English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

The study investigated the interaction pattern o f primaiy school Social Studies teachers. Purposive sampling procedure was used to select 40 NTINCE and 40 full-time NCE teachers who teach at the middle basic in Ogun State, Nigeria. A valid and reliable instrument, the Classroom Interaction Sheet (CIS)(a ranging from 0.70-0.85) was used to obtain classroom coded behaviours o f these teachers. Data were analysed using descriptive, t-test and ANOVA statistics. NTI NCE teachers and full-time NCE teachers did not facilitate active learning activities in the classroom as 10.3 and 10.4 minutes respectively were spent facilitating learning, whereas pupils under the two types o f teachers spent 4.2 minutes or about 29% o f class time respectively participating in learning activities. NTI NCE and full-time NCE teachers spent 6.27and6. 21 minutes respectively on monologue and other activities that did not facilitate learning. Teacher’s experience and gender did not significantly distinguish between teacher interactions patterns in Social Studies class. In view o f these results, it was recommended that there is a compelling need fo r Social Studies trainee teachers to be well grounded in sound pedagogy that will enable them exhibit innovativeness and ingenuity in class. Also, teacher preparation during teaching practice'Should not be left exclusively to Colleges/Faculties o f Education but should be a collaborative effort among host and external auditing personnel, Ministry o f Education, school heads and other teacher representatives in the state.

GENDER AND TEACHER EXPERIENCE AS DISTINGUISHING FACTORS OF CLASSROOM INTERACTION PATTERN OF TEACHERS OF TWO MODES OF STUDY IN SOCIAL STUDIES CLASS