ILORIN EMIRATE TEACHERS’ PERCEPTION OF GROUP DYNAMICS CLASSROOM SEATING ARRANGEMENT IN UPPER BASIC SCHOOLS AS A MEANS OF PROMOTING VIOLENCE- FREE SOCIETY
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Date
2013-10
Authors
Journal Title
Journal ISSN
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Publisher
National association of sociologists of education in Nigeria. Secretariat: Faculty of Education University of Jos, Nigeria.
Abstract
This paper investigates the Ilorin Emirate teachers’ perception of group dynamics classroom seating arrangement as a means of promoting violence- free society. 357 teachers were randomly selected from 20 Upper Basic Schools in Ilorin Emirate. Researchers designed questionnaire with content validity and 0.67 reliability index was used to elicit the needed data for the study. The data collected was analyzed using mean rating, t-test and ANOVA. Among others, it was discovered that the respondents had positive perception of group dynamics classroom seating arrangement as a means of promoting violence- free society. From the research hypotheses tested, the findings revealed that there was no significant difference in the teachers’ perception of group dynamics classroom seating arrangement as a means of promoting violence- free society based on gender, experience, ethnicity and school type. The study recommended that, teacher should employ classroom learning structure that will promote tolerance, self- respect, respect for others, and their dignity as well as development of social interaction among the diverse ethnic groups in Nigeria.
Description
Nigerian Journal of Sociologists of Education. (NJSE)
Keywords
ILORIN EMIRATE TEACHERS’ PERCEPTION, GROUP DYNAMICS CLASSROOM SEATING ARRANGEMENT, UPPER BASIC SCHOOLS, PROMOTING VIOLENCE- FREE SOCIETY
Citation
12. Yusuf, A., Amali, I.O.O., Bello, M.B., & Abdulaziz, I. (2013). Ilorin emirate teachers’ perception of group dynamics classroom seating arrangement in upper basic schools as a means of promoting violence–free security, Nigerian Journal of Sociologists of Education. (NJSE) (2); 251-260;