Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/1097
Title: ADOPTING INTEGRATED TEACHING CURRICULUM FOR SCIENTIFIC RESEARCH IN POORLY FUNDED NIGERIAN OPTOMETRY SCHOOL
Authors: AJAYI, O.B.
AGORO, N.
CHIEMEKE, S.
AKPALABA, R.U.E.
Keywords: Integrated teaching
problem-based learning
computer access
off campus
traditional method
Issue Date: 2001
Publisher: The Optom. Edu.
Series/Report no.: Vol. 2(2);pp 23 – 27.
Abstract: Three methods of teaching mathematics curricula have evolved in recent years namely: (a) the traditional (b) the problem – based learning (PBL) and (c) and integrated. In Nigeria, the most popularly adopted method is the traditional teacher-oriented system. The traditional permits the teacher to instruct the students in a one-way fashion. The problem-based learning consists of students – led learning techniques. And the integrated is the hybrid of problem based learning and traditional method. The objective of the paper is to determine the best teaching option for mathematics girls in poorly funded secondary schools and universities in Nigeria. The three teaching methods were adopted in the teaching of Mathematics and Scientific research (A mathematics based course) to representative Girls’ Secondary Schools in Ibadan, Nigeria and Optometry Students of University of Benin respectively. Each method was adopted for a period of two years. The students’ performance was evaluated using 50% as the pass mark. The students’ population for two years, for which a teaching method was adopted, were pooled and results were analyzed. The result showed that integrated approach was well favoured in both secondary and university levels. The students’ performance improved significantly (P<0.05) when integrated was compared with problem based learning. Although students performance was not significantly better (p>0.05) when integrated was compared with traditional method. The success rate was 2% higher in the university. Reasons advanced for the observed trends were poor staffing, non inclusion of students in the global village through computer access as a result of poor funding of Nigerian schools. Other reasons observed include over-stretching of facilities resulting in students living “off campus” and poor networking. The conclusion is that in presence of the lean resource facing Nigerian schools, the best-favoured method is the integrated curriculum. This curriculum can gradually lead to problem - based learning, which is currently being employed in some Montessori schools.
URI: http://hdl.handle.net/123456789/1097
Appears in Collections:Optometry

Files in This Item:
File Description SizeFormat 
ADOPTING_INTEGRATED_TEACHING_CURRICULUM_FOR_SCIENTIFIC_RESEARCH_IN_POORLY_FUNDED.pdf90.39 kBAdobe PDFView/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.