This study examines the perception of teachers and principals on the utilization of co-teaching and multimedia interactive teaching strategies in the upper basic schools in Nigeria. The study adopted a basic qualitative design to seek the views of 16 teachers and principals via interviews in Edo State, Nigeria. The findings reveal that public basic school teachers in Nigeria do not utilize co-teaching strategies when teaching a particular subject in the upper basic schools. In addition, the finding also record poor utilization of multimedia interactive teaching strategies in basic schools in Nigeria. Furthermore, teachers and principals affirmed that co-teaching and multimedia interactive teaching strategies could perhaps promote teachers' creativity, increase teachers' professional interaction, make teaching more friendly with colleagues, and boost teachers' pedagogical experience. However, teacher collaboration in the teaching of specific subjects in the upper basic schools and the use of multimedia interactive teaching strategy would continue to pose some concern to experts and stakeholders who believe that one teacher without the input of another teacher or assistant cannot effectively deliver the content of upper basic school curriculum in Nigeria. The study therefore recommends the consideration of co-teaching and multimedia interactive teaching strategies when teaching difficult subjects in the upper basic schools in Nigeria.
Abstract
This study examined the perception of teachers and principals on the utilization of co-teaching and multimedia interactive teaching strategies in the upper basic schools in Nigeria. The study adopted a basic qualitative design to seek the views of 16 teachers and principals via interviews in Edo State, Nigeria. The findings revealed that public basic school teachers in Nigeria do not utilize co-teaching strategies when teaching a particular subject in the upper basic schools. In addition, the finding also recorded poor utilization of multimedia interactive teaching strategies in basic schools in Nigeria. Furthermore, teachers and principals affirmed that co-teaching and multimedia interactive teaching strategies could perhaps promote teachers’ creativity, increase teachers' professional interaction, make teaching more friendly with colleagues, and boost teachers' pedagogical experience. However, teacher collaboration in the teaching of specific subjects in the upper basic schools and the use of multimedia interactive teaching strategy would continue to pose some concern to experts and stakeholders who believe that one teacher without the input of another teacher or assistant cannot effectively deliver the content of upper basic school curriculum in Nigeria. The study therefore recommends the consideration of co-teaching and multimedia interactive teaching strategies when teaching difficult subjects in the upper basic schools in Nigeria.
Keywords: utilization, co-teaching, multimedia, interactive, teaching, basic, schools, Nigeria
Introduction
The best approach to quality education is teachers' training and retaining as it predicts students' learning outcomes and academic gain. The quality of training and retraining teachers receive to a large extent determine how they can handle and modify student’s behaviors. Mathew, Mathew, and Peechattu (2017) reported that the quality of a nation's education system is determined by the quality of its teachers. Teachers, professional training, and retraining had a significant relationship with the academic gain of both privileged and underprivileged students (Hattie, 2012; Montt, 2011; Woong, 2018). The United Nations Educational Scientific and Cultural Organization (UNESCO, 2012) affirmed that 75% of teachers in 33 countries did not have adequate training in pedagogical content and knowledge that are required for global best teaching.
Cheung and Wong (2012) reported that teachers’ pedagogical training and principals’ administrative commitment fundamentally influenced the implementation of school policies and programs. Akpan and Ita (2015) reported that teacher pedagogical advancement is hinged on training and retraining via conferences, seminars, and workshops. Olasehinde, Yahaya, and Owolabi (2018) reported that the training and retraining teachers received predict students’ academic gain. Ogunode (2020) affirmed the scarcity of qualified trained teachers as a major factor bedeviling the effective implementation of the basic school curricula in Nigeria. Based on this, Orr, Westbrook, Pryor, Durrani, Sebba, and Adu-Yeboah (2013) suggested that the most helpful approach is to train many unqualified teachers via face-to-face conferences, in-school, and out-school support programs, classroom-assisted program, self-directed learning, and the use of multimedia interactive teaching.
Additionally, Basic school teachers in Nigeria seem to be faced with the challenge of improving teaching to make teaching and learning easier, fun, and friendly. The ability to implement a basic school curriculum lies on the shoulders of the teachers. The best approach could be finding a better strategy that would be appropriate for improving students’ performance in school. Noroozi, Ahmad, and Aghabarati (2012) stated that co-teaching and multimedia interactive teaching approach provides teachers with the opportunity to be able to control the flow of information. Ghavami (2016) reported that co-teaching increases student’s intellectual growth and academic achievement as well as draws active participation by stimulating their senses using multimedia interactive resources that would make learning more meaningful and active. Casale and Thomas (2018) stated that co-teaching encourages the teaching of controversial topics and class discussions. Despite this laudable gain, co-teaching strategy seems to be lacking in the upper basic schools in Nigeria.
Furthermore, Guan, Song, and Li (2018) stated that multimedia interactive technology is an important aspect of ICT that deals with how information can be presented and represented digitally in video, audio, text, and other media forms. Similarly, Gebreyohannes and Hasan (2016) affirmed that multimedia interactive teaching integrates text, color, graphical images, animations, audio, and motion video into the teaching and learning process. Multimedia communicates information via multiple media like text, still images, movies, graphics, photos, animated images, sound, and motions (Olori & Igbosanu, 2016). Despite this objective of multimedia interactive teaching, scholars affirmed the limitations of multimedia interactive technology to include unfriendly programming, user interface, limited resources, lack of required knowledge and skill, limited time, and high cost of maintenance (Al-Ajmi, & Aljazzaf, 2020; Putra, 2018).
These twin concerns on the utilization of co-teaching and multimedia interactive teaching posed the question, “How do teachers and principals of upper basic schools in Nigeria perceive the utilization of co-teaching and multimedia interactive teaching strategies in Nigeria”? “What role would co-teaching and multimedia interactive teaching play in teaching and learning”? Alemdag and Cagiltay (2018) stated that co-teaching and multimedia interactive teaching assist the learners with information in verbal or pectoral forms. Strogilas and Tragoulia (2013) affirmed that co-teaching utilized approaches such as one teach, one assist to structure learning. Hawkman, Chval, and Kingsley (2019) confirmed that co-teaching is often associated with continuous professional learning since teachers can continually engage with, and learn from their colleagues. Cheng and Kuo (2016) stated that manual interaction during co-teaching could lead to increased teacher creativity and growth.
If co-teaching and multimedia interactive teaching strategies could influence students’ academic performance, speedy completion of curriculum content, individualized learning, and teacher’s professional relationship with colleagues in schools, why not give it a try in the upper basic schools in Nigeria? A clearer understanding is needed on the utilization of co-teaching and multimedia interactive teaching strategies in the upper basic schools in Nigeria. To provide insight into this debate, the study was conducted to seek the perception of upper basic school teachers and principals regarding the utilization of co-teaching and multimedia interactive teaching strategies in basic schools in Nigeria.
Problem Statement
The quality of training and retraining teachers receive to a large extent determine how they can handle and modify student’s behaviors. If this postulation is true, it seems reasonable to assume that students would be more satisfied with the proper utilization of co-teaching and multimedia interactive teaching strategies to bridge the learning gap in the classroom. However, scholars affirmed that using interdisciplinary team-teaching closes the gap between subject disciplines and improves student relationships (Kodkanon et al, 2018). In addition, Multimedia interactive learning transforms the learning environment from teacher-centered to learner-centered (Coleman et al, 2016). In a bid to clarify the utilization of co-teaching and multimedia interactive teaching strategies in basic schools in Nigeria, this study was conducted to examine the utilization of co-teaching and multimedia interactive teaching strategies in basic schools in Nigeria. The study answers the following research questions:
1. How do upper-basic school teachers and principals perceive the utilization of co-teaching and multimedia interactive teaching in Nigeria?
2. What role do co-teaching and multimedia interactive teaching play in teaching and learning?
Materials and Methods
Study Design
This study employed the interview method to supply evidence that addressed the research questions raised for the study. interview method was used in this study because it involves active discussions between two (or more) persons to arrive at a valid conclusion. Thus, the focus of the study interviews is to collect relevant information regarding how teachers and principals perceive the utilization of co-teaching and multimedia interactive teaching strategies in upper-basic schools in Nigeria. The interview method is a powerful research instrument that enables scholars to collect deep information regarding a study when compared to the questionnaire method (Alshenqeeti 2014). To understand the possibility of utilizing co-teaching and multimedia interactive teaching strategies in the upper basic schools, I revisited the existing Nigeria policy on education as well as the upper basic school curriculum and syllabus. This helps to add accuracy to the data collection process and additional information that could not be obtained during the formal interview process. Each interview was done via face-to-face audio documentation and each conversation with English Language.
The study participants are upper-basic school teachers and principals in Edo State, Nigeria. Before the commencement of the interview, we informed the participants of my experience as a former upper basic school teacher, we communicated the reason for the qualitative investigation via facial communication to seek their cooperation and willingness regarding the conduct of the study. A semi-structured interview was adopted as an instrument for data collection. The semi-structured interview was designed in line with the research questions that guided the study.
A total of 16 participants, (that is seven female teachers; one female principal, seven male teachers; and one male principal). The participants were from the federal government girls’ College Ugbowo and Western Boys High School Benin City, Edo State, Nigeria. My original intention was to involve teachers and principals from privately owned schools. Later, we recruited participants who we felt had relative knowledge and understanding of the federal government's centralized curriculum currently practiced in upper basic schools in Nigeria. Thereafter, we collected the participants’ demography and information, such as name, gender, age, occupation, and qualification. To maintain the authenticity of the study, only participants who taught in public schools were employed for the study. They were chosen because they are familiar with government strategies and techniques for planning and designing the Nigerian centralized curriculum. Each participant was given 20 to 30 minutes to respond to the interview questions. The instrument was mainly focused on the utilization of co-teaching and multimedia interactive teaching strategies.
Data Analysis
The interviewed responses were coded into the first and second cycles of coding. The first and second styles of coding were created to organize the interview responses into documentation, note-taking, data reading, and constructing codes. The first and second cycle of codes shows the grouping of interview responses into codes and interpretations to identify the linking of the participant’s responses to the questions. The first and second coding according to Gioia, Corley, and Hamilton (2013) shows progressive data to theory thereby making visible the ground to which the researcher concluded. Scholars also identify first and second coding as a code, theme, response, and interpretations that describe the views of participants (Miles, Huberman, & Saldana, 2014).
To categorize the coded data, note-taking, reading, and creating codes were used. According to Creswell (2013), the categorical conclusion could help explain subjects or patterns. Therefore, this study analysis follows the recommendation of Creswell on the categorical conclusion of classifying data into codes and data. Hence, we gathered and analyzed the collected interviewed data, notes, and codes. The coded data were compared vis-à-vis the research questions. Yin (2018) highlighted the characteristics of a good case study as the ability of a researcher to pay good attention to the participants, and follow the information they meant and supply. During the interview process, we paid good attention to the participants’ information and tried to be an unbiased listener. Some participants supplied answers that seemed difficult to code, however, we ensured all the information they supplied was confidential irrespective of how the opinions sounded.
We recorded the ethical issue regarding participants’ confidentiality. In this regard, we withheld the identities of the teachers and principal who revealed sensitive information concerning the day-to-day administration of their school as well as the attitude of teachers, principals, and government towards policy and program implementation. As a safer measure, we assigned fabricated names for participants to maintain their secrecy. In addition, we employed identifier codes such as PA, PB, PC, PD, PE, PF, PG, PH, PI, PJ, PK, PL, PM, PN, PO, and PP.
Research Findings
Research Question 1:How do upper-basic school teachers and principals perceive the
utilization of co-teaching and multimedia interactive teaching strategies in Nigeria?
Participants’ responses to research question 1 are shown in Table 1 below:
Table 1:Summary of interview responses and researcher’s interpretation of RQ1
This table is not included in the reading sample.
Source: Field Responses, 2024
Summary of Participant’s Interview Responses for Research Question One
In my school videos, images, and animations are not used for teaching but we do apply a co-teaching style in a few subjects depending on the availability of teachers in that subject area. Umm, multimedia teachings like TikTok, YouTube, podcasts, video games, and interactive television are not in existence in my school. Also, due to a shortage of teachers, we do not co-teach in my college. Due to access to mobile telephones, mobile App, and computer graphics, multimedia interactive teaching is fairly utilized in my school. Also, teachers in my school collaborate to teach one or two subjects. Learning through pictures and words such as reading via textbooks and diagrams is highly practiced in my school. Collaborative teaching is also noticed. With the integration of loudspeakers, headphones, and microphones in some of our classrooms, I would say, we applied multimedia interactive teaching in my school. Also, we do practice cooperative teaching in some subjects. Multimedia gadgets like webcams, digital cameras, and digital video recording are not utilized in my school. Also, we do not co-teach due to a shortage of teachers. Umm, multiple forms of teaching via media are not available in our school due to poor funding and lack of facilities. In addition, no adequate teachers to teach specific subjects let alone co-teach one subject. Smiled, nothing like PowerPoint and pre-recorded teaching or reading materials in my school. However, some teachers do collaborate to teach some subjects. Multimedia interactions like social media, social networking, and infographics are encouraged among students in my school to promote social inclusion. Also, co-teaching is advice. Digital audio, podcasts, video games, and interactive television are not practiced in my school. But, I think we do cooperative teaching in some subjects. Multimedia video platforms are not encouraged in my school due to cyberbullying and other social media vices. Also, co-teaching is not encouraged due to a shortage of qualified teachers. Modern forms of multiple teaching and learning are not available in my school due to poor teachers' training and retraining. Co-teaching is not encouraged. Very few multimedia interactive teaching are available in my school but are poorly utilized by the teachers. Co-teaching of one subject is not in practice because there are no adequate teachers. Oh, the State government brought some multimedia teaching gadgets to my schools but most teachers do not utilize them properly. As for co-teaching, not enough teachers for that. The federal government tried to supply unity schools with those materials but the corrupt practices and teachers inadequate training hinders such intention. However, here at Unity Colleges, we do collaborate in teaching some subjects. With access to mobile telephones, mobile App, and computer graphics, multimedia interactive teaching is relatively utilized in my school. Also, teachers in my school co-teach a few subjects.
Summary of Researcher’s Interpretations for Research Question One
Multimedia interactive teaching is not applicable. However, the co-teaching method is applied. Multimedia interactive teaching gadgets and co-teaching styles appear not available. Multimedia interactive teaching and co-teaching strategies are relatively utilized. Multimedia interactive teaching and collaborative teaching seem available. Multimedia interactive teaching and co-teaching seem to be included in teaching and learning. Multimedia interactive teaching and co-teaching are not utilized. Multiple forms of teaching and co-teaching styles are not available. Multimedia interactive teaching is not applicable. However, the co-teaching strategy was observed. Multimedia teaching and co-teaching appear encouraged. Multimedia teaching is not available. Co-teaching is observed. Multimedia interactive teaching and co-teaching are not available. Multimedia teaching and co-teaching are not utilized. Multimedia interactive materials are available but not adequately utilized. However, co-teaching is not practiced. Multimedia interactive teaching was supplied but not adequately used. Co-teaching is not available. Multimedia interactive teaching is relatively not available. However, there was a record of co-teaching. Multimedia interactive teaching and co-teaching strategies are available
Participants’ responses to research question 2 are shown in Table 2 below:
Table 2:Summary of interview responses researcher’s interpretation for RQ2
This table is not included in the reading sample.
Source: Field Responses, 2024
Summary of Participant’s Interview Responses for Research Question Two
It may encourage the teaching of difficult topics and class discussion leading to an increase in the learning process. It can promote continuous learning that could lead to better knowledge retention. Since teachers can continually engage with, and learn from their colleagues, this may provide opportunities for students to engage with the learning content. It may give room for one teacher and another assist model which allows teachers to collaborate and strengthen teachers’ relationship with their colleagues. It may structure the teaching and learning environment by combining various media like computer, audio, and video materials to promote learning. It may employ more than one teacher at a time since it involves the use of internet data, phones, and television, in the teaching and learning process. Manual interaction during co-teaching discussions could lead to increased creativity and growth of a teacher which could make teaching more friendly with colleagues. Cooperative teaching and multimedia teaching could encourage the display of lesson content. It could create an environment where teachers and students can learn from each other and students to learn at their own pace. It may allow teachers to explore instructional materials using different instructional media. It could promote teacher’s professional engagement through interactive class discussion. Collaborative teaching and interactive media could provide teachers and students with hands-on learning experiences. Teachers could use various teaching and instructional media to improve and engage the learners for better communication. It may allow teachers to select the best instructional content for students to learn with. Co-teaching and interactive teaching may increase the speedy completion of curriculum content delivery and learning outcomes. Co-teaching and interactive teaching could reduce students' learning difficulties by allowing students to acquire additional information that cannot be easily found in the classroom.
Summary of Researcher’s Interpretations for Research Question Two
Co-teaching and multimedia teaching have been seen to influence students' learning. Co-teaching and multimedia teaching could lead to better knowledge retention. Co-teaching and multimedia teaching could encourage teacher’s professional relationships. Co-teaching and multimedia teaching could strengthen teachers’ relationships. Co-teaching and multimedia teaching could enhance organized teaching and learning. Co-teaching and multimedia teaching could engage multiple teachers and media at a time. Co-teaching and multimedia teaching could increase friendship. Co-teaching and multimedia teaching could encourage content display. Co-teaching and multimedia teaching could promote individualized learning. Co-teaching and multimedia teaching could promote teaching exploration. Co-teaching and multimedia teaching may enhance teacher’s engagement. Co-teaching and multimedia teaching could encourage hands-on experience. Co-teaching and multimedia teaching could promote better communication. Co-teaching and multimedia teaching may allow students to learn in their way. Co-teaching and multimedia teaching may increase the speedy completion of lesson content. Co-teaching and multimedia teaching may reduce learning difficulties.
Managing Variations
The differences we found in the coding section were the variation of the responses of participants from Federal government-owned schools and State-owned schools regarding the utilization of co-teaching and multimedia interactive teaching strategies in the upper basic schools in Nigeria. Participants from State-owned public schools alleged that Federal government-owned public schools would utilize co-teaching and multimedia interactive teaching better because they have more access to funds and the participants from federal government-owned public schools opined that the concept of co-teaching is not new to them in the college. However, they lamented over the acute shortage of some specialized subject teachers and solicited the provision of multimedia interactive teaching materials. This variation created a gap in the perception of federal and state-owned public school teachers and principals in Edo State, Nigeria. These differences in this report appear discrepant. We address both responses with research questions 1 and 2 which seek the perception of federal and state owned upper basic school teachers and principals on the role of co-teaching and multimedia interactive teaching in teaching and learning. We assumed that the slight variation in the participant’s interviews aligned with the research questions.
Summary of Findings
Research Question 1
Following the coded responses for Research Question 1, the research findings show that teachers and principals perceived that co-teaching has not been relatively utilized in teaching specific subjects due to the lack of teachers in basic schools in Nigeria. In addition, the multimedia interactive teaching strategy seems not to be relatively utilized due to the shortage of lack of multimedia learning materials in the schools and colleges sampled for the study.
Results of Research Question 2
Based on the coded responses for Research Question 2, the research findings show that co-teaching and multimedia interactive teaching promote better knowledge retention, encourage teacher’s professional relationships, strengthen teachers’ relationships, enhance teaching and learning, engage multiple teachers and media at a time, increase friendship, encourage content display, promote individualized learning, promote teaching exploration, enhance teacher’s engagement, encourage hand-on experience, promote better communication, allow students to learn in their own pace, increase speedy completion of lesson content, and reduce students learning difficulties in basic school in Nigeria.
Discussion of Findings
Utilization of Co-Teaching and Multimedia Interactive Teaching
The findings in research question one recorded a low perception regarding the utilization of co-teaching and multimedia interactive teaching strategies in basic schools in Nigeria. This finding substantiates Al-Ajmi and Aljazzaf's (2020) claim that the limitations of multimedia interactive technology include limited resources, unfriendly programming, user interface, lack of required knowledge and skill, limited time, and high cost of maintenance. It is clear that since co-teaching is poorly utilized in basic schools in Nigeria, the one-teacher, one-assistant teaching model seems to be lacking in most upper-basic schools in Nigeria. Co-teaching and multimedia interactive teaching encourage social interaction and allow teachers to learn from one another. This buttressed Vogytsky’s claims that people’s ability to cooperate and interact could create a friendly environment for people to engage one another (Vogytsky, 1978).
Co-teaching and multimedia interactive teaching encourage the teaching of controversial topics and class discussions (Casale & Thomas, 2018). This is because it creates a friendly atmosphere where teachers interact and share ideas during the teaching process. Interestingly, this study learned that the utilization of co-teaching and multimedia interactive teaching would increase teachers’ creativity, growth, and pedagogical experience since teachers can continually engage with, and learn from their colleagues throughout the co-teaching cycle (Hawkman, et al, 2019). This has led one to a reasonable assumption that the utilization of co-teaching and multimedia interactive teaching strategies in basic schools could increase student performance. This means that basic schools in Nigeria that utilize and adopt the co-teaching and multimedia interactive teaching strategy could experience positive results.
Roles of Co-Teaching and Multimedia Interactive Teaching
The interview findings brought to light the fact that multimedia interactive teaching and co-teaching encouraged the teaching of controversial topics and class discussions (Casale & Thomas, 2018). Gebreyohannes and Hasan (2016) reported that multimedia is capable of stimulating multiple senses of students understanding. Other literature showed that it provides teachers with the opportunity to be able to control the flow of information (Noroozi, Ahmad, & Aghabarati, 2012). The findings contradicted the observation of Olori and Igbosanu (2016) who observed that multimedia interactive communication via text, still images, movies, graphics, photos, animated images, sound, and motions. The findings affirmed that multimedia interactive teaching and co-teaching encouraged the teaching of controversial topics and class discussions among students.
The findings in this study indicated that multimedia interactive teaching and co-teaching are believed to increase creativity and growth which could make teaching and learning more friendly. Literature indicates that multimedia interactive teaching is an interactive application that integrates text, color, graphical images, animations, audio, and full-motion video (Gebreyohannes & Hasan, 2016). Similar findings in relevant literature have established that co-teaching increased continuous professional learning since teachers can continually engage with, and learn from their colleagues throughout the co-teaching cycle (Hawkman, et al, 2019). Based on this, the findings supported teachers’ claims regarding multimedia interactive teaching and co-teaching strategies in Nigeria.
Likewise, the findings also uncovered that multimedia interactive teaching and co-teaching encourage continuous learning that could lead to better knowledge retention. Gebreyohannes and Hasan (2016) confirmed that multimedia is capable of stimulating multiple senses of students understanding. Findings in relevant literature provide teachers the opportunity to be able to control the flow of knowledge retention (Noroozi, Ahmad, & Aghabarati, 2012) This empowers the students to retain information after lessons.
Similarly, the findings also made known that multimedia interaction and co-teaching provide opportunities for students to engage with the learning content. Hawkman, et al, (2019) confirmed that co-teaching can continually engage teachers to learn from their colleagues throughout the co-teaching cycle (Hawkman, et al, 2019) Literature also verified that multimedia interactive teaching leads to student’s intellectual growth and academic achievement as well as drawn into active participation by stimulating their sense using these resources which make learning more meaningful and active (Ghavami, 2016). Teachers claim that multimedia interactive and co-teaching strategies could provide opportunities for students to engage with the learning content seem to be true.
Furthermore, the findings confirmed that multimedia interactive and co-teaching allows one teach and one assist teacher model which seems to give students full assistance for their learning. Literature has shown that co-teaching utilized approaches such as one teaching, and one assisting with new teachers to structure the learning (Strogilos & Tragoulia, 2013). Similarly, the literature aligns that multimedia interactive teaching provides teachers with the opportunity to control the flow of information (Noroozi, Ahmad, & Aghabarati, 2012). In contradiction, interactive media is a base for presenting traditional learning such as lectures, courses, training, seminars, and workshops (Manurung & Rohmah, 2021). This finding affirmed this claim.
Additionally, the findings revealed that multimedia interactive and co-teaching combine various media like computer, audio, and video materials to promote learning. Literature confirmed that manual interactions during co-teaching led to increased creativity and growth of a teacher (Cheng & Kuo, 2016). Similarly, Guan et al (2018) reported that multimedia interactive technology is an important aspect of ICT that deals with how information can be presented and represented digitally in video, audio, text, and other media form. This finding supported the conclusion that multimedia interactive media and co-teaching engaged more than one teacher with various interactive media like computer, audio, and video materials to promote learning. Also, the findings show that multimedia interactive media and co-teaching models could integrate the use of phones, and television, into the teaching and learning process. Literature aligned that Multimedia technology is the hardware and software used for creating and running of multimedia applications (Kapi et al., 2017). In contradiction, the content of learning media is not only texts or static pictures, but also voice, graphs, animation, or videos to present learning materials and help students understand learning easily (Manurung & Rohmah, 2021). The findings supported the views of teachers regarding multimedia interactive media and co-teaching strategy in Nigeria.
The findings in this study uncovered that multimedia interactive teaching and co-teaching facilitate curriculum content delivery. Gebreyohannes and Hasan (2016) reported that multimedia is capable of stimulating multiple senses of students understanding. Similarly, the findings confirmed that co-teaching encourages the teaching of controversial topics and class discussions (Casale & Thomas, 2018). This observation illustrated that multimedia interaction and co-teaching could perhaps promote the speed of curriculum delivery in Nigeria.
Finally, the findings revealed that multimedia interaction creates an environment where students can learn in their own way and pace. Literature reinforced interactive media as a base for presenting traditional learning such as lectures, courses, training, seminars, and workshops (Manurung & Rohmah, 2021). In addition, multimedia interactive and co-teaching provides learners with a hands-on learning experience. Literature postulated that multimedia interaction is capable of stimulating multiple senses of students' understanding (Gebreyohannes & Hasan, 2016). Also, co-teaching is often associated with teachers' continuous professional learning, since teachers can continually engage with, and learn from their colleagues throughout the co-teaching cycle (Hawkman, et al, 2019). These findings illustrated that multimedia interactive and co-teaching could probably create a teaching and learning environment where teachers and students can learn from one another in a classroom situation.
Recommendations
Following the coded interview responses of the participants and the discussion arising from the same, the following recommendations are made.
Upper basic school teachers should consider the utilization, integration, and inclusion of co-teaching and multimedia interactive teaching strategies when preparing their daily lessons, weekly lesson plans, and scheme of work.
Curriculum planners should integrate co-teaching and multimedia interactive teaching strategies into the upper basic school syllabus and curriculum of basic schools in Nigeria.
Upper basic school principals should encourage the merger of very experienced teachers with low or little experienced teachers on specific difficult subjects.
Nigerian government through the Universal Basic Education Commission (UBEC) should encourage State governors with friendly ways to access UBEC counterpart funds to provide multimedia interactive teaching materials for unity colleges and State-owned schools in Nigeria.
Development partners, international donors, and organizations should assist in the provision of basic multimedia interactive teaching materials for Nigerian basic schools that could enable teachers to collaborate in the delivery of the upper basic school curriculum.
Conclusion
This study examined the utilization of co-teaching and multimedia interactive teaching in the upper-basic school in Nigeria. The study adopted a basic qualitative design to seek the views of 16 teachers and principals via interviews in Edo State, Nigeria. The findings recorded a low perception regarding the utilization of co-teaching and multimedia interactive teaching strategies in Edo State basic schools. In addition, teachers and principals affirmed that co-teaching and multimedia interactive teaching promote creativity, increase teachers’ professional interaction, and knowledge retention, make teaching more friendly, and boost teachers' pedagogical experience. However, the interest in the poor utilization of co-teaching and multimedia interactive teaching strategies in basic schools in Nigeria will continue to linger. Hence, the research question raised for the study on how teachers and principals perceive the utilization of co-teaching and multimedia interactive teaching in basic school and the role of co-teaching and multimedia interactive teaching seems to be been partially answered. The findings there recommend the consideration of co-teaching and multimedia interactive teaching strategies in the teaching of basic school subjects in Nigeria.
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- Citar trabajo
- Dr. Okpeku Timothy (Autor), 2024, Utilization of Co-Teaching and Multimedia Interactive Teaching in Basic Schools in Nigeria, Múnich, GRIN Verlag, https://www.grin.com/document/1471687
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