RE- G OF TEACHERS FOR EFFECTIVE STUDENTS SKILLS ACQUISITION IN SECONDARY SCHOOLS IN NIGERIA TRAININ
TABLE OF CONTENTS
Title Page i
Approval Page iii
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Inroduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Education plays a critical role in the development and success of individuals and societies. In Nigeria, like many other countries, secondary education serves as a foundation for students’ future academic and professional endeavors. The effectiveness of secondary education largely depends on the quality of teaching and the acquisition of essential skills by students. Thus, this abstract focuses on the need to reevaluate and enhance teacher training programs in Nigerian secondary schools to promote effective student skills acquisition.
This study recognizes the challenges faced by secondary school teachers in Nigeria, such as large class sizes, limited resources, and outdated teaching methods. These challenges often hinder teachers’ ability to engage students effectively and facilitate the acquisition of essential skills, including critical thinking, problem-solving, collaboration, and communication. To address these issues, it is crucial to undertake a comprehensive reevaluation of teacher training programs.
The proposed research aims to identify key areas for improvement in teacher training, focusing on pedagogical techniques, subject knowledge, and classroom management strategies. By enhancing these aspects, teachers can create a conducive learning environment that fosters active student participation and skills development. Additionally, the research will explore the integration of technology in teaching and learning processes, as digital literacy is becoming increasingly important in the modern world.
To achieve these objectives, a mixed-methods research design will be employed, involving surveys, interviews, and classroom observations. The study will collaborate with a diverse range of secondary schools across Nigeria, ensuring a representative sample to generate reliable and valid findings.
The anticipated outcomes of this research include the development of evidence-based recommendations for improving teacher training programs in Nigerian secondary schools. These recommendations will address the specific needs of teachers, such as professional development opportunities, mentoring programs, and access to up-to-date teaching resources. By implementing these recommendations, it is expected that teachers will become better equipped to foster effective student skills acquisition, ultimately enhancing the overall quality of secondary education in Nigeria.
In conclusion, this research seeks to address the challenges faced by teachers in Nigerian secondary schools and provide recommendations to enhance teacher training programs. By focusing on pedagogical techniques, subject knowledge, classroom management, and the integration of technology, this study aims to improve the quality of education and facilitate effective student skills acquisition in the Nigerian context.
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