Search results for: Nigeria
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Enhancing International Postgraduates’ Learning Experience with Online Peer Assessment and Feedback Innovation
This article describes a Higher Education Academy Economics Network-funded research examined academic and international students' experience of innovative online peer assessment and feedback. The findings reveal that the innovative tools, like PeerMark, facilitate a simple but powerful educational principle for international students. Furthermore, the authors found that the heterogeneity in assessors’ ability levels may not affect the confidence of international students in online peer assessment.
Updated: Feb. 06, 2018
Nigerian Inservice Teachers' Self-Assessment in Core Technology Competences and Their Professional Development Needs in ICT
This study was a survey designed to engage postgraduate inservice teachers from selected universities in the south-south geopolitical zone of Nigeria in selfassessment of core technology competence. 238 teachers participated in the study. The study was also designed to determine the professional development needs of the inservice teachers and their preferred mode of professional development. Results revealed that the majority of the inservice teachers lacked competencies in core technology areas.
Updated: Jan. 12, 2010
Through this study researchers sought to evaluate the effects of qualification on instructional delivery modes of practicing preschool teachers in Nigeria. The sample consisted of 93 preschool teachers and 2,859 pupils aged 4 to 5 years. The results revealed that none of the teachers observed had preschool education training, and teacher whole-class interaction characterized by direct instruction was the prevailing approach.
Updated: Oct. 27, 2009