AbstractMy doctoral research deviates from a trending database of local research and reviews that uncritically encourage the use of learner-centered pedagogies within secondary school classrooms in Nigeria. It does this through a more comprehensive and qualitative investigation of (a) realities within the aforementioned context and (b) the perspectives of those involved, especially teachers and students.
A qualitative methodology was used to conduct research in three purposively selected secondary schools in a city in the south-west region of Nigeria. Data collection methods included observations, interviews, and focus groups. A thematic content analysis of data found: (1) that a number of factors that contribute to and limit SCI implementation within well-resourced and low-resourced secondary schools; (2) that classroom practices within the selected schools did not match SCI recommendations, but followed a formalistic approach to instruction; (3) that the beliefs and preferences of the selected teachers and students, especially those informed by their cultural values contribute to classroom practice and their reactions to SCI implementation. The overall research findings were used to argue that SCI implementation in Nigerian secondary schools is subject to the contextual factors and the socio-cultural context of education. The research findings were also used to argue that classroom practice is not entirely resource-dependent in Nigerian secondary schools.
|Date of Award||26 Sep 2017|
|Supervisor||Sally M Thomas (Supervisor) & Elizabeth M McNess (Supervisor)|