Lonaka Journal of Learning and Teaching

EDITORIAL

Boitumelo Tiny Ramoroka — Fri, 06 Dec 2024 10:03:02 +0000

ASSESSMENT OF PRE-SERVICE TEACHERS CLASSROOM TEACHING READINESS IN ILORIN KWARA STATE, NIGERIA

Mayowa Olurotimi Ogunjimi, Muideen Ayomide Atoba, Akeem Opeyemi Raheem — Fri, 06 Dec 2024 10:18:03 +0000

In the realm of education, the efficacy of classroom teaching is inexorably linked to the preparedness and readiness of pre-service teachers. Hence, this study assess the classroom teaching readiness of pre-service teachers in Ilorin, Kwara State, Nigeria. Using a descriptive survey method, the study involved 309 final-year education students from three universities in Ilorin. A self-constructed questionnaire titled: “Questionnaire on Classroom Teaching Readiness of Pre-Service Teachers (QCTRPT)” was used to collect data. The instrument was validated by Teachers' Education programme experts, and the Cronbach Alpha reliability estimate yielded an index of 0.84. The data was analyzed using frequency count, percentage, mean, and standard deviation to answer the research questions while the research hypotheses were tested with t-test and Analysis of Variance. It was revealed that pre-service teachers had a high level of pedagogical content knowledge (51.1%), a high level of classroom management skills (75.1%), and a high knowledge level of instructional strategies (75.4%). Also, it was revealed that the classroom teaching readiness of pre-service teachers does not depend on gender and institutional type (p>0.05). Recommendations include the emphasis on sustaining the high level of classroom teaching readiness through active learning strategies in teachers education programme, structured mentorship programs, and reflective practices to further enhance teaching readiness.

PEDAGOGICAL READINESS AND PRE-SERVICE SOCIAL STUDIES AND CIVIC EDUCATION TEACHERS TEACHING PRACTICE EXPERIENCE IN OGUN STATE

Zabur Olayiwola Soluade, Samuel Olayinka Idowu, Olapeju M Rosenje — Fri, 06 Dec 2024 10:11:36 +0000

^{This study examined the pedagogical readiness of teachers in training on their teaching practice experience. The study set out to assess the pedagogical readiness of pre-service teachers in terms of knowledge acquisition, lesson notes writing skills, method of teaching skills and handling of instructional materials before their teaching practice. The study employed descriptive survey research design. Seventy six (76) pre-service teachers were selected to form the sample for the study using stratified sampling technique. Data Collected through structured questionnaire were analysed using descriptive statistics. Findings showed that pre-service teachers possessed average skills of writing lesson notes; pre-service teachers were not taught with different teaching strategies by their lecturers; they have not been exposed to proper handling of teaching aids and they possessed average knowledge of what they are to teach before their teaching practice experience. It was concluded that lecturers do not expose the students to enough micro-teaching before their teaching practice. Based on the findings, it was recommended that pre-service teachers should be exposed to skills of writing lesson notes; lecturers should use different teaching strategies to teach the students and all teachers in training must undergo micro-teaching before their teaching practice experience.}

THE KNOWLEDGE, ATTITUDE, PRACTICE AND STRESSORS OF MEDICO-LEGAL ISSUES AMONG MEDICAL STUDENTS, MEDICAL OFFICERS AND RESIDENTS: THE BOTSWANA EXPERIENCE

Fri, 06 Dec 2024 00:00:00 +0000

Patients expect health professionals to be proficient and accountable in their clinical practice including applying medico-legal principles. The knowledge, attitude, practice, and stressors related to medico-legal issues among medical students (MSs), medical officers (MOs), and residents have not been investigated in Botswana. A cross-sectional quantitative study was conducted. An online questionnaire was used to collect data on demographics, knowledge, attitude, practice and common stressors in medico-legal matters. Data were summarized and analyzed to demonstrate significant differences between study groups. All levels of MOs (including Medical Officer interns) and residents, and MSs at the end of their first and third clinical years at the Princess Marina Hospital were invited to participate in this study. The overall response rate was 54.9%. The 191 study participants included: 41.9% MSs, 23.0% MOs, and 35.1% residents. Males contributed 52.9% and females 47.1%. Knowledge of ‘dual loyalty’ conflicts and agencies who handle medico-legal issues was limited. In most cases, residents reported significantly higher levels of knowledge than MOs and MSs. There were no significant differences between the groups in the attitude items related to the medico-legal practice. Residents and MOs reported more frequent practice than MSs and, in several cases, significantly so; one exception being that residents report their medical errors significantly less often than MOs and MSs. Fear of legal consequences and lack or inadequacy of knowledge of medico-legal matters and policies were reported as the most important stressors, though not significantly different between the groups. The three groups reported reasonable levels of medico-legal knowledge and practice but with significant gaps. Participants expected that responsible authorities should provide more medico-legal training and resources. Fear of legal consequences and lack or inadequacy of knowledge of Botswana's medico-legal policies and laws are the leading causes of stress. Consequently, contextually appropriate and locally relevant medico-legal courses should be developed and taught as core courses.

THE USE OF INSTRUCTIONAL MODELS IN TEACHING ENGINEERING DRAWING: ACADEMIC ACHIEVEMENT AND ABILITY LEVEL REFLECTION

Monsurat B Usman, V Orifah, F T Orifah, A S Owodunni, S A Taiwo — Fri, 06 Dec 2024 00:00:00 +0000

Abstract

The study investigated the effect of Instructional models on Secondary School learners’ academic achievement and ability in Engineering drawing (ED).Two research questions and two hypotheses guided the study. All ED learners in public senior secondary schools participated in the study. Forty //nine ED learners of two intact classes drawn from the participating schools were randomly assigned to experimental and control groups respectively. Engineering Drawing Achievement Test (EDAT) was used for data collection. The instrument and lesson plan used for the study were validated by 5 experts. Pearson Product correlation coefficient formula was used to determine the reliability of the instrument after subjecting it to pilot testing in a similar school with the participating schools. The learners were grouped into low and high achiever using their sessional results from their various schools. The study adopted a 2 x 2 factorial design. Mean was used to answer the research questions while hypotheses were tested with ANCOVA at .05 probability level The findings of the study revealed a significant difference in students’ academic achievement in favour of the experimental group. The high and low ability learners in the experimental group also achieve more when compared with high and low ability learners in the control group. The study recommended among others that ED teachers should develop the habit of using models in teaching ED in order to enhance the academic achievement of learners and also bridge the gap between high and low ability learners.

Abstract

IMPARTING LITERACY SKILLS TO EARLY CHILDHOOD DEVELOPMENT LEARNERS IN ZIMBABWEAN RURAL SETTINGS. TOWARDS ACHIEVING EDUCATIONAL EQUITY

Nomatter Manzunzu, Emily Muguwe, Nothabo Shoko — Fri, 06 Dec 2024 10:09:38 +0000

This study sought to establish the achievement of equity in the imparting of literacy skills to Early Childhood Development (ECD) learners. The study also intended to understand the literacy skills divide between the rural and urban ECD learners. While many decisions have been taken by organisations which are concerned with equity in education among learners, the problem of inequitable distribution of resources as well as cultural differences among urban and rural populations still remains a barrier to the provision of quality education to many learners in rural settings. Differences in learners’ socioeconomic background explained only part of the performance gap between learners who attend urban schools and those who attend schools in non-urban areas. Using the cultural deprivation theory as a framework to guide the study, the researchers explored the strategies which the rural teachers use to impart literacy skills to early childhood learners in line with SDG4 on equitable quality education. An interpretive qualitative design was used. A Phenomenological case study which utilised observations, interviews as well as photo voice was used to generate data from four ECD teachers in the rural settings. Barriers to achieving equity in terms of learning resources as well as cultural differences in Zimbabwean rural schools has had a negative impact on imparting literacy skills to learners in most rural settings. These barriers have led to low pass rates, high dropout rates as well as lack of trust in the notion that acquiring an education is paramount to changing the quality of life of individuals. The findings revealed that most teachers tended to use indigenous materials as well as traditional rhymes, folk stories and games to impart literacy skills to the learners. The use of indigenous materials proved to be a very useful way of addressing problems of equity which arose from the uneven distribution of resources between rural and urban schools although the cultural differences still remained a serious impediment to the children’s acquisition of literacy skills. Based on the findings, the study recommends that there is need to come to a common understanding of the definitions of what constitutes knowledge by all stakeholders who are involved in the education of the ECD

AN ASSURE DESIGN FRAMEWORK FOR MICROSOFT TEAMS INTEGRATION IN REMOTE INSTRUCTION: A CASE OF THE UNIVERSITY OF BOTSWANA

Fri, 06 Dec 2024 10:07:04 +0000

The pandemic-driven virtual education had impelled the University of Botswana (UB) towards virtual learning tools, including Microsoft Teams (Teams). While UB teaching instructors are experienced with virtual platforms like Moodle, their experience with Teams is limited. Besides, existing literature in Botswana explores user experience with Teams, but often neglects the fundamental role of instructional design models for addressing these challenges. Nonetheless, with the pandemic shifting education online, instructional designers are urged to prioritize strategic media use, and content tailored to specific learning goals. This study proposes an innovative ASSURE-based Teams training program to be adopted by UB academic staff in distance education. Findings suggest the ASSURE model's efficacy as a valuable tool for designing effective remote learning instruction. This will empower decision-makers in Botswana's higher education sector to rigorously evaluate Teams' effectiveness in remote learning, driving its continuous improvement for students.

A REVIEW OF A VOICE FOR MARIA FAVELA: AN ADVENTURE IN CREATIVE LITERACY

Pearl M. Segomelo — Fri, 06 Dec 2024 10:31:01 +0000

This book review examines A Voice for Maria Favela: An Adventure in Creative Literacy, a transformative narrative by Antonio Leal that explores creative literacy through the lens of a young Brazilian mother, Maria. Set against the backdrop of Rio de Janeiro's favelas, the book challenges traditional pedagogical approaches, emphasizing the importance of narrative and self-expression in education. By showcasing Maria's journey, the author highlights how individualized learning experiences can empower marginalized children and promote social justice in education. The review discusses the book's strengths in storytelling and pedagogy while addressing areas for improvement, making it a valuable resource for educators and advocates of inclusive literacy practices.