Browsing by Author "Gbenro, A. I."

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Effects of two Intervention strategies on achievement in sociology of education among NCE part-time students in some colleges of education centres in Ibadan
(2014-12) Odiaka, S. I.; Gbenro, A. I.
Reading skill and self-efficacy techniques were used as intervention strategies in enhancing academic achievement of sandwich learners in colleges of education. The pre-test, post test, control, quasi experimental design with 3x2x2 factorial matrix was adopted. Non proportional random sampling technique was used to select sandwich freshmen from the three state colleges of education sandwich centres in Ibadan. Cap method was used to select 50 participants each from each centre assigned to study’s skill (SS) self efficacy (SE) and control group (CG). Three hypotheses were tested at 0.05 level of significance. Three instruments were used; study skill assessment scale (r=0.79), self efficacy scale (r=0.85) and Sociology of Education Achievement Test (r=0.93). The data collected were analyzed using Simple Percentage, Frequency Count, Analysis of covariance (ANCOVA), multiple classification analysis (MCA) and descriptive statistics of mean and standard deviation. There was significant main effect of the treatment on the academic achievement of the participants (F3, 146 - 77.203, P < .05, η2 = .514). There was significant main effect of marital status (F2, 147= 10.414, P < .05 η2 = .066) while there was no significant main effect of gender (F2, 147 = .869, P >.05, η2 = .000). Reading skill and self efficacy strategy were effective in enhancing academic achievement of sandwich learners in colleges of education. Therefore, they should be introduced in colleges of education to enhance the academic achievement of sandwich learners.
Expanding workers’ education in Nigeria within the context of EFA: the study circles option
(Journal o f Sociology and Education in Africa, 2010-10) Kester, K. O.; Omoregie, C. O.; Gbenro, A. I.
The world is moving to a point where every country begins to realise that where the right to education is guaranteed, people have a greater chance to enjoy other rights. The UNESCO and most national governments, across the world, now realise that education offers an answer to many of the world’s problems. Thus, the aim of extending basic education to all; particularly the working adults with the context of Education for All (EFA becomes highly imperative. Given this background, this paper is out to examine the EFA goals (Goals 3, 4 and 6) as they relate to workers education in Nigeria. This is with the hope of achieving 50% improvement in adult literacy as well as meeting the qualitative learning needs of young and adults who constitute the active labour force of the country by 2015. However, it is the hope of the authors that equality of qualitative workers education opportunity by 2015 may be achieved most readily when the study circle culture is adopted. This will help provide conditions which enable each working class citizen to develop to his or her potentials within a group dynamics. The use of study circle will help to ensure that today’s organisations are turned into learning organisations where learning is not left to chance. Invariably the adoption of study circle by organisations in Nigeria, as suggested by the authors, would help to expand workers’ education and obviously will contribute significantly to organisational changes. Therefore, it is the opinion of the authors that the study circle culture should be built into the psyche of an average Nigerian to ensure a sustained voice in governance at all level of our natural life