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ILSHS > ILSHS Volume 15 > Nigerian Child Learning Styles: A Teaching...
Nigerian Child Learning Styles: A Teaching Strategy for Achieving Effective Education in Nigeria
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Nigerian Child Learning Styles: A Teaching Strategy for Achieving Effective Education in Nigeria

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Abstract:

This study investigated the Nigerian child learning styles as a teaching strategy for achieving effective education in Nigeria. It was a survey design carried out in 258 public secondary schools in Anambra State. Respondents were made up of 1000 classroom teachers drawn through simple random sampling. Four research questions guided the study. A four-point scale questionnaire containing 28 items, validated by experts in Educational administration/supervision and Educational psychology was used for data collection. Data analysis was done using frequency distribution tables and mean scores. The findings revealed that secondary school teachers in Nigeria possess characteristics of good teaching to a high extent, eight learning styles for effective teaching were identified. The identified learning styles were applied to a low extent and five constraints responsible for the low application were also identified. Recommendations were made included that regular seminars and workshops should be organized to up-date these teachers, especially on the areas of learning styles and their effective application to encourage learners centred education.

Info:

Periodical:
International Letters of Social and Humanistic Sciences (Volume 15)
Pages:
40-48
DOI:
https://doi.org/10.18052/www.scipress.com/ILSHS.15.40
Citation:
M. N. Modebelu and F.K. Igwebuike, "Nigerian Child Learning Styles: A Teaching Strategy for Achieving Effective Education in Nigeria", International Letters of Social and Humanistic Sciences, Vol. 15, pp. 40-48, 2014
Online since:
October 2013
Authors:
Melody Ndidi Modebelu, F.K. Igwebuike
Keywords:
Education, Effective Education, Learning Styles, Nigerian Child, Teaching Strategy
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Distribution:
Open Access

Creative Commons License
This work is licensed under a
Creative Commons Attribution 4.0 International License

References:

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