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Item EVALUATION OF IMPLEMENTATION OF ELEMENTS OF SPECIAL EDUCATIONCURRICULUM IN NCE-AWARDING INSTITUTIONS IN NIGERIA(2012) ELERI, N. E.The need to empower teachers with knowledge and skills for teaching exceptional learners led to the introduction of "elements of special education programme" into the Nigerian teacher preparation programmes. The extent to which the curriculum is being implemented towards the achievement of its objectives has, however, continued to raise concerns among educators which calls for a review of the programme. This study therefore, evaluated the implementation of Elements of Special Education Curriculum in institutions that award the Nigeria Certificate of Education (NCE). The study adopted the expost-facto type of the descriptive survey design with the Context, Input, Process and Product (CIPP) model of curriculum evaluation. One thousand, three hundred and seventy-five students from fifty-five NCE-awarding institutions in Nigeria were selected through the proportionate stratified random sampling technique. Two hundred and seventeen lecturers teaching the course ("Elements of Special Education") in the institutions were purposively selected for the study. The instruments used were: Students' Questionnaire on Curriculum Objectives (r = 0.83); Lecturers' Questionnaire on Curriculum Objectives (r = 0.79); Students' Questionnaire on Content Coverage of Elements of Special Education (r = 0.72); Lecturers' Questionnaire on Content Coverage of Elements of Special Education (r = 0.78); Facilities, Equipment and Resources Inventory (r = 0.77); Questionnaire on Problems of Curriculum Implementation (r = 0.88); Strategies for Teaching Special Education Content (r = 0.79); Observational Schedule for Classroom Teaching of Elements of Special Education (r = 0.82); Test of Students' Knowledge of Special Education (r = 0.82) and Students' Attitude to Special Education Scale (r = 0.76). Eight research questions were answered and four hypotheses tested at the 0.05 level of significance. Data collected were analysed using descriptive statistics and t-test. Each of the institutions had an average of four experienced lecturers who were academically but not professionally qualified to teach elements of special education. Both students (weighted mean = 3.53) and lecturers (weighted mean = 3.68) had a good perception of the curriculum. Most of the required facilities were not available (X < 1.50), not adequate (X = < 1.50) and not utilised (X = < 2.00). Most lecturers (57.5 to 96.3%) did not teach some of the specified content areas while the lecture method was predominantly used (X = 3.40). Also, various aspects of classroom teaching were ineffective (means range from 2.08 to 2.63). Students possessed an average level of achievement (58.45%) and positive attitude to special education (X = 2.77). Females obtained significantly higher positive attitude score (X =29.61) than their male (X = 28.86) counterparts (t = 3.07; df = 1373; p < 0.05). Lecturers' qualifications and experience did not significantly affect the effectiveness of their teaching. The elements of special education curriculum in NCE-awarding institutions in Nigeria have been poorly implemented. To achieve effective special education teacher preparation in Nigeria, government should employ professionally qualified personnel and ensure that the specified content areas are taught, and adequate facilities are provided towards achieving the objectives of the curriculum.Item EVALUATION OF IMPLEMENTATION OF ELEMENTS OF SPECIAL EDUCATIONCURRICULUM IN NCE-AWARDING INSTITUTIONS IN NIGERIA(2014) NWOKE, F. C.Measurement of levels of poverty is a powerful instrument for focusing the attention of policy makers on the living conditions of the poor. Previous studies on measurement of poverty in Nigeria have adopted two-third of mean per capita expenditure method for defining the poverty line. This has failed to capture the number of poor skewness in household expenditure data. Therefore, this study was designed to access the efficiency of Median Per Capita Expenditure (MPCE) method in measuring poverty in Nigeria. Expenditure data from the 2006 general household survey from National Bureau of Statistics (NBS), Nigeria were collected. A standard distribution software was used to fit four distributions (log normal, log logistic, gamma and frechet) to per capita expenditure using Maximum Likelihood Estimation (MLE) method. The distributions were ranked using Kolmogorov Smirnov goodness-of-fit statistic. Any distribution with p value < 0.05 was considered good. The MPCE and the corresponding value for two-third mean per capita expenditure were obtained for comparison. Foster-Greer-Thorbecke poverty index was used to determine the proportion of poverty for the states. Differences in the lowest poor and highest poor states were investigated using the Z test. Using two-third mean and MPCE, a bootstrap simulation was performed on the expenditure data to obtain precision estimates for poverty headcount index. This was carried out for the purpose of comparing the two-third mean per capita and the MPCE methods as well as the relative gain in efficiency. Log logistic distribution with parameter estimates (?=1.0452, ?=3169.2) performed best, (p < 0.000014805) in fitting per capita expenditure data. The MPCE was N2,550.00 while the Two-third Mean Per Capita Expenditure (TMPCE) was N3,613.75 per month respectively. The proportion of the poor was 50.1% using MPCE but rose to 61.6% when TMPCE was used. Across states, the proportion of the poor was highest in Katsina state (52.7%) and lowest in Anambra state (42.9%) using MPCE method. However, poverty was highest in Kwara state (73.9%) and lowest in Anambra state (48.3%) using TMPCE method. The difference between the proportions were highly significant (P < 0.003) for MPCE and not significant (P < 0.246) for two-third mean per capita expenditure. The precision estimates were 2.50 x 10-05 and 9.78x10-05 for median and two-third mean per capita methods respectively and the relative gain in efficiency of the median method over two-third of mean method was 25.5%. Median rather than two-third of mean per capita expenditure was a more efficient method for measuring poverty. Therefore, for improved precision of poverty measurements in Nigeria, median per capita expenditure would be a better approach.