Teachers’ Pedagogical Competencies and Pupils’ Academic Achievement in Selected Lower Primary Schools in Lagos, Nigeria.

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dc.contributor.authorOgwazu, J. E.,
dc.contributor.authorAguh, J. C.
dc.contributor.authorAhmed, T. A.
dc.date.accessioned2024-05-03T11:28:04Z
dc.date.available2024-05-03T11:28:04Z
dc.date.issued2020-01-17
dc.descriptionOgwazu, J. E., Aguh, J. C. and Ahmed, T.A. (2020). Teachers’ Pedagogical Competencies and Pupils’ Academic Achievement in Selected Lower Primary Schools in Lagos, Nigeria. Journal of Early Childhood and Primary Education. 9, 198-210. A publication of the Department of Early Childhood and Primary Education, Kwara State University, Malete, Nigeria.
dc.description.abstractCompetent teachers are vital in improving pupils' academic performance and closing the achievement gaps. The descriptive survey research design examines teachers' pedagogical competencies and pupils' academic performance in selected lower primary schools in Lagos, Nigeria. Sixteen schools from Shomolu and Mushin Local Government Areas were randomly selected for the study using random sampling technique. Ten (10) teachers in primary one and two were randomly selected from each of the schools making a total of one hundred and sixty (160) teachers. A twenty-two item (22) item statements questionnaire which emanated from two research questions were used to gather data using a four-point Rating scale and data were analysed using descriptive statistics. From the results, it was found out that competent teachers explicitly outline the instructional objectives, do a recap of the previous lesson at the beginning of new lesson, and adopt varied techniques to ensure pupils understand the subject matter during instruction. Also, pupils develop self-confidence as teachers adopt varied techniques and materials during instruction, and use of varied strategies and materials that align with 21st activities like use of computers, projectors, iPods among others boost teachers' pedagogical competence. It was therefore recommended among others that Government and private sectors should sponsor teachers for in-service training. Schools should train teachers on use of 21st century technological gadgets during instruction. Also, alternative sources of power supply should be put in place by schools, NGOs, and Government to encourage utilisation of technological gadgets during instruction.
dc.description.sponsorshipSelf
dc.identifier.citationOgwazu, J. E., Aguh, J. C. and Ahmed, T.A. (2020). Teachers’ Pedagogical Competencies and Pupils’ Academic Achievement in Selected Lower Primary Schools in Lagos, Nigeria. Journal of Early Childhood and Primary Education. 9, 198-210. A publication of the Department of Early Childhood and Primary Education, Kwara State University, Malete, Nigeria.
dc.identifier.issn2354-3930
dc.identifier.urihttps://uilspace.unilorin.edu.ng/handle/123456789/13394
dc.language.isoen
dc.publisherA publication of the Department of Early Childhood and Primary Education, Kwara State University, Malete, Nigeria.
dc.relation.ispartofseries9; 1
dc.titleTeachers’ Pedagogical Competencies and Pupils’ Academic Achievement in Selected Lower Primary Schools in Lagos, Nigeria.
dc.typeArticle

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