Employing Graphical Elements in the New Pedagogy in Nigeria
Nigerian pupils, like many young learners across different societies of the world enjoy learning visually and prefer engaging their fingers in the learning process. Scholars around the world have consistently advocated the use of graphics (diagrams, charts, maps, or other illustrative materials, including printed materials, computer images and pictures) to explain things, concepts or ideas, especially the written part of a printed text such as books.
Many learners/readers in Nigeria lack the required skills for creative and critical thinking necessary for interpretation during and after reading sessions, which resulted from teacher-centred ‘commit-to-memory-based’ teaching method used by teachers. In a recent study titled “Towards Embedding Graphics in the Teaching of Reading and Literature in Nigeria,” a group of researchers from the Department of Languages and General Studies, Covenant University, attempted to establish the correlation between the use of graphics, teaching and understanding of any subject matter.
From the research work, it was established that embedding such interactive learning in the nation’s reading and literature curriculum would enhance visuo-spatial reasoning among learners in the country. That is, enhancing the learner’s ability to comprehend and conceptualise visual representations and spatial relationships in learning and performing a task.