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Second Semester NTI PgDE Past Questions and Answers

SECOND SEMESTER NTI PGDE PAST QUESTIONS and ANSWERS

Welcome to NTI PgDE Second Semester Past Questions and Answers. We believe it is necessary for every student-teacher to study and practice with NTI PgDE PAST QUESTIONS and ANSWERS before the actual examinations. At Ana Arm Technologies, we provide up-to-date NTI PgDE Past Questions and Answers.
Most importantly, we have helped you summarised QUESTIONS that have been repeated in previous years to enable you study the trend. Please click here to view REPEATED QUESTIONS database.

Complete 2012 - 2025 NTI PgDE Past Questions and Answers for 2nd Semester

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PDE 713 PDE 714 PDE 715 (ENG) PDE 715 (ITS) PDE 715 (MTH) PDE 715 (SOS) PDE 716 PDE 717 PDE 720 PDE 721 1st Semester Past Q & A

NTI PgDE Repeated Questions

The National Teachers’ Institute (NTI) Postgraduate Diploma in Education (PgDE) program is designed to prepare graduates from other disciplines for a professional career in teaching. Like many academic programs, the NTI PgDE examinations often feature questions that are similar or repeated from previous years.

Why Repeated Questions Matter

    1. Pattern Recognition – Reviewing past questions helps students understand the structure and style of NTI examiners.
    2. Focus Areas – Certain topics reappear frequently, showing the core areas of emphasis in the curriculum.
    3. Confidence Boost – Practicing repeated questions makes candidates more familiar with likely exam scenarios, reducing anxiety.

Common Areas Where Questions Repeat

Although questions may not always be word-for-word, the themes are often similar. Some areas where repetition is common include: Kindly check out teachers’ testimonials about our NTI PgDE Past Questions and Answers.

    • Foundations of Education – philosophy, psychology, and sociology of education.
    • Curriculum Studies – principles of curriculum design, implementation, and evaluation.
    • Educational Technology – use of instructional materials, ICT in teaching and learning.
    • Measurement and Evaluation – tests, assessment methods, continuous assessment.
    • General Pedagogy – teaching methods, lesson planning, and classroom management.

How to Use Repeated Questions Effectively

    • Compile and Organize: Gather past NTI PgDE exam papers or shared questions from colleagues.
    • Practice Under Exam Conditions: Time yourself to improve speed and accuracy.
    • Compare with Course Modules: Link each repeated question back to NTI study modules for deeper understanding.
    • Group Study: Discuss repeated questions with peers to explore different angles of the answers.

Final Tips on NTI PGDE Repeated Questions

While repeated questions are a powerful study aid, students should not rely on them alone. NTI examiners may twist familiar questions or introduce new ones to test understanding. A balanced preparation strategy—combining study modules, tutorial support, and repeated questions—offers the best chance of success.

In teaching practice, it is often required that a student-teacher should select a topic on any subject and prepare a lesson note for it.
While preparing the lesson note, you may perhaps break the topic down into lessons or periods suitable for delivery in a classroom situation based on the time table of the school.
Other ingredients often look out for by supervisors or inspectors are instructional objectives and topic evaluation.
All the above listed items are available on ANA ARM Youtube channel in various subjects.

Note: A good scheme of work must include the following information: PDE 715 ITS 2024 Q3c
  1. Topics
  2. Periods
  3. Sub-topics/teachable units
  4. Instructional objectives
  5. The contents or teacher’s activities
  6. The students’ activities
  7. Instructional aids
  8. Evaluation
  9. References
  1. Curriculum: Curriculum is a course of study that embraces the total spectrums of content, resources, materials and methods of teaching through which the purposes of education are achieved (Wasagu, 2000).
    According to Wasagu, before you arrive at a curriculum, you must first establish your goal, aim and objectives. Curriculum itself is just a structure. It only comes alive as an activity when it is developed. Thus, the definition of curriculum changes from time-to-time. It also changes due to social conditions, conception of knowledge, the learner and, indeed, education. The different definitions based on the perception of different scholars are as follow: Check PDE 704 YEAR 2021 Q2, YEAR 2016 Q3(a)
    a) Curriculum is the planned experiences offered to the learner under the guidance of the school (Wheeler, 1969: Pg 11).
    b) A curriculum defines the total environment in which education takes place (Fafumera, 1974: Pg 58)
    c) A curriculum consists of the experiences that individual learners encounter in a programme of education (Hass 1980)
  2. Syllabus: A syllabus is a condensed outline or statement of the main points of a course of study, springing from the broad subject curriculum of the school.
  3. A scheme of work: This is the weekly arrangement of topics from the syllabus. This is done by dividing the syllabus into three parts, corresponding to three terms of the school academic year.
  4. Lesson plan: This is a detailed analysis of how a subject matter shall be taught during a lesson. It is meant to guide the teacher in presenting a good and effective lesson. It also ensures a conducive and purposeful classroom atmosphere.
    715 ITS 2024 Q5a, 2022 Q5a
According to Abdullahi (1982), in drawing up a science scheme of work from a science syllabus, the following factors should be borne in mind.
  1. The need for logical sequence.
  2. The age, ability and previous knowledge of the pupils.
  3. The amount of time required by each topic.
  4. The number of effective weeks of learning in a term or year.
  5. The number of periods as per week including practical periods.
  6. Materials and resources to teach.
    715 ITS 2024 Q6b
They are objectives in which the teacher expresses his/her intention in respect of what he/she expects the students to achieve in a lesson period of thirty, forty or sixty minutes. Instructional objectives are also sometimes referred to as behavioural objectives or learning objectives.
  1. Instructional objectives are clearly explained to the students before the commencement of each lesson.
  2. They are the objectives that express what the students should achieve within a period of a lesson.
  3. They are sometimes referred to as behavioural objectives or learning objectives.
  4. They are designed in such a way that they are achievable within the period of a lesson, e.g. thirty, forty or sixty minutes.
    715 SOS Pg 34, 2015 Q4a, 2014 Q1a
A number of principles such as those discussed below have been developed to guide teachers in the construction of these objectives because of their technical nature. Therefore, an instructional objective should be:
  1. Clearly expressed.
  2. Stated in simple language clearly understood by the students also so that effective learning may occur in the process of teaching.
  3. Expressed in unambiguous terms.
  4. Measurable, that is, it should be possible to evaluate the objective at the end of the lesson.
  5. Achievable within the specified period of the lesson.
  6. Contain only one item of measurement or “action verb”.
    715 SOS Pg 34, 2015 Q4c, 2014 Q1c
NTI PgDE Past Questions and Answers
for English Lamguage PDE 715
NTI PgDE Past Questions and Answers
for Integrated Science PDE 715
NTI PgDE Past Questions and Answers
for Mathematics PDE 715
NTI PgDE Past Questions and Answers
for Social Studies PDE 715

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PDE 713 Answers

  1. It shows the aesthetic nature of the school.
  2. It is the environment where the curriculum is implemented.
  3. It protects the physical well-being of the people associated with the school. Watch Video
  1. Give educational planners a limited guidance. This is because it hasn’t said anything about primary education yet primary education is the bedrock of any education.
  2. Manpower requirements approach ignores the principles of cost-benefit techniques. That is, it does not compare the cost of the manpower to be produced and the benefits to be divided from such a manpower.
  3. The manpower requirements approach ignores social demands for education. That is, it does not consider the aggregate popular demand for education. Rather, it merely considers the shortage of manpower which needed to be provided.
  4. This approach is more relevant in the higher levels of education, since it tends to neglect primary school level. Watch Video

PDE 714 Answers

A group is any collection of people who are brought into a social relationship with one another.

Group dynamics refers to all that it takes to form a group. The life of every living being consists of group life, e.g. life in the family to the school, school to secondary, to university, to work station, etc. This refers to group changes made in the life of individual as he/she joins the group. Watch Video

  1. To help teachers understand basic guidance and counseling principles and techniques.
  2. To assists teachers in improving educational objectives and programmes.
  3. To enable teachers have cordial relationship with students.
  4. It provides a platform that helps the students solve their challenges/problems. Watch Video

PDE 715 Answers

  1. Promote perception
  2. Promote understanding
  3. Promote transfer of learning.
  4. Provide reinforcement or knowledge of result.
  5. Help retention. Watch Video

Lesson plan is a preparation well ahead of time so that the teacher may be adequately informed on the possible problems that may arise and to source for necessary teaching materials before the lessons are taught.

Lesson plan is a planned amount of subject matter and learning experiences which the teacher communicates to the learners showing details of how the instruction will take place within a lesson period. It has two kinds, namely: unit plan and daily plan. Watch Video

PDE 716 Answers

Classroom observation: Of all the various aspects of the activities of a school that comes within an inspector’s purview, none calls for greater caution and tact than classroom observation. The following are the components of learning on which an inspector should focus while assessing the effectiveness of the way a subject is taught in a school:

  1. The teacher’s mastery of the subject
  2. Mode of presentation
  3. Ability of the teacher to stimulate and retain learners’ interest
  4. Class participation
  5. Use of teaching aids (where applicable). Watch Video
  1. Administrative inspection: This era covers 18th – 19th and early part of the 20th century. The focus of inspection was on the personality of the teacher, the effectiveness of classroom management and maintenance of the school plant.
  2. Scientific Supervision (1910 – 1930): This approach impinged on the school system and inspection was autocratic and “snoopervisory”. There was no consideration for teacher. Their motivation as well as their welfare was neglected. Teacher has no contribution whatever into supervision and curriculum development.
  3. Human Relation Supervision or Democratic Supervision as (1930 – 1950): This approach to supervision was ushered in by the workers’ opposition to the principle and practice of scientific management. In the school systems, teachers were well recognized and were given cooperation and assistance as required. This era introduced such ideas as group dynamics, policy making by consultation, diffusion of authority, vertical and horizontal communication and delegation into educational supervision.
  4. Neo-Scientific Supervision Era (1960 – 1970): The major criticism of the human relation era was that it was too soft on the personnel at the detriment of the school goals and objectives. The focus was on the effectiveness and efficiency of the organization. Various forms of supervisory approaches came into play such as Management by Objectives, MBO; Performance Objectives; Systems Analysis; Cost-Benefit analysis etc. All affected the mode of inspection during this era. Accountability was the watchword here.
  1. Human Resources Supervision Era (1970s to Date): The motivation of teachers towards enhanced productivity is the concern of this era. All efforts to improve teachers’ welfare and job satisfaction are seen as means of improving their performance in the school. A number of capacity building initiatives are being taken and school-based professional support is being encouraged. Watch Video

PDE 717 Answers

Multimedia simply means a combination of media for a given instructional purpose. It is often necessary to combine two or more media for instruction.

Sound-slide combination: It combines two components of sound and visuals either in the same machine or tape recorder. May be used separately from the slide or film strip project.

8mm film-audio cassette is accompanied with an audio-cassette. In it, sound and pictures are separated into two individual’s packages.

Multi-media (learning) is a collection of learning / learning materials involving more than one type of medium and organized around a single topic, e.g. films trip audio-tape, still-pictures, video, and images. Watch Video

It started with Visual Instruction which emphasised the use of visual material to make more concrete the abstract ideas being taught; classified the types of visual aids and emphasised the need to integrate visual materials with instruction.

From Visual Instruction to Audio Instruction – had impetus from the coming of sound recording motion pictures. Both visual and audio visual instruction movements emphasised “things, sense and correctness”.

From Audio Visual Inspection to Communication – emphasis began to shift from devices (equipment) and materials to the process of communicating information from source (teacher) to the receiver (learner)

From Audio Visual Instruction to Early System Concepts – the systems concept of educational technology revolutionised the field with its emphasis on the identification and integration of components of a system with a view to increasing system efficiency.

The communication and system concepts above were the two dominant features and characteristics in the field in the early 1960s.

Audio Visual Communication – Synthesising communications and early system concepts:  The planning, production, selection, management and utilisation of the components of the entire instructional system were now emphasized. Watch Video

PDE 720 Answers

Aims of comparative education. Objectives of comparative education

  1. To adduce relevant evidence from comparable situations in other cultures and to measure the evidence against the phenomena being studied in the area under review.
  2. To contribute to the very important basic concepts of a culture.
  3. To provide ghostly direction-finder or pointer for some of the specialised academic disciplines.
  4. To serve as a three-fold role of providing study in similarities, study in differences and interpretative studies in education systems Watch Video
  1. The study enables teacher to have a philosophical foresight to identify educational problems and proffer solutions to them.
  2. The study serves as an eye opener to teachers.
  3. The study helps to improve teacher education system.
  4. The study helps to assess the educational plan of a nation and makes it open for amendment and further proposal for education system in any nation.
  5. The study helps to initiate an education system that will accelerate the much needed development to match with the growth in technology.
  6. The study provides the weaker nations a base to stand and start doing something to improve their struggling educational systems.

PDE 721 Answers

  1. Division of labour: Bureaucratic organizations are based on division of labour. Functionaries are assigned particular functions to perform in the organization.
  2. Hierarchy: Bureaucratic set-ups are organized as chains of command. This means that officers are arranged in such a way that authority, orders and command flow from superiors to subordinates.
  3. Impersonal relations: It implies that actions taken in a bureaucratic organization are taken on law and not on any personal considerations.
  4. Records: Each activity is based on written rules and records. Administrative acts and decisions are formulated and recorded in writing.
  5. Upward mobility: Those people who are able to demonstrate adequate technical training are qualified to be promoted to the next higher office of administrative hierarchy. Watch Video
  1. Non-provision and late delivery of course materials: Materials are not supplied promptly to learners. These course materials are the central learning implements in distance education. When they are not produced or not sent at the appropriate time, students resort to engaging local tutors and lectures. Also, the annual face-to-face meeting then forms the participants teaching medium. In such case, the distance learning system degenerates to face-to-face sandwich programme.
  2. Non-use of multimedia: For meaningful distance teaching of vocational and science subjects, the use of television is important. At the moment, few (if any) of the public distance institutions make use of television.
  3. Ill-equipped study centres: Study centres are venues where distant learners ought to meet rather regularly with other learners and local tutors. They should be stocked with relevant reference books and teaching aids. Hardly any distance learning system in the country operates adequately equipped study centres and yet these are important activity centres.
  4. Absence of student’s counseling system: A number of cognitive distance and social factors militates against the individual distant student. Some of these problems centre on student isolation, lack of encouragement at place of work, lack of peace and quiet atmosphere at home and inability to master distance learning techniques. It leads to high drop-out rate in distance learning. Watch Video

 

 

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