Browsing by Author "Adewale, J. G."

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An aberration of school effectiveness aas perceived by parents of secondary school students in Nigeria
(Institute of Education, Obafemi Awolowo University, Ile-Ife., 2010) Adewale, J. G.
The societal confidence in schools is one of the factors that is keeping the schools going. However, there are some bottlenecks associated with school effectiveness in Nigeria. One of them is examination malpractice. Therefore, this study examines the perception of Nigeria parents of secondary school students on examination malpractice as a stain in school effectiveness. A sample of 3, 289 parents of secondary schools students in Nigeria was used for the study. This study reveals that one of the factors that encourage examination malpractice in Nigeria is that questions set for students taking examination at senior secondary school certificate level are not related to the syllabus. Another one is the inadequate preparation of students by teachers. Parents contribute to examination malpractice by registering their children/ward in special centres where invigilators hardly get to during the conduct of examination. One of the potent consequences of examination malpractice is the frequent cancellation of examination results affecting innocent candidates. It is recommended that less emphasis should be placed on paper qualification; if this is done, it is likely that many of our students would do their work without resorting to examination malpractice.
Application of computer to educational research.
(2001) Adewale, J. G.
Are head teachers' leadership techniques predictors of classroom teachers' motivation to work?: a study in school effectiveness
(Institute of Education, University of Ibadan on behalf of the participating West Africa Universities and Ministries of Education, 2004-03) Adewale, J. G.
The study examined head teacher leadership techniques and teachers' motivation to work. The work is based on the premise that the leadership quality of the head teachers is related to teachers' motivation to work. Two research questions were raised to guide the study. Two research instruments ( Head Teachers' Leadership Techniques Scale and Classroom Teachers' Motivation Scale) were used for the study. The results revealed that all the 20 items in the Head Teachers' Leadership Techniques Scale have significant composite contributions to teacher motivation as 84% of the variance in teachers' motivation was explained by the Head Teachers' leadership techniques. Moreover, 12 out of the 20 items depicting Head Teachers' leadership techniques significantly explained the teachers' motivation to work. The study has implication to work. The study has implication for practising teachers and Head Teachers in primary schools.
Assessment of learning achievement of primary 4 pupils in Sao Tome and Principle
(UNICEF, 2009) Adewale, J. G.
Competency level of Nigerian Primary 4 pupils in life skills achievement test
(Routledge Taylor and Francis Group, 2011-06) Adewale, J. G.
One of the goals of education in Nigeria is to develop in children the ability to adapt to their changing environment. This goal could be achieved through competency in life skills. Therefore, this study examines the competency level of Nigerian primary 4 pupil in the life skills achievement test. The test was administered on a sample of 22, 638 pupils. The results shows that the competency level of the majority of the pupils in life skills is below the national benchmark (50%). Boys are more competent than girls. Pupils in urban areas are more competent that the pupil in rural
Designing a research
(2009-04) Adewale, J. G.
Development and validation of studetns' social interaction scale in practical physics class in Oyo state
(2011) Adewale, J. G.
The focus of this study was to develop and validate a scale that can be used by teachers to ascertain the type of interaction of students with their peers in practical physics class. The scale was administered to a sample of senior secondary school physics students (SS2) in twenty local government areas in Oyo State. The samples for this study were selected using multi stage random sampling method and 1000 students were selected. Four research questions posed guided the study and were answered using factor analysis method. To purify the data, factor loading of <0.3 were discarded and items with >0.40 loading on two or more factors were removed. The scale possessed reasonably high internal consistency and adequate construct validity. A principal component analysis was used to extract eight- factor solution which reflected what students considered before engaging themselves in social interaction with their peers. Confirmatory factor analysis was performed with maximum likelihood and x2 analyses. The eight factors extracted include student's socio-economics status, student's gender, student's residence, student's religious persuasion.
Development and validation of teachers' evaluation of school effectiveness scale
(The Distance Learning Centre University of Ibadan, Nigeria, 2009-05) Adewale, J. G.; Abiodun, S. I
The study on school effectiveness is relatively new in Nigeria and there does not seem to be any instrumentthat can be termed "a school effectiveness scale which was evaluated by teachers. The name of the scale is teachers' evaluation of school effectivness scale (TESES). The scale was adminstered to secondary school teachers in thirty-six local government areas in Oyo, Ogun and Ekiti states. The samples for this study were selected using multistage random sampling method and 3000 teachers were selected. Four research questions were answered using factor analysis method. To purify the data, items with more than 0.40 on 2 or more factors were also removed. The overall instrument possesses high internal consistency and adequate construct validity. A satisfactory seven factors solutin was found which reflected teachers' evalaution towards school effectiveness. They are: school administration, school efficiency, students' empowerment and teachers' job performance. Teachers' job performance has the highest factor loading. The implications of the findings of the study are discussed.
Effect of brainstorming on students' achievement in junior secondary schools mathematics: an effort in making schools effective
(2008-01) Adewale, J. G.
One of the measures of the school effectiveness is the students' academic achievements (in this study Mathematics is used). The poor achievement of students in Mathematics both at school and public examinations has been aconcern to Mathematics educators. The failure rate may be due to how the subject is taught. This study, therefore, examines the effect of brainstorming on students' learning outcomes in Junior Secondary School Mathematics. The study adopted a quasi experimental design with pre test- post test control group. Two instruments (Mathematics Achievement Test and Numerical Ability Test) were used to collect data. The result shows that students exposed to brainstorming strategy out performed those in the control group. Students with high ability exposed to brainstorming are better achievers in Mathematics than the low ability students. The implication of the study is discussed.
The effect of game on students' achievement in senior secondary school physics in Oyo State
(Department of Guidance and counselling, University of Ibadan, 2009-11) Adewale, J. G.
Two major problems confront the physics discipline - the problems of low enrolment and poor performance in the subject by those who eventually registered for the subject. Although, many methods were suggested by scholars to improve students' achievement in physics, not much desired effects were recorded. One of the attributes of students at any level is to play, therefore, this study examined the effects of games on students achievement in physics. The study adopted a 2 x 2 factorial design with pre-test and post-test control groups in quasi-experimental setting. Treatment was administered at two levels: (game and control). The moderator variable used in the study was gender at two levels (male and female). One hundred and twenty eight senior secondary two (S.S. 2) students in four selected secondary schools from Ibadan North and Akinyele Local Government Areas of Oyo State participated in the study. Two instruments were used: one response instrument- physics achievement test (PAT) and one stimulus instrument (teaching package). Data analysis was done using analysis of covariance (ANCOVA) with the pre-test scores serving as covariates to test for the interactive and main effects. The results indicated that there is a significant main effect of treatment on students' achievement in physics, gender also has significant effect on studnts' achievement in physics. The interaction between the treatment and gender was based on the findings, it is recommended that games should be used to complement teaching of physics.
Effect of peer tutoring instruction materials on students' achievement in some physics concept: A study in school effectiveness
(2010-01) Adewale, J. G.
Without the knowledge of physics, discovery of hydro-electric power, gas turbine, thermo-nuclear power plant, submarine, aeroplane, jet fighter, intercontinental ballistic missile, x-ray in the treatment of cancer, constructions of telephone, ICT, diodes, valves, rectifiers, amplifiers, intergrated and logic circuits which are widely used in electronic systems and computers would have been impossible. Unfortunately, students are not registering for physics and those who register are not performing well in the subject. Many attempts were made to correct the abnormality; yet, the desired outcomes have not been achieved, probably because there are no enough physics teachers in schools. Therefore, this study is designed to find the effect of peer tutoring instructions on students' achievement in some physics concepts. A 2x2 quasi-experimental, pre-test, post-test, control group factorial design was used for the study. The samples used in this study were 161 SS1 Physics students selected from four stratified randomly selected secondary schools in Ibadan Municipal. Data obtained were analysed using mean, standard deviation and Analysis of Covariance (ANCOVA). The results shows that students in the peer tutoring instructions perform better in physics achievement test than their counterparts in the control group. Students with high mathematical ability performed better than their counterparts with low mathematical ability. Therefore, for effective teaching, learning, understanding and mastering physics concepts, the use of peer-tutoring is recommended for the physics teachers and students.
Effectiveness of non-formal programs in Nigeria: how competent are the learners in life skills?
(Adult Learning Australia(ALA), 2009-04) Adewale, J. G.
In order to achieve the Millennium Development Goals (MDGs), Nigeria adopts both formal and non-formal approaches to provide basic education for its citizenry. Thus , to determine the effectiveness of the non-formal approach in providing basic education in Nigeria, this study examines the competency level of Nigerian non-formal education learners on a life-skills achievement test. The test was administered to a sample of 876 learners. The competency level of life-skills of the majority of the learners was below the national benchmark (50%). Rural dwellers were more competent than urban dwellers and young learners were more competent than old learners.
Effects of formative testing on junior secondary school students' achievement in integrated science
(Institute of Education, University of Nigeria, Nsukka, 2010-11) Adewale, J. G.; Anjorin, T. O
This study examined the effect of formative testing on students' achievement in integrated science. The study adopted a 4x2 factorial design with pre-test and post-test control groups in quasi-experimental setting. Treatment was administered at four levels: (teaching, formative testing, feedback and remediation; teaching, formative testing, no feedback and no remediation; teaching, formative testing, no feedback and no remediation; teaching, no formative testing, no feedback and and no remediation(control group). The moderator variable was parental involvement at two levels (male and female). One hundred and twenty nine junior secondary school two (J. S.2) studetns from eight selected secondfary schools from Ibadan North Local government area of Oyo state participated in the study. Three instruments were used: two response instruments-integrated sceince achievement test (ISAT) and formative test and one stimulus instrument (teaching package). The data analysis was done using Analysis of Covariance (ANCOVA) witht he pre-test score serving as covariates. The results indicated that there is a significant main effect of treatment F(3,119)=89.68;P<0.05) on students' achievement in integratedscience, parental involvement was recorded. The implications of this study include the use of formative testing, feedback and remediation to complement teaching.
Effects of play-way and guided-discovery instructional strategies on pupils' achievement in geometry in Akure south, Ondo state: a study in school effectiveness
(The Society for Psychology in Sports and Human Behaviour, 2010-06) Adewale, J. G.; Taiwo, G.R
School effectiveness is measured by the propotion of pupils in the school that can transit from one level of education to the other. Unfortunately, not all the pupils who registered in a cohort complete at the same time. This has implication on the methods adopted in such schoools. If the methods of teaching are not pupil centered, there is the likelihood that pupils may not perform well in school subjects especially in mathematics. Therefore, this study was designed to determine the effects of two teaching methods (play-way and guided discovery methods) in enhancing primary pupils' achievement in geometry. The pupils' gender was also taken to consideration in this study. The study adopted a 3x2 factorial design, the design incorporated treatment at three levels (two experimental and a control), gender at two levels (male and female). The sample is made up of two hundred and twenty-two (222), primary five pupils from six schools in Akure south LGA of Ondo state. Mathematics Achievement Test (MAT) was used to collect data. analysis of covariance (ANCOVA) was employed to test three null hypotheses. The study revealed that pupils taught with the play-way method and guided discovery method achieved significantly (p<.05) better than those taught with the conventional method. There is no significant difference between boys and girls' achievement in geometry. It is, therefore, recommended that practising teachers and teachers in training should adopt innovative teaching methods (play-way and guided discovery teaching methods) that are student-centered interactive in nature and gender friendly.
Ensuring effective mathematics instruction for secondary students with learning difficulties: let the stakes extend
(Educational Research and Study Group, Institute of Education, University of Ibadan, 2003) Adewale, J. G.; Amoo, S.A
Examination malpractice: a stigma on school effectiveness in Nigeria
(The National Association of Educational Researchers and Evaluators, 2004) Adewale, J. G.
The paper opens with the meaning of school effectiveness and the need for examination as a method of assessment of students who have gone through one level of education or the other. It discusses the incidence of examination malpractice in Nigeria, as well as prevalence and forms. The paper concludes with a discussion of efforts made so far in curbing examination malpractice in Nigeria and the examination malpracices decree 33 of 1999.
Examiners' psychological factors as correlates of absenteeism and attitude towards west African school certificate examination (WASSCE) assessment
(College of Applied Education and Vocational Technology, Tai Solarin University of Education, Ijebu-Ode, Nigeria, 2010-11) Adewale, J. G.; Adelakun, A.A
It is important that all public examinations should be assessed highly accurately. In Nigeria and internationally across Anglophone West Africa, examinations for the West African Senior School Certificate (WASSC) influence the fututres of millions of candidates. In this study, the purpose was to determine examiners' psychologival factors as correlates of thier absenteeism and attitude towards WASSCE assessment. The variables that were hypothesized include the examiner's status/rank, assessment experience and age. An examiner questionnaire was constructed with a reliability coefficeient of 0.82, using Cronbach's alpha. The instrument was administered to one thousand and sixty-eight (1068) examiners selected through simple random and purposive sampling techniques across 70 assessment venues. Cross tabultion, X2 and simple regression analysis were used to determine the examiners psychological factors as correlates of absenteeism and attitude towards WASSCE assessment. Our findings seems useful where evidence based decisions surrounding examiners recruitments are needed in public assessment, particularly for the WASSCE assessment procedures.
Exploratory mand confirmatory factor analysis of school repellent variables for out- of school children in Ogun state
(2008) Adewale, J. G.; Adebowale, J. O
One of the objectives of Universal Basic Education (UBE) is to have a compulsory and free education at the basic education level. UBE was launched nine years ago, yet not all children who are at basic education age in school, some actually started school but do not complete school, therefore, the study examined some of the factors that militate agaianst the drive to have children stay in school. Developing and validationg school repellent variables for out-of school children in the three senatorial districts of Ogun state, Nigeria do this. Four research questions were raised to guide the study. School repellent factor scale was used for the study; this was raised to guide the study. School repellent factor analysis method. The data were purified using rotated component matrix, exploratory and confirmatory methodology. Nine factors solution was found which relfected parameters for peer social interaction among the children. The chi square result (goodness of fit test) was not significant; hence the new model is tenable. The implication of the study is discussed.
How friendly are the school-based assessment practices in Oyo State? A study in school effectiveness
(The Institute of Education, University of Ibadan on behalf of participating West African Universities and Ministries of Education, 2008) Adewale, J. G.
There have always been complaints about students' performance in any set of assessments given to them. Some of the complaints given by the students why they do not perform well are always based on the fact that the assessment practices are not friendly. Therefore, this study was designed to evaluate how friendly the school based assessments practices were. All teachers and three primary five pupils in twelve schools were used. Therefore, a total of 346 teachers and 36 primay 5 pupils participated in the study. Two types of instruments were developed for the study, one was used to collect qualitative data and the other was used to collect quantitative data. There are some schools where teachers did not know whether or not school-based assessment time table exist or not. Some teachers believed that school-based assessment took place twice a term while some thought it is for three times in a term. Not many teachers inform their pupils when school-based assessment is scheduled to take place. In addition, the environment of taking test was friendly in some schools and not friendly in some schools. The implications of the findings are discussed.
How friendly are the school-based assessment practices in Oyo State? A study in school effectiveness
(The Institute of Education, University of Ibadan on behalf of participating West African Universities and Ministries of Education, 2008) Adewale, J. G.
There have always been complaints about students' performance in any set of assessments given to them. Some of the complaints given by the students why they do not perform well are always based on the fact that the assessment practices are not friendly. Therefore, this study was designed to evaluate how friendly the school based assessments practices were. All teachers and three primary five pupils in twelve schools were used. Therefore, a total of 346 teachers and 36 primay 5 pupils participated in the study. Two types of instruments were developed for the study, one was used to collect qualitative data and the other was used to collect quantitative data. There are some schools where teachers did not know whether or not school-based assessment time table exist or not. Some teachers believed that school-based assessment took place twice a term while some thought it is for three times in a term. Not many teachers inform their pupils when school-based assessment is scheduled to take place. In addition, the environment of taking test was friendly in some schools and not friendly in some schools. The implications of the findings are discussed.