A Two-prong Approach for Enhancing Teaching and Learning for 21st Century skills Development in Oyo State, Nigeria
Formal Education in the 21st Century is focused on the development of learners’ skills and competencies essential to navigate the complexities and uncertainties of the age. Effective acquisition of these skills in the school is predicated on adequate provision of technological resources, adequate sc...
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| Format: | Article |
| Language: | English |
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Unit for Distance Education, Faculty of Education, University of Pretoria
2021-05-01
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| Series: | Teacher Education through Flexible Learning in Africa |
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| Online Access: | https://upjournals.up.ac.za/index.php/tetfle/article/view/87 |
| _version_ | 1798031887544877056 |
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| author | Samuel O Babalola |
| author_facet | Samuel O Babalola |
| author_sort | Samuel O Babalola |
| collection | DOAJ |
| description | Formal Education in the 21st Century is focused on the development of learners’ skills and competencies essential to navigate the complexities and uncertainties of the age. Effective acquisition of these skills in the school is predicated on adequate provision of technological resources, adequate school infrastructure and continuous professional development of teachers for innovative instructional delivery. Therefore, this study was carried out to investigate the extent to which infrastructural provisions and continuous professional development of teachers in secondary schools in Nigeria support the development and acquisition of 21st Century teaching and learning skills. The study which adopted the impact of school infrastructure on learning by Barrett et al.as a conceptual framework, used descriptive survey design. Two self-constructed instruments were used to collect data from (20) selected secondary schools, (50) teachers and (200) students. Data were analysed using frequency count, percentage score, mean, and standard deviation. Findings showed that the schools visited lack infrastructural provisions, the teachers do not have the requisite skills and the students are not aware of any other means of learning different from the conventional styles offered by their teachers. Therefore, this study offered a two-prong approach of immediate provision of technological infrastructure for schools and the development of teachers’ professional skills through focused training targeted at enhancing their technological instructional delivery skills. |
| first_indexed | 2024-04-11T20:03:48Z |
| format | Article |
| id | doaj.art-a1da46240cb0498c8b68da9268d77a17 |
| institution | Directory Open Access Journal |
| issn | 2788-6298 |
| language | English |
| last_indexed | 2024-04-11T20:03:48Z |
| publishDate | 2021-05-01 |
| publisher | Unit for Distance Education, Faculty of Education, University of Pretoria |
| record_format | Article |
| series | Teacher Education through Flexible Learning in Africa |
| spelling | doaj.art-a1da46240cb0498c8b68da9268d77a172022-12-22T04:05:25ZengUnit for Distance Education, Faculty of Education, University of PretoriaTeacher Education through Flexible Learning in Africa2788-62982021-05-012110.35293/tetfle.v2i1.8787A Two-prong Approach for Enhancing Teaching and Learning for 21st Century skills Development in Oyo State, NigeriaSamuel O Babalola0Department of Arts and Social Science Education, University of IbadanFormal Education in the 21st Century is focused on the development of learners’ skills and competencies essential to navigate the complexities and uncertainties of the age. Effective acquisition of these skills in the school is predicated on adequate provision of technological resources, adequate school infrastructure and continuous professional development of teachers for innovative instructional delivery. Therefore, this study was carried out to investigate the extent to which infrastructural provisions and continuous professional development of teachers in secondary schools in Nigeria support the development and acquisition of 21st Century teaching and learning skills. The study which adopted the impact of school infrastructure on learning by Barrett et al.as a conceptual framework, used descriptive survey design. Two self-constructed instruments were used to collect data from (20) selected secondary schools, (50) teachers and (200) students. Data were analysed using frequency count, percentage score, mean, and standard deviation. Findings showed that the schools visited lack infrastructural provisions, the teachers do not have the requisite skills and the students are not aware of any other means of learning different from the conventional styles offered by their teachers. Therefore, this study offered a two-prong approach of immediate provision of technological infrastructure for schools and the development of teachers’ professional skills through focused training targeted at enhancing their technological instructional delivery skills.https://upjournals.up.ac.za/index.php/tetfle/article/view/8721st centuryteaching skillslearning skills21st century classroomsteachers and learners |
| spellingShingle | Samuel O Babalola A Two-prong Approach for Enhancing Teaching and Learning for 21st Century skills Development in Oyo State, Nigeria Teacher Education through Flexible Learning in Africa 21st century teaching skills learning skills 21st century classrooms teachers and learners |
| title | A Two-prong Approach for Enhancing Teaching and Learning for 21st Century skills Development in Oyo State, Nigeria |
| title_full | A Two-prong Approach for Enhancing Teaching and Learning for 21st Century skills Development in Oyo State, Nigeria |
| title_fullStr | A Two-prong Approach for Enhancing Teaching and Learning for 21st Century skills Development in Oyo State, Nigeria |
| title_full_unstemmed | A Two-prong Approach for Enhancing Teaching and Learning for 21st Century skills Development in Oyo State, Nigeria |
| title_short | A Two-prong Approach for Enhancing Teaching and Learning for 21st Century skills Development in Oyo State, Nigeria |
| title_sort | two prong approach for enhancing teaching and learning for 21st century skills development in oyo state nigeria |
| topic | 21st century teaching skills learning skills 21st century classrooms teachers and learners |
| url | https://upjournals.up.ac.za/index.php/tetfle/article/view/87 |
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