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All Journal International Journal of Contemporary Studies in Education International Journal of Mathematics and Mathematics Education (IJMME)
Egwuasi, Princewill ikechukwu
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Repositioning the Teacher for Sustainable African Education Beyond Covid 19 Pandemic Egwuasi, Princewill Ikechukwu; Nwamara, Ezinne Nkeiru; Okon, Nsikak Mkpong; Monday, Janet Sunday; Nwakwesiri, Chinwe Francisca
International Journal of Contemporary Studies in Education Vol. 1 No. 1 (2022)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (115.364 KB) | DOI: 10.56855/ijcse.v1i1.24

Abstract

The teacher in the education project is at the centre of the wheel, without which the efforts in the success story can never be sustained. This paper therefore examines the re-positioning of the teacher for sustainable education in post-COVID 19 era in Nigeria and Africa in general. To actualize this, the evaluation theory became the theoretical foundation; with a look at the African education retrospectively. A strong correlation was established between the “New Normal” and the teacher. In the end, the paper averred, among other things, that the teachers should become digital specialists, while education providers at all levels should prioritise remote learning process, revamp digital skills and education curriculum and enhance audio-visual learning. Among other recommendations were that the government should ensure inclusion of online teaching, provide the needed facilities, while the teachers themselves must be ready to move into the fast lanes of technology and protective teaching.
Unlocking the Potential for Creative Thinking Ability and Self-Efficacy: Implementation of Numbered Head Together and Algebra Blocks in Middle School Students Listiasari, Dwi; Nasrullah, Anton; Yendra, Novi; Rahmadani, Kurniati; Egwuasi, Princewill Ikechukwu
International Journal of Mathematics and Mathematics Education (IJMME) Vol. 1 No. 3 (2023)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/ijmme.v1i3.737

Abstract

This study examines how algebra block support and the Numbered Head Together (NHT) learning paradigm affect secondary school students' mathematical creativity and self-efficacy. The literature review highlights the necessity of creative teaching strategies in mathematics education. In this study, a non-equivalent control group was utilized in a controlled experimental design, with one group implementing the NHT model with algebra block support and another group employing traditional teaching techniques. Pretest, posttest, and self-efficacy instruments were used to gather data. The study's results indicated a significant increase in students' mathematical creativity capacity when utilizing algebra blocks to support the NHT model. In addition, there was a noticeable increase in the pupils' self-efficacy. An examination of the data using statistical methods revealed notable distinctions between the experimental and control groups. The primary finding indicates that the NHT learning paradigm, in conjunction with algebra blocks, helps enhance secondary school students' mathematical creativity and self-efficacy capacity. The study's findings offer insightful information about initiatives to enhance methods for teaching mathematics.
Co-Authors Anton Nasrullah, Anton Listiasari, Dwi Monday, Janet Sunday Novi Yendra Nwakwesiri, Chinwe Francisca Nwamara, Ezinne Nkeiru Okon, Nsikak Mkpong Rahmadani, Kurniati