Time Management and the Adult Education Administrator
Strategies for Teaching Components of the Environment to Secondary School Students
Continuous Assessment Competencies of Senior Secondary Science and Mathematics Teachers in Anambra and Enugu States
Historical Perspective on the Development of Educational Evaluation
The teacher-made tests comprise all these tests constructed by classroom teachers individually or in groups for the assessment of their pupil's achievement in specific school subjects. Such tests assume various labels such as quizzes, mid-term tests, end-of-term/year examinations, examinations and the like. The tests also assume various forms since the teachers feel free to use any test item-type they deem suitable and convenient. The variations in label and form leads to lack of similarity in teacher- made tests with respect to length, timing, scoring pattern, item types and item quality.
Pedagogical Competency Deficiencies Among Social Science Teachers: Implications for Teacher Education in Nigeria
Content Validity of Junior Secondary School Certificate Social Studies Examinations in Anambra State: Implications for Curriculum Implementation and Continuous Assessment
This book is timely in its appearance in the educational arena. The alarming rate of increase in the number of out-of-school children calls for an immediate reaction by the government and all socially minded citizens of this great nation.
This paper is an attempt to analyze the behavioral orientations of protest groups, who appeared as part of the complex of phenomena that sprang from the processes of British contacts in her former West Africa dependencies.
Although the Anang, a numerous branch of the Ibibio-speaking peoples, have attracted attention in recent times for their artistic and agricultural skills, their history has remained largely ignored.
The study was done to predict the realisability or otherwise, of a recent recommendation of the Mathematical Association of Nigeria (MAN) that all the country's secondary schools should, within five years, change from traditional to modern mathematics.
There can be no society without man. In of , , 'persons and without these individual perso that man wants company and companionshi ,,-I!, . . . . . .* .,.. - .. . ... . .. to pim, if ne lives in sonruae. Hence, ne nee ,,,'-\ ,- solidarity and tenacity of purpose.
, Man is essentially an integrated whc regarded as integrated whole. Therefore, t . jntegrated whole, which promotes both tht This.chapter examines the place and natui behaviour and other societal problems in types of society and problems that affect the
:her words, the society is made up of the individual ns, there will be no society. In existence, the fact is (1 p. Man is not solitai :ds fellowship with t I ry and life becomes meaningless other men. He wants whblenkss;
)le since the individuals who make up the society are he society itself is also viewed as a corporate and : individual and collective aspirations of members. re of society considering the prevailing anti social Nigerian society today. It examines the nature and society as a whole.
The need for the series arose largely because of the yearning desire of both siaff and students of the College to have access to well researched course materials w:~ii-ti will address the course contents of the various programmes being currently run by the College. The idea of this task was mooted as far back as the 1998199 academic session but it became a reality during the tenure of the current Provost Dr. (Mrs.) P. N. Ndukwu who serio;sly heeded the call of the Appointments and Promotions Committee of the College Governing Council to embark on textlcourse writing and publication for the benefit of both staff and students of the College.
This present volume is therefore primarily written to enhance the teaching and learning of core courses in General Studies education. By and large, issues and topics, which bother on culture and civilization, education and morality, the nature of society, rights of man, problems ofpolitics and governance are comprehensively treated in chapters 1,2,3,4 and 5 respectively.
Chapters 6 and 7 examined the issues of political economy and the funtlamcntal lmblems of economic development in Nigeria. Similarly, Chapters 8,9, 10 & 1 1 took up in greater details an analytical overview of the twin issues of rhilosoplly and Kcligioil in :;aciely especially from the perspectives of the idea ,of God and the Universe and wiilliil the context of different world religions. Chapter 12 made a very good case for the place of moral education in our schools and gave copious recommendations on how the subject should be effectively taught in order to revive and sustain the moral tone of education in Nigeria. .
Issues taken up in chapters 13 and 14 include the place of Guidance and Counselling in promoting effective teaching and learning in Nigerian Schools and the need for proper orientation of students on the requirements of University course system, examination and other related practices. The strategic steps to be taken by students to prepare and pass examinations formed the basis of discussion in chapter 15 while chapter 16,examined the need for proper evaluation of teaching-learning situations bearing in mind the role of continuous assessment, measurement and evaluation in Nigeria's educational system.
Readings and General Studies Education Volume 1 (Humanities and Social Science)