Browsing by Author "Ajitoni, S. O."
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Item Community-based instructional strategies, school location, and primary school pupils’ environmental knowledge(2015) Ajitoni, S. O.; Gbadamosi, T. V.The environmental issues we face as individuals and as a society are pervasive and ingrained in our cultural ways of being so that we can no longer look to science and technology to solve these problems alone. Instead, educators have been charged with providing students with environmental education through community-based service learning and educational trips. This study investigated the effects of these two community-based instructional modes relative to traditional instruction and any moderating effect of school location on primary school pupils’ environmental knowledge in Oyo Metropolis, Nigeria. The study adopted a pretest-posttest quasi-experimental design. The Environmental Knowledge Test was used to elicit responses from 264 primary-5 pupils across 12 schools. There was a significant main effect of instruction on pupils’ environmental knowledge and significant interaction effect of treatment and school location. This suggests that curriculum developers and planners should promote service learning and educational trips for effective teaching and learning of social studies.Item Implementing the new social studies curriculum and the challenges for teacher preparation in Nigeria(The Department of Educational Management, University of Ibadan, Ibadan, 2016) Ajiboye, J. O.; Ajitoni, S. O.; Gbadamosi, T. V.Item Promoting secondary school students’ academic achievement in economics using think-pair-share and reciprocal instructional strategies in Lagos, State, Nigeria(Faculty of Social Sciences, Lagos State University, Lagos, 2015-12) Ajitoni, S. O.; Gbadamosi, T. V.This study determined the effects of Think Pair Share and Reciprocal Instructional strategies and moderating effect of students' learning styles on academic achievement of students in Economics. The results showed that there was a significant main effect of treatment on achievement (F(2.163) = 10.428; P < 0.05, partial η2 = 0.113); learning style had no significant main effect (F(1.163) = .759, P >.05, partial η2 = .05); instructional strategy> and learning styles had no significant interaction effect (F(2.163) = .616. P >.05, partial η2 = .008) on students' academic achievement in Economics. The major finding of this study was that both think-pair-share and reciprocal instructional strategies were more effective than the conventional instructional strategy in facilitating students' achievement in Economics. The study implies that effective teaching of Economics depends largely on mode of instruction. It is, therefore, recommended that, both think-pair-share and reciprocal instructional strategies should be employed in the teaching of Economics in Secondary school: pre-service and in- service teachers should be trained on effective use of the Two strategies, among others.Item Teaching social studies for relevance, development and sustainable democracy in Nigeria in the 21st century: the challenges and prospect(2018) Ajiboye, J. O.; Amosun, P. A.; Ajitoni, S. O.; Gbadamosi, T. V.