Article Per Year (5 Year)
p-Index From 2019 - 2024
0.408
P-Index
This Author published in this journals
All Journal Indonesian Journal of Early Childhood Education Studies Profesi Pendidikan Dasar
Martin Chukwudi Ekeh
University of Johannesburg
Education Mathematics Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Pedagogical Choices in Teaching Social Studies in Lower Primary Classrooms in Nigeria Martin Chukwudi Ekeh; Sarita Ramsaroop
Indonesian Journal of Early Childhood Education Studies Vol 12 No 1 (2023): June 2023
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijeces.v12i1.66149

Abstract

This research reports teachers’ pedagogical choices in teaching social studies in lower primary classrooms in Nigeria. It is believed that neglecting the prescribed curriculum and teachers’ pedagogical choices impacts social studies objectives. The research intended to (a) explore the pedagogical approaches prescribed in the social studies curriculum for primaries one and two, (b) to understand teachers’ pedagogical preferences in teaching primary one and two learners’ social studies, and (c) to examine teachers’ application of free play and mutually directed play pedagogies in teaching primary one and two social studies. The study was conducted in Okigwe Education Zone, Imo State, Nigeria, using a qualitative research approach and a generic qualitative research design. The study participants were made up of primary one and two teachers of social studies (three primary one teachers and three primary two teachers) and primary one and two social studies curriculum documents. The participants were purposively sampled with the criteria that the teachers and social studies curriculum documents must be for the primary one and two learners in the Okigwe Education zone of Imo State. Data collection involved semi-structured interviews and documents, which were analysed using document and thematic data analysis. Findings indicate that whereas teachers were conversant in using teacher-led pedagogies, facilitating learning using free play was lacking. It was also discovered that teachers scarcely used resource persons, field trips, illustrations and experiential learning approaches in facilitating social studies. In conclusion, professional development training for teachers to adequately incorporate free play or learner-led pedagogies was recommended.
Enhancing Early Grade Learners' Critical Thinking Skills for Self-Reliance Martin Chukwudi Ekeh; Roy Venketsamy
Profesi Pendidikan Dasar Vol. 10, No. 1, April 2023
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v10i1.4355

Abstract

Although most Nigerian schools are yet to meet the demands characterising 21st-century learners, they must be equipped to fit into a global society constantly striving toward self-reliance. Therefore, there is a need for Nigerian teachers to adopt 21st-century learning skills, such as the critical thinking skills learning approach, to develop self-reliance in early grades. The research context was in pre-primary and primary schools in the Owerri Education Zone of Imo State, Nigeria. The authors adopted a qualitative research methodology employing Participatory Action Research (PAR) as the design. Data were collected using semi-structured interview questions. The data were then analyzed using thematic data analysis procedures. The study's findings revealed that the critical thinking skills learning approach developed self-reliance in early-grade learners. In conclusion, the authors recommended an adequate continuous professional development program for teachers to improve their knowledge of 21st-century learning pedagogy. Further research should be conducted using other aspects of 21st-century learning pedagogy to enhance self-reliance.
Co-Authors Roy Venketsamy Sarita Ramsaroop