Browsing by Author "Adeoye, A. A."

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    Effects of bilingual and peer-tutoring instructional strategies on pre-service teachers’ achievement in Yoruba translation
    (Publication of the Department of Ecnomics, University of Maiduguri, 2013-06) Adeyinka, A. A.; Adeoye, A. A.
    Translation is an important aspect of Yoruba language studies and a compulsory course for pre-service teachers in colleges of education. As valuable as it is, reports show that there is a gross underachievement in it among students. This has been traced to ineffective strategies adopted in teaching translation to pre-service teachers which do not allow them to be actively involved in the teaching learning process. There is the need to adopt strategies that cater for these deficiencies. Two of such strategies are bilingual and peer- tutoring. Studies have shown that these strategies were effective in teaching social studies and mathematics but their effect in teaching and learning of Yoruba translation has not enjoyed much research attention. This study examined the effects of bilingual and peer- tutoring instructional strategies on pre-service teachers' achievement in Yoruba translation. Pretest-posttest control group quasi- experimental research design was adopted. 300 pre-service teachers in intact classes from six purposively selected colleges of education in southwestern Nigeria were randomly assigned to treatment groups. Yoruba Translation Achievement Test (r = 0. 73) and Instructional Guides for the three strategies were the instruments used. Seven null hypotheses were tested at 0.05 significant level. Data were analysed using Analysis of Covariance and Scheffe post- hoc analysis. Bilingual and peer-tutoring instructional strategies are more facilitative in fostering pre-service teachers' accurate translation in Yoruba than the traditional lecture strategy. Hence, Yoruba translation teachers in colleges of education should adopt the strategies in Yoruba translation
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    Effects of Bilingual and Peer-Tutoring Instructional Strategies on Pre-Service Teachers’ Learning Outcomes in Yoruba Translation
    (2014) Adeoye, A. A.
    English-Yoruba translation, which is a compulsory course for pre-service teachers in colleges of education is an important aspect of Yoruba language studies. However, reports show that there is a gross student under-achievement in it. This has been traced to ineffective strategies adopted in teaching translation to the pre-service teachers; hence the need to adopt strategies that can cater for these deficiencies. Two of such strategies are bilingual and peer-tutoring which are learner-centred and activity-based. The strategies had been employed in the teaching of Social Studies and Mathematics without considering their effects on pre-service teachers learning outcomes in English-Yoruba translation. The moderating effects of pre-service teachers‟ gender and verbal ability were also examined.The pretest-posttest, control group, quasi-experimental research design was adopted. The participants were 300 pre-service teachers in intact classes from six purposively selected colleges of education in Southwestern Nigeria who were randomly assigned to treatment and control groups. Treatment lasted eight weeks. English-Yoruba translation Achievement Test (r = 0.73). Pre-service Teachers‟ Attitude to English-Yoruba Translation Questionnaire (r = 0.76), Verbal Ability Test (r = 0.72) and Instructional Guides for the three strategies were the instruments used. Seven null hypotheses were tested at 0.05 significant level. Data were analysed using Analysis of Covariance and Scheffe post-hoc.Treatment had a significance main effect on achievement in (F (2,228) = 23.78; Ƞ2 = .15) and attitude to (F (2,281) = 112.41; Ƞ2 =.44) English-Yoruba translation. Those exposed to bilingual strategy had higher achievement mean score (=80.83) than those in peer-tutoring (= 77.60) and conventional (=64.40) strategy groups. Verbal ability had a significant main effect on achievement (F (2,281) = 4.10; Ƞ2 =.03) and attitude (F (2,281) = 17.68; Ƞ2 = .11). Students in medium verbal ability group had a higher post-achievement means scores (= 76.52) than those in low (= 73.88) and high (= 67.75) groups. Also, students in medium verbal ability group had a higher post-attitude mean score (= 74.73) than those in low (= 73.55) and high (= 71.68) groups. Gender had no significant main effect on achievement and attitude. Treatment and verbal ability had a significant interaction effect on achievement (F (2,251) = 2.47) and attitude (F (2,481) = 25.03). There was a significant interaction effect of treatment and gender on achievement (F (2,281) = 3.49) and attitude (F (2,281) =4.54). There was no significant interaction effect of verbal ability and gender on achievement and attitude There was a significant interaction effect of treatment,verbal ability and gender on achievement (F (4,281) = 3.07; Ƞ2 =.04) and attitude (F(4,281) = 3.77;Ƞ2 =.05).Bilingual and peer-tutoring instructional strategies were effective in facilitating pre-service teachers‟ accurate English-Yoruba translation. Hence, English-Yoruba translation teachers incolleges of education should adopt the strategies in teaching it