Education Across The Curriculum in honour of E m e r i t u s P r o f e s s o r Thom as Kolawole Adeyanju Edited by: Joy Eyisi | Gideon Sunday Omachonu [ Emmanuel Edoja Achor | Chinonso OkolD Consultant Editor: Isaac Olaofe IBADAN UNIVERSITY LIBRARY EDUCATION ACROSS THE CURRICULUM In Honour o f EM ERITUS PROFESSOR THOMAS KOLAWOLE ADEYANJU Editors Joy Eyisi Gideon Omachonu Emmanuel Achor Chinonso Okolo Consultant Editor: Isaac Olaofe IBADAN UNIVERSITY LIBRARY Copyright: Faculty o f Education, Ahmadu Bello University, Zaria and Department of Languages and Linguistics, Nassarawa State University, Keffi. First Published, 2017 All Right Reserved: No part o f this publication may be reproduced, stored in retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior permission of the editors. ISBN: 9 7 8 -9 7 8 -9 5 7 -1 6 2 -8 Published by Faculty of Education, Ahmadu Bello University, Zaria Education across the Curriculum IBADAN UNIVERSITY LIBRARY TABLE OF CONTENTS Foreword v/ - vm Notes on Editors ix - x Notes on Contributors 1 - 4 Biography: Thomas Kolawole Adeyanju, Professor Emeritus, Language and Education: 5-12 Section 1: Education for Sustainable Development Quality Assurance and Examination Question Types: The NCE By Distance Learning Example - I.A. Olaofe 14-26 Education as Bedrock for Nigerian Development - Joy Eyisi 27-35 Thomas Kolawole Adeyanju's Educational Ideas on Teachers' Professional Development and Attainment of Quality Education in Nigeria - Anthony Unamma 36 - 49 Classroom Management and Lesson Preparation: The 2 15' Century Pedagogical Skills of an Effective Teacher - Hezekiah Alonge 5 0 -5 5 Quality Teachers: The Panacea to Nigerian Educational Woes E N Ekpunobi 56 - 70 The Teacher and National Development: A Global Synergy- Chizoba Umerah 71 - 86 The Roles of NERDC in Curriculum Development in Nigeria - Ifeoma Oleribe 87 - 98 Section 2: Education and Social Issues Graduate Unemployment in Nigeria: A Re-Visit - Festus Ogunlade 100 -111 The Role o f Community Radio in Boosting Education Delivery - Ifeoma Aniegbunam 112-116 Youth Perception on Promoting National Integration through the Praxis of Counselling in Nigeria - Kate U. Azekhueme and Uchenna Elekwa 117 - 128 Effects of Millennium Development Goals and Capacity Building on Social Studies Teachers' Competencies and Students' Learning Outcomes in Social Studies in Kogi State - Ikmat Junaid 129 - 139 Punishments: Forms and Effects on Children- Joy Enemuo 140 - 156 Career Choices and its Complications: Need for Paradigm Shift - Theresa Ettu 157-170 Section 3: Issues in Science Education Challenges of Producing Science Teachers through Open and Distance Education-Ibrahim Danjuma and Ademola Olude 172-192 Education across the Curriculum IBADAN UNIVERSITY LIBRARY Effects of Thematic Instruction Strategy on Senior Secondary School Students' Achievement in Biology - A.B.C Orji & F.U. Ebele 193 - 201 Suitability, Appropriateness and Extent of Similarity of Locally Constructed Lead-Acid Accumulator, Potentiometer and Wheatstone Bridge in Secondary Physics Laboratory - Emmanuel Achor and Benjamin Taangahar 202 - 225 A Case for Inclusion of Herbal Medicine Education in the Curriculum of Nigerian Schools - M.A Adeniran and P.E.O Owoeve 226 - 234 Dimensions to Value-Laden Education in Nigeria: Implications for Primary Science Teaching - A. B. C. Orji, E.E. Achor and J.C Orji 235 - 242 Section 4: Effective Teaching and Learning of Mathematics Building the Teacher for Impactful School Mathematics Teaching Experiences for Effective Classroom Management - C.O Ekwueme 244-254 Alternative Assessment Strategy: A Panacea for Effective Teaching and Learning of Mathematics - Anthony Ebubechukwu 255 - 262 Preparing Teachers for Students' Excellent Performance in Mathematics - Musa Bawa 263 - 272 Section 5: Issues in Tertiary Education in Nigeria Effects o f Increasing Number of Universities in Nigeria on Quality Assurance Delivery - Gideon Omachonu 274 - 304 Utilization of Educational Resources and Students' Academic Achievement in State Colleges of Education in the North-East, Nigeria - Waziri Bukar, Ibrahim Fika and Mustapha Baba Ibi 305-318 University Education in Nigeria and National Development: An Insider's Perspective of a Failed Attempt - Ken Mezieobi and Kelechi Mezieobi 319 - 32. Striving for Excellence in Science, Technology and Innovation in Nigeria - Jonathan S. Mari 328 - 34 Section 6: Issues Language and Literature Teaching o f Literature in French in the University in the 21st Century: Problems and Prospects - Ifeoma Onyemelukwe and Scholastica Ezeodili 346 - 3 Effective Teaching and Learning o f English Pronunciations: An Intelligibility Approach- Chinonso Okolo 359 - 3 Education across the Curriculum IBADAN UNIVERSITY LIBRARY A Contrastive and Error Analysis of Igbo Learners of English as a Second Language Learning- Patricia Oguegbu 378 - 393 Complex Meaning Understanding Metarepresentational Strategy and its Effect on Critical Text Comprehension - Alti Kasim 394 - 403 Language Teaching Methods: A Critical Examination of Methods and Teacher- Uche Oboko 404 - 414 Interlanguage as a Developmental Continuum in Second Language Learning: A Study of Undergraduate Written Essays - Ifeoma Abana and Grace Ikechukwu 415- 426 The Use of Students' Grammatical Errors for Correction in Kaduna Polytechnic - Maryam Mohammad Kangiwa and Amina Abubakar 427 - 433 Effective Language Teaching Methods - Elizabeth Ugwuanyi 434 - 440 Complexities of the English Language Spelling - Onyeka Onu 441 - 449 Negotiating National Security Challenges by Means of Language Education - Tijjani Isma'I 450 - 458 Teaching Children's Poetry as a Panacea for the Revitilisation of Basic Education in Nigeria - Ugochukwu Iwuji 459 - 464 Entre Hospitalite Et Hostilite: Une Lecture Sociologique De Les Tresseurs De Corde De Jean Pliya 465 - 483 - Pascal Ohanma Reflecting on the Language of African Literature, Literary Criticism and Ideology - Suleiman Jaji 484 - 493 Exploring French Language Studies for Self Reliance in Nigeria - Ngozika Offor 494 - 503 Animal Communication and Human Language - Chinwe Ahumareze 504 -509 Native Language Proficiency Vis-a-vis Hausa Language in Plateau and Nasarawa States of Nigeria - Orame P.S. Alaku 510-517 Inspirational Quotations on Education- Joy Eyisi and Chinonso Okolo 518 - 546 Section 7: Encomia for Emeritus Professor Thomas Adeyanju Aesthetics of Sincerity in Academic Sphere on Behalf of Emeritus Professor Thomas K. Adeyanju -1 .0 . Inekwe 548 - 555 Education across the Curriculum IBADAN UNIVERSITY LIBRARY Foreword Nigerian teacher educators and educationists are hardly heard after then exit from active service in the academia. Their voices reverberate only when they appear in local or international conferences that deal with education as the main theme or other occasions that draw the cream of the society together. This scenario does not augur well for the people who have spent their active and productive years in producing skilled manpower for a nation such as Nigeria. As they made indelible marks in shaping and moulding e behaviour and lifestyles of numerous individuals in the society, concerted efforts should be made by individual, corporate and governmental organizations to immortalise teacher educators in the country. This could be done by dedicating certain monuments of national importance to their names or dedicating a national day for their celebration. The decision o f the scholars to come up with a compendium that is titled: “Education Across the Curriculum” in honour of Emeritus Professor Thomas. K. Adeyanjut is highly commendable and well- thought out. As a trailblazer and a ground breaker, the seasoned Professor Emeritus will have solace and a sense o f satisfaction for being appreciated for what he has given to the society and even the nation. This contribution will help energise the old Professor to exude further confidence m rendering more j services to his fatherland through scholarly contributions that promote teacher education , and overall national interest. 1 This book could not have come at a better time when the country is re-engineered and ( repositioned to take its proper place in the comity of nations. Nigeria needs a robust < curriculum that seeks to provide functional education and trade skills that blend o f produce quality graduates at all levels of our educational system. t- The existing situation where our graduates rely heavily on government to provide them „ with white-colar jobs can no longer be allowed to continue. Concerted efforts should be made to nd the curriculum of all impediments that militate against national development. It is my sincere hope and desire that this book will provide the much needed solutions to the inherent problems faced by our educational curriculum as well as serve as a reference material that will stimulate further research and scholarship in our educational institutions. Professor Garba Dahuwa Azare Director General and Chief Executive, National Teachers' Institute * i h Education across the Curriculum IBADAN UNIVERSITY LIBRAR . V. & r 9. r m Y F o r e w o r d Only the good teacher can lay solid foundation fo r national development. Economic growth and political stability alike depend on how well he does his work. -Eric Ashby Western education was introduced in Nigeria in the 1840s by Christian missionaries from United Kingdom, preceding British Colonial rule which started with Lagos in 1861. Their first port of call was Lagos, where they established formal schools, later spreading to Calabar and other coastal cities in Nigeria. As a result, the English language became the sole medium of instruction in Nigerian formal education for effective transfer of knowledge. By 1862, the British colonial administration had started to get involved in education, rather than leaving all to the Christian missionaries. Over time, the British colonial government saw the need for formal education in Nigeria and began to establish schools. In the northern part of the country, predominantly Muslim, western form of education did not make much headway; it was highly objected. The Islamic religious leaders did not want any interference from the missionaries. Long before the coming of the Missionaries and British Colonial administration, the northern region had hundreds of years of traditional Islamic education, with thousands o f Qur'anic schools. However, a sharp change occurred in the middle of 19,h century as western education started receiving wide embrace especially in the north. Today, formal education has formed our national values. t- vccording to International Standing Conference for the History o f Education in Nigeria, adult literacy has been estimated to be over 78 percent for men and 64 percent for v .vomen. These statistics were based on estimate literacy in the English language. It is, therefore, not erroneous to call Nigeria a nation dominated with educated persons. Based on this, it gives me great pleasure to write this foreword to a book celebrating the ' -world's linguistic giant and quintessential educationist, Emeritus Professor Thomas : Kolawole Adeyanju. This is more so since I am one of his 'grand students'; for he was my ̂ teacher's teacher. Emeritus Professor Thomas Kolawole Adeyanju is one of the major educationists who have contributed to making Nigeria a literate society. Professor Adeyanju is a teacher who truly finds satisfaction in his labour. To him, no man can be a quality teacher unless lie has feelings o f warm affection towards his pupils and a genuine desire to impart on them, what he himself believes to be o f value. For this reason, he is much admired by both tiis students and his contemporaries; an honour well-deserved. His honest relationship with his students is highly commendable. His call is for the best practices on how to raise Jie quality o f teachers. Education across the Curriculum IBADAN UNIVERSITY LIBRARY Professor Gideon Omachonu, Professor Emmanuel Achor, Chinonso Okolo and the Consultant Editor, Professor Isaac Olaofe, who have blown Adeyanju's own trumpet. I, therefore, recommend Education across the Curriculum: Celebrating Emeritus Professor Thomas Kolawole Adeyanju to every academic with a strong conviction that those who drink from the deep well o f this volume will surely be reawakened in great wealth o f wisdom. Professor Abdalla UbaAdamu The Vice-Chancellor National Open University o f Nigeria (NOUN) Plot 91, Cadastral Zone, Nnamdi Azikiwe Expressway, Jabi Abuja, Nigeria December 2016 M utation across the Curriculum ix IBADAN UNIVERSITY LIBRARY Notes on Editors Professor Isaac Olaofe is a specialist in Applied Linguistics and Language Education, teacher educator of forty-two years professional experience online-offline, print and electronic materials developer, an educational consultant to many national and international organisations, and prolific writer of many language and research-based scholarly articles and textbooks. Professor Olaofe keynotes and directs many national and international conferences, seminars and workshops Consultant Editor Editors Joy Eyisi, is a Professor of English and Director, NOUN Special Studv Centre, National Assembly, Abuja. She is an expert m the teaching of English as a Second Language (ESL). Professor Eyisi is a recipient of numerous scholarly and excellent leadership awards, nationally and internationally. She was the Best Paper Presenter in the 2010 Conference of the International Academy of Linguistics, Behavioural and Social Sciences (IALBS) held in Louisiana, USA; Mentor, VolkswagenStiftung Postdoctoral Fellowships m the Humanities in Sub-Saharan and North Africa; Member, Screening and Monitoring Committee of Tertiary Education Trust Fund, etc. Professor Eyisi is well-published. Gideon Sunday Omachonu, PhD, AvHF Professor of Linguistics and Head, Department of Languages and Linguistics, Nasarawa State University, Keffi. He is a Fellow of the prestigious Alexander von Humboldt Stiftung/Foundation, Federal Republic of Germany. Prof Omachonu has numerous publications in refereed journals and books. He had received several awards for academic excellence and good leadership. Prof. Omachonu is currently involved in some funded research projects sponsored by Alexander von Humboldt Foundation, TETFUND, and other funding bodies He is member of several learned associations including West African Linguistic Society (WALS), Linguistic Association of Nigeri• a (/ TL A* NV T )\ , AA ssoci■ ati i' o. n fCo r TPV r. . o m o t in— g^ TI ga1l ^a LT angum a /g> ne , TL 1 ift erat tl u 1 re and Culture (APILLAC; member and convener) and others. Education across the Curriculum IBADAN UNIVERSITY IBRARY Emmanuel Edoja Achor is a Professor of Science Education at Benue State University. He is currently the Head, Department of Curriculum and Teaching in the Faculty of Education. Professor Achor has been the Editor-in-Chief, NASHER Journal now called ICSHER Journal (International Centre for Science, Humanities and Education Research Journal) from 2003 to date as well as editorial member, Journal of Research in Curriculum and Instruction, a journal being hosted by the Department ot Curriculum and Teaching of the Benue State University, Makurdi. He is also editorial member, Electronic Journal of Science Education (EJSE), a peer reviewed journal hosted by Texas Christian University, Texas in the USA. He is a partner and a Trustee of Global College, Ojokodo Ankpa in Kogi State and at present a member, Implementation Committee ot Evergreen University. Professor Achor has a total of 98 publications consisting of international journals, national and local journals, textbooks, chapter contributions as well as proceedings. He is a Lead Researcher and Consultant to the Senior Special Assistant to the President on Disability Matters (SSAP-DM). Chinonso Okolo is a seasoned scholar. He possesses a Bachelor of Education (B.Ed) in Education and English, Masters of Arts (MA) in English Literature and has currently embarked on PhD programme in English Literature. He is well published. Most ot his books, journal articles and chapters in mainline books have met with overwhelming acclaim as well as clear scholarly commendations. In addition to this, Chinonso is a recipient of many awards humanitarian and academic. Education across the Curriculum \i IBADAN UNIVERSITY LIBRARY Notes on Contributors Emmanuel Achor, PhD, is Professor of Science Education, Department of Curriculum and Teaching, Benue State University, Makurdi. Ifeoma Onyemelukwe, PhD, is Professor of French and African Literature of French Expression in the Department of French, Ahmadu Bello University, Zaria. Festus Ogunlade, PhD, is a retired Professor in the Department of Social Studies Education, Ahmadu Bello University, Zaria. Isaac Olaofe, PhD, is a retired Professor in the Department of Arts and Social Science Education, Ahmadu Bello University, Zaria. Anthony Unamma, PhD, is Professor of Science Education in the Department of * Physical Science-Education, Faculty of Eduaction, Imo State University, Owerri. Joy Eyjsr, PhD, is Professor pf English and the Director, National Open University of Nigeria, National Assembly Special Study Centre, Abuja. Bukar Waziri, PhD, is Professor of Educational Administration, University of Maiduguri. Gideon Omachonu, PhD, is Professor of Linguistics, and Head, Department of Languages and Linguistics, Nassarawa State University, Keffi. Ibrahim Danjuma, PhD, is Professor of Science Education and Dean, Faculty of Educational Technology, Abubakar Tafawa Balewa, Bauchi. Tijani Isma'il, PhD, is Professor in the Faculty of Education, Bayero University, Kano Ken Mezieobir PhD, is Professor of Social Studies Education, Department of Social Studies Education, Ignatius Ajuru University of Education, Rumuolumeni, Port Harcourt. Jonathan Mari, PhD, is Professor of Science Education in the Department of Science Education, Ahmadu Bello University, Zaria. 1.0 Inekwe, PhD, is Professor of Science Eduaction in the Department of Science Education, Michael Okpara University of Agriculture, Umudike. A.B.C Orji is Professor of Science Education in the Department of Science and . Environmental Education, Faculty of Education, University ofAbuj a, Abuj a, Nigeria Education across the Curriculum I ADAN UNIVERSITY LIBRARY Anthony Ebubechukwu, PhD, is an Associate Professor in the Department of Physical Science Education, Imo State University, Owerri. Ladan Sharehu, PhD, is an Associate Professor and Former Director General/ Chief Executive Officer, National Teachers' Institute, Kaduna. Cicilia Ekwueme, PhD, is a Senior Lecturer in the Department of Science Education, Faculty of Education, University of Calabar. Scholastica Ezeodili, PhD, is a Senior Lecturer in the Department of Modem European Languages, Nnamdi Azikiwe University, Awka. F. 1. Ebele, PhD, is a Lecturer in the Department of Science and Environmental Education, Faculty ofEducation,University ofAbuja, Abuja,Nigeria Benjamin Tangahar, PhD, is a Lecturer in Science and Technical Education, Benue State University, Makurdi. Chizoba Umerah, PhD, is the Zonal Coordinator for the South East Zone of National Teachers' Institute, Kaduana. Uche Oboko, PhD, is the Head, Department of English, Madonna University, Okija. Ifeoma Abana, PhD, is a Lecturer in the Department of English, Madonna University, Okija. M usa Bawa, PhD, is a Senior Lecturer in the Department of Mathematics and Computer Science, Ibrahim Badamasi Babangida University, Lapai. Hezekiah Alonge, PhD, is a Senior Lecturer in the Department of Educational Management, Faculty ofEducation, University of Benin. E. Ekpunobi, PhD, is a Senior Member of Staff at the National Teachers' Institute, Kaduna. Mustapha Baba Ibi, PhD, is a Senior Lecturer in the Department of Education, University of Maiduguri. Ibrahim Baba Fika, PhD, is a Senior Lecturer in the Department of Education, University of Maiduguri. yfkmat Junaid, PhD, is a Senior Lecturer in the Institute ofEducation, University of Ibadan. * Education across the Curriculum IBADAN UNIVERSITY LIBRARY Alti Kassim, PhD, is a Lecturer in the Department of Arts and Social Science Education, Ahmadu Bello University, Zaria. Chinonso Okolo is of the Department of English and Literary Studies, Ahmadu Bello University, Zaria. Patricia Oguegbu is of the Department of English Language and Literature, Nnamdi Azikiwe University, Awka. Ifeoma Aniegbunam is a Senior StafifofNational Teachers’ Institute, Kaduna. Grace Ikechukwu is a Lecturer in the Department of English, Madonna University, Okija. M.A. Adeniran is a Senior Lecturer in the Department of Biology, College of Education, Ikere Ekiti. P.E. Owoeye is a Senior Lecturer in the Department of Biology, College of Education, Ikere-Ekiti. Maryam Mohammad is a Lecturer in the Department of English, Kaduna State Polytechnic, Kaduna. Amina Abubakar is a Lecturer in the Department of English, Federal College of Education, Kano. Elizabeth Ugwuanyi is Chief Lecturer in the Department of Languages, Federal Polytechnic, Kaduna. Ayuba Usman is a Lecturer in the Department of Educational foundations, Faculty of Technology Education, Abubakar Tafawa Balewa University, Bauchi. Tanko Adamu is a Lecturer in the Department of Educational Foundations, Abubakar Tafawa Balewa University, Bauchi. Onyeka Onu is of the Department of English Language and Literary Studies Benson Idahosa University, Benin. Kelechi Mezieob is a Lecturer in the Department, Faculty of Education, Imo State University, Owerri. Education across the Curriculum IBADAN UNIVERSITY LIBRARY Ademola Olude is a Deputy Director in the National Teachers' Institute, Kaduna. Ugochukwu Iwuji is a Lecturer in Federal College of Education, Katsina. Ifeoma Oleribe is a progressive doctoral student in the Department of Curriculum Studies and Teacher Education, Abia State University, Uturu. Chinwe Ahumareze is a doctoral student in the Department of English Language and Literature, Nnamdi Azikiwe University, Awka. Pascal Ohanma is of Department of French, Ahmadu Bello University, Zaria and the Director, Alliance Francais, Jos Joy Chioma Orji is a Teacher at Best Intellect International Academy, Gwagwalada, Abuja, Nigeria. Orame Alaku, PhD, is a Professor of Language Education in the Department ofA rts and Social Science Education, Nassarawa State University, Keffi. Theresa Ettu, PhD, is the Director of Learners support services, National Open University of Nigeria. Uchenna Elekwa, PhD, is a lecturer in the Department of Science Education, Michael Okpara University of Agriculture, Umudike. Kate Azekhueme, PhD, is the Acting Director, Ikom Community Study Centre, National Open University ofNigeria. Education across the Curriculum IBADAN UNIVERSITY LIBRARY Effects of Millennium Development Goals and Capacity Building on Social Studies Teachers' Competencies and Students' Learning Outcomes in Social Studies in Kogi State Ikmat Junaid A bstract Students 'performances in Junior Secondary School Social Studies in recent time have not been encouraging. Teachers also attributed woeful performances ofstudents to poor staff development training. The study investigated the effects o f Millennium Development Goals Capacity Building on Social Studies Teachers' Competencies and Student's Learning Outcome in Kogi State. This study is a descriptive research o f survey type adopting multi-stage sampling technique. Data were collected from 40 Social Studies teachers and 360 JSSII students from 12 schools in Kogi State. Three research questions and three instruments guided the study with reliability coefficients o f 0.68 fo r TCQ; 0.76 fo r CIS and 0.72 fo r SSAT. Data were analysed using descriptive statistics and Pearson Product Moment Correlation. Results revealed that relationship exists between MDGs' teachers ’competencies in classroom management and students' learning outcomes (r = 0.30); positive significant relationship exists between MDGs teacher competencies and students' learning outcomes (r = 0.13) and larger percentage o f the participants with MDGs capacity Building acquired more teaching skills in the course o f the training. It is recommended that teachers should appropriate their newly acquired skills to increase students'learning outcomes and be proactive in creating enabling environment in order to motivate students to learn. Keywords: Millennium Development Goals, Teacher's Competencies, Capacity Building, Classroom Management, Social Studies. Education across the Curriculum 129 IBADAN UNIVERSITY LIBRARY Introduction The importance of education in modem society cannot be overemphasized. Indeed, education is a basic force for the socio-economic and political transformation of any society. It is equally a fact that no nation can develop to its fullest and keep pace with trends in science and technology without an effective and efficient educational system. Many countries in the world view education as a good investment for national development because it is expected to produce the required quantity and quality of human resources for the economic growth (Akinsolu, 2011). Teaching has been opined as a communication between two or more people who influence each other by their ideas and learn something in the process of their interactions (Okunogbe, 2005). Teaching is filling the mind of the learner with information and knowledge or facts for future use. (Encyclopaedia Americana, 2003) explained that teaching is helping other < people to leam. It helps people acquire the knowledge they need to become responsible citizens, to earn a living, and to live a useful and rewarding life. In order to achieve improved teacher stock and increase their qualification and competencies on the job, the federal government of Nigeria recently ordered the National Teachers Institute to embark on the re-training of Basics 1 to 9 school teachers across the country (Akhaine, 2006). The aim of this was to enable the teachers, some of who are not qualified, to become qualified and be able to effectively teach the four core basic school subjects namely: English Language, Mathematics, Elementary Science and Social Studies as part of the Millennium Development Goals project. A substantial number of school teachers were selected from each of the states of the federation on zonal basis and were made to undergo a one-week rigorous training on how to use best practices to teach the four subjects named above and were assembles’ in different locations within each state of the federation for the training. They were also taught by experts selected from faculties of education in Universities and Colleges of Education after they had been given orientation on how to handle their teachers and the programme before the commencement of actual training of teachers. The teachers were to be taught how to improvise materials or resources for use and how to conduct school based assessment in their various schools. The Government also provided materials (manuals) for the teacher-trainees with a little honorarium to serve as a form of incentive to the participants (Kolawole, 2006). The Nigerian Millennium Development Goals 2005 report is the second in the series of annual reports on the Millennium Development Goals in Nigeria. The first report was the 2004 report. The report which addressed the eight Millennium Development Goals highlights the current status and trends of each of the Millennium Development Goals, the challenges and opportunities in attaining the goal, the promising initiatives that are creating a supportive environment and priorities for development assistance. The report concluded that there is high potential to attain some of the Millennium Development Targets namely achieving universal primary education, ensuring Education across the Curriculum , 130 IBADAN UNIVERSITY LIBRARY environmental stability and developing a global partnership for development”. In order to address the problem of poverty and promote sustainable development, the United Nations Millennium Declaration was adopted in September 2000 at the largest ever gathering o f Heads of States committing countries both rich and poor to do all they can to eradicate poverty, promote human dignity and equality and achieve peace, democracy and environmental stability. The goals include those dedicated to eradicating poverty, achieving universal primary education, promoting gender equality and empowering women, reducing child mortality, improving maternal health, combating HIV/AIDS, malaria and other diseases, ensuring environmental sustainability and developing a global partnership for development. The country was the road to achieving the goal of universal primary education by 2015. Net enrolment ratio in primary education has consistently increased. From about 8 in every 10 eligible children in 2004, it increased to 9 in 2007 as a result of the implementation of Universal Basic Education (UBE) programme. This was complemented with the upsurge in the establishment of private primary schools. Literacy rate has also continued to increase; the urban areas have, however, fared better relative to the rural areas. Primary Six completion rate however declined from 8 pupils out of 10 in 2004 to 7 in 2007. The literacy rate of 15-24-year-old also rose from 6 out of 10 students to 8 during the same period. In all these indicators females lag behind males and more seriously in primary completion rate. The policy environment was supportive of the progress made on this goal. This ranges from the launch of free and compulsory Universal Basic Education in 2004 and its subsequent vigorous implementation in many states of the federation (whose focus is the first nine years of basic schooling) and the comprehensive educational reform in 2006 (including education sector analysis and 10- year education sector plan). The limitations of the MDGs and its targets are well documented. First, MDGs risk simplifying what development is about by restricting the goals to what is measurable. Many aspects of development cannot be easily measured. Secondly, some of the goals are very modest e.g. the goal to half the proportion of people living on less than $1 a day by 2015 and the target to achieve a significant improvement in the lives of at least 100 million slum dwellers by 2020. Finally, some of the targets do not address problems identified holistically. For instance, the MDG on education talks only of a full course of primary schooling with no reference to secondary and tertiary education. The roles teachers play in education process is so crucial that they should possess certain basic skills to help them function efficiently in the classroom. Fuller (2010) defined Competence as possessing sufficient skill and knowledge in a particular area. He further stated that “ To understand a competent teacher, we have to see to what extent they apply an integrated knowledge that they have in planning and implementing their teaching and revise the contents of their lesson. The other aspect of teaching competency is ability in technological aids, which suggests that the teacher must possess knowledge and skill Education across the Curriculum 131 IBADAN UNIVERSITY LIBRARY about proficiency in teaching aids”. Magala (2011) on the other hand was o f the view that “Competencies represent a dynamic combination of knowledge, understanding, skills, abilities and values”. Competences are also essential for the psychological well-being of teachers. Those whose basic need to be competent are not met, will be less satisfied with their job, less efficient, and with lower well-being. This will definitely impact the teaching process and it's outcomes in pupils. Deakin (2008) proposed this definition of competence: “A complex combination of knowledge, skills, understanding, values, attitudes and desire which lead to effective, embodied human action in the world, in a particular domain”. Competence implies a sense of agency, action and value. Furthermore, Researchers have argued that teacher competence is a function of teacher qualifications (Aghenta, 2000). How competent a teacher could be in teaching seems to depend largely on teacher's qualification. As observed by (Ajeyalemi, 2005), an effective teacher of any subject must demonstrate: Mastery of the subject matter as well as the philosophy and goals of teaching that subject at that level; Mastery of general and subject-specific teaching strategies; knowledge of the learner, learning theories, principles and methods and good personality as a leader as well as positive attitudes to the students and the subject matter.. Social studies by its nature can be very effective in promoting critical thinking. This is simply because the content is within the immediate experiences of the students, it is popular among students and its concepts tend to feature extensively among the topics and since the aim of teaching social studies is not to feed the students with facts, the ability of the teacher to frame specific and adequate questions which should not only help the student to give and discuss answers they provide, rather it helps them to think beyond the specifics. In the same spirit, (Olabisi, 2011) observed that the content of social studies is designed to provide the most vital knowledge all Nigerian students should necessarily consume and acquire as good Nigerians. Statement of the Problem Students' performances in Junior Secondary Schools Social Studies in recent time have not been encouraging based on the examiner's report (BECE). Commitment to teaching, a hall mark o f a good teacher has dwindled as majority of teachers engaged in other economic activities for survival. Teachers have often attributed woeful performances of students in final examinations and poor teaching efficiency to poor staff development training provided by the government. Several studies had researched into some aspects o f teachers' competencies and its implication for teaching efficiency, but it seems only a few had attempted to investigate the effects of Millennium Development Goals Capacity Building on teachers’ competencies and student learning outcome. The researcher therefore investigated the effects o f millennium development goals capacity building on social studies teacher competencies and student's learning outcome in Social Studies in Kogi State. Education across the Curriculum 132 IBADAN UNIVERSITY LIBRARY Research Questions Based on the above stated problem, the study provided answers to the following questions. 1. Does teacher competencies in classroom management resulting from Millennium Development Goals Capacity Building programme correlates students' learning outcome in Social Studies in Kogi State? 2. (a.) Does teacher's competencies in handling instructional materials resulting from Millennium Development Goals Capacity Building programme correlates students' learning outcome in Social Studies in Kogi State? (b.) What is the classroom profile o f the Social Studies teachers who underwent millennium Development Goals Capacity Building programme in Kogi State? 3. What are the existing teaching skills teachers developed as a result of training under Millennium Development Goals capacity building programme? Methodology This study is a non-experimental design o f survey type. Multi-stage sampling technique was adopted in this study. First, Kogi State was stratified along the three senatorial districts and simple random sampling technique was employed to select Ankpa-Omala- Dekina senatorial district out o f the three that exist in the state. From the selected senatorial district which has been sub-divided into ninet Local Governments, simple random sampling technique was also employed to select four Local Government Areas (LGAs). Three schools were however randomly selected from each LGA, making a total o f twelve schools in all. Purposive sampling technique was employed to select forty (40) Social Studies teachers, while thirty (30) students were randomly selected from each school. In all, a total o f400 participants (fourty (40) teachers and three hundred and sixty (360) students) were used for the study. Three validated instruments were used to gathered information in this study, which are: Teacher Competencies Questionnaire (r = 0.68), Classroom Interaction Sheet (CIS), Social Studies Achievement Test (SSAT). The data obtained were analyzed using descriptive statistics and Pearson product moment correlation at 0.05 level of significance. Results Research Question One: Does teachers’ competencies in classroom management resulting from Millennium Development Goals capacity building programme correlates students' learning outcome in Social Studies in Kogi State? Table 1: Correlation between Teacher Competencies in Classroom Management Resulting from Millennium Development Goals Capacity Building Programme and Students' Learning Outcome in Social Studies Education across the Curriculum 133 IBADAN UNIVERSITY LIBRARY Variables MDGs Teacher Students’ Learning Competencies in Outcome in Social Classroom Studies Management_______________________ MDGs Teacher Competencies in Classroom Management Pearson Correlation Sig. (2-tailed) Students’ Learning Outcome in Social Studies Pearson Correlation .302 Sig. (2-tailed) .000 Significant at p < 0.05 Table 1 reveals positive moderate significant relationship between the variables at (r = .302, p < 0.05). This is an indication that Millennium Development Goals teacher competencies in classroom management correlate with students' learning outcome in Social Studies. In other words, it was discovered from the study that a significant relationship exists between Millennium Development Goals teacher competencies in classroom management and students' learning outcome in Social Studies. Discussion The present finding accentuates the declaration of Wong and Wong (2005) who stated that a teacher's ability to use good classroom management influences the students' attitude to learning and the academic outcomes of the students. Students score better academically with teachers who are skilled at using classroom management techniques (Craig & Dickenson, 2003) Research Question Two: Does teacher's competencies in handling instructional materials resulting from millennium Development Goals Capacity Building programme correlates students' learning outcome in Social Studies in Kogi State? Table 2: Correlation between Teacher Competencies in Handling Instructional Materials Resulting from MDGs Capacity Building Programme and Students' Learning Outcome in Social Studies Education across the Curriculum IBADAN UNIVERSITY LIBRARY Variables M DG s Teacher Students’ Learning Com petencies in O utcom e in Social Instructional Studies M aterials H andling M DGs Teacher Com petencies in Instructional M aterials H andling Pearson Correlation Sig. (2-tailed) Students’ Learning O utcom e in Social Studies Pearson Correlation .134 Sig. (2-tailed) .034 Significant a t p < 0.05 Table 2 reveals positive low significant relationship between the variables at (r = . 134, p < 0.05). This is an indication that Millennium Development Goals teacher competencies in handling instructional materials to facilitate learning correlate with students' learning outcome in Social Studies. In other words, it was discovered from the study that a significant relationship exists between Millennium Development Goals teacher competencies in handling instructional materials to facilitate learning and students' learning outcome in Social Studies. Discussion This present finding buttresses the assertion of Gbenu (2012) who in his view regarded teaching as the noblest profession and it is o f importance that those individuals who join the teaching profession should be dedicated and competent in their work. Moreover Gonzales and Wagenaar (2005) supported this present discovery where they asserted that “Competencies represent a dynamic combination of knowledge, understanding, skills, abilities and values”. Competencies are also essential for the psychological well­ being o f teachers. Research Question Two (b) : What is the classroom profile o f the Social Studies teachers who underwent millennium Development Goals Capacity Building programme in Kogi State? Education across the Curriculum IBADAN UNIVERSITY LIBRARY Table 3: Profile of Social Studies Teachers’ Classroom Interaction Pattern Teacher Individual Student Teacher Monologue Teacher Confusion Others Total category student group prompting not work Activity learning facilitating learning Total % 604.3 506.1 2250.85 95.2 313.82 141.7 60 3971.97 % 15.1% 13% 56.3% 2.3% 7.8% 3.5% 2% 100% Mean Considering the result from the overall Social Studies teachers' interaction pattern, the teachers observed used only 28.1% of the period for Students' activities which is roughly % of the subject period, 56.3% was used by the teachers to facilitate learning and 15.6% goes to other activities that do not facilitate learning. This implies that 28% of the teaching-learning process was given for students' participation and 56% occupied, with teachers facilitating learning and 15.6% claimed by other activities interrupting teaching-learning processes in Social Studies classrooms. Some of the teachers interacted with by the researcher affirm the fact that concepts in Social Studies need detail explanation and therefore, teacher must take time to explain every concept in detail. This was the reason accorded, for the larger percentage of the period used by the observed teachers in the classroom to facilitate learning. Research Question Three: What are the existing teaching skills teachers developed as a result o f training under millennium development goals capacity building programme? Table 4: Participants' Responses on Teaching Skills Teachers Developed as a result of Training under Millennium Development Goals Capacity Building Programme S/N ITEMS SD D A SA X SD 1.. MDGs capacity building increase my 3 5 18 14 3.08 .8882 effective classroom management skills (7%) (13%) (45%) (35%)MDGs capacity building help me in 3 1 18 18 3.28 .847 handling individual differences in (8%) (2%) (45%) (45%) students 3.. MDGs capacity building has increased 2 18 0 20 3.45 .5974 my communication skill. (5%) (45%) (0%) (50%)MDGs capacity building increases my 3 7 15 15 3.05 .932 skills in test construction. (7%) (17%) (38%) (38%) 5. MDGs capacity building increases my 4 6 16 14 3.00 .961 . knowledge of computer as a means of (10%) (15%) (40%) (35%)6 passing instruction.MDGs capacity building increases my 4 6 14 16 3.05 .986 continuous assessment administration (10%) (15%) (35%) (40%) Education across the Curriculum IBADAN UNIVERSITY LIBRARY Table 3 reveals that 35% of the participants strongly agree, 45% of the participants agree, 13% of the participants disagree and only7% of the participants strongly disagree that Millennium Development Goals capacity building increase their effectiveness in classroom management. Moreover, 45% of the participants strongly agree, 45% of the participants agree, 2% of the participants disagree and 8% strongly disagree that Millennium Development Goals capacity building help them in handling individual differences in students. Likewise, 50% of the participants strongly agree, 0% o f the participants agree, 45% of the participants disagree, 5% of the participants strongly disagree that Millennium Development Goals capacity building has increased their communication skill. Also, 38% o f the participants strongly agree, 38% of the participants agree, 17% o f the participants disagree and 7% strongly disagree that Millennium Development Goals capacity building increases their skills in test construction. In the same spirit, 35% o f the participants strongly agree, 40% of the participants agree, 15% of the participants disagree and 10% o f the participants strongly disagree that Millennium Development Goals capacity building increases their knowledge o f computer as a means o f passing instruction. Furthermore, 40% of the participants strongly agree, 35% of the participants agree, 25% o f the participants disagree and 10% strongly disagree that Millennium Development Goals capacity building increases my continuous assessment administration. Discussion Findings from this study support the assertion o f Adetayo (2011), defining competence in teaching as a means or the ability to accomplish assigned duties o f which teaching is the central part. Also, the present findings accentuate the assertion of (Aghenta, 2000) who declared that how competent a teacher could be in teaching seems to depend largely on teacher's qualification. This point further supports Mullen's (1993, cited in Adeyemi and Adu, 2012a) argument that the level of a teacher's subject matter competence is a prime predictor o f pupils' learning. Conclusion From the findings o f the study, it was observed that there are positive relationships between teacher's competencies in classroom management and instructional materials handling with students' learning outcome in junior secondary school Social Studies. The results and findings o f this research should move further rather than being additional data to the understanding of the theories in teaching and learning environment. Therefore, when teachers who have participated in Millennium Development Goals capacity building appropriate the skills they have acquired in the process o f the training in teaching-learning process, there is the tendency for students learning outcome in Junior Secondary School Social Studies to improve. Education across the Curriculum 137 IBADAN UNIVERSITY LIBRARY Recommendations The findings summarised above have far-reaching educational implication for the government, teachers, curriculum planners and school administrators. Therefore, the following recommendations were made. ♦> The Government should increase the subvention for Millennium Development Goals capacity building in order to give teachers more opportunity to acquire more skills. ❖ Teachers should appropriate the skills they have acquired in classroom activities to increase students learning outcome. ♦> Teachers should be proactive in the creation of enabling environment for their students in order to motivate them to learn. ❖ There should be periodic supervision and regular monitoring of teaching-learning process in the school. ❖ The reports from teachers' supervision should be available for them (teachers) to read so that they can improve on their skills. References Adetayo, J.O. (2011). 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Enhancing Quality in Teacher Preparation Programmes for Basic Education in Nigeria Lesson from the Millennium Development Goals Project in West African Journal o f Education Vol. (XXVI). Okunogbe, M.A. (2005). Motivation Practices and Teacher Task Performance in Some Local Education Areas of Oyo state. Unpublished M.Ed. Dissertation, Institute of Education, University o f Ibadan, Ibadan-Nigeria. Wong, H. and Wong, R. (2005). “Classroom Management is not Discipline” [Accessed on 3rdFeb. 2010] http://teachers.net/wong/OCTQ5 Education across the Curriculum 139 IBADAN UNIVERSITY LIBRARY