Browsing by Author "Alieme, S.O"

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Entrepreneurship in primary education: prospects and challenges
(2012) Odinko, M. N; Alieme, S.O
" Evaluation of monitoring and evaluation department of the universal basic education board of Oyo state "
(2010) Odinko, M. N; Alieme, S.O
" It is a known fact that basic education level of any country goes a long way in influencing the country's development. It is on this premise, that this study critically evaluated the monitoring and evaluation department of the Universal Basic Education Board of Oyo State. The purpose of the study was to determine the extent to which some of the objectives of the Monitoring and Evaluation (M&E) department have been achieved. The sample consisted of 12 (public and private) pre-primary, primary and Junior Secondary (JSS) Schools in each of the ten purposively selected Local Government Areas (L. G.A) of Ibadan and Ibarapa central in Oyo State. One hundred and 20 teachers and twenty teacher supervisors making a total of 140 respondents participated. A descriptive survey design was used in the study. Two instruments tagged 'Teacher/Headteacher/Principal Questionnaire (THPQ) and 'Supervisor' Questionnaire (SQ) were used to generate the data. The data generated were analysed using frequency counts and percentages. The findings revealed that finance was the major hindrance to effective monitoring of schools and that UBE programme contended with a lot of problems such as inadequate infrastructure, poor remuneration and poor supervision and monitoring. Further, findings also showed that attendance of teachers at seminars and workshops was about twice in a term, not encouraging if the teachers were to cope with the new innovations that abound within the education sector. It was, therefore, recommended that government should improve the effectiveness of the M& E departments for effective and strategic planning, by providing adequate funds, infrastructure and instructional facilities. Also, the training of staff for effective M&E processes should be incorporated into the educational system. "
School location, gender and teaching methods as predictors of primary 5 pupils’ learning outcome in mathematics
(Institute of Education, University of Calabar, 2014) Alieme, S.O; Odinko, M.N
Numerous instructional strategies have been used by researchers to find solution to learners' poor performance in Mathematics. It is observed that the use of these instructional strategies have been neglected in schools. There is the need to look for more proactive methods that will make pupils learn profitably and more friendly. Therefore, this study investigated the effects of Personalised System of Instruction (PSI), Direct Instruction (Dl) and Conventional method (CM) on pupils' achievement in Mathematics in Oyo State. This study adopted a 3x2x2 combination of the pretest-posttest and control group design, randomized, quasi-experimental design in which the treatment operates at three levels [Personalized System of Instruction (PSI) , Direct Instruction (Dl) and Conventional Method (Control)] crossed with gender (male and female), and school location (rural and urban). Purposive sampling was used to select four local government areas in Oyo State, this was to ensure that all the selected local government areas were not clustered in one educational zone. Simple random sampling was used to select 16 primary five classes in 8 urban and 8 rural locations and the pupils constituted the study sample. The instrument used in the study was Mathematics Achievement Test (MAT) (r=0.82). The data generated were analysed using analysis of co-variance (ANCOVA) tested at 0.05 level of significance. Treatment (F(23a4)=183.409), gender(F(13B4)=7.081) and school location (F(13B4)=59.753) had significant main effects on pupils' achievement in Mathematics. A significant difference existed in the achievement scores in Mathematics between the participants in Dl (x=79.8), PSI (x=50.6) and Control (x=38.9). A significant interaction effect of treatment and school location (F(2.3M)-1 7- OO4) listed on pupils' achievement in Mathematics. The adoption of Dl for the improvement of learners' performances was recommended. Learners should be encouraged to work together and help one another in a manner that tends to promote more positive self-evaluations of capability and higher academic attainments than individualistic or competitive ones. Mathematics teachers should give opportunities to all pupils irrespective of their school location and gender so that they are exposed to active learning techniques of PSI and Dl especially when treating difficult mathematics concepts and problems.