Browsing by Author "Adewale, J.G"

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An assessment of the availability of selected teaching-learning materials in primary schools in Abia State, Nigeria
(Universal Basic Education Commission, Nigeria, 2009) Agomoh, C.C; Adewale, J.G
This study investigated the extent to which primary schools, as part of basic education, have some teaching-learning materials in Abia State. The sample comprised of 165 head teachers selected by stratified random sampling from five different categories of schools in the 17 local government areas in the state. The results indicate that the availability, condition and adequacy of some teaching-learning materials ranged from 19.7% (for Pupils' Mathematics Textbook) to 115.1% (for Teachers' Mathematics Textbook) for availability: 78.1% (for Curriculum Modules) to 97.7% (for Schemes of Work/Diaries) for conditions; and 20.6% (for teachers' Guide in English) to 66.7% ( for Schemes of Work/Diaries) for adequacy of the teaching-learning materials, respectively. These results revealed that many primary schools are not child-friendly in terms of teaching-learning materials.
Interaction effect of brain-based instructional strategy and cognitive style on students' attitude to senoir secondary school mathematics
(Association of Applied Psychology and Human Performance, Winneba, Ghana., 2010) Awolola, S.A; Adewale, J.G
This study investigated the interactive effect of brain-based instructional strategy and cognitive Style on students' attitude to senior secondary school mathematics. A pre-test, post-test, control group quasi-experimental design was adopted with a 2x3x2 factorial matrix. The sample was 522 senior secondary school II students from nine randomly selected schools in randomly selected schools in Oyo state, Nigeria. Five schools were randomly assigned to the experimental (Brain-BAsed Instructional STrategy- BBIS), while four schools were assinged to the control group. (Non-Brain-Based Instructional Strategy- NBBIS). The instruments were: mathematics attitude questionnaire (r=0.83), cognitive style test (r=0.81), mathematics anxiety rating scale (r=0.81). Two research questions adn one hypothesis guided the study. Data obtained from the research questions were analysed using mean scores while the hypothesis was tested at 0.05 level of significance using the analysis of covariance (ANCOVA). Brain-based instructional strategy was more effective at improving studetns' attitude to mathematics than the conventional method. Teachers of mathematics could therefore, adopt this strategy for teaching secondary school students.
An investigation of the child-friendly environmental status of primary schools in terms of nature of classrooms
(Department of Teacher Education Faculty of Education, University of Ibadan, 2008-01) Agomoh, C.C; Adewale, J.G
This study investigated the extent to which the environment of our primary school classrooms is child-friendly in terms of nature of classrooms. The sample comprised the head teachers of 165 primary schools in the urban and rural areas of Abia State. Data collection involved the use of a validated Child-friendly Environmental Status Inventory (CFESI). The data were analysed using frequency counts and percentages. The results indicate that the child-friendly environmental status of classrooms in the primary schools varied widely and depended very much on school type. However, there was no school in which the child-friendly environmental status of the classrooms was 0% or 100%. The implications of these findings for teaching-learning condition in primary schools are discussed.
Junior secondary school student's competency in ICT: an assessment of effectiveness of SNNG project in southwest, Nigeria
(Department of Teacher Education Faculty of Education, University of Ibadan, 2007) Amoo, S.A; Adewale, J.G
Identifying effective and ineffective schools is a dominant issue in education in light of the increasing concern for student's achievement , performance and accountability. Educators involved in school improvement projects face the dilema of choosing from a variety of methods for measuring school effectiveness. One of such methods to improve learning and teaching in Nigeria is not to undermine the impact of ICT in junior secondary schools as well as their ability to show level of competence in ICT . This study therefore examined the junior secondary schools studetns' competence in ICT aspect of computer education. Purposive sampling sampling techniques was used to select the schools involved in the study . The sample consist of 562 (51.1%) males and 538 (48.9%) females. The students were between 12 and 17 years old. Students' competence in ICT test was used to measure their ability in computer education. Data were analysed using descriptive statistics and multiple regression. The results shown that 31.1% scored above average, while 68.9% scored below average. There was a significant composite effect iof access, utilization and quality of ICT facilities on competence (F(8,1091)=7.74, p<0.05). The most predictors of students' competence in ICT were access to computer, quality of internet and hours student spent on internet to do homework. It is recommended that there is need to increase students' access, utilization and quality of ICT facilities because of improved students' competence in ICT usage. Therefore, there is need to maintain the qualities of ICT facilities in the existing schools and extend its provision to other schools so as to enhance school effectiveness. More time should be given to develop skills in computer education so as to master necessary competence in ICT.
A path- analytic model of schooling situations and secondary school students' academic performance in Oyo state, Nigeria.
(The Institute for Educational Planning and Administration(IEPA), University of Cape Coast, Ghana, 2002-11) Fabunmi, M; Adewale, J.G
This study investigated the extent to which schooling situations variables ( resource situation, average class size,or population, or quantity and quality of teachers and number of furnished classrooms) predict secondary schoolacademic performances in Oyo state of Nigeria in 2000/2001 school session. It was conducted ex-post facto under a non experimental survery research design. 100 out of the secondary schools in Oyo State were randomly selected for the study. The study adopted the use of a confirmatory causal modeling method of analysis. This involves two closely related analytical techniques: multiple regression and path analysis. Findings of the study revealed that out of the six variables htypothesized to influence students' academic performance, four of them ( student- teacher ratio, teacher population, resource situation and students' population) have both direct and indirect effect on students' academic performance while the remaining two variables (number of classroom and average class size) have indirect effects on students academic performance. In all 50.92% of the total effect of all the six independent variables on students' academic performance are direct and indirect while 25.08% are indirect. The implications of the findings are discussed.