Teaching For Engagement: A Practice to Foster Lessons in the Central Senatorial District of Cross River State, Nigeria
Bibliographic record
Abstract
Teaching for engagement is an innovative strategy that places the learner at the fore of education. It is an approach which promotes active learning among children in primary schools. A multi-site case study was undertaken to explore the ways teachers conducted teaching for engagement to affect classroom lessons in three state primary schools located in Abi, Ikom and Boki Local Government Areas (LGAs) of Cross River State, Nigeria. Three (3) research questions were posed for the study. Six (6) teachers were selected from three primary schools across these LGAs for the study. Based on the social inclusion theory data was analyzed thematically. Findings were based on stated research questions and indicate that practitioner’s choice of instructional strategy and promotion of learner voice affect engagement at lesson; huge workload on teachers and poor knowledge of pedagogy hinder engagement. It was recommended that emphasis should be on learner-centredness during classroom instruction, and that competent teachers have to be recruited to work in primary schools within the context.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".