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27 results

Article

A Great Achievement in Zaria [Nigeria]

Publication: LM Courier

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

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

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

Pages: 8–9

Africa, Nigeria, Sub-Saharan Africa, West Africa

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Language: English

ISSN: 0959-4108

Article

✓ Peer Reviewed

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

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

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

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

Pages: 32–34

Africa, Nigeria, Sub-Saharan Africa, West Africa

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Language: English

ISSN: 1354-1498

Article

✓ Peer Reviewed

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

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

✓ Peer Reviewed

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

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

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