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In Nigeria, in the early !960s, independence came along inevitable revaluations that did not spare the language with which the project of colonization was accomplished and sustained over many generations, a language that had also been bequeathed as a legacy. This questioning instituted ambivalence in thinking about English in Nigeria.
Some Indicators of Socio-economic status may not be Reliable and use of Indices with these Data could Worsen Equity.
The study reviews the proposed and implemented programs of social studies in Nigerian Primary and Secondary Schools, the purpose was to identify the primary cause(s) of the evident ineffectiveness of the program implementation strategies.
In the University of Nigeria up to 1975 Chemistry and Physics students were taught Elementary German together with language students. This arrangement was unsatisfactory for the number of reasons. The results of the science students obtained in the sessional Examinations were far lower than those of the language students and the failure rate was alarmingly high.
From her researches and personal experience, Professor Harbor-peters identified seven(7) major source of aversion in the learning of mathematics. She x-rayed the specific nature of each source with ample illustrations of their classroom manifestations. The discussion makes it clear whether learners fail mathematics due to lack of knowledge mastery or due to aversion arising from those sources.
1n Nigeria, the stipulated age f o r entry into the primary Schoctl is six years. T h i s infact is indicated i n the Nigerian National Eolicy on Education. (section 3, No 13, Pg. 12.). The most important reason for this must be maturation. !his is one of the psychological implications of the policy.
The cross-sectional survey design was utilized to determine the level of knowledge possessed by secondary school pupils regarding cancer in Onitsha Educational zone, by obtaining data from 2,618 students selected from 117 schools by systematic random sampling technique.
The success of the student teaching experience depends on the cooperating teacher but this success cannot be achieved if the master teachers do not know their responsibilities in this programme.
Widespread and growing poverty, unemployment, hunger, crime, and related crisis in African remain the single biggest embarrassment and challenge to the peoples of the continent, both at home and in Diaspora. African Heads of State and Government have come to the conclusion that it is time to rethink the continent’s development.
The quest to attain nationhood by a state composed of numerous socially independent and incompatible nationalities necessitated the introduction of Social Studies programme in Nigerian schools. The task of inculcating national consciousness, social tolerance and other desirable social values in all Nigerian Children as the panacea for nation building has been the responsibility of the Social Studies teachers. “This paper finds the teacher discordant and faults his key instructional evaluation technique; and advances evaluation strategies capapble of effecting the behavioural changes requisite for success in her nation building efforts.