Browsing by Author "Agomoh, C.C"

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    An assessment of the availability of selected teaching-learning materials in primary schools in Abia State, Nigeria
    (Universal Basic Education Commission, Nigeria, 2009) Agomoh, C.C; Adewale, J.G
    This study investigated the extent to which primary schools, as part of basic education, have some teaching-learning materials in Abia State. The sample comprised of 165 head teachers selected by stratified random sampling from five different categories of schools in the 17 local government areas in the state. The results indicate that the availability, condition and adequacy of some teaching-learning materials ranged from 19.7% (for Pupils' Mathematics Textbook) to 115.1% (for Teachers' Mathematics Textbook) for availability: 78.1% (for Curriculum Modules) to 97.7% (for Schemes of Work/Diaries) for conditions; and 20.6% (for teachers' Guide in English) to 66.7% ( for Schemes of Work/Diaries) for adequacy of the teaching-learning materials, respectively. These results revealed that many primary schools are not child-friendly in terms of teaching-learning materials.
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    An investigation of the child-friendly environmental status of primary schools in terms of nature of classrooms
    (Department of Teacher Education Faculty of Education, University of Ibadan, 2008-01) Agomoh, C.C; Adewale, J.G
    This study investigated the extent to which the environment of our primary school classrooms is child-friendly in terms of nature of classrooms. The sample comprised the head teachers of 165 primary schools in the urban and rural areas of Abia State. Data collection involved the use of a validated Child-friendly Environmental Status Inventory (CFESI). The data were analysed using frequency counts and percentages. The results indicate that the child-friendly environmental status of classrooms in the primary schools varied widely and depended very much on school type. However, there was no school in which the child-friendly environmental status of the classrooms was 0% or 100%. The implications of these findings for teaching-learning condition in primary schools are discussed.