Developing Skills That Facilitate the Intellectual Functioning Of the Nigerian Child: Uzoka Ngozi R

Abstract

The study focused on development ofequivalence, classification and class-inclusion skills which willfacilitate the intellectualfunctioning ofthe Nigerian child. Itfurther determined the extent to 'which children who are exposed to training on tasks on the above concepts will be able to classify objects, solve class inclusion problems determine whether differences exist between the achievement of males andfemales in the development of equivalence. The sample consisted of ISO JSSIstudents between the ages of11 and 12 years in Ikwuano L.G.A ofAbia State. Three (3) research questions and one hypothesis guided the study. The study used a pretest-post test experimental design. Two Piagetian research instruments and a Dinosaur test instrument were validated and usedforpretests procedures. Mean, standard deviation and analysis ofcovariance were used to analyze data. Findings indicate differences in those who received training and those 'who did not among others. It was recommended that that children should be exposed early enough to training that will help their cognitive development and that teachers and parents should ensure that children get the exposure in training that will facilitate their intellectual functioning early enough.