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All Journal INTERNATIONAL JOURNAL ON LANGUAGE, RESEARCH AND EDUCATION STUDIES Indonesian Journal of Education, Social Sciences and Research (IJESSR)
Muhammad Mukhtar Aliyu
Department of English and Literary Studies, Bauchi State University, Gadau, Nigeria
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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TEACHRER COACHING IN NIGERIA; A STRATEGY FOR ENHANCING TEACHERS’ INSTRUCTIONAL SKILLS AND STUDENTS' LANGUAGE SKILLS Muhammad Mukhtar Aliyu
INTERNATIONAL JOURNAL ON LANGUAGE, RESEARCH AND EDUCATION STUDIES Vol 3, No 2 (2019): Language, Research and Education
Publisher : State Islamic University of North Sumatra Indonesia

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Abstract

In Nigeria, students’ poor language skills have been documented at the three levels (primary, secondary and tertiary) of education. One of the factors contributing to the problem is the poor teaching methods adopted by many teachers in their classrooms. Many teachers have little or no professional training. They are unaware of new approaches that have been proven effective in developing students’ language skills and learning outcome in general. Studies have shown that teacher coaching improves teachers’ instructional performance which in turn enhances students’ learning outcomes in many countries. However, there is a lack of teacher coaching program in Nigeria. Therefore, this paper reviews some previous studies which revealed the importance and effectiveness of teacher coaching in improving students’ learning output. It reviews some essential factors to be considered while designing effective teacher-coaching programs such as knowledge and skills for teacher coaching, responsibility for coaches, and coaching process, evaluation and other supports. The paper makes some recommendations on how to implement teacher coaching, particularly in Northern Nigeria in order to improve the students’ learning output. Finally, the paper has contributed in outlining essential requirements in designing effective teacher coaching strategies which include professional development of coaches, time allocated to teacher/coach interactions, establishment and maintenance of collaborative relationships between coaches and teachers, the constructive feedback and tools used during and between coaching sessions, the ratio of teachers to coaches (10:1) in urban and (5:1) rural areas, and regular visits that teachers receive from their coaches on a weekly and monthly basis.
Project-based Learning Approach in a Research Methods Class: Students Experiences Muhammad Mukhtar Aliyu
Indonesian Journal of Education, Social Sciences and Research (IJESSR) Vol 2, No 3 (2021)
Publisher : Indonesian Journal of Education, Social Sciences and Research (IJESSR)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/ijessr.v2i3.7881

Abstract

Undergraduate final year projects are problematic in many Nigerian universities especially in terms of knowledge of research and writing skills among others. Teaching and learning methods have always been key factors responsible for the problems. Therefore, the current study adopts a project-based learning approach in teaching and learning the research method course for third-year undergraduates in a university in Nigeria. It hopes to provide a greater insight to develop an effective teaching and assessment strategy for the course. This paper specifically presents the students experiences in learning the course using the PBL approach. Data were collected using semi-structured interviews and reflective writing journals. The data were analysed using qualitative data analysis steps identified by Braun and Clarke (2006). The findings of the study show that the participants have positive perceptions of the approach because it enables them to learn the basics of research and improve their language skills. However, they found the approach to be demanding, and time-consuming. The study identifies some implications for practice and makes some suggestions for further studies.
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