The Use of Teaching Methods and Styles in the Nigerian University System: The Curriculum and Policy Implications for Change

Autor/in	Bakare, Tewo V.
Titel	The Use of Teaching Methods and Styles in the Nigerian University System: The Curriculum and Policy Implications for Change
Quelle	In: Journal of International Education Research, 7 (2011) 1, S.89-98 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-0979
Schlagwörter	Andragogy; Standardized Tests; Adult Learning; Foreign Countries; Sampling; Teaching Methods; Teaching Styles; Outcomes of Education; Undergraduate Study; College Faculty; Teacher Attitudes; Doctoral Degrees; Teacher Qualifications; Independent Study; Educational Change; Educational Policy; Nigeria + Suchen Sie Ihr Suchwort? Andragogics; Andragogik; Standadised tests; Standardisierter Test; Adulte education; Adult training; Erwachsenenbildung; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstil; Unterrichtsstil; Lernleistung; Schulerfolg; Grundstudium; Fakultät; Lehrerverhalten; Doctoral degree; Doktorgrad; Lehrqualifikation; Selbststudium; Bildungsreform; Politics of education; Bildungspolitik
Abstract	Teaching methods at the University level are supposed to emanate from the Nigerian National Policy on Education and stated curriculum, which have been found to affect learning outcomes significantly. This study surveyed popular teaching methods at the undergraduate level in Universities within the South-West geo-political zone of Nigeria. Six universities were used for the study with two federally owned, two state owned, and two privately owned. The sampling technique used was stratified random sampling with 270 lecturers at the undergraduate level participated in the study. The standardized test Principles of Adult Learning Scale (PALS) was adapted to suit the Nigerian situation and used for the study. A sit-in-observation/interview schedule method was used. The findings revealed that the most common method of teaching used by lecturers tended towards teacher-centered pedagogy. This is not in consonance with the principles of andragogy. The fact that a teaching background is not emphasized along with the stipulated Ph.D. degree for lecturers may be a contributory factor to the present state of affairs. It was therefore recommended that lecturers be encouraged to obtain a diploma in the art of teaching and focus more on getting the learners to be more self directing in learning. (Contains 5 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10