Sociological Innovations and Improvisations for Learning Motivation in Nigeria Basic Education

Abstract The paper examines sociological innovations and improvisations for learning motivation in Nigeria Basic Education. Human and material resources for instructional delivery at this level of education have been always limited for effective teaching and quality learning among pupils and students in both public and private schools. Teacher service at this Basic Education is poorly remunerated. Mother tongue policy as a medium of instruction has been noted to be abused and decelerates quality learning among primary school pupils and junior secondary school students. Few teachers have been with strong-will for commitment to effective teaching in English Language and to motivate learners in their mother tongue and indigenous languages of the school immediate environment. Supervision of classroom instructions and inspection of school activities are less observed and as such, teacher attitude to work is much retarded. Proportion of teachers who are equipped with conceptual illustrations of abstract ideas and happenings in the society are not encouraging. Specialist teachers in English Language, Mathematics and Basic Science recruited for teaching service are always inadequate. The majority of teachers being recruited are therefore tasked upholding consistency in explanation and interpretation of terms in child’s friendly local language of the school environment and consistency in reading comprehension with the pupils or students alongside several class activities, corrections and repeated teaching. The school management should intensify supervision of classroom instructions as well as school inspection on general activities of the learning environment. Keywords: Mother Tongue, Conceptual Illustrations, Reading Comprehension, Class Activities, Supervision and Inspection