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Authors:BO Lawal First page: 200 Abstract: The study examined the historical assessment of the government's provision of primary and secondary education in Lagos State, 1991 – 2005. In carrying out the study, the investigator adopted historical research method. He made use of both primary and secondary sources of data collection. Ministry officials who are connected with primary and secondary education in the state were interviewed. The study among others showed that there were fairly enough teachers in both primary and secondary schools in Lagos State. It also revealed that most teachers in both primary and secondary schools in the state are professionally qualified. The study recommended that more fund should be provided by the government for primary and secondary schools. Infrastructure in Lagos State public primary and secondary schools should be up graded and modern ones be provided.Infrastructure in Lagos State public primary and secondary schools should be up graded and modern ones be provided. African Journal of Cross-Cultural Psychology and Sport Facilitation Vol. 10 2008: pp. 200-216 DOI: 10.4314/ajcpsf.v10i1.37626 Issue No:Vol. 10, No. 1
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Authors:OA Fakolade First page: 217 Abstract: Questions about gifted learners and the best way to teach them to face expected challenges is often a source of controversy. This is because old stereotype curriculum and conventional instructional strategies may not be enough to give the needed stimulation. The study adopted the pre-test, post-test, control group quasi-experiment design in a 3 x 2 factorial matrix. The subjects for the study consisted of 75 SS II gifted students from eight secondary schools in Nigeria. Multistage sampling technique was utilized for the selection of the participants, which were randomly assigned into three experimental groups. Analysis of Covariance was the main statistical method utilized to test two generated hypotheses at the probability level of 0.05. The findings revealed that there was significant treatment effect on subjects' post-test academic achievement scores (F(3.74) = 498; P < 0.05). Moreover, there was no significant main effect of gender (F(1.74) = 2.668; P > 0.05). It also indicated that gifted male subjects exposed to Enrichment Triad and Self-Directed models had higher mean score ( =80.93) than their female counterparts exposed to the same treatment ( = 79.34). Since the Enrichment Triad and Self-Directed models are capable of facilitating gifted students educational programmes, it is therefore recommended that both regular and special educators should use these models in facilitating the academic achievement of their gifted students. African Journal of Cross-Cultural Psychology and Sport Facilitation Vol. 10 2008: pp. 217-226 DOI: 10.4314/ajcpsf.v10i1.37627 Issue No:Vol. 10, No. 1
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