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Welcome to UISpace, The University of Ibadan Institutional Repository. A collection of theses, articles, books, videos, images, lectures, papers, data sets and all types of digital content originating from the University of Ibadan Nigeria. This repository is managed by the Kenneth Dike Library University of Ibadan, Nigeria.
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Sustaining teacher education in Nigeria in the ‘new normal’ era
(2022) Tella, A.
Covid-19 that started in Wuhan, China in December 2019 that almost every sectors including education. The pandemic did not only disrupt commercial and economic activities. Its‟ also affect education. To ensure that the pandemic did not claim total paralysis of education lead to the adaptation of teaching and learning in the period and tagging the process as new normal of teaching and learning. Students and teachers and distancing themselves from each other, face-to-face teaching was reduced to barest minimum and schools and colleges were under key and locked. This paper therefore explored sustaining teacher education in Nigeria in the new normal era with considerations for deficits in quality of education and provisions for it and sustenance in the new normal and project the nexus between the new normal and teacher education sustainability in Nigeria. Some of the challenges beclouding teacher education were explained and finally the paper proffer what should be done and recommendations.
Effect of bingo game instructional strategy on pupils’ achievement in mathematics in public primary schools in Oyo State, Nigeria
(International Society for Teacher Education, Bloomington, 2021) Tella, A.; Fatoki, F. M.
This study determined the effect of Bingo game instructional strategy on Pupils’ mathematics Achievements of public primary schools in Oyo state, Nigeria. One hundred and twelve public primary school grade 3 pupils participated in the study. This study adopted the pretest-posttest control group quasi-experimental design with a 2x3 factorial matrix. The study deployed Bingo strategy as different patterns that were designed to create fun and variety in teaching mathematics. The pretest was administered before the teaching using Bingo strategy, while posttest was administered immediately after the treatment (Bingo strategy). The control group were left with conventional teaching without any manipulation. Simple random sampling was used to select four primary schools from two local government area in Oyo State, Nigeria. Two constructed standardized and validated instruments by the researchers were used for the study: Pupils mathematics Achievement Test (r = 0.81) and Quantitative Ability Test (r = 0.69). The treatment lasted four weeks. The data were analyzed using Analysis of covariance at 0.05 level of significance. The result revealed that there was a significant main effect of Bingo on pupils achievement in mathematics (F(1, 110) = 3.327; partial η2 = 0.131).There was a significance main effect of quantitative ability (F(1, 110) = 0.603; partial η2 = 0.206) on pupils achievement in mathematics. The high quantitative ability pupils (56.904) benefited from the treatment package more than their counterpart (31.451). There was significant two-way interaction effect of Bingo game and quantitative ability of the participants (F(2, 106) = 1.543; partial η2 = 0.214) in favour of high quantitative ability pupils from Bingo game instructional strategy. The participants in Bingo game (14.07) had a higher mean value than their counterparts in the control (6.61). Bingo game instructional strategy improved pupils’ achievement in mathematics. Primary school mathematics teachers should try to adopt this strategy in their teaching delivery.
Effects of think-pair-share and numbered heads together teaching strategies on junior secondary school students’ achievement in mathematics in South west Nigeria
(School of Education of the University of Zambia, 2021-06) Tella, A.
Mathematics is one of the core subjects both at primary and secondary school levels in Nigeria. The importance accorded to mathematics in the curriculum reflects the recognition of its vital role towards national and technological development and the role it plays in contemporary society. Despite the importance of Mathematics to societal development, it is a subject that many students dislike and fail. Therefore the issue of poor achievement of students in Mathematics has become a perennial problem in Nigeria. The persistent failure of students has remained a major concern to Mathematics educators. This calls for strategies that will create hands-on/mind-on learning activities such as Think-Pair-Share and Numbered Heads Together Teaching strategies. This study therefore determined the effect of Think-Pair-Share and Numbered Heads Together Teaching strategies on students’ achievement in Mathematics. The moderating effect of mental ability and gender influence on students’ achievement in Mathematics are also examined. The study adopted pretest-posttest control group quasi-experimental research design. Intact classes of JS2 comprising of 310 students from six purposively selected secondary schools in Osun west senatorial district of Osun state, Nigeria were the participants of the study. The schools were randomly assigned to treatment of Think-Pair-Share, Numbered Heads Together and conventional teaching strategies. Seven instruments were used to gather data for the study and seven null hypotheses were formulated and tested at 0.05 level of significance. Data were analysed using Analysis of Covariance and Scheffe post-hoc analysis. Treatment had significant main effect on students’ achievement in Mathematics. There was no significant main effect of mental ability and gender on students’ achievement, likewise two-way interaction effect. However, three-way interaction effect is significant. The study therefore recommends that Mathematics teachers in secondary schools should adopt Think-Pair-Share and Numbered Heads Together Teaching strategies for improving achievement in Mathematics. Government should retrain secondary school teachers on how to use Think-Pair-Share and Numbered Heads Together Teaching strategies. Also curriculum planners and experts in Mathematics should design curricular that are student activity-based.
Impact of mother tongue on primary pupils’ literacy and numeracy skills in Osun State
(2020) Alimi, F. O.; Tella, A.; Adeyemo, G. O.; Oyeweso, M. O.
The study was conducted to determine the effectiveness of mother tongue instruction on the achievement of primary five (V) pupils in literacy and numerical skills in Osun state. It also examined the moderating effect of gender. The Cummins interdependence theory provided the framework, while the pre-test/post-test control group quasi experimental design was adopted. Two Local Government Areas in Osun state were randomly selected. From each LGA, three public primary schools were randomly selected, while an intact class of primary V pupils was selected from each school, totalling 233 pupils. The instruments used were Pupils literacy (α=.82), Pupils numeracy skills (α=.89) Questionnaires and instructional guides. Data were subjected to Analysis of covariance at .05 level of significance. 53.5% of the participants were females. There was a significant difference in the achievement of pupils taught with mother tongue and conventional strategies in literacy and numeracy skills (F(2,232)=27.94; p<.05, partial η2=.20). Pupils exposed to mother tongue strategy had highest post mean literacy and numerical skills (70.47). Mother tongue strategy enhanced pupils’ literacy and numerical skills in primary schools in Osun state, regardless of their gender. Teachers should adopt these strategies to improve pupils’ achievement in literacy and numerical skills.
Workload and professional competence as a correlate of mathematics teachers’ teaching effectiveness in secondary schools in Osun State, Nigeria
(2019-06) Tella, A.; Akinleye, O. T.
This study is hinged on the balancing of the workload and professional competence of mathematics teachers in secondary schools in Osun State, Nigeria which was premised on cognitive load theory. The study adopted the descriptive survey design. One hundred and nineteen mathematics teachers were randomly selected from both public and private secondary schools in 10 local government areas of Osun State. Instruments used were Workload Scale (r=0.78), Professional Competence Scale (r=0.83) and Teaching Effectiveness Scale (r=0.87). Data were analysed using descriptive statistics of frequency count, percentage, mean, while Pearson product moment correlation, t-test and Analysis of variance were used for analyzing the data at 0.05 level of significance. Professional competence (r=0.39) and workload (r=0.26) had positive significant relationship with mathematics teachers' teaching effectiveness. Mathematics teachers' teaching effectiveness in terms of methodology, curriculum and textbook usage, knowledge of their students, context and self were high as against the threshold of 3.0 as the criterion point. Among other things, it was recommended that there should be re- evaluation of the professional training of Mathematics teachers regardless of where they work.