ANALYSIS OF GENDER ROLE MISCONCEPTION ON SOCIAL STUDIES TEXTBOOKS IN PLATEAU STATE

¹I. D. Abubakar, ²Agbo, Eunice Oada & ³Gana, Deborah Rekiya

¹Department of Arts and Social Science Education, Ahmadu Bello University, Zaria

²Department of Educational Foundations, Faculty of Education, University of Abuja

³Centre for Gender Security Studies and Youth Advancement, University of Abuja

ABSTRACT

Despite the laudable expectations from Social Studies, recent researches on its textbooks seem to suggest and present a dismal picture of women’s place in history. It has been observed that in most social studies literatures (textbooks) the roles of females were omitted while male were more visible which the thrust of this study is. The study looks at how the gender roles relate to the family, community and the country is represented in the social studies textbooks in Plateau state. The study used the Statistical Package for Social Sciences version 21 (SPSS 21) in analysing the quantitative aspect of the data while one way ANOVA was used to establish whether there is or there is no significant difference exists in gender role misconception and stereotypes among teachers based on their years of teaching experience, location differences, educational qualifications and gender. At the end of the research, the study revealed that there is no significant difference in mean score for gender role misconception and stereotype of the teachers on the basis of their years of teaching experience and educational qualifications while there are significant differences in mean score for gender role misconception and stereotype of the teachers on the basis of their school location differences and gender affiliation. The result of the teachers based on teaching experience and educational qualifications was revealed to be 0.003 and 0.007 respectively which is less than the significant of 0.05 as established by the study while the teachers misconception based on school location differences and gender affiliation, the study revealed the mean score of 0.450 and 0.894 respectively which were more than 0.05 significance level of the study which implies that teacher’ years of teaching experience and educational qualifications do not have any effect on their views regarding gender roles misconceptions in the contents of primary school Social Studies textbooks.  As a result of these findings, the following recommendations were given. The new concepts of masculinity and femininity should be allowed to encourage both females and males to freely develop their potentials and personalities;  males should feel their masculine side in caring for their family members and sharing housework while females should be encouraged to strive for high social positions; there should be elimination of Confucian ideologies which downplay females as well as constructing females; and as the Nigerian society is changing, its natural law that set backward attitudes toward women should be discarded and replaced by progressive ones.

Key Words: Gender Role, Misconception

ASSESSMENT OF TERTIARY EDUCATION TRUST FUND INTERVENTION (TETFUND) IN KWARA STATE POLYTECHNIC ILORIN, NIGERIA

¹Amin Amin, Babaita Tunde Abdulkareem²,  Olowookere Abdulrazaq Olayinka³ & Abioye Wasiu Olatunji⁴

¹Department of Politics and Governance, Kwara State University Malete

²Department of Public Administration, Kwara State Polytechnic, Ilorin

³Department of Public Administration, Kwara State Polytechnic, Ilorin

⁴Department of Political Science, University of Ilorin

ABSTRACT

The paper traced the historical background of Kwara State Polytechnic Ilorin. It examined the source of tetfund funding, impact and challenges of Tetfund in Kwara State Polytechnic Iilorin. The study relied on both primary and secondary data. Management by Objectives (MBO) propounded by Peter F. Drucker was adopted. Finding from the paper showed that Tetfund receive her running cost only through taxes. The 3% out of company’s profit across the country goes to Tetfund through the Federal Inland Revenue. Project intervention, staff training and development intervention and library intervention were the activities executed in Kwara State Polytechnic. Tetfund is confronted with the strategy of lowest bidder and withdrawal of State Government from her responsibilities in educational sector. The paper recommended that tetfund should intensify effort on monitoring and evaluation, there should be more focus on staff training and development and strategy of lowest bidder should be avoided.

Key words: Education, Intervention, Institution, Tax Number of Words134

EVALUATION OF HUMAN AND MATERIAL RESOURCES AVAILABILITY FOR TEACHING AND CONDUCT OF PRACTICAL CHEMISTRY IN SECONDARY SCHOOLS, ITS IMPLICATIONS ON NATIONAL DEVELOPMENT. A CASE STUDY OF IGALAMELA/ODOLU LOCAL GOVERNMENT AREA, KOGI STATE

Akor Joy Ajanigo; Egwu S. A. & Omeiza F.

Department of Integrated Science, Kogi State College of Education, Ankpa

Department of Chemistry, Kogi State University, Anyigba

Department of Chemistry, Kogi State College of Education, Ankpa

ABSTRACT

This paper evaluated the availability of human and material resources for the teaching and conduct of practical chemistry in secondary school in Igalamela/Odolu local government area of Kogi State and its implication on national development. The sample comprised of ten (10) randomly sampled schools, 20 chemistry teachers and 20 laboratory assistants. That is 4 respondents (2 chemistry teachers and 2 laboratory assistant). Questionnaires, observation and interview methods were tools used to for data collection. Frequency and simple percentage were used to analyze the data collected. It was found that the secondary schools used for this study have adequate teaching aids, textbooks and good classroom for teaching, but qualified teachers, qualified laboratory assistants, well equipped laboratory regular running water and constant electricity supply was discovered lacking. The implication of this on National development were discussed among others. The follow recommendations were made; government should make found available for equipping chemistry laboratories, regular running water and constant electricity supply, employ qualified chemistry laboratory assistance into our secondary schools in such areas

TEACHERS’ COMMITMENT, PEDAGOGICAL CONTENT KNOWLEDGE AND ACHIEVEMENT IN ENGLISH GRAMMAR AMONG PUBLIC SENIOR SECONDARY STUDENTS IN EKITI STATE, NIGERIA

Alonge, Sunday, Obadare Felicia Tomi& Deji Afuye Oladunni

College of Education, Ikere-Ekiti, Ekiti State, Nigeria

Email: ismegbenga@gmail.com

ABSTRACT

English grammar is an important aspect of English Language. Proficiency in it is indispensable for fluency in communication, However, despite several work on effective strategies of teaching English grammar and student-related factors in secondary schools in Ekiti state, Nigeria, report have shown deficiencies of student in English grammar which accounts for their poor expressive skills. This study, therefore, was carried out to investigate teacher commitment and pedagogical content knowledge as predicators of senior secondary students’ achievement in English grammar in Ekiti state, Nigeria. The study involved one thousand five hundred senior secondary school two students and thirty English teachers randomly selected from thirty secondary schools out of sixty secondary schools in Ekiti south senatorial districts.  Questionnaires were distributed to teachers to determine their level of commitment to English grammar classroom teaching, Also teacher pedagogical content rating scale were administered by the researcher to determine the teachers subject mastery and curricular knowledge. Students were also subjected to English grammar achievement test to find out the effect of teacher commitment and pedagogical content knowledge on the achievement of student in English grammar. It was therefore concluded that Teacher commitment and pedagogical content knowledge influenced students’ achievement in English grammar in Ekiti State, Nigeria. Teachers of English Language should improve on these teacher-related factors for improved achievement of students in English grammar.

Key words: Teacher commitment, Pedagogical content knowledge, oral and written communication, Achievement in English grammar.