JAMB yesterday released the results of 1,228,607 candidates representing 96 percent of the 1,276,795 candidates that applied.
While announcing the result in Abuja, JAMB Registrar Dibu
Ojerinde disclosed that 46 centers across the states will be
de-recognized following their involvement in varied degree of
He stressed, 46 centers across 10 states have been de-recognized
for what JAMB described as unacceptable behaviour during examination and
that they would not be considered until the board is convinced that
such behaviours would not occur again.
The JAMB boss added that 48,188 results of candidates
representing 3.77 per cent of total candidates that sat for the
examination are still being screened before release or cancellation.
Ojerinde disclosed that results for 20,780 centers cutting across 38
states of the federation are been withheld for alleged examination
malpractices and that candidates found wanting after thorough
investigation would have their results canceled.
He added that Bayelsa, Rivers and Lagos states with 5442, 3302
and 2847 cases of examination top the list of states with examination
Also, he said, the total cases of examination malpractices
represent 1.63 per cent stressing that this is low compared to previous
He affirmed that the board would not name the best candidate
until verification into all cases of alleged malpractices have been
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Students’ role in the classroom is no longer a passive one. Indeed, students’ input on the teaching-learning process is paramount as it is their education that is at stake. Inevitably, their perception presents methodological challenges. The opportunity to be “heard” raises their own awareness about their own learning experience and the teaching process. Wisdom (2010) talks about this reciprocity, suggesting that research on students’ thinking and perception functions as a mirror that can be used by both teachers and students to reflect upon their learning and teaching, hence enhancing their understanding of teaching and increasing its outcome. In other words, learners’ perception and observation on the methodology and content could work in practice and become a part of exploratory studies (Kelechi 2010; Wale 2010).The purpose of this study is to look at students’ thinking which promised to enhance understanding of teaching and its outcomes by providing information about teaching as experienced by the learners (Wisdom 2010). The three instruments used in the research were survey questionnaires, interview and observation. The research participants were 377 randomly selected Form One students from selected schools in Kpansia, Yenagoa, Bayelsa State. Data were collected through quantitative and qualitative analysis. Results of this research revealed that students admit their teachers have positive attitude towards subjectand subjectteaching. This showed that teachers always tried to cultivate an atmosphere that was cooperative rather than competitive, perceived to be non-threatening. Students were allowed to give their views and opinions, thereby, creating a receptive classroom atmosphere to produce maximum learning input.
Teachers of deferent subject are faced with great challenges especially in the second language context. Not only those students have to deal with the complexity of the content and style of the subject texts, they are also confronted with linguistics and aesthetic unfamiliarity. Nonetheless, the complexity of the subject matter is indurate if teachers of subjectare reluctant to plan their lessons properly; and this planning process should include considerations for students’ need and interest. Therefore, how teachers develop their subjectlesson and present it to the classroom can greatly affect the students’ learning process. To a great extent, the success of any interaction in classrooms depends on the teachers’ ability to initiate and promote communication among students. The teachers are important in designing the class lesson in such a way that it creates interest in students. An effective teaching process and a very conducive learning environment of the classroom are undeniably teachers’ responsibility. It means that the enthusiasm of the teachers, which is generally translated in their actions and decisions, is a salient determinant of students’ interest. Most teachers have a good idea of the sort of atmosphere they would like to have in their classrooms, and they normally do their best to set up such an atmosphere.
Throughout the teaching process of developing students’ ability to learn, teachers have a very important role to play. It is in their capacity as a teacher that they play an important role in cultivating the love and interest for subjectin students. Their passion for the subject, which is naturally articulated and expressed through their methodologies and approaches, has the power to influence the students’ interest and perception of life. Needless to say, it is up to the teacher to create and promote a positive environment and learning attitude for the students to feel comfortable with learning and not to feel scared and intimidated by the complexity of the texts chosen. Teachers have a challenging task to ensure that the students learn, let alone like the subject.
One important aspect of teaching subject is the teacher’s creativity in approaching certain texts or themes. Obudigha Wisdom (April, 2010), a local renowned blog writer said that ‘in the hands of a creative, dedicated teacher, even the mundane of language activities can come alive in the classroom with effective learning transfer taking place’. Likewise, Festus and Kingston (2010) suggest that in order to determine students’ receptivity to creative approach, proper planning is required to articulate teachers’ effort to promote creativity among students. Wale (2010), likewise, avers that teachers must be creative by introducing variations into their lessons so that students are always kept alert and ready to respond to many different kinds of stimulus (Wale 2010). The responsibility to acquaint and familiarize themselves with a wide variety of methods and activities to promote and stimulate students’ interest ultimately lies on the teachers’ shoulders. The importance of employing different teaching technique is further stressed by Ogoro (19 April, 2010), an English language educator Kpansia High School, who concurs that students generally have a poor grasp of the English language and part of the problem lies with the conventional teaching methods employed. Teachers of other Subjects, needless to say, have extra responsibility of being innovative and creative to ensure that students, especially in the Second Language context, to not only understand but also internalize subject texts.
This is to say that although the way learners ponder upon their learning during lesson is not simply a reflection of the teaching method the teachers employed – despite the fact that method may be the most obvious in influence - equally important is the teachers’ attitude and disposition.
Indeed, teachers’ willingness to include the students in the learning-teaching process will benefit tremendously from the students’ observation and perception of their approaches. Needless to say, teachers’ reluctance to listen to their students can be damaging to the learning process. Indeed, their willingness to listen will move the students from the margin to the centre of the classroom activities,. As such, it is wise to look at the teaching milieu from the students’ point of view.
Elkins (2010) asserts that if the school is serious about making it possible for every student to learn, then teachers should systematically use diagnostic techniques that reveal those aspects of a student’s makeup, which bear upon his motivation and capacity to learn. Similarly, Wisdom (2010) argues that by providing information about teaching as experienced by learners, research on students’ thinking will result in a better understanding of the teaching process and its eventual outcomes. This is the functional instruction that influences students’ learning and achievement. These factors were tailored to the students’ needs and proficiency levels and to their reception and attitude in the learning of the subject. The real objective of teaching and learning is to give real directions to the learning activities that must be created because teachers need to cater for individual differences. Therefore, by diagnosing their own technique from the students’ perspective, the teacher will be able to evaluate the relevance of their teaching.
Perception occurs when teachers interpret a given meaning to stimuli in their classroom environment or in the students’ classroom behavior. Perception is important in a teaching and learning situation as it reinforces teachers’ decision- making on how to handle classroom situations. Several past research have shown that thinking (perception) plays an important part in teaching.
(Chief Alfamso Ogoro; 2009) English Teacher (Kpansia). He contribute as much to the teaching-learning process by providing suggestions and directions for teachers’ future improvement, i.e., seeing from the insiders’ –who are already familiar with the whole - process point of view. Their perception is coloured by challenging and interesting experiences that allow them to observe learning and teaching behaviors more intimately; thereby raising their own awareness of the whole process of teaching as well as their own learning. Teachers can use the information or comments gathered from the students to polish his methodology and style of teaching and look for ways of improvement. It is hoped that the data collected from the students would complement and enhance the description of the current instruction in the selected secondary schools in Kpansian, Yenagoa, Bayelsa state.
Student’s Perception on Teachers’ Attitude
Students’ Perception on Teachers’ Attitude reveals about the students’ perception of their teachers’ attitude towards the teaching. This includes teachers’ disposition towards Subject teaching, and towards the students themselves. As perception is defined as the process of determining the meaning of what is sensed, it implies the ability to give meaning to stimuli. The purpose in education is to help shape teachers’ perception on what is appropriate about teaching and on the conception of the rule in shaping their practice. Perception in the context of this research refers to the teachers’ perception of subject teaching and what thoughts and personal opinions they have about subject and subject teaching. This perception, consequently, influences their teaching behaviors.
Student’s Perception on the Teacher’s Teaching Atmosphere
Teaching atmosphere refers to the mood and flow of the classroom as the lesson begins and ends. This mood and flow, in effect, determines students’ interest and concentration. Obudigha (2010) asserts that teaching atmosphere in classrooms should be in the non-threatening mode – conducive, noncompetitive, and thought-provoking -, thus allowing students to enjoy the lesson that is going on. Students’ Perception of the teaching atmosphere informs us not only of the nature of the lessons carried out and the creativity of the teacher but also of the learning mood during subject teaching.
The teachers’ creativity affects the atmosphere of the class: to what extent it is creative, interesting and enjoyable. This creativity includes the tasks that teachers assigned and the activities that were to be carried out. Set against the demarcation points for mean rating scores determined from Table 2, the overall mean score of 3.79 with a standard deviation of 0.65 for the variable teaching atmosphere was within the high level range. Thus, the results suggest the variable teaching atmosphere was highly conducive as perceived by the students. This is evident in the high mean score shown. The standard deviation of 0.65 suggests that students were homogeneous in their scores. This is an indication that most respondents agreed that their teachers, as much as possible had tried to create a very receptive classroom atmosphere so that students would get maximum learning input.
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The more you read, the more connections are created, and the more existing connections are strengthened.
You may think that reading to your child is just a soothing bedtime ritual, but it is much more.
Reading to your child can make a significant difference in how smart your child is, and how well she does in school.
A child’s brain is not fully formed at birth, but rather responds to what it experiences. When you read to your child, brain cells in your child’s brain form a new connection.
This continues during your child’s first three years of life. After age three, connections that are regularly used continue to grow stronger, while connections that aren’t used begin to wither away. By age 10, most of the “wiring” in your child’s brain will have been completed.
One of the strongest predictors of future academic success is having been read to as a preschooler. This also improves a child’s intelligence and allows the child to form positive associations with reading as well as forming a stronger attachment to the person who is doing the reading.
Reading to your child is a simple and pleasant process. If you do not have a lot of books in your home, getting a library card at your local public library is easy and inexpensive if not free. Books can often be bought inexpensively at yard sales and thrift stores.
It is important to make your child learn to read for good child education.
Child education starts when your child is in infant stage.
You will talk to your child, play with your child and make him/her learn the things.
Child learning process! Therefore, the process of learning and process of teaching starts before your child enters the school. After few months of birth, your child starts to differentiate the pictures, words and human beings.
You can start child education then only and try to show different picture books and when your child points to various objects in the book, you can tell the name of the picture.
This makes your child brain ready to learn and remember the things. When your child crosses the infant stage and enters into toddler stage, they try to recognize the words that are easy to spell. When your child begins to identify words, you have to encourage towards child education process.
Reading stories! Start reading stories to your child and while reading, point to the words and ask your child to identify them. You can also ask them to read the lines and assist your child in reading.
Spell the letters and words and ask them to repeat. Children always will be interested in listening to stories, so you can start the teaching process with story reading. (Ways to Teach a Child to Read)
Repetition! Most of the times, you have to go back and read the same pages again and again to allow your child get an idea of how words sound and look on the page.
Repeating the pages for making your child understand is the key step in child education. Therefore, you have to take sometime daily to read something to your child.
Conduct a quiz! Once your child identifies the pictures and words in the book, you can conduct a quiz on some of the pictures and words. Show the picture and ask him/her what it is.
Give a word and ask the meaning of the word. If your child succeeds in the quiz, reward him/her. Rewarding makes your child learn with interest and enthusiasm and it also helps to develop their skills.
Be attentive! When your child starts to read, he/she makes mistakes in the beginning. Sometimes, the language cannot be understood.
Many parents do not pay attention at this time. But, this is wrong. You have to show interest when your child is reading and help him/her to correct the words and sentences.
Develop interest! Developing interest in your child is part of child education. Always reading may be boring for your child. Give your child paper and pencil so that he will try to write. Start the writing process with his name. Children will be always interested to learn to write their name.
When you start child education process before they enter into school, they will not show hatredness towards going to school. After coming from school, your child tries to tell whatever they learnt on that day. You have to listen to him. This makes your child to love the learning process.
The GreenDouble Underlined word links you to more emphasis on the the topic.
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