Study skills for better grades.docx(1)

Reading Purpose of Reading Forms of Reading Study Reading and Skills SQ3R Technique and Skills How to Memorize Facts Quicker How to Improve Memorization and Retention Learning Strategies DEDICATION I dedicate this book to Jesus Christ of Nazareth and to al my students past and present whom have obscenely experimented the idea in this book. To Engr. Amidiagbe Eloghene Bright who took time to read through the manuscript. PREFACE My aims are to curb poor academic performance among Nigerian students through providing best cognitive researches that have improved performances, to help students learn to be more involved and responsible for their own education and hence National transformation. The compilation presented herein should be religiously followed for better grades. © 2016 by Amidiagbe Jacob Published by Rex Publishing House, Warri, Delta State 09070684885 REQUEST I want your comments, feedback and suggestions. When you see ways to improve this book, please write to me: [email protected]. Thank you. ACADEMIC SKILLS Introduction Every trade and profession has skills that the traders and professionals must master well to excel. The extend of complete mastery is a function of the excellence and height individuals can reach in career and life endeavours. Basic skills of academics include reading, writing, listening, and presenting (speaking). 1.1 Reading Reading is the process of interpreting written language, symbols and signs. Fast reading and speed reading should be mastered by students since there is limited time and lots of information to be read. Learning disabled students should consult a therapist for various disability, even dysgraphia students should consult learning therapist for remedies. Reading involves meaningful interpretation of sentences and concepts and constant practice of problem solving. Students must ensure to reflect, react, rethink, evaluate and re-evaluate, recite, review, elaborate, summarize concepts when reading. 1.2 Purpose of Reading Reading purposes include: 1. To acquire new knowledge, ideas and skills 2. To re-inforce and widen knowledge, ideas and skills 3. To obtain information. 4. To derive pleasure, enjoyment. 5. For critical analysis, review, judgment. 6. For better grades in examination. 1.3 Forms of Reading Various forms of reading are: 1. Skimming 2. Scanning 3. Intensive and extensive reading 4. Creative reading 5. Study reading 1.4 Study Reading and Skills Study reading is the continuous use of study skills and techniques to grab better grades in any examination. There are various skills for study reading. They includes; 1. 3S3R This skill tells that students should practice the following in order of appearance during study time. 3S3R means that students should Survey, Study, read Slowly, speed Read, Recite, Review, and Reflect on concepts and formulae during study time. 2. OK4R This skill means Overview, Key points (facts), Read, Recite, Reflect, Review. 3. SQ3R This skill means Survey, Question, Read, Recall and Review. 4. POQRUS3R This skill means Preview, Outline, Question, Read, Underline, Summarize, Recite (memorize), Review, Rehearse However, SQ3R which appear simple shall be treated in details. 1.5 SQ3R Technique of Study Reading S: Survey Survey means that the student should scan read the text to be studied. The student should focus on scanning of preview (if any), introductions, topics, topic sentences, exercise or questions, keywords, conclusions. Q: Question By the end of the survey, there should be probing questions written out to be solved. Topics and subtopics can be phrased into questions. Also, past questions are good standard questions to read and keep in mind to solve. R: Read The reading is carried out with aim of solving the generated questions. The student should be highly focused and an environment free of noise is better especially in the library or a constant reading place. Both chair and table for reading should be comfortable. The weather condition should also be friendly. R: Recall/Meditation/Recitation Recall here refers to meditation, recitation. The practice of constant recall, recitation and meditation of concept has proven to be powerful assist to memory. They are mysteries for scoring A’s grades show up. Recall is said to have been done when the students face their self generated questions and provide answers without the help of the text. The student should be able to face an empty paper with answer. Students must understand that their answers must satisfy the examiner before grades are sure. There should be orderly presentation of facts, with eligible writing and appropriate punctuations. Also, the work should be neat. Diagrams and tables should be well labeled. Meditation and recitation of text aid information retrieval and reduces blankness during exams. Both encodes facts for retrieval. R: Review Review is the critical analysis of the text. It can be done by writing a report or speech, discussion of the text, evaluating the text based on the objective or scheme of work for the text. Review can also be done by comparing answers with those provided on the text. It can be done to analyze and criticize facts, assumptions, formulae, and key words from the text. Review should be done often and can be a repetition of all the SQ3R strategy at most every twenty-four (24) hours after the last study time. 1.6 How to Memorize Facts Quicker Step 1: Preparation Choose an area with few distractions, next start drinking some green tea, taking enough vitamins and minerals, with brain foods (eggs, walnut) to strengthen the nervous in the brain which are connected by synapses. Step 2: Record What Your are Summarizing Record class lectures and private reading texts. Record yourself aloud to listen to yourself speaking. This is helpful for auditory learners. Instead of listening to music, listen to your recordings. Step 3: Write Everything Down Write the learning (material) text on an empty paper while listening to your tape. This is useful for experiential learners. Step 4: Section Your Note Classify similar subject matter together, write out examples, diagrams, formular. Write out dates and events. Separate the learning text into smaller sections and number them. Use colours (highlighter pens) for important parts. Concepts can also be encircled. Step 5: Apply Repetition to Cumulative Memorization For each line or paragraph, definitions, formulae, repeat it a few times and try to recall it without looking at the text. Keep doing this until you can remember it without much effort. Do not move on to another section until you have cumulatively retained that section. This is mostly visual learning, but if you are speaking aloud, then auditory learning adds to your learning. Step 6: Write Down From Memory Hence, you have retained the text, write everything down from memory. This will reinforce and push the text into your subconscious memory. Step 7: Teach it to Someone (or Yourself) Teach the text, concept to someone or imaginary students. It can be done in front of a mirror with demonstration. Teach scheme of work, course outline to your peers focusing on the objectives of the subject matter. Step 8: Listen to the Recordings Continuously While doing unrelated tasks like walking, laundry, driving, washing, just listen to the tapes. Step 9: Take a Break, but Come Back to Study Finally, take a break from study, but always remember to review every 24hours. Review helps to push information from short term memory to long term memory. The break is important because it helps the brain process the input ready for output. 1.7 How to Improve Memorization and Retention 1. Use of visual aid like pictures, charts, flashcards, motion slides, simulations. 2. Provision of practical activities 3. Meaningfulness of learning materials 4. Organization of learning materials 5. Memories like BODMAS, MR. NIGER D, FARM-B (categories of vertebrates), SOHCAHTOA, OIL RIG (oxidation is loss of electron, reduction is gain of electron) 6. Acoustics like (He Has Large Brain, But Can Not Offer Full Nine Subject, Make All Silly People Stop Calling A pope Christ), for first twenty elements; My Very Earthly Mother Just Set Under Nine Planet; for the planets of the solar system. 7. Association of new concepts with known concepts 8. Over learning of learning materials and texts 9. Self recitation. 10.Rhythm, rhyme, poems like the use of poem to remember the Rivers in Africa. 11.PQRST (Preview, Question, Read, Self-recitation, and Test of learning texts) 12.Rest, recreation and spacing of learning. 1.8 Learning Strategies The following strategies have been empirically validated. Their positive effects on students learning have been demonstrated experimentally, clearly identifying them as effective procedures. 1. Scripted Cooperation in Dyads 2. Knowledge Mapping and Concept Maps 3. Elaborative Interrogation 1. Scripted Cooperation in Dyads This strategy provides opportunity to cooperatively process material presented or studied. The two members of a dyad each have specific roles and activities to carry out. It is both cognitive and meta-cognitive. Steps for Scripted cooperation in Dyads i. Both partners listen to presentation or read the instructional material and take notes. ii. One partner plays the role of RECALLER or SUMMARIZER iii. The other recaller summarizes the presentation orally without looking at any notes (recalls out loud from memory all the things that can be remembered from the presentation or study). iv. The listener listens carefully to discover any error or omissions (the listener can use his or her notes when listening to the summary) v. When the recaller is finished, the listener provides feedback to the recaller on errors, distortions and materials omitted. vi. Together, partners elaborate on the material presented by developing analogies, memories (if possible, pictoral), generate images, related the new information to prior knowledge, reformat the material. 2. Knowledge Mapping and Concept Maps Steps in Knowledge Mapping or Study i. Identify the topic of the presentation, and write it in the middle of a page. Draw a circle or square around it. ii. Identify the main ideas or subtopics and link each of them to the topic by branching lines. iii. Add the important facts to the map by attaching them to the ideas they belongs with. This will make a second set of branching lines. A third and fourth set of branching lines may be necessary. iv. Show relationship among ideas with lines and/or arrows. Words can be used to label the kind of relationship being shown. E.g, cause and effect. Concept Maps Steps in Concept Maps i. Identify a stand-alone topic ii. Generate no more than 20 concepts for topic. iii. Rank concepts in order of importance or generality. iv. Physically arrange concepts in hierarchical order. v. Edit concept maps to ensure symmetry and accuracy between concepts. 3. Elaborative Interrogation Elaborative interrogation helps students overcome their inaccurate science beliefs. This strategy requires learners to use their background knowledge to make supportive inferences and elaborations about new information by answering a why- question (i.e, why is that fact true?). Students should use relevant prior knowledge from their classes, readings and everyday experiences to answer why the presented science statements were true. When students generated responses that used relevant prior knowledge which clarified why the target facts were true, learning for these items was superior to when students generated answers that did not clarify these facts or when they sailed to generate a response. However, if students do not possess relevant prior knowledge, educators or relevant textbooks must make provisions to provide this information to students. CHAPTER TWO HABITS OF HIGHLY INTELLIGENT STUDENTS The following habits either behavioral or cognitive are always displayed by talented and gifted students. The majority of students have cheapen their educational goals and aims due to their dereliction of duty. These habits to be mentioned when judiciously followed and practiced will actuate an academic cataclysm from all students to highly successful but also remain high achievers and performers academically. 1. Intelligent students are consciously aware of the goals, aims and objectives of education. 2. They gives all what is required to achieve these goals. 3. They have academic schedules/timetable they follow keenly. The timetable is well spread to accumulate leisure periods. 4. They always zone up their reading skills. Reading skills like the popular SQ3R (Survey, Question, Reading, Reciting, Review). 5. They are emotionally stable to face academics. 6. They always practice past questions and ask questions where clarification is needed. 7. They always make use and go to the library to read and for research. 8. They prioritize their academic task and tackle the salient assignment. 9. They constantly practice recall and recitation of concepts, notes and materials. 10. They are well organized in terms of academics. 11. They improve their higher order thinking skills. Higher order thinking skills in form of analyzing, applying, asking questions with the basic questions tags (like who, whom, when, why) about the contents of their academic materials. 12. They always provide solutions to questions/problems. 13. They work collaboratively with fellow students and teachers. 14. They prepare very well with all their might for any exam. 15. They come to examination halls with all required and writing materials like rulers, pencils and erasers. 16. They have a special study area and turn off the television, phones, gadgets that may interfere with their concentration during study. 17. They are well counseled, mentored and learn from experts in their faculties. 18. They are always focused on their academic goals. 19. They do not compete with fellow students but strive to be the better students their campus and school has ever produced. 20. They do not set their aim on A’s and B’s but on percentages in form of ninety percent, hundred percent, ninety-five percent. 21. They work harder than their colleagues academically. 22. They do not settle for anything less of their objectives and aims academically. 23. They constantly indulge in meditation in quiet places. 24. They do not just read but digest and assimilate the content of courses. 25. They agree or disagree with teachers/authors, with reasons, they think aou suggestions, recommendations, and illustrate their concepts, ideas, observations from other authorities and experiences. 26. They permit the content of courses to grow in their brain and mind, be developed and expanded like a child of their own brain. 27. They constantly discuss courses with better friends and think deeply, heightly, lengthly and thickly. 28. Courses elicit the enthusiasm of highly intelligent students. 29. They find academics highly interesting. 30. They interpret, translate and visualize concepts and ideas in their way personally. 31. They always brainstorm topics, concepts and course contents. 32. They collect and make good notes, arrange them from simple to difficult, study with all concentration and digest them with all willingness and motivation. 33. They dictate their notes in classes on videos and tapes and often listen to them. 34. They tend to teach imaginary students and answer all imaginary questions. 35. They do repetition that counts. Repetition is the natural law of remembering. They use the concepts and apply them, employ new words and concepts and talk over them in conversations. 36. The memory of highly intelligent students depends on an organized system of association and on the persistence of the association and the number of association. Briefly, then, of two people with same experiences, the one who think over experiences most and weave them into the most systematic relations with each other will be the one with the best memory. 37. They ask and answer these questions about any fact, (a) why is this so? how is this so? (c) when is it so? (d) where is it so? (b) (d) who said it is so? 38. They do not sit down and repeat a fact over and over until it is engraved on memory. They go over it once or twice, then drop it, come back later and go over it again. 39. They go through revision immediately before presenting facts and examinations. 40. They make use of acronyms, anagrams, maps, pictures for concepts. 41. They make conscious effort to write eligibly and improve their handwriting. 42. They ensure a neat, well labeled and thoroughly presented facts and concepts. This is through the use of good writing pens, rulers, erasers. 43. The master and know punctuation marks very well to use them in their writing of academic works. 44. They purchase and borrow relevant textbooks. 45. They attend good seminars organized by professionals in their field. 46. They practicalize concepts, theories and lead groups during lab works and field works. MEMORY IMPROVEMENT Questions To improve the retainability of memory, these questions and then answers help to retain information. 1. What do I know about the subject or topic. 2. Do I know what I need to know? 3. Do I know where I can go to get some information or knowledge? 4. What are some strategies that I can use to learn this? 5. Did I understand what I just heard, read or saw? 6. How can I spot an error if I make one? 7. What did I find easy or difficult? 8. How do I tackle the difficult concepts? 9. What do I learn? 10. What do I have to do to accomplish the task? 11. How should the learnt task be handled? 12. Should the task be handled in the same way as was done previously? PAGET’S THEORY OF LEARNING 1. Teachers should motivate learners through the agency of rewards rather than punishment. 2. Learning task presented should be meaningful and should be within the reach and capability of learning. 3. The teacher should teach from single to complex and from known to unknown. 4. Class activities should be pleasurable to learners. 5. Opportunities should be provided to learners for rehearsals and periodic review of learned task. AVSUBEL’S THEORY OF LEARNING 1. Pupils gradually learn to associate new knowledge with existing concepts in their mental structures. 2. Pupils need to manipulate ideas actively so that meaningful learning can occur. 3. General ideas of a subject must be presented first, and then progressively differentiated in terms of detail and specificity. 4. Instructional materials should attempt to integrate new material with previously presented information through comparison of ideas. VYGOSTKY THEORY OF LEARNING 1. Teachers and students should collaborate in order to facilitate meaningful learning. 2. Students are encouraged to engage in dialogue with teachers and with each other. 3. Students are encouraged to connect concepts and ideas by analyzing, predicting and justifying. 4. Students are engaged in experiences that challenge hypotheses and encourage discussion. SKILLS OF THINKING ABILITY/ACADEMIC PERFORMANCE AND IMPROVEMENT 1. Analysis and augmenting. 2. Judging and credibility of a source. 3. Observing and judging observations. 4. Deducing and judging. 5. Induction and deduction making. 6. Defining and judging definitions. 7. Identifying assumptions. 8. Engaging in discussions. 9. Making presentations. 10. Being open-minded. 11. Seeking reasons. 12. Seeking clarity 13. Dealing in an orderly manner with parts of a complex whole of concepts. 14. Story telling about concepts. 15. Keeping a thinking journal. STEPS TO ACADEMIC SUCCESS 1. Realize that your greatness is in God. 2. All of God’s promises that were made to others becomes ours by faith. 3. Get a vision of what you should do for God, then work to bring it about. 4. Go forth knowing God is with you as much as was with anybody. 5. Be bold in Christ and take all necessary steps towards success. 6. This book of the law shall not depart from your mouth (Joshua 1:8) 7. Always manifest a can-do attitude life, a positive mental attitude improves success than a grasshopper mentality. 8. Go in now to take your success, move into action and God will move. “Israel did not just march and blow trumpets, when the walls fell, they went in, fought and took the city”. CHAPTER THREE FIRST CLASS READING SKILLS First class reading skills are a three-phase study technique one may use to accomplish first class. Phase One: Pry Out Questions Step 1: Preview Step 2: Outline Step 3: Question Phase Two: Root-up Answers Step 4: Read Step 5: Underline Step 6: Answer Phase Three: Recite, Review and Review Again Step 7: Recite Step 8: Review Step 9: Review Again Phase One: Step 1: Preview A good way for a reader to approach a new text is to devote a few minutes to previewing the material. Preview is useful for the reader to enable him/her familiarize with the general contexts of the text before he begins actual reading. To preview: 1. Read the title and subtitle. 2. Read introductory summary and question passages or pages. 3. Examine the diagrams, charts and other illustrations. 4. Determine the speed you will read by the complexity and familiarity (or lack of it) of the material. Speed of reading will be affected by the reader’s goalwhether for entertainment, ideas, exam, and specific information. Step 2: Outline Section titles and paragraph headlines are useful major and minor topics for your outline. If assigned reading does not contain section titles or headlines, you can outline, the material as you read. Outlining actively organizes your thoughts about the assignment. Step 3: Question Write down a list of questions. If you do not seem to completely understand a concept, idea, equation, topic, write down specific questions about it. Also headings and section titles can be turned into questions. Make up quiz questions as if you were teaching this subject to your classmates or imaginary students. Phase Two: The first phase is critical to reading comprehensions and saves time. Step 4: Reading One technique towards reading is to ask yourself two questions in regard to the paragraph, page, title, topic; then put together the two answers to these questions into a single sentence. a. Ask yourself who or what the paragraph is all about. b. Ask yourself what this paragraph says about the subject. c. Combine the answers to these two questions into a single sentence, and you will grasp the main idea of the paragraph, page, and topic. What the reader should do is to absorb and digest, and make a part of your mental make-up every fact and idea you come upon in your reading. Another technique is for the reader to be organized. The reader in a effort to be organized should: 1. Learn from the general to the specific: Get a broad overview of the subject before you begin to learn the details. Skim the entire textbook at the beginning of a semester (term). 2. Make it meaningful: We all learn more effectively when it has meaning to our lives. Relate new materials to what has been previously learnt. A crash course or personal reading of introductory and prerequisite materials on such course is helpful and meaningful. Don’t lean on shaky foundation. Make the learning meaningful by making it interesting, purposeful and lively. 3. Create association: Anytime you have to remember many details, you can gather them all together and create a common association. One way to do that is to create a story, acoustics, memories and so on. BE PHYSICAL 4. Learn it once, actively: When you learn effectively, you are burning calories. Create an atmosphere of activity where you study. Consider standing up when you study. Also don’t be afraid to make gestures, draw pictures of concept in the air, use your hands, get your whole body involved in studying. Keep yourself active and interested. 5. Visualize relationships: When you make up a picture, video, events for concepts, facts you are anchoring information in two separate parts of the brain. Visualization entails creating action for concepts, equation, ideas, making vivid pictures and videos, and turning abstract ideas into concrete actions. 6. Recite and repeat: Step 5: Underline The purpose of underlining and making other marks in a text is to create signals for reviewing. Do not underline as you read. Wait until you have completed a section or concept to make sure you know what is important; then underline. Buy a coloured highlighter or highlighting. Step 6: Answer As you read, get the answers to your questions and write them down. When you read, create an image of yourself as a person in search of answer, demanding that your textbook gives you what you want; the answers Phase Three: Step 7: Recite Talk to yourself, narrate to yourself; make a speech about the course. One way to recite is to keep the textbook away and recite or regurgitate what you have read as much as you can. Recitation works best when you put concepts you want to remember into your own words. Step 8: Review Plan your first review within 24hours of reading the material; this is crucial. A review within twenty-four (24) hours can save you hours later on. Review within one day. During review, recite some of the main points again. The review period need not be time-consuming. Step 9: Review Again The final review is the weekly and monthly review. Simply go over your notes. Read the highlighted parts of your text. Recite one or two of the more complicated points. Write ideas, formulas, concepts, on pocket notes, phones, Ipod, mini-laptops and carry them with you. These short review periods can be effortless and fun. Sometimes a second reading will provide you with surprising insights. You may set aside Saturday and Sundays for re-reading with short periods of break. Keep reviews short and do them often. Finally, take some time to reflect on what you read. As you walk to and from class, in your discussions with other students, or before you go to bed at night, turn over new ideas in your mind. Take time to play with them. Develop a habit of regular review. WHAT TO DO WHEN READING BECOMES TOUGH When notes, textbooks are unclear, use these suggestions; 1. Read it again 2. Look for essential, key words and their meanings 3. Hold on mind-review: stop at the end of each paragraph and recite in your own words what you have read. Or write a short summary. 4. Read it aloud: this slows you down, but speed is not everything. Imagine you are the author talking. 5. Use your instructor: Make an appointment with your instructor. 6. Find the best tutor services. 7. Use multiple textbooks. 8. Pretend you understand, and then explain it to yourself. 9. Stand up: Changing positions periodically can combat fatigue. 10. Take a short recreative break. WHEN TO STUDY AND HOW TO STUDY 1. Plan three hours study time for every hour you spend in class. 2. Study difficult (or books) subjects first. 3. Avoid marathonic study sessions; study in shorter session. When you study in long sessions, take a planned break every hour. 4. Be aware of your best time of the day and use it. 5. Use every waiting time: use time between classes. REQUIRED STUDY TOOLS FOR HIGH PERFORMANCE 1. Ruler 2. Packet of biros (pen), pencils 3. Packet of highlighter pen 4. One rim of paper 5. 5,000 3x5 cards 6. Rubber bands 7. Two three-ring binders with tabs 8. Three-hole punch 9. Office flat file for each course 10. Paper clips 11. Stapler and pins 12. Scissors 13. Bulletin board, black board, white board, interactive white board 14. Computer with internet facility 15. Three-in-one printer (photocopy, scanner and printing machine) 16. Box of Kleenex 17. Two dozen push-pins 18. Cello tape, gum 19. Video tape recording system 20. Video and audio recording system 21. Software for courses 22. Learning models 23. Online tutors/personal tutors HOW TO GET BETTER EXAM SCORES (IN PSLCE, JSCE, WAEC, NECO, UTME, POST UTME, AND ENTRANCE EXAMS) 1. Keep Current: Prepare for exam as if they will occur without prior notice. Assume the exam starts the next minute. Instead of memorizing the subject matter, summarize it, paraphrase it and integrate it into your store of knowledge. Ensure that you prepare, paraphrase simpler concepts first before complex ones. Practice the act of facing an empty paper to fill it up. 2. Be Prepared: Bring several pens, pencils, erasers, mathematical sets, simple calculators (not programmable ones), mathematical table textbook or four figure table. Arrive a few minutes early. A little excitement may improve your performance, but do not let anxiety interfere with clear thinking. Self control is important. 3. Quickly Scan the Entire Task at the Start: Ask the invigilators, instructors immediately about any unclear questions or phrasing of questions. Be sure to follow all instructions exactly and to understand the criteria. For example, if a list is requested, do not compose an essay. Ask if wrong answers will be penalized. I not, a good guess may improve your scope slightly. 4. Mentally Schedule your Essay Answers and Set Priority: If possible, write down volatile facts like acronyms, formulae, definitions at the extreme of your answer sheet and do not forget to erase immediately after use. Set a time schedule for every question. 5. Study each Questions Carefully and Plan your Answers: Conserve time by avoiding repetitions. Label each question to be answered clearly. Do not write out the same answer to more than one question. Cross out wrong answers. Computer-scored tests require complete erasures of mistakes. Try to write very clearly. Do not cancel data in table especially from experiments. Record data from experiments accurately. 6. Avoid Dogmatic Presentations: In an essay on controversial issue, give all sides before justifying your view. A statement is false if any part of it is wrong. 7. Use Clear Expression: Define technical terms so that someone who is not familiar with them would understand. 8. Allow Time for Review: Cross all t’s and dot all i’s 9. Use the Test as a Springboard for Further Learning: Don’t blame the examiners or test if the grade received is less than expected. 10. Pin-point and Remedy any Weakness Thoroughly: Before, during and after the examination, do not forget to pray for favour and against any error above your control. THE PHILOSOPHY OF NIGERIAN EDUCATION Introduction Before the Nigerian independence on 1st October, 1960, the contributions of different educational commissions in Nigeria academics and educationist pointing to the weakness of the old educational system at the British colonist that has laid emphasis on academic subjects, educational opportunity was restructured to few people and that the British grammar school system of education was trans-imposed on Nigeria without taking into judgment the determinants of education in Nigeria as a country and a nation. The weaknesses of British colonial regime on the system of education provided to Nigerians which culminated in the 1967 national conference on curriculum development agitated the conference to design a philosophy for Nigeria education. The product of the conference was the edition of a National Policy on Education in 1977 for the entire country. The course of history of implementation of the policy after thirty-four years is pertinent to x-ray the achievement and the flaws recorded, especially for the purpose of comparative education as it applies to the criticism flagged against the British colonial regime. This paper is an overview on a dynamics of Nigerian education, the philosophy of Nigerian education and examines its achievement and flaws in the face of Nigerian education since its institute in 1977. The Philosophy of Nigerian Education The philosophy of Nigerian education is deposited in the National Policy on Education, per to the policy document, the five general and national objectives of the philosophy of Nigeria education as inscribed in the policy document (1982:7) revised edition are the building of: 1. A free and democratic society. 2. A just and egalitarian society. 3. A united, strong and self reliant nation. 4. A great and dynamic economy 5. A land of bright and full opportunities for all citizens. The above National objectives of the Nigeria Education, in the light of the contemporary socio-economic, cultural, scientific and technological progress, secular, perspective and political trends in Nigeria. There is writing on the wall that philosophy seeks accents and intends to achieve the following: a. The development of the individual into a sound and effective citizen. b. The complete intertwining of the individual into the community c. Easy accessibility to educational opportunity for all citizens of the country at all levels or tiers of the educational system both within and outside the formal school system. d. Self realization. e. Human right relations. f. Individual and national efficiency g. Effective citizenship. h. National consciousness i. Sense of belonging j. National unity k. Education dedication to harnessing on its citizenry a high sense of nationalism. l. True patriotism adequately fortified with the right type of values. m. Attitude competence of mind and body for the promotion and survival of the individual and society. n. It’s a life-long education for the survival of the individual and the Nigerian society. To this idyllic end, it is the objective of this paper to examine each ratification of the national objectives for which then is indication that the policy is set to achieve in Nigeria when documented. Free and Democratic Society A free society is a society where the citizens are not restrained or interfered by any individual agency. Cooperate body or even government interferes on the rights or activities of another. The citizens are at liberty to have whatever they want to have. A free society meet that there would be free press, free assembly, free publication right to belong to any association, free education, free religion. Democracy is a broad and wide concept. Democracy may either be direct or indirect; indirect democracy makes use of representative institution and it is practiced in Nigeria. In which case, the people elect representative that takes care of their interest into government. By and large, a free and democratic society only exists on paper, on air and not in practice. Nigeria got her independence in 1960; and about 51years of existence, has had about 29years of military rule. This could partly be due to the desire of a region of the country to exploit and control the resources of other regions. The features or characteristics of democracy have not been experienced by her citizens, but the features of the military are still relevant. Nigeria has witnessed six successful military coups and the unsuccessful ones. The first military coups took place on 15th January 1966, led by Major Chukwuma Kaduna Nzeogwu and the last one was that of the interim government of Chief Ernest Shonekan by the military led by General Sani Abacha. The military rule which took place from 1966-1975 due to what they called Gordian misrule has left the concept of democracy. Infact, there is still no difference between the military rule and the civilian rule in Nigeria. The administration and control of education is partly centralized and highly decentralized with little free education for her citizens. About three decades now, a number of pressmen and social centres are either thrown into jail without trial. Even broadcasting houses have been closed after a new government is sworn into power because of political crises. Newspapers and magazines were proscribed for one offer or the other. There has been little or no change in our political scene. What we have been having since independence is a change of human faces till date. Absolute power will intoxicate the best heart as with the strongest hearts. No man is wise enough or good enough to be trusted with unlimited power. The answer to 122/3 during the second republic is still in our memory. June 12, 1993 presidential election result which was annulled is another example. The result of the 6th January 2011 re-run election, the April 2011 election in Delta State is all issues in the mind of the people. A Just and Egalitarian Society The attributes of a just and egalitarian society entails that all persons should be considered of equal importance and their opinions treated equally and seriously, whether he be on the political side or not, he be rich or poor. The underlying principle of a just and egalitarian society is the principle of justice, fairness, and equity to all. The goals of a government and egalitarian society can indeed be pursued through education. Here, education can be used to deliberately inculcate in the learner the spirit of fairness and help to recognize undemocratic difference and needs. This has been achieved to some extent through the subject offered in the secondary schools like social studies. Under the disguise of this philosophy, it is believed that everybody are equal and deserve equal rights and opportunities. In certain parts of the country, people from other parts of the nation are being employed on contract basis, and in other cases not given the opportunity to work or being employed because of tribalism. Indeed, hardly anything can be more disappointed than the desire to retain back execution on grounds of their obvious incredible differences with the nation’s fiscal and monetary policies. In addition still, the various vigilante groups which arose in almost every community has been the “igbu” of the eminent men in the various communities A Great and Dynamic Economy A great and dynamic economy that is capable of enhancing equitable income distribution by eliminating absolute poverty, participation of broadly based group in public matters affecting the citizens; a reduction in the level of illiteracy and uneducated citizens; a greater control and manipulation of the minerals and resource endowment of the nation by the government. The role of education in enhancing a great and dynamic economy for Nigeria is the process of education that skills are developed and used to implement meaningful economic development plan. Building a great and dynamic economy would be changed for the better. At present, Nigerian economy is complex and things are very expensive partly due to the global meltdown. A lot of people, even organizations can hardly buy new vehicles. Thanks to the Goodluck-Sambo tenure as President and Vice President of Nigeria, who reduced the price of goods like cement from N2,900 for Elephant Portland Cement, and N2,700 for Dangote Portland Cement per bag to N1,900 and N1,700 respectively and the fixed price of petrol to be N65 currently. Before now, the federal government on Thursday, 19th June 2003 announced increase in the prices of petroleum products. The young ones are taking to armed robbery, kidnapping, fraud acts popularly known as “yahoo boys”, ritualism for money, even non-militants are trailing at the umbrella of amnesty programme of late Musa Yaradua and Goodluck Jonathan’s meant for militants to take cover. A united, strong and reliance nation at fifty-one years Nigeria still depends to a large extent on foreign countries in order to exist, even on Ghana for finished and international products to meet her needs. To build a united country entails that education should be able to inculcate in every Nigerian the ability to contribute to the development on the upliftment of the country (what education provides are Nigerians that cannot loss aptitude test to secure a job). Every Nigerian should be a watchdog irrespective of religion, tribe or social background for this philosophy to be met. A country that is able to defend its territory; a country that defends the right of her people and upholds the integrity and dignity of its citizens and provides social securities (NT 1 2006) can be considered to be a united, strong, and self reliant nation. A teweeree of a united, strong and self reliant nation is the case here for instance, the Bakassi Peninsula which is now a legal part of Cameroun, the occupants here are Nigerians and are correctly been taken care of by the Rivers State government is a clear recourse issue of a united, strong and self reliant nation. Nigeria has suffered a lot of setbacks in the light of political and socioeconomic instability. Every new government wants to be recognized with one policy or the other. Examples are Operation Feed the Nation, Green Revolution, War Against Indiscipline and Corruption, Structural Adjustment Programme, Better Life for Rural Women, Family Support Programme, National Orientation Agency, free medical care for women by the Delta State government to mention a few. As soon as there is a change of government, the government will abandon the programme of its predecessor, whether laudable or not, introduce its own policy or programme. This is no doubt a clog in the wheel of our progress and journey to become a united, strong and self reliance nation. A Land of Bright and Full Opportunities for all Citizens This means that every citizens of Nigeria could enjoy equal opportunity anywhere and anytime not minding his or her region and geographical place of birth in Nigeria. It is very discouraging to note that this does not even exist on paper, or are or even in practice, full and bright opportunities for all citizens seem to be a mirage. There is tribal discrimination, it is not easy for a candidate from the south to get admission into tertiary institution in the northern region even in the federal universities. Ethnicity is still the order of the day. A land of bright and full opportunities is no meant for foreigners known as expatriates from other countries and not for all citizens. SUMMARY AND CONCLUSION There is a clear indication from the above discussions that our problems can be correctly and clearly seen. Since two decades of the five decades of independence we have refused to send our children to the public schools controlled solely by the government of our own country. Our institutions of higher learning and individuals have almost been moved out of existence. Instructional materials are too expensive to import or buy and the country can’t produce most of them locally. Our libraries are no more equipped with the latest and valuable literatures, thereby discouraging the young ones. According to Awolowo, an educated and politician, cited in the African Guardian, May 21, 1987:22, “any people that is strand with books, especially the right type of books, will suffer intellectual malnutrition, stagnation and atrophy”. The products of the British pre-independence schools are still more relevant to the contemporary Nigerian society. Education will no doubt collapse if there is no stable like government and dynamic economy. The country is still battling with the problem of under-development while the increase of its population and paint terrifying implications for the economy. The underlying fact is that the country is endowed by nation with resources which could be harnessed for development and national growth The implementation of the five main objectives of the philosophy of Nigerian Education is jeopardized with cultural differences and tribal suspicion among different tribes that make up the geo-political entity called Nigeria. Some groups see themselves as being dominated by another politically. Another group sees the political power as its own birthright. A major conclusion drawn from the paper is that the policy framework from a broad national philosophy of education in Nigeria appears to be more utopian than utilitarian. Several decades after adopting the national philosophy of educational opportunity to all citizens at all levels of education has not been adequately achieved. The vision of a just and egalitarian society and a great and dynamic economy encouraged by the policy makers is yet to be achieved after fifty-one years of attainment of political independence. Even the concept of a just and egalitarian society is far reached. The education system has not been able to produce graduates who can meaningfully contribute to the economic development of Nigeria. These issues need to be seriously addressed and the water surmised, they should be looked upon by the present Goodluck-Sambo regime. ASSIGNMEMT 1 Question 1 What is meant by formative evaluation and how is it different from summative evaluation? Answer Formative Evaluation versus Summative Evaluation The concept of evaluation as it relates to curriculum issues is crucial to the success of any nations education system. Evaluation is the heart of any curriculum document and it is the mainstay because of the inherent evolutionary nature of curriculum. Formative and summative evaluations are types of evaluation. Hence, an understanding of what evaluation meant is highlighted below:Curriculum evaluation is dynamic, cyclic and continuous. It is the systematic process of examining all the components of the curriculum and determining the extent learners have achieved the planned goals and objectives of the curriculum, including the effectiveness of the curriculum and all instruments or tools used for the curriculum implementation. Curriculum evaluation is a concept that describes the effectiveness and efficiency of every curriculum element and the extent learners behaviours have been modified and fortified to be highly relevant in the learners’ current society. It is the extent to which societal needs have been met by the beneficiary of any curriculum or programme. Scriven (1967) defines evaluation as a methodological activity which consists of gathering and combining performance data to yield ratings and in justifying the data collection procedures, the weighing of data and the goals themselves. Gronhund (1976) sees evaluation as a systematic process of determining the extent to which instructional objectives as achieved by pupil. In addition, Stufflebeam et al (1971) sees evaluation as the process of delineating, obtaining and providing useful information for judging decision alternatives. The inevitable role of evaluation according to Mkpa (1987) is that it directs instructional activities in the classroom, provides empirical base to justify curricular/instructional decisions; determines the effectiveness of instructional programmes and facilitates comprehensive judgment of learner/teacher behavior. FORMATIVE EVALUATION Formative evaluation provides assessments of curriculum quality and it is conducted during the curriculum development process for the additional purpose of providing data that can be used to form a better finished product. Thus, formative evaluation takes place at a number of intermediate points during the development of curriculum and in connection with relatively more specific aspects of it. It is well-suited instrument in the guidance of a curriculum. Its particular strength is that it encourages an ends-means position with respect to goal reassessment and the examination of united outcome. It gives and help to keep the development process of curriculum “open”. From the instructional stand point, formative evaluation provides feedback to both pupil and teachers concerning the teaching and learning successes and failures. It takes place before or during a project’s implementation with the aim of improving the project’s design and performance. It is essential for trying to understand why a curriculum work or does not, and what other factors (internal and external) are at work during a project’s life. SUMMATIVE EVALUATION This is conducted in order to obtain comprehensive assessment of the quality of a completed curriculum. It takes place at the completion of the curriculum process and provides a terminal judgment on the completed product in overall general terms. It should not be perceived as one-time only procedure which occurs “at the end”. Such intervention provides opportunity to step away from the flow of curriculum development activity product. It is valuable to bring in outside evaluations in order to gain a fresh perspective on the project. SUMMATIVE OF FORMATIVE EVALUATION? Evaluation can be summative or formative. Evaluation can be primarily directed at one of two ends;  To enable people and agencies make judgments about the works undertaken; to identify their knowledge, attitudes an skills and to understand the changes that have occurred in these; and to increase their ability to assess their learning and performance (formative evaluation).  To enable people and agencies to demonstrate that they have fulfilled the objectives of the programme or project or to demonstrate they have achieved the standard required (summative evaluation). Different authors’ definitions of formative evaluation that will help understand the difference Scriven 1991 Formative evaluation is typically conducted during the development or improvement of a programme or product (or person, and so no) and it is conducted, often more than once for in-house staff of the program with the intent to improve. The reports normally remain in-house, but serious formative valuation may be done by an internal or an external evaluation of preferably, a combination of both. Weston, Mc Alfine, and Bordonaro, (1995) The purpose of formative evaluation is to validate or ensure that goals of the instruction are being achieved and to improve the instruction, if necessary, by means of identification and subsequent remediation of problematic aspects. Worthen, Sanders and Fitzpatric, (1995) Formative evaluation is conducted to provide program staff evaluative information useful in improving the program. SUMMATIVE EVALATION Summative evaluation provides information on the product’s efficacy (its ability to do what it was designed to do). For example, did the learners learn what they were supposed to learn after using the instructional module? Summative evaluation is typically quantitative, using numeric scores or letter grades to assess learner achievement; while formative evaluation provides information that can be used to improve course content, methods of teaching, and ultimately, student learning. Formative evaluation are most effective when they are done frequently and the information is used to effect immediate adjustments in the day-to-day operations of the course. Formative evaluation often lends itself to qualitative methods of inquiry. QUESTION 2 What were the aims of the NERDC formative evaluation report? ANSWER The aims of the NERDC formative evaluation report were to: 1. Find out the strengths and weaknesses of the Junior Secondary School, (JSS) and Senior Secondary School, (SSS) curricular introduced into the Nigerian school system more than a decade ago, that is before the year 2002 of the research report. 2. Subject the national curricular to empirical study in order to obtain authentic information from the field implementers of the strengths and weaknesses of the curriculum materials. 3. Identify points of improvement on the Nigerian school curricula. 4. Determine the extent to which the curriculum had actually been disseminated among schools. 5. Identify measures that could be taken to improve the curriculum situation in the future. QUESTION 3 Discuss how the formative evaluation report was carried out. ANSWER The formative evaluation report was carried out by way of monitoring curriculum implementation. It was to examine whether curricular elements and activities are being upheld and delivered efficiently and effectively. The public opinion survey research design which is quite descriptive in nature was adopted for the study. The public opinion survey gathered information from teachers to identify strengths and weaknesses of the JSS and SSS curricula in Nigerian schools. The instrument for data collection was the questionnaire which was quite validated and publicated by experts to identify difficulties encountered in the implementation of the curriculum. It was based on the attributes of a good curriculum. The stratified random sampling technique was used in the selection of the sample and 48 schools were drawn, 1,440 practicing teachers were involved in the study, while 905 teachers and their questionnaires were analyzed, with the half of likert-scale. Besides personal data and information related to subject taught, the questionnaire reflected the attributes of a good curriculum,- topics, objectives, activities and methods, materials, teaching acts and evaluation techniques; and also elicited information on major textbook in use related to the approved national curricular on the particular subject. Finally, non-formative data were collected. Hence, statistical tools employed were frequency counts, percentage, means, standard deviations and co-efficient of variation. Mean scores above 3 means the whole scores below 3 was interpreted as negative. QUESTION 4 Discuss the strengths and weaknesses of the JSS and SSS curriculum identified in the report. ANSWERS Strengths of the Curriculum Identified in the Report 1. Mathematics content 2. Availability of biology materials or teaching aids; activities and methods 1. Mathematics contents: The mean score on 27 out of 29 attributes of a good curriculum listed were positive ranging from 3.02 to 4.31 on content. 2. Availability of biology material: All aspe3cts of the biology curriculum were rated positively by respondents with a mean score ranging from 3.12 for item on materials or teaching aids to 4.54 with a standard deviation of 0.58 for item on activities and methods. Weaknesses of Curricula 1. Overload of English curriculum contents: The English language curriculum in the Senior Secondary was overloaded. Considering the 29 attributes of a good curriculum listed, the mean score, respondents all agreed that the content was over-loaded. 2. Unavailability and unaffordability of mathematics teaching aids: Teachers are of the view that recommended teaching aids are not readily available and unaffordable. Two questionnaire items which reflected negative reactions based on mean scores of 2.41 and 2.6 were found for mathematics materials and teaching aids. QUESTION 5 Discuss the strengths and weaknesses of WASSCE chemistry curriculum. ANSWERS Strengths of WASSCE Chemistry Curriculum 1. It adequately prepared beneficiary for smooth transition into Nigerian tertiary institutions. 2. It offers basic principles governing methods. 3. It emphasizes the correct interpretation of scientific data. Weaknesses of WASSCE Chemistry Curriculum 1. School-based Assessment and One-time External Examination: Assessment plays crucial roles in relation to curriculum and learning. The curriculum does not offer requirements spell out for teachers what they should teach, at what level and how they can ascertain whether the learning has been attained in relation to the standard of the external examination. Continuous assessment is highly in use which relies only on teacher made test. However, “systematic assessment” which allows government and society in general to measure the quality of the system to assess the constituency of standards at school (since schools design their own test), and to hold schools and teachers accountable for students’ learning. Systemic assessment provides signals for employers and higher education institutions about what knowledge future students or potential employees have acquired. School-based continuous assessments are not completely reliable, valid and are inflated. The curriculum did not emphasize the use of ‘innovative’ types of assessment such as projects, research, peer assessment, a group work, and student portfolio. The curriculum emphasized test and exam-based assessment. Assessment issues of clarity, overhead, the number and nature of assessment tasks, recording and reporting requirements, promotion and progression tasks, the emphasis on exams has led to inconsistent assessment practices and even exam-malpractices in schools. The curriculum did not give explicit direction regarding how to teach chemistry concepts, skills, and manipulations and so on. The curriculum did not consider the fact that out-come based education is failing. 2. Availability and utilization of good textbook: The role of textbooks as one of the most effective tools for curriculum delivery, implementations and support assessment cannot be over underscored. A good textbook contains, in a single source, a comprehensive study programme for the year. It lays the curriculum out systematically providing expositions of concepts, definition of terms and symbols of the subject in question, worked examples of standard and non-standard problems, lots of graded exercises and answers. Although, there is no ‘one size fits all’ solution to textbooks, there is no recommended textbook by curriculum that is good and equivalent standard of the curriculum. The textbooks are of uneven quality and insufficiently provisioned to provide for all learners. They do not contain supplementary materials like video discs, animations, analogies, simulations, audio-visuals which enhance learning. Textbooks do not show good quality; achieve a measure of economy of scale and price efficiency. In keeping with democratic practices, the principle of teacher choice of textbooks is nit retained by the WASSDE chemistry curriculum. 3. Inadequate implementation time: The logic of implementing the chemistry curriculum is to match learning outcome, objectives with examination standard and cluster around past questions. This is partly due to the dearth time or period in the school timetable. Chemistry is usually taught twice a week of 40minutes each, culminating into 24hours for a term of three months. The timing includes every holiday, examination and text periods. The above reflects a typical inadequacy of time necessary to master concepts, skills, knowledge, application of concepts, and so on, especially those of chemistry. Also, teachers spend more time interpreting the syllabus, designing lesson plans and notes, marking exercises for notes copied, and other administrative functions. Hence, teachers do not focus on the teaching and application of concepts. Learners are more often exposed to activities with no idea of the concept being addressed. It is also problematic when this bureaucratic approach to ‘covering’ examination syllabus is underscored by exam papers, moderation processes which are focused on covering exam past questions. However, learning outcomes in form of past questions, and covering the exam syllabus are no guarantee that the key content, concepts and skills are being covered. The past questions are distracting and divert teachers, periods, timing and meaningful lesson plans and assessment tasks that help in the application of the knowledge of chemistry to industry, daily activities of many interpretations of scientific literatures and mastering of science process skills. The chemistry curriculum of WASSCE is highly over-loaded to be implemented within the time-frame of formal school system. BIBLIOGRAPHY 1. Jacob, A. (2016), Lecture notes on “Curriculum Development and Implementation”, Warri: College of Education 2. Greenland, N.E. (1976). Measurement and Evaluation in Teaching. New York: Macmillan Pub.Co. 3. Scriven M. (1967). The Methodology of Evaluation. 4. Opute-Imala F.N. (2006). “Evaluation in Teaching” in Ughamadu K.A and Okoye N.S. (eds). Principles, Methods & Strategies for Effective Teaching. Agbor: Kwenso Educational Publishers, pp.167-183 5. Laolu Harolds (2003). “Formative Evaluation of National School Curricula”. Punch: Friday, 23 May, p.48. 6. NERDC (2002). Formative Education of National School Curricula. Abuja: NERDC 7. Peretomode V.F and Ibeh A>E. Basic Research Methods in Education and the Social Sciences. 8. WAEC (2000). Chief Examiners’ Reports Nigeria. Lagos: WAEC 9. JAMB (2002/2004) Syllabus for UME. Lagos: JAMB 10. Dada F, Diplolo T, Headley U, Khembo E, Muller S, Volmonk J, (2009).Report of the Task Team for the Review of the Implementation of the National Curriculum Statement Final Report. Retrieved September, 2011