Browsing by Author "Asiru, A. B."

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Academic self-efficacy and gender as determinants of performance in english discourse writing among high-achieving students in Ibadan, Oyo State
(2015-10) Adelodun, G. A.; Asiru, A. B.
The study was carried out to delve into academic self-efficacy and gender as determinants of performance in English discourse writing in Ibadan, Oyo State. Descriptive survey design was adopted for the study. Purposive sampling technique was used to select 40 male and female high achieving students. Three validated instruments which are English Language Essay Screening Test (r = 0.82), English Language Essay Achievement Test (r = 0.76) and Adapted Academic Self-efficacy Scale (r = 0.76) were utilized in the study. Three research questions were answered using Pearson Product Moment Correlation and Multiple Regression Analysis. The findings revealed that academic self-efficacy had a positive relationship with performance in English discourse writing while gender had no significant correlation with the dependent variable. The independent variables had no joint effect on the dependent variable (R = .231, adjusted R2 = 0.54, P>.05). On the basis of these findings, it is recommended that educational guidance services should be made mandatory in schools as educational stakeholders should equally focus on the affective construct (self-efficacy) of high-achieving students.
Audio-lingual scale and teachers’ effectiveness as correlates of oral english performance among high-achieving students in Ibadan, Oyo State
(2020-06) Adelodun, G. A.; Asiru, A. B.
This study examined the audio-lingual scale and teachers' effectiveness as correlates of Oral English performance among high-achieving students in Ibadan, Oyo State. A descriptive survey design of correlational type was adopted for the study. Purposive sampling technique was used to select four public and private secondary schools in Ibadan North and Akinyele Local Government Areas, Ibadan, Oyo State with a total number of 258 high-achieving students. Instruments used were: English Language Achievement Screening Test (r -0.72), Achievement Test on Oral English (r=0.84), Audio-lingual Method Scale (r= 0.76) and Teachers’ Effectiveness Scale (r-85), Questionnaire (r-0.91). Data were analysed, using Multiple Regression. There was a joint contribution of the two independent variables to high-achieving students’ oral English performance (F(5.52)=55.225, R2= 0.62). Audio- lingual scale (β=185, p<.05) and teachers’ effectiveness (β=197, p<.05) relatively contributed to oral English performance of the respondents. Audio- lingual scale and teachers’ effectiveness correlated with high- achieving students’ oral English performance in Ibadan. Teachers of English are therefore employed to make appropriate use of an audio-lingual method such that it will foster the interest of the learners in attaining masterly level required to use English effectively for verbal communication purposes
Educating creatively gifted students in Ibadan metropolis
(Department of Special Education, Faculty of Education, University of Ibadan, Ibadan, Nigeria, 2019) Adelodun, G. A.||; Asiru, A. B.
Numerous problems confronting the human race require creative interventions in order to make living conditions meaningful, comfortable and impactful. Creative solutions are significantly of utmost necessity because rigours of diverse kinds are meant to be reduced to the barest minimum. However, gifted students whose innovative endowments are expected to be exploited to advantage are uncatered for in Nigerian schools, most especially in Ibadan Metropolis. The creatively gifted students' potentially inventive prowess has not been put to expression simply because appropriate educational or instructional strategies have not been professionally adopted by the school system. The children need differentiated learning experiences and activities, which include brainstorming, bibliotherapy, questioning/lateral thinking approach, synectics, ability grouping, independent study among a host of other techniques. The teacher and resource person who facilitates the education of the children has some pedagogical roles to play to be able to handle the children effectively. The teacher should utilize the recommended instructional strategies to achieve the desired result among the students. The teacher is expected to adopt such instructional packages to meet the learning needs, styles and abilities of creatively gifted students. By virtue of such enrichment, the students can explore their creative instincts.
Effects of independent study and ability grouping on performance in english essay and letter writing among high-achieving students in Ibadan, Oyo State.
(2015) Adelodun, G. A.; Asiru, A. B.
The study investigated effects of independent study and ability grouping on high-achieving students' performance in English essay and letter writing in Ibadan, Oyo State, using a pre-test, post-test, control group, quasi- experimental research design with a 3 x 2 x 2 factorial matrix. Six secondary schools and 78 SSS II high-achieving students were purposively selected as the participants were assigned into two experimental groups and control group. Students' Past Academic records, English Language Achievement Screening Test (r-0.72.), English Language Essay/Letter Achievement Test (r=0.78) and Academic Self-efficacy Scale (r-0.76) were the instruments used for the study. Participants in the experimental groups were instructionally facilitated and control group taught with the conventional method. Five hypotheses were formulated and tested at 0.05 significant level, while data analysed, using analysis of covariance (ANCOVA) and mean scores. Independent study and ability grouping were effective in improving the high-achieving students' performance in essay writing as the participants exposed to ability grouping had the highest mean score of 35. 934, followed by independent study with 32.478, showing better performance than their counterparts in the control group who had 25.879. The three groups maintained the same scoring order in letter writing performance, 33.405, 32.713 and 27.581. The result also revealed that in the two-way interaction effect of treatment and self-efficacy, there was a significant difference in high-achieving students' performance in essay writing (F(2.74) = 4.315, P < .05, η2 - .119), but no such interaction effect in their letter writing performance (F(2.74)) = .487, P > .05, η2=0.15). However, male and female participants in the experimental groups benefitted equally from the treatment packages. Based on these findings, teachers of English should use these educational strategies for high-achieving students' educational development
Effects of independent study and ability grouping on performance in english essay and letter writing among high-achieving students in Ibadan, Oyo State.
(2015) Adelodun, G. A.; Asiru, A. B.
The study investigated effects of independent study and ability grouping on high-achieving students' performance in English essay and letter writing in Ibadan, Oyo State, using a pre-test, post-test, control group, quasi- experimental research design with a 3 x 2 x 2 factorial matrix. Six secondary schools and 78 SSS II high-achieving students were purposively selected as the participants were assigned into two experimental groups and control group. Students' Past Academic records, English Language Achievement Screening Test (r-0.72.), English Language Essay/Letter Achievement Test (r=0.78) and Academic Self-efficacy Scale (r-0.76) were the instruments used for the study. Participants in the experimental groups were instructionally facilitated and control group taught with the conventional method. Five hypotheses were formulated and tested at 0.05 significant level, while data analysed, using analysis of covariance (ANCOVA) and mean scores. Independent study and ability grouping were effective in improving the high-achieving students' performance in essay writing as the participants exposed to ability grouping had the highest mean score of 35. 934, followed by independent study with 32.478, showing better performance than their counterparts in the control group who had 25.879. The three groups maintained the same scoring order in letter writing performance, 33.405, 32.713 and 27.581. The result also revealed that in the two-way interaction effect of treatment and self-efficacy, there was a significant difference in high-achieving students' performance in essay writing (F(2.74) = 4.315, P < .05, η2 - .119), but no such interaction effect in their letter writing performance (F(2.74)) = .487, P > .05, η2=0.15). However, male and female participants in the experimental groups benefitted equally from the treatment packages. Based on these findings, teachers of English should use these educational strategies for high-achieving students' educational development
Independent study approach and the educational needs of gifted learners
(Department of Educational Psychology, Guidance and Counselling, Faculty of Education, Ignatius Ajuru University of Education, Port Harcourt, Rivers State, 2021-07) Fakolade, O. A.; Adelodun, G. A.; Asiru, A. B.
The concept of giftedness is diverse because it connotes different things in certain contexts. Cognitive giftedness as intellectual prowess enables the learners to demonstrate a high level of thinking, reasoning and retrieval of facts and figures. Therefore, cognitively gifted individuals learn faster and better than their age groups. The implication of this accomplishment among the precocious students is that they have educational needs which the general school programmes and services do not meet. This is essentially contributing to the dropout rate among the gifted in our schools. Therefore, as an approach to meeting these needs, independent study is advocated in this paper. The approach is a planned research process that develops cognitive and creative skills in gifted learners. It is a stage- by-stage endeavour that caters for the learning styles, preferences and abilities of the 'students. The impact of the approach on gifted learners is beyond the frontiers of the classroom-or school environment as it fosters the students’ social performance. At this juncture, the teacher, as the programme facilitator, guides and motivates the students throughout the exploratory pursuit of interest. As a matter of recommendation, professionals in the field of gifted education are enjoined to make a case for independent study (learning) for the gifted The cognitive and creative expression of the students will be given room for if the approach is incorporated. It is also recommended that curriculum planners, designers and developers should factor independence study into consideration to meet the educational needs of the gifted in an inclusive system.
Instructional resources as determinants of english language performance of secondary school high- achieving students in Ibadan, Oyo State
(2015) Adelodun, G. A.; Asiru, A. B.
This study examined the role played by instructional resources in enhancing performance of students, especially that of high-achievers, in English Language. The study is descriptive in nature and it adopted a survey design. Simple random sampling technique was used for the selection of fifty (50) SSI - SSIII students from five schools in Ibadan North Local Government Area of Oyo State. The age range for thè participants was from 13 to 18 years. Data were collected using a self-designed instrument with a reliability coefficient of 0.86. Two research questions were raised and thè research lasted for four weeks. Data collected were analyzed using Pearson Product Moment Correlation. The findings showed that instructional resources play a significant role in enhancing performance of high-achieving students in English Language (r = -.145, N = 50, P > .05). The findings also revealed that there is a significant relationship between thè use of audio, visual and audiovisual materials and performance of high-achieving students in English Language (r =,1067, N = 50, P > .05). Based on these findings, the teachers are encouraged to always make use of instructional resources like audio, visual and audio-visual materials while imparting knowledge and students must as well pay rapt attention in the class whenever instructional resources are being used for them in order to maximize their performance in English Language.
Learners’ motivation, gender and oral english performance among high-ability students in Ibadan, Nigeria
(Positive Psychology Association, Nigeria with headquarters in Department of Guidance and Counselling, University of Ibadan, Nigeria, 2020) Adelodun, G. A.; Asiru, A. B.
This study examines predictive influence of motivation and gender on Oral English performance among students noted for high ability in Ibadan. Oyo State. The study adopted a descriptive survey of correlation type. Purposive sampling technique was used in selecting four public and private secondary schools in Ibadan North and Akinyele Local Government Areas with an aggregate number of 258 high-ability students. Instruments utilised were: English Language Screening Achievement Test (r=0.72). Achievement Test on Oral English (r=0.84) and Academic Motivation Questionnaire (r=0.84). Data were analysed, using Pearson Product Moment Correlation, Independent t-test and Multiple Regression Analysis. Learners’ motivation predicts Oral English performance among high-ability students (r=.54l. n=258. p<.05), but gender does not predict Oral English performance among the students (Crit-t 1.96, Cal. T = 0.097, p>.05). There is a joint contribution of learners’ motivation and gender to the prediction of Oral English performance (F(5 41) ='52.872, R2 = 0.54, p<.05) among the respondents. Intrinsic and extrinsic motivation of high-ability male and female learners should be meticulously worked upon by all stakeholders involved in the Oral English instruction of students noted for superior ability in our schools.