THE NEED FOR ADAPTING PEDAGOGICAL METHODS IN TEACHING AND LEARNING SHORTHAND IN NIGERIAN POLYTECHNICS

Abstract

This study investigated the necessity of adapting pedagogical methods in the teaching and learning of shorthand within Nigerian polytechnics. Guided by two primary objectives, the research examined the effectiveness of diverse pedagogical strategies in enhancing student performance and identified the inherent challenges and prospects of implementing modern instructional techniques. A descriptive survey design was employed, targeting a population of shorthand lecturers and National Diploma (ND/HND) students. The study utilized a purposive sampling technique to select 100 respondents, comprising 20 lecturers and 80 students from Hassan Usman Katsina Polytechnic and the Federal Polytechnic, Daura, Katsina State, to ensure expert representation from both instructors and learners. Data were gathered via a structured 4-point Likert scale questionnaire and analysed using mean, standard deviation, and Chi-square tests for hypothesis validation. The findings indicate that while modern pedagogical methods significantly improve student engagement, speed, and academic performance, their effective integration is hindered by persistent systemic challenges. These include inadequate instructional resources, large class sizes, and institutional resistance to change among academic staff. Consequently, the study recommends specialized capacity-building workshops for lecturers in contemporary shorthand pedagogy and the urgent provision of modern instructional materials by polytechnic administrators to align secretarial education with global best practices.