Building an Inclusive and Skilled Society through Analogies-Driven Teacher Education: Lecturers’ Perception in Rivers State University

Abstract

The study examined building an inclusive and skilled society through analogies-driven teacher education: lecturers’ perception in Rivers State University. A descriptive survey design was adopted for the study with two research questions and one hypothesis. The population was made up of 120 postgraduate lecturers in the Faculty of Education, Rivers State University, Nkpolu- Port Harcourt. A sample size of 55 lecturers was drawn using the disproportionate stratified random sampling technique. The instrument for data collection was developed by the researchers, Lecturers' Perceptions on Building a Skilled Society using analogies-driven Teacher Education in Rivers State University (LPBSSUADTE). The instrument has 13 items; it was validated by three experts from Measurement and Evaluation and Educational Technology from the Department of Educational Foundations, Rivers State University. The reliability of the instrument was tested with 20 lecturers from Ignatius Ajuru University, Port Harcourt and a reliability coefficient of 0.73 was obtained using Cronbach Alpha method, 55 copies of the instrument were administered, but only 50 copies were retrieved. The data collected were analyzed with mean and standard deviation to answer the research questions, while the hypothesis was tested using Z-test. The findings showed that students build skills in definite areas and that there was high extent of building skilled society through teacher education using analogy among postgraduate students in Rivers State University. Thus, the researchers recommend that lecturers are encouraged to use analogies suitable to any topic they are to teach in the classroom.