The Efficacy of Question – Answer – Relationships (QAR) on Students’ Achievement and Conceptual Change in Science

Okebukola, Foluso; Owolabi, Tunde

doi:10.18848/1447-9494/cgp/v14i05/45323

Cited by 1 publication

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“…Classroom discussion using reading aloud has also been found to foster achievement in science (Okebukola 1999). By the same token, engaging students in question-and-answer relationships activates their prior knowledge, prompts them to connect ideas and encourages them to restructure their thinking (Okebukola & Owolabi 2007).…”

Section: Implications For Language and Science Educationmentioning

confidence: 99%

An assessment of the reading motivation skills of Nigerian primary school teachers: Implications for language and science education

2013

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Recent studies and frequent news reports have expressed concerns about African children’s decreasing reading habits and dwindling achievement in language and primary science examinations. African children are not reading because they have reading difficulties or because they have no interest in books. This article focuses on the elementary schooling years, when the ability to read and comprehend and the love of reading are developed, using Nigeria as a case study. The article begins with a review of the literature on reading that underscores the importance of nurturing and supporting good reading habits amongst African children. Following a cursory exposition of the categories of schools in Nigeria and the place of reading and science in the National Policy on Education, the remainder of the article presents the findings of a study conducted to assess the reading motivation skills of primary school teachers and illustrates pedagogical ways of developing good reading habits amongst African children. Implications for language and science education are discussed.

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Section: Implications For Language and Science Educationmentioning

confidence: 99%