Browsing by Author "Gbadamosi, T. V."

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A qualitative study of teachers’ perception on the need for reviewing the senior secondary school economics curriculum in Kosofe Local Government, Lagos State
(2020-12) Gbadamosi, T. V.; Omosunlade, O. S.
Nigeria is faced everyday with economic crisis and challenges, despites the teaching and learning of economics as a subject in secondary schools and tertiary institutions. There was a need to investigate the state of the curriculum used, especially at the secondary level. Thus, this paper examined the perception on the need for reviewing the senior secondary school economics curriculum. The study was guided by two research questions. The phenomenology qualitative research approach was adopted. Five public secondary schools in Kosofe Local Government Area, Lagos State were selected using the simple random sampling technique. Ten Economics teachers were purposively selected from the schools for the study. Interview sessions were conducted using 'Interview Guide on the Perception of Teachers about the Economics Curriculum (IGPTEC)'. Thematic approach was used to analyse the data collected. Findings revealed that, current Economics curriculum content has not been updated since year 2008, teachers 'privy to the curriculum opined that there is a need for the integration of recent economic issues such as SDGs 2030, SMEs drive, enlighten about agriculture's impact on Nigerian economy. Hence, it was recommended that Economics curriculum needs to accommodate recent economic realities in order to achieve positive changes peculiar to economic concepts
A survey of strategies of implementing national orientation agency’s value programme in secondary schools in Osun State, Nigeria
(WAEF & GTRG, Abidjan Cote’D’Ivoire &, Nigeria, 2023-03) Ajogbeje, O. O.; Gbadamosi, T. V.
This study examines the various strategies of implementing National Orientation Agency (NOA)'s moral value programme in secondary schools in Osun State. The study also examines the variation in the use of these strategies to determine their effectiveness on the implementation of the programme. Descriptive survey research design was adopted for the study which was guided by two research questions. The population for the study comprises of all NOA staff and secondary schools teachers in Osun State; while purposive sampling technique was used to select one hundred and twenty participants for the study. The instrument for the data collection was a constructed ten items structured questionnaire related to the strategies and the frequency use of these strategies were designed for the study. The instrument was subjected to face and content validity by Social Studies experts for scrutiny and review and validated two weeks before administration and its reliability was determined through Cronbach Alpha which yielded a co-efficient of 0.89. The data collected were analysed using descriptive statistics of frequency counts, percentage scores, mean and ranking order. The study revealed among others that most of the frequently used strategies were not appropriate for implementing the programme while appropriate strategies were seldomly used or not used at all. The study therefore recommended that NOA's staff should frequently use the appropriate strategies for implementing their programme so as to inculcate moral values into secondary schools students in Osun State.
Appraisal of impact of NYSC’s skills acquisition and entrepreneurial development programme (SAED) on entrepreneurial development of ex-corps members
(Faculty of Education, University of Ibadan, Ibadan, Nigeria, 2022-01) Gbadamosi, T. V.
The study assessed NYSC's Skills Acquisition and Entrepreneurship Development programme (SAED) on the entrepreneurial development of ex-corp members that served between 2015 and 2020. In this study, three research questions were posed and addressed. This study adopted a survey research design. 250 masters' students that have undergone NYSC were randomly selected at the University of Ibadan. Three validated instruments were used to collect data for the study: NYSC's Skills Acquisition and Entrepreneurship Development Programme Scale (ANYSCSAEDPS) (r = 0.76), Benefits and Challenges of NYSC's Skills Acquisition and Entrepreneurship Development Questionnaire (BNYSCSAEQ) (r = 0.84). Data were analyzed using descriptive statistics of frequency counts, percentages, mean and standard deviation. The findings revealed that majority of the ex-corp members during NYSC's (SAED) Programme were exposed to educational skills, tourism and cosmetology, while few were exposed to horticulture and landscaping 15 (5.6 percent), power and energy 14 (9.6%), and automobile 8 (3.2 percent). The study also revealed that SAED was beneficial and very good for youth empowerment. It can therefore, be concluded that the SAED programme is beneficial to graduates' empowerment and the reduction of unemployment among youths, although its contribution to the development of entrepreneurial skills was not adequate enough due to some challenges facing its implementation. Consequently, the government should devote more attention to the programme by making resources available for its smooth implementation. Corps members should be re-oriented on the benefits of participating in SAED through their commitments when enlisting for entrepreneurship training during service, among other things.
Assessing teachers’ understanding of green economy for effective teaching of climate change education
(Department of Teacher Education, Faculty of Education, University of Ibadan, 2016) Gbadamosi, T. V.
Attitude as a correlate of utilization of information communication technology in instructional delivery among social studies teachers in Oyo State
(School of Education and Humanities, Babcock University, Ilishan-Remo, Ogun State, Nigeria, 2016) Gbadamosi, T. V.
This study investigated the relationship that existed between attitude and ICT utilization level of Social Studies teachers in secondary schools. The study adopted descriptive survey research. A validated questionnaire was used to collect data from 198 respondents drawn from ninety private and public junior secondary schools in Oyo State using multi stage sampling technique. The data collected was analyzed using inferential statistics of Pearson Product Moment Correlation PPMC and t-test at 0.05 level of significance. The study revealed that teachers' attitude towards ICT have a positive but low correlation with ICT utilisation (r = 0.217; N= 198); there was no significant difference between the attitude of male and female teachers towards utilisation of ICT in secondary schools (t(196) = 1.968; D = 0.138); there no significant difference between the ICT utilization ofmale and female teachers in secondary school (t (196) = 0.423; p>0.05; D=0.030). Recommendations were directed toward government assistance in equipping schools with adequate facilities and effective monitoring of schools; ICT use for instructional delivery should be given greater consideration than it currently receives among others.
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.
Counselling implications of teaching economics through service learning instructional strategy to enhance entrepreneurship skills
(Fafunwa Educational Foundation (FEF) in collaboration with The Faculty of Education, University of Lagos, Akoka-Yaba, Lagos, Nigeria., 2018-09) Gbadamosi, T. V.; Akanni, O. O.
It is evident that Nigerian Government is making drastic and pronounced efforts at stemming the tide of unemployment via means such as change and innovation in the curriculum. However, it appears that there is no adequate instructional intervention to develop appropriate knowledge, attitudes and skills in learners for knowledge economy in the schools. Students are restricted to classroom instruction with little or no participation which has resulted in rote learning and memorisation and their attendant effects on learning outcomes. This paper, therefore, explored service learning instructional strategy that is outdoor and activity-based as a means of promoting entrepreneurship skills through effective teaching of economics for alleviating unemployment in Nigeria and its counselling implications. The following were also discussed in the paper: Economics, entrepreneurship, importance of an entrepreneur, characteristics of entrepreneur, economic view of unemployment, causes of unemployment, and counselling implications of effective teaching of economics for boosting entrepreneurship skills for alleviating unemployment. Some recommendations were made such as Economics teachers should employ service learning instructional strategy for effective teaching of Economics, universities should expose Economics students to service learning, and collaborate with industries; management is encouraged to organise on-the-job pedagogical training for Economics lecturers without a teaching qualification, and continuous professional development on innovative instructional strategies for all. Parents are counselled to encourage their ward(s) on the need to discover their entrepreneurial skills and make good use of them to be self-reliant, among others. All these will help to produce graduates that will be relevant beyond 21st century.
Economics pre-service teachers’ knowledge and practices of reflective teaching as predictors of teaching skills in Ibadan
(2021) Gbadamosi, T. V.
The study investigated pre-service Economics teachers’ knowledge, perception, and practices of reflective teaching as predictors of teaching skills. The study adopted an ex-post facto design. All Economics pre-service teachers in the University of Ibadan, Ibadan Oyo State, Nigeria were the population. Purposive sampling was used to select departments offering Economics as their teaching subject. In all, a total of Forty-five (45) pre-service teachers participated in the study. Four validated research instruments: Knowledge of Reflective Teaching Test (KRTT) (K-R20=0.87), Pre-service Teacher’s Use of Reflective Practice Questionnaire-PTURPQ (α=0.79), and Teacher’s Classroom Practice Observational Rating Scale (TCPORS) (T=0.770); and Instructional guide for observers (IGO) were used to collect data for this study. The data collected were analysed using Multiple Regression Analysis. Findings of the study revealed that majority of the pre-service Economics teachers had moderate knowledge of reflective teaching, few had low knowledge of reflective teaching and very few had high knowledge of reflective teaching. Also, pre-service teachers’ teaching skills were not significantly affected by knowledge of reflective teaching. The result also revealed that many of the pre-service teachers used reflective teaching occasionally. There was high positive correlation between pre-service teachers’ practice of reflective teaching and teaching skills. Therefore, it is recommended that Pre-service teachers should ensure that their knowledge of reflective teaching is updated and ensures continuous positive perception and use of reflective teaching for improved teaching skills.
Effects of gender and educational trips instructional strategy on pupils environmental attitude in social studies
(2011-12) Gbadamosi, T. V.
This study assessed the effect of educational trips instructional strategy on primary school pupils' environmental attitude. A pretest-posttest control group quasi-experimental design with a 3x2x2 factorial matrix was used. Participants were 264 primary 5 pupils purposively selected from 12 primary schools in Oyo East, Oyo West, Afijio and Atiba Local Government Areas of Oyo State. Data collected were analysed using Analysis of Covariance (ANCOVA) in testing hypotheses, using pre- test as covariates. The Multiple Classification Analysis (MCA) was used to determine the magnitude of the performance of the various groups. All hypotheses were tested at 0.05 level of significance. The results of the study showed that the treatment significantly had main effect on environmental attitude of pupils. Also, genders do not have significant main effect on environmental attitude of male and female pupils. Implications for curriculum development instructional are presented and recommendations are provided.
Effects of teaching citizenship component of social studies on primary school pupils’ civic knowledge and skills
(A Journal of the Social Studies Association of Nigeria, 2013-10) Gbadamosi, T. V.
Most Nigerians are characterized with non-conformity with democratic principles that would have brought desired transformation in the Nation. This study therefore investigated effect of teaching citizenship education component of Social Studies on primary School Pupils’ civic knowledge and skills. Two null hypotheses were formulated and tested at 0.05 level of significance. The study adopted a pretest-postest quasi experimental design. One primary school was purposively selected in Oluponna Local Government Area of Osun State using 30 pupils. Two instruments used to collect data were, “Civic knowledge and skills Test” and “Social Studies instructional guide”. The participants were exposed to treatment for seven weeks on citizenship education concepts. Data collected were analysed using t-test. The results showed that there was a significant effect of treatment on pupil civic knowledge and skill. It was also shown that there was no significant difference in civic knowledge of pupils but significant on skill based on gender. The study concluded that effective teaching of Social Studies could promote civic knowledge and development of intellectual and participatory' civic skill in primary school pupil in Nigeria.
Exploring service learning in redesigning and implementing education economics curriculum: experience of university students
(2022) Gbadamosi, T. V.; Jacob, U. S.; Pillay. J.
This study examined service learning as an effective strategy for implementation of the Economics curriculum for result-oriented university education. The study was guided by two research questions, adopted a qualitative research approach and utilised phenomenology design. A purposive sampling technique was used to select all students from the departments of Educational Management, Arts and Social Sciences Education, Adult Education, Guidance and Counselling Education, and Special Education who had taken Economics Methods. The reason for the selection of the students was that they had participated in service learning and would be able to provide answers to the research questions. Focus group discussion and key informant interview guides were used to collect data from the participants. The ATLAS. Qualitative software package was used to analyse the data. The findings of the study revealed that service learning was an effective strategy for preparing pre-service teachers for the world of work as it gives undergraduates an opportunity to get involved in communal services such as tutoring, advocacy, and environmental sustainability, among others. It also enhances students’ employability skills, such as financial literacy, project management, teamwork, and resourcefulness. It was therefore recommended that service learning should be infused into the teacher education curriculum for effective implementation of the economics curriculum and to promote undergraduate employability skills.
Flipped learning instructional strategy: assessing students’ actual usage and behavioural intention to use edmodo platform in learning economics methods course
(The Department of Arts and Social Sciences Education, The Department of Early Childhood and Educational Foundations, The Department of Science, Mathematics and Technology Education, Faculty of Education, University of Ibadan, 2017) Gbadamosi, T. V.
Gender, school location and primary school pupils environmental knowledge in Oyo township
(The Department of Adult Education, University of Ibadan, Ibadan, 2013-12) Gbadamosi, T. V.
The paper examines the influence of gender and school location on pupils’ environmental knowledge. An ex post facto research was adopted and Environmental Knowledge Test was administered to 264 (139 male and 125 female) primary five pupils from 12 public primary schools purposively selected from Atiba, Afijio, Oyo West and Oyo East Local Government Areas of Oyo Metropolis of Oyo State. The results as obtained from ANOVA show that school location and gender had no significant effect, on pupils’ environmental knowledge. These findings have implications for government and teachers who are the stakeholders in the educational sector.
Household participation in domestic waste disposal and recycling: an environmental education implication
(Nigerian Association for Educational Administration and Planning (NAEAP), 2010-06) Gbadamosi, T. V.; Ajagbe C. A.; Awolola, O. l.
This study examined the factors influencing household participation in waste disposal and recycling focusing educational level, location of residence and income. The study was carried out in four Local Governments Areas in Oyo Metropolitan Area, namely Atiba, Oyo East, Oyo West and Afijio. Three research questions were formulated to provide data for this study. 192 household were sampled for this study. The data collected were analyzed using frequency counts and simple percentages. The findings revealed that there is low level of participation of household in waste disposal and recycling as a result of low level of household awareness on environmental implication of proper waste management. Also, revealed low household participation in waste sorting, disposal and recycling across educational level, income and location of residence. The findings have environmental implications. Therefore, it was recommended that teaching of environmental education should be promoted not only in school but also in informal ways of educating citizens.
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.
Influence of security unrest on economic imbroglio in Nigeria: counselling intervention
(2013-07) Adesina O. J.; Gbadamosi, T. V.; Akanni, O. O.
This research critically looked into the security unrest as a menace of economic imbroglio in Nigeria and counselling intervention. The simple percentage was used to analyse the demographic data while t-test statistical tool was used to test the three null hypotheses that was stated at 0.05 alpha level of significance. Meanwhile the three null hypotheses stated was rejected i.e. there is no significance difference in the security unrest of Nigeria on the basis of ethnic groups was rejected, which shows that ethnic groups culminated into security unrest of the nation. Therefore recommendations were made i.e. the government must be organising conference that would involve the people from the different religions and ethnic groups on the reason why they need to tolerate themselves.
Nigeria at hundred: teachers’ and students’ perception of the adequacy of upper basic education social studies curriculum as a tool for national security
(The Department of Adult Education, University of Ibadan, Ibadan, 2015-06) Gbadamosi, T. V.; Yinusa, I. O.
Nigeria today is besieged by an array of social, economic and political problems which has been attributed to citizenry low level of civility. This resulted to security threats in the nation, despite, the inclusion of Social studies in the curriculum. This study investigated the perception of teachers and students on the adequacy of upper basic education social studies curriculum as a tool for national security. Three research questions were answered and three hypotheses tested to guide this study. This study adopted a descriptive survey design. A total of 110 social studies teachers and 300 junior secondary school students were selected using simple random sampling technique from Akinyele and Ibadan North Lbcal Government Areas of Oyo State. Two instruments tagged "Teachers Questionnaire on Social Studies as a tool for national security (TSNS) (r=0.71) and Students Questionnaire on Social Studies as a tool for national security” (SSNS) (r=0.78) were used to collect data for the study. The estimated reliability coefficients of the instruments were found to be 0.61 for teachers and 0.68 for students. Data were analysed using simple percentage, mean, standard deviation, and t-test at 0.05 level of significance. Findings revealed that teachers had low perception of upper basic social studies curriculum as a tool for national security while the students had a higher perception of upper basic social studies curriculum as a tool for national security. Also, there was a significant difference between the teachers’ and students’ perception of the adequacy of upper basic social studies curriculum as a tool for national security. It is recommended, among other things that social studies teachers should be exposed to more knowledge on national security concepts. While seminars and workshops should be organised for Social Studies teachers to enable them use the teaching of Social Studies to achieve national security.
Online teaching and educationists during and after covid- 19 lockdown
(John Archers Ltd for the Department of Adult Education, University of Ibadan, Ibadan, 2021) Gbadamosi, T. V.
Pre-service teachers’ perception of service-learning instructional strategy in social studies curriculum in South west Nigeria
(2014) Gbadamosi, T. V.
Nigeria at centenary is riddled with poverty and high illiteracy rate, corruption and corresponding increase in unemployment, ineffective governance and apathy on the part of the citizens among others. As a result of these situations, there seems to be a paradigm shift to envisioning many new approaches to educational system to bridge the gap between the school and community for civic engagement. Some of such new approaches may be captured in service–learning instructional strategy (hands-on teaching and learning strategies that integrate meaningful service and classroom content). Indeed, Nigeria is yet to incorporate the service learning into the academic curriculum, despite its’ effectiveness. This paper, therefore investigated pre-service teachers’ perception of service learning in social studies curriculum. A descriptive quantitative survey method was adopted by using random sampling technique to select three public Universities in South-West, Nigeria. Three hundred (300) Social Studies education students were purposively selected, employing Service-Learning Perception Scale (SLPS). The scale was validated and its reliability coefficient was 0.75 using Cronbach Alpha. The data collected were analysed using percentage and t-test Analysis. The findings revealed that students showed greater willingness to enroll for a course in service-learning, if it would improve their career development, promote their personal and social development among others. Based on these findings, policy recommendations were made such as integration of service learning into university curriculum and clear standard guides that are back up by relevant laws should be put in place for proper implementation for civic engagement.
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.