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21 results

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

✓ 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

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

Article

✓ Peer Reviewed

Colour Preference Among Children in a Nigerian Montessori School

Available from: Mediterranean Center of Social and Educational Research (MCSER)

Publication: Mediterranean Journal of Social Sciences, vol. 5, no. 1

Pages: 325-332

Africa, Montessori schools, Nigeria, Sub-Saharan Africa, West Africa

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Abstract/Notes: Colour preference among children has been explored in a variety of populations and cultures. However, there is scanty research on the psychology of colour and, in particular, colour preference among children in Nigeria. Sixty (60) children (30 males and 30 females) randomly drawn from a population of students of a Montessori School in Ibadan, Nigeria participated in the study. A One-Way Analysis of Variance (ANOVA) for Repeated Measures Design was used to test five hypotheses stated in the study. Results identified the order of colour preference by the children as red, yellow, tint, white, green, blue, brown and black. Red and yellow were significantly preferred to black. There was significant difference in order of colour among female children, children of age group 9-12 years and children of age group 3-8 years. In conclusion, red and yellow prove to be more stimulating and attractive than any other colour. These findings will be helpful to teaching agencies, and advertising companies and entrepreneurs that major in the production of children materials to know the right colour to use on their products. DOI: 10.5901/mjss.2014.v5n1p325

Language: English

DOI: 10.5901/mjss.2014.v5n1p325

ISSN: 2039-2117

Article

✓ Peer Reviewed

Towards Adapting the Nigerian Video Film into a Teaching Tool in Primary and Secondary Schools

Available from: African Journals Online

Publication: Creative Artist: A Journal of Theatre and Media Studies, vol. 3, no. 1

Pages: 33-44

Africa, Nigeria, Sub-Saharan Africa, West Africa

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Abstract/Notes: Researchers widely acclaim that the film (video film) has very far reaching effects on young persons, as it amongst other factors, even promotes violence and dictates youth fashions and fads .The Nigerian Education Policy is yet to fully integrate the arts - media arts, dramatic arts, and music into the school curriculum; except at the university level where these are specific courses of study. This paper advocates that this being the case, the time is ripe to repackage the video film as suitable educational material, for integration into the school curriculum, as appropriate teaching aids that enhance understanding of subject matter. Sadly, for now, this inestimable resource is relegated to the hidden curriculum. There is no doubt that the teaching of English Language or French, Geography and the sciences, would be quite enhanced with electronic teaching aids, a formidable and potent medium that school children are already in tune with. This being the case, It is pertinent to start by taking a cursory look at education and the current methodology of formal knowledge acquisition in schools. This will help in the delineation of what modes and processes have been employed, and what is necessary to be adopted. Education is not merely acquired for the sake of it as Peters observes, rather it is “the transmission of, or initiation into things which are intrinsically worthwhile and desirable”...

Language: English

ISSN: 2006-6910

Article

✓ Peer Reviewed

The Effect of Montessori Method on Teaching Cultural and Creative Arts in Primary Schools in Zaria, Nigeria

Available from: African Journals Online

Publication: Journal of Research in National Development, vol. 15, no. 1

Africa, Nigeria, Sub-Saharan Africa, West Africa

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Abstract/Notes: The Effect of the Montessori Method on teaching was investigated among children to discover their artistic development in Zaria, Kaduna State. The problem of the study is that the Montessori Method on teaching cultural and creative arts is not adequately explored in the primary schools, while other teaching methods used, do not bring out the full potentials of children’s artistic capabilities. Thus the study attempted to find out if the Montessori Method has effect on children’s artistic development. The aim of the study is to explore the effect of the Montessori Methods on the development of children’s creativity. Quasi experimental design was used for analyzing the instruments. A drawing test was administrated to the children using the Montessori Method of teaching; a semi-structured interview was also administered to the teachers. Total of 1,030 pupils (boys and girls) in primary schools from randomly selected schools were involved in the study. The data collected was analyzed using simple t-test, ANOVA and chi-square. The method of teaching was assessed on children’s developmental stages in creative artistic development between pre-schematic stage, schematic stage and gang stage. The findings revealed that the Montessori Method on Teaching had a positive effect on the Children’s artistic development and performance in the primary schools in Zaria. The pupils had a general positive and enthusiastic attitude towards culture and creative arts. This shows that when children are given the opportunity and enough art materials to express themselves, they would be able to display their different characteristics. The Montessori Method of teaching was better adopted than the conventional teaching methods used on the development of the creative artistic abilities of Children in the primary schools.

Language: English

ISSN: 1596-8308

Article

✓ Peer Reviewed

Montessori Education in Nigeria: Theory and Practice

Available from: Revista Universitară de Sociologie

Publication: Revista Universitară de Sociologie, vol. 18, no. 3

Pages: 83-90

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Language: English

ISSN: 2537-5024

Article

Montessori Language Materials and Impact on Preschoolers' Language Development in Early Childhood Care and Development Centres (ECCDC) in Lagos State Nigeria

Available from: University of Lagos Library (Nigeria)

Publication: African Journal of Education and Behavioural Sciences, vol. 1, no. 1

Pages: 78-91

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Abstract/Notes: Languagge is one of the facilities that Preschoolers acquire in their early years and this is made possible by the interaction that they have with their environments - be it home, school where they grow and interact. To acquire language and develop vocabularies for communication, Montessori Language materials become invaluable tools for building and enhancing language versatility among preschoolers. Montessori materials like Large and Small Movable Alphabet boxes help in word building, while word lists help in vocabulary acquisition on a large scale. The study adopted descriptive survey and Quazi-experimental design. Four ECCDC were selected for the study; out of which two were used as experimental classes while the other two were used as control group. A total of 286 pupils from Lagos Education District 4 and 6 constituted the sample for the study. The treatment group was exposed to teaching and learning using the Montessori Language Materials (Large and Small Movable Alphabet boxes, word lists, phrases and sentence cards, etc.). The control group was also exposed to teaching and learning using the conventional instructional strategy. Instruments used for data collection were Public School Teachers' Questionnaire (PSTQ) and Pupils' Language Achievement Worksheets (PLAW). Data collected were analyzed using descriptive and inferential statistics such as simple percentages, mean and standard deviation, whilst independent t-test and ANCOVA were used to test the hypotheses formulated. The study revealed that majority of the teachers in the study had no adequate preparation for the level of education where they teach; that the pupils that had practical sessions using Montessori Language Materials performed better in spelling, word building and reading activities and had larger number of vocabulary acquisition than their peers in the control group. The study also revealed that most of the teachers had no Montessori training and as such, they were unable to implement Montessori methods in their classrooms. Therefore, the recommendations include: that teachers should make the learning of language more practical by the use of diverse instructional materials that are age appropriate and allow pupils the opportunity to find out things for themselves. In addition, professional preparation of the early years' teachers should be extensive as to embrace and inculcate best practices in the course of their training so that they can be skillful and resourceful in dispensing their duties in the classrooms.

Language: English

ISSN: 2536-7382

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