Teaching Effectiveness in Elements of Special Education in NCEAwarding Institutions in Nigerian:-Influence of Teacher Qualification and Experience

Abstract

Teacher preparation in Nigeria has been changing in response to the emphasis on educating learners with special needs in ways that support their diverse needs. This study attempted to assess teaching effectiveness as it relates to the teaching of Elements of Special Education Curriculum in NCE-awarding Institutions in Nigeria. It also investigated the extent to which teacher qualification and experience influence teaching effectiveness. Descriptive research method of expost facto was employed . The study is also qualitative as it used the observational method to collect data on teaching effectiveness. The population for this study comprised all the 217 lecturers teaching Elements of Special Education Curriculum in these institutions. One instrument was used in this study i.e the Observational Schedule for Classroom Teaching of Elements of Special Education (OCTESE) with inter-rater reliability of 0.82. Data collected were analyzed using descriptive statistics i.e. frequency count, mean and standard deviation as well as one-way analysis of variance [ANOVA] at 0.05 alpha levels. The result revealed that each of the institutions had an average of four experienced lecturers who were academically but not professionally qualified to teach elements of special education. Findings also showed that various aspects of classroom teaching were ineffective (means range from 2.08 to 2.63). Lecturers’ qualification and experience did not significantly affect their teaching effectiveness. Towards effective special education teacher preparation in Nigeria, government should employ professionally qualified personnel and put in place a better classroom design and organization towards achievement of the objectives of the curriculum