UISpace
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.
Communities in DSpace
Select a community to browse its collections.
- Please Click to View Repository
- Centre for Educational Media Resources
- College of Medicine
Recent Submissions
Revamping Nigeria’s Economy Through The Teaching Of Literature-In English
(EKSU Printing Press, 2017) Aiyede, E. I.; Olagunju, T. O.; Adeleye, I . A.
Causes and effects of global economic recession have been discussed by scholars from different perspectives in recent times. It was observed that Economy in Africa has not been growing well compared to developed continents in the world due to problems of underdevelopment occasioned by bad governance, and wide-spread corruption. Nigeria economy at present is undergoing a severe experience of an economic recession. Since some of the factors undermining development in Africa are also responsible for economy that slid into recession, the focus of this paper is to identify and discuss factors that are responsible for economic recession in Nigeria and explain how it can be tackled through the teaching of Literature-in- English in secondary schools. The writers are of the opinion that the inculcation of desirable societal virtues such as patriotism, honesty, dignity of labour, self-sacrifice through compulsory teaching of Literature in English will be in line with the federal government change mantra and help in revamping the nation’s economy that slid into recession
Principals' Perspectives on Teachers' Creativity in English Language Classroom: A Blind Spot in English Language Education in Nigeria
(2023-06) Fakeye D.O; Aiyede, E. I.
This study investigated the views of selected school principals through in-depth interview on the extent to which English Language teachers exhibited creativity in their classroom practices. The findings of this study highlighted a pressing need for addressing the deficiency in creative teaching among teachers, which directly impacts students' engagement and learning of English Language. While it cannot be controverted that English Language teacher preparation programme in Nigeria produce dedicated and well-qualified teachers, many of these teachers lack creativity in English Language teaching. This is a blind spot in the teaching ofEnglish language that needs attention. Many past studies concentrated more on English Language teachers' lesson preparation and delivery than deployment of creativity as a way of increasing levels of learning outcomes on the part of learners and preparing them with the flexible skills they need for the future. Recommendations were made to inform policy interventions and professional development initiatives, geared towards enhancing the quality of English Language education in Nigeria.
Language acquisition process: implications for teaching English as a second language for sustainable development
(2020-07) Aiyede, E. I.
This paper examines the process of language acquisition and its implications for teaching English as a Second Language in the effort to achieve the sustainable development goals. It further argues that effective teaching of English as a Second Language should be learnen-centred, innovative and highly interactive. Also, English Language teachers should model the right content, structure the process of instruction and involve learners in the teaching/learning process to facilitate second language acquisition in a multilingual country like Nigeria. The paper concludes by making recommendations on how to improve English language pedagogy.
The Quest for Improved Learning Outcomes in Literature-in-English among Senior Secondary School Students in Ibadan, Nigeria: Teachers’ Instructional Organisation in Focus
(2022) Aiyede, E. I.
This study examined the relationship between teachers' instructional organisation and academic achievement of senior secondary school students in Literature-in-English in Ibadan, Nigeria using the survey design of the correlational type as the research design. The participants were 20 Literature-in-English teachers and 436 students in intact classes from 20 senior secondary schools in Ibadan. Instruments used were Achievement Test in Literature-in-English (r=0.78) and Teachers Instructional Organisation Scale (r-0.81). Two research questions were answered using descriptive statistics and Pearson Product Moment Correlation at 0.05'level of significance. Findings revealed that teachers’ instructional organisation was poor ( x = 2.62) against the threshold of 3.0; and that instructional organisation correlated positively with students' achievement in Literature-in-English. Consequent on these findings, it is recommended that teachers should attend professional development programmes such as seminars and workshops to improve their instruction organisation skill for improved learning outcomes of students
Factors against senior secondary school students' performance in english writing skills: the teachers and learners' perspectives
(2023) Aiyede, E. I.
Writing skills are essential for academic success and effective communication in today's interconnected world. This study investigates the factors influencing senior secondary school students' writing performance in English in Ibadan North Local Government Area, Nigeria, from the perspectives of both teachers and students. Despite the importance of writing, students face challenges that raise concerns among examination bodies like WAEC and NECO regarding their writing competencies. Identified factors include socioeconomic influences, psychological barriers, ineffective instructional methods, and the impact of technology and social media. The research utilized a sequential exploratory mixed-methods design, involving 300 students and 10 teachers from selected public schools. Key findings indicate that poor family backgrounds, lack of parental support, and inadequate teacher training substantially hinder writing abilities. Psychological factors, such as fear of criticism and low self-efficacy, along with social media influence, further complicate writing development. The study recommended targeted interventions, such as improved teacher training, increased parental involvement, and the integration of technology in writing instruction, to create an environment conducive to developing strong writing skills and enhancing academic performance.