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Article
A Great Achievement in Zaria [Nigeria]
Publication: LM Courier
Date: Jun 1983
Pages: 4–5
Africa, Nigeria, Sub-Saharan Africa, West Africa
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Language: English
Article
Montessori Education in Nigeria: Prospects and Challenges
Publication: Montessori Leadership
Date: May 2008
Pages: 13, 24, 26, 29,
Africa, Nigeria, Sub-Saharan Africa, West Africa
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Language: English
Article
Character Teaching in Nigeria
Available from: Internet Archive
Publication: Montessori Observer, vol. 29, no. 1
Date: Mar 2008
Pages: 1
Africa, Nigeria, Sub-Saharan Africa, West Africa
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Language: English
ISSN: 0889-5643
Article
Vision for the Future in Nigeria [Igbinedion Education Centre, Benin City]
Publication: Montessori Courier, vol. 4, no. 3
Date: Aug 1992
Pages: 8–9
Africa, Nigeria, Sub-Saharan Africa, West Africa
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Language: English
ISSN: 0959-4108
Article
Effectiveness of Two Instructional Methods on Reasoning Ability of Children with Hearing Impairment in Nigeria / Uticaj dva nastavna metoda na sposobnost rasuđivanja kod dece sa oštećenjem sluha u Nigeriji
Available from: SCIndeks
Publication: Specijalna Edukacija i Rehabilitacija [Special Education and Rehabilitation], vol. 17, no. 4
Date: 2018
Pages: 395-417
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Abstract/Notes: Language has a noteworthy role in the cognitive development and social ability of an individual. However, a delay in language could affect an individual ability to think critically. Tis could be breached through impactful method of instruction from elementary school. Thus, this study examined the differential effectiveness of Montessori didactic and Direct Instructional methods on reasoning ability of children with hearing impairment in Lagos State. Te sample size was 29 pupils comprising 15 male and 14 female pupils with hearing impairment. Te Reasoning Ability Test was used to gather relevant data while mean, standard deviation, mean difference, Analysis of Covariance (ANCOVA) and Least Significant Difference (LSD) were the statistical tool used to analyse the data. The study found that both Montessori Didactic Material and Direct Instruction method were efficacious in teaching pupils with hearing impairment. However, the former was more effective. The teaching methods do not have significant gender effect on pupils with hearing impairment. It was recommended that Montessori didactic method should be employed in teaching elementary school pupils because it encourages active participation in learning process in form of self- direction and independence not minding gender, intellectual and economic disparities
Language: English
DOI: 10.5937/specedreh17-18600
ISSN: 2406-1328, 1452-7367
Article
Triumph through Knowledge [Igbinedion Education Centre, Nigeria]
Publication: Montessori Courier, vol. 5, no. 1
Date: Apr 1993
Pages: 4–6
Africa, Nigeria, Sub-Saharan Africa, West Africa
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Language: English
ISSN: 0959-4108
Article
The Sound of Music in Benin City [Igbinedion Education Centre, Nigeria]
Publication: Montessori Courier, vol. 5, no. 1
Date: Apr 1993
Pages: 6
Africa, Nigeria, Sub-Saharan Africa, West Africa
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Language: English
ISSN: 0959-4108
Article
Nurseries to Replace Lost Traditions [Nigeria]
Publication: Montessori Education, vol. 8, no. 2
Date: Mar 1997
Pages: 32–34
Africa, Nigeria, Sub-Saharan Africa, West Africa
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Language: English
ISSN: 1354-1498
Article
School Environment and Methods of Teaching as Correlates of Language Skills Achievement of Pre–Primary School Pupils in Edo State Nigeria
Available from: Asian Institute of Research
Publication: Education Quarterly Reviews, vol. 4, no. 3
Date: 2021
Pages: 243-251
Africa, Comparative education, Montessori method of education, Nigeria, Sub-Saharan Africa, West Africa
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Abstract/Notes: The study investigated the effects of school environment and methods of teaching on language skills achievement of pre – primary school pupils in Edo State. It also investigated the interaction effects of Montessori and played methods and urban and rural environments on pupils' achievement in listening, speaking, reading and writing skills. Three urban and three rural areas which were selected from two Local Government Areas (LGAs) were used for the study. Six pre - primary schools were purposively selected for the study. A total of 228 kindergartens 2 pupils intact classes were used for the study which lasted for eight weeks. The study was a pretest, posttest, quasi- experimental control group design with independent variables as methods and school location while achievement in Language Skills Achievement Test (LSAT) was the dependent variable. Descriptive statistics and Analysis of Covariance (ANCOVA) were used to analyze the data obtained while the Multiple Classification Analysis (MCA) was used as post-hoc test for further significance. Three research questions were answered with three hypotheses, tested at 0.05 level of significance. Results showed that the Montessori Method of teaching pre –primary pupils was more effective than the play method. Similarly, urban school pupils achieved higher than their rural counterparts. There was also a significant interaction effect of methods and school location on pupils' academic achievement in Language skills. It was therefore recommended that the Nigerian Government should adopt the Montessori Method as a dominant method of teaching pre – primary school pupils and that pre – primary school owners should provide materials adequately for teaching and learning.
Language: English
DOI: 10.31014/aior.1993.04.03.335
ISSN: 2621-5799, 2657-215X
Article
The Contribution of “a Sister of Notre Dame” and the “Nun of Calabar” to Montessori Education in Scotland, Nigeria and Beyond / Il contributo di “Una Suora di Notre Dame” e della “Suora di Calabar” all’educazione montessoriana in Scozia, Nigeria e oltre
Available from: Rivista di Storia dell’Educazione
Publication: Rivista di Storia dell’Educazione, vol. 8, no. 2
Date: 2021
Pages: 123-132
Africa, Catholics, Europe, Great Britain, Montessori method of education, Montessori movement, Nigeria, Northern Europe, Scotland, Sub-Saharan Africa, United Kingdom, West Africa
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Abstract/Notes: Although the English Montessori Movement was declining, two educators, trained in the Method in England in the 1920s, contributed significantly to the continuity of Montessori education. “A Sister of Notre Dame”, was the anonymous author of A Scottish Montessori School, published in1932. The “Nun of Calabar”, established Montessori schools between 1926 and 1934 in Nigeria. Their work is placed within the political, social, and cultural context of the time.
Language: English
DOI: 10.36253/rse-10344
ISSN: 2532-2818