performance among senior secondary school students in Aba Education Zone of Abia State. Based on the findings, it was concluded that good physical school environment and healthy school climate enhance academic performance of students. Based on the conclusion, it was recommended that; Government should ensure that schools are sited in environments that are accessible, secure and large enough to accommodate buildings and all other facilities the learners may require for effective teaching/learning activities. The school administrators and teachers should see that the school climate is toxic-free, friendly, natural and calm enough to get students relaxed for effective academic work. Toxic atmosphere and bullying must be checked and eradicated to facilitate students’ adjustment to school work.","PeriodicalId":513982,"journal":{"name":"British Journal of Education","volume":"47 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139437447","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Location-based Services in Smart Education: An Example of Augmented Teaching and Learning Advancement System","authors":"Xiaojing Song","doi":"10.37745/bje.2013/vol12n14149","DOIUrl":"https://doi.org/10.37745/bje.2013/vol12n14149","url":null,"abstract":"Location-based services in the Smart City development have been used frequently by citizens which open up a new dimension to people’s lives (Kohne & Sieck, 2014; Komninos, 2018). Location-based services are used for routing, marketing, education, emergency, and e-commerce, and there is an increasing need and demand for the applications of Smart City (Adams et al., 2003). This paper looks into one of the wireless communication technologies in location-based services i.e., Bluetooth Low Energy/iBeacon, and a case study of the “Augmented Teaching and Learning Advancement System (ATLAS)” developed by the Hong Kong Polytechnic University for teaching and learning purposes; and then demonstrates a case of using location-based services for navigation aid to visually impaired students in the Smart Campus development and future applications in relation to the developments of Smart City.","PeriodicalId":513982,"journal":{"name":"British Journal of Education","volume":"45 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139437501","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}