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INCLUSIVE PRACTICES AMONG TEACHERS IN UPPER BASIC EDUCATION IN GOMBE STATE, NIGERIA

ABSTRACT

 The introduction of UBE implies inclusiveness. This study was undertaken to ascertain the extent to which teachers in Upper Basic (UB) classes imbibe inclusive practices in Gombe State since it is one of the states of the federation where UBE is introduced. The study was premise on 5 research questions and 3 null hypotheses while the study adopted descriptive survey design. The population of the study are all UB teachers in Gombe Local Government Area (LGA) and the population was sampled through simple random sampling technique. Inclusive Practices Questionnaire (IPQ) was designed by the researcher for data collection and was validated by 3 experts while a trial test was conducted outside the study area using Cronbach’s Alpha method of reliability to establish the internal consistency of the instrument. Data collected was analyzed using descriptive statistics (mean and standard deviation) and t-test. One of the findings of the study revealed that the level of experience, qualification and gender do not influence the frequency to which Gombe LGA UB teachers employ alternative assessment in their classroom situations. It was recommended that for teachers to acquire and apply inclusive practices in their classroom settings there is the urgent need for retraining, training and retention of teachers by educational planners and government at all levels. Educational implications, suggestions for further studies and limitations of the study were equally made.

Project detailsContents
 
Number of Pages101 pages
Chapter one Introduction
Chapter two Literature review
Chapter three  methodology
Chapter  four  Data analysis
Chapter  five Summary,discussion & recommendations
ReferenceReference
QuestionnaireQuestionnaire
AppendixAppendix
Chapter summary1 to 5 chapters
Available documentPDF and MS-word format


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