Browsing by Author "Junaid, I. O."

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Classroom management, class size and teacher-students interactions as correlates of students’ achievement in junior secondary school social studies in Rivers State
(Ibadan University Press, Publishing House, University of Ibadan, Ibadan, 2017) Junaid, I. O.; Nwowu, N.
Comparative evaluation of two university distance learning programmes in south-west Nigeria
(Institute of Education, University of Ibadan on behalf of participating West Africa Universities and Ministries of Education, 2012) Ayodele, S. O.; Junaid, I. O.
"The challenges of ever-increasing demand for university education in the face of inadequate human and infrastructural resources and rapidly increasing population have necessitated distance learning programmes. This study evaluated Universities of Ibadan and Lagos Distance Learning Programmes. Samples of 200 participants (100 graduates. and 100 employers) were purposively selected. Two research questions guided the research. Two validated instruments with reliability coefficients of 0.82 and O.86 respectively, were used to collect data. Data were analysed using chi square and independent t-test. Findings revealed that graduates of UIDLC performed significantly better than their ULDLI counterparts, in terms of class of degree obtained: a chi-square value of (1632.18) which is significant at 0.05, (p < 0.05). This shows that there is a statistical significant difference in the performance of UIDLC distance learning education graduates and their ULDLI counterparts and it is to the advantage of UIDLC . In addition, graduates of both programmes were making similar positive impact in their work environment as the difference in their job performance is not statistically significant. The two distance learning institutions strove to achieve the objectives of providing quality education through distance learning mode of instruction in educating distance learners to enhance learner's productivity.Recommendations made were: the two institutions must aim at improving teachinglearning resources, learner-support services and establishing human resource development centres to aid develop strong and holistic human resources in order to improve quality of their graduates and also position distance education in Nigeria for international recognition."
Design and validation of geography attitudinal scale
(2020) Ayoola, E. B.; Falaye, F. V.; Junaid, I. O.
The aim of this study is to design, develop, validate and conduct reliability test of a questionnaire evaluating attitudes of students towards Geography. The questionnaire was analyzed using SPSS software version 21.0. The coefficient of crombach’s Alfa obtained from the instrument was 0.82. The instrument was also validated using exploratory factor analysis. It was observed that the underlying factors had total variance of 50.418% in the attitude of the students. Conclusively, the attitude Questionnaire towards Geography was found to be an appropriate instrument for a good study and measurement of student’s attitude towards Geography.
Determinants of academic staff readiness for the adoption of online teaching-learning platforms in African universities during COVID-19 pandemic
(Positive Psychology Association, Nigeria with headquarters in University of Ibadan, Nigeria, 2021-06) Junaid, I. O.; Ojetunde, S. M.
Effective teaching-learning activities require considerable preparation in terms of knowledge of the content, pedagogical skills and provision of relevant instructional materials. The proliferation of Information and Communication Technology (1CT) and its adoption for teaching raised issues on the expected level of ICT efficacy, needed by lecturers for effective use of modem technologies for teaching. This situation was fueled by the advent of COVID-19 pandemic which warranted institutions at all levels to adopt online/remote teaching-learning platforms as the alternative means of continue education activities while learners are still at home due to the social distance policy. Using remote platforms has raised questions about its effectiveness as there was no prior training for lecturers and how their personal characteristics would promote the adoption of remote platforms have not been established. This creates impetus to examine institutional readiness determinants using staff personal characteristics as a test case. Ex post facto design was adopted for the study. The population comprised lecturers from Higher institutions who responded to an online questionnaire using "Google forms" (research instrument) titled Higher Institutions Academic Staffs Readiness (H1ASR, r=0.91) from which 173 lecturers from higher institution in Africa were purposively selected. Data collected were analysed, using Ordinary Least Square regression and O-probit at 0.05 level of significance. Results revealed that joint contributions of independent variables (gender, academic cadre and self-efficacy) was significant (R(2)=0.204, F-test=3.475. p<0.05); staff academic cadre (β= -2.295, t=-1.88, p<0.05) and self-efficacy (β= -1.914, t=2.00, p<0.05) made significant contributions but no significant contribution was made by gender (β= -.426, t= -1.17, p>0.05). It is recommended that external factors such as, internet facilities and bandwidth, alongside academic staffs personal characteristics, should he given high level of consideration.
Determining learning and evaluation objectives (2)
(The Postgraduate School, University of Ibadan, Ibadan, Nigeria, 2013) Junaid, I. O.; Isiugo-Abanihe, I. M.
Determining learning and evaluation objectives(2)
(2013-03) Junaid, I. O.; Isiugo-Abanihe, I. M.
Educational resources’ status as determinants of students’ learning outcomes in senior secondary school government in Oyo State, Nigeria
(Department of Educational Management, University of Ibadan, 2014-01) Junaid, I. O.
Over the years, issues of poor academic performance of students both in examinations have been of grave concern to all stakeholders in the education industry. This study investigated the relationship between all categories of educational resources (human, financial and material resources) and Senior Secondary School students' learning outcomes in Government in Oyo State. The study is a survey research that adopted multi-stage sampling technique. Data were collected from 450 SSS II Government students and 30 teachers from 30 public and private schools in Oyo State. Four research questions and two validated instruments guided the study with reliability coefficient of 0.67 for SERI and 0.86 for GAT. Data were analyzed using descriptive statistics, Pearson Product Moment Correlation and Multiple Regression. Results revealed that human resources were reportedly the most available 300 (66.7%), while financial resources were the least obtainable educational resources in the secondary school. The rates of utilisation revealed that 271 (60.2%) respondents admitted to using available resources most times. Results further indicated that there were moderate relationships between availability and adequacy of utilisation of the various educational resources and students' learning outcome (r = 0.64). The three predictor variables jointly accounted for 62% (Adjusted R2 = 0.621) observed variance in students' learning outcome in Government as it was statistically significant. It is recommended that all stakeholders in the school system should ensure availability, usability and adequacy of all educational resources since they all predict students' learning outcomes and ensure that they are always utilised optimally in the teaching-learning processes.
Effect of two teaching methods on student’s achievement in junior secondary school social studies in Ibadan metropolis
(2018-04) Junaid, I. O.; Ayinde, A. D.
The research investigates effects of two teaching methods of students of Junior Secondary Schools within Ibadan Metropolis. Multistage sampling techniques were adopted in selecting three Local government Areas, Six Junior Secondary Schools, 12 Teachers and 188 Students. Seven hypotheses stated and tested with four validated instruments: Social Studies Achievement Test, Teaching Techniques Questionnaire, Study Habits Rating Scale and Social Studies Attitudinal Scale, guided the study. Data obtained were analysed using Analysis of Covariance (ANCOVA) at 0.05 level of significance. Results shows that the main effect of treatment (Brainstorming and Project Methods) is significant on students’ achievements in Social Studies (F= 4.422; P < 0.05); the main effect of gender is significant on students’ achievements in Social Studies (F= 5.663; P < 0.05); the main effect of study habit was significant on students’ achievements in Social Studies (F= 3.393; P < 0.05); the interaction effect of treatment and gender was significant on students’ achievements in Social Studies (F= 2.076; P < 0.05); the interaction effect of gender and study habit was significant on students’ achievements in Social Studies (F= 2.523; P < 0.05); the interaction effect of treatment, gender and study habit was significant on students’ achievements in Social Studies (F= 2.198; P < 0.05). The paper therefore recommends that Social Studies teachers should make it as a point of duty to always employ brainstorming teaching method in teaching and learning process to enhance students’ desirable achievement.
Effective leadership and supervision in school management performance
(Society for the Promotion of Academic and Research Excellence (SPARE), 2014) Junaid, I. O.
Effective Time Management for Teaching Effectiveness
(2008) Onuka, A. O. U.; Onyene, V.; Junaid, I. O.
This paper discusses the essence of time management and its positive effect on teaching and subsequently on learning. Samples were selected in two phases of the study viz: a the outset when 31 schools were selected in Ibadan City and after phase one of the study when the most effective teacher-time-manager and the least-effective-teacher-time manager were identified. Thirty students each from these classes were randomly selected and used as the pretest -post test experimental/control groups design to confirm or confound the results of one. Findings include: effective-time management resulted in effective and learning, if teachers were to be effective time managers they must minimise social activities and devote more time preparation, good time management engenders improved Student 'performance etc. Recommendations were that to assist teachers to manage their time better, they should be well remunerated; teachers should reduce their social activities to the barest minimum; they should the business more seriously among others.
Effective time management for teaching effectiveness
(2008) Onuka, A. O. U.; Onyene, V.; Junaid, I. O.
This paper discusses the essence of time management arid its positive effect on teaming Inland subsequently on learning. Samples were selected in two phases of the study viz: a the outset when 31 schools were selected in Ibadan City and after phase one of the study when the most effective teacher-time-manager and the least-effective-teacher-time manager were v identified. Thirty students each from these classes were randomly selected and used a: the pretest -posttest experimental/control groups design to confirm or confound the resul s of jilone. Findings include: effective-time management resulted in effective and learning if Teachers were to be effective time managers they must minimize social activities and |devote more time preparation, good time management engenders improved student performance etc. Recommendations were that to assist teachers to manage their time better, they should be well remunerated; teachers should reduce their social activities to the b irest minimum; they should the business more seriously among others.
Effects of computer assisted pedagogy, time-management and students’ attitude on achievement in junior secondary school civic education in Oyo State
(Institute of Education, University of Ibadan on behalf of Participating West Africa Universities and Ministries of Education, 2017) Junaid, I. O.; Afolabi, E. O.
Effects of computer assisted pedagogy, time management and students’ attitude to achievement in junior secondary school civic education in Oyo State were investigated. The study adopted pretest, post-test and control group quasi-experimental design using a 3x2x2 factorial matrix. Multistage sampling procedure was adopted to select two local government areas, eight junior secondary schools, 385 JSS II students and eight civic education teachers for the study. Seven null hypotheses and four validated instruments were used to collect data for the study. These are: Civic Education Achievement Test (r = 0.83); Civic Education Attitudinal Scale (a — 0.89); Time Management Observation Scales for Teachers (r = 0.75) and Operational Manual of Instruction on Computer Assisted Pedagogy (r = 0.73). Data were analysed using analysis of covariance (ANCOVA) and multiple classification analysis (MCA). Major findings of this research work show that there is a significant effect of treatment on students' achievement; a significant effect of students' attitude on students’ achievement and a significant interaction effect of treatment and student attitude towards students’ achievement. There is no significant main effect of teachers’ time management on students’ achievement at F(1.327) = 46.793 P < 0.05 and no significant interaction effect of teachers’ time management and students’ attitude towards students’ achievement at F(,372)0.301; P > 0.05. Thus, it is recommended that teachers as implementers of curriculum, must diversify in the use of instructional strategies, upgrade continually in knowledge, skills and abilities, inculcate the use of ICT in the classroom setting and learn to be effective time managers in classroom management and dissemination of instructions.
Effects of cooperative and problem-solving learning strategies on students’ achievement in senior secondary school history in Oyo State
(2016-04) Junaid, I. O.
The increasing and fluctuating level of poor performance of students in History calls for a need to ascertain students’ learning strategies that promote achievement in the subject. This study investigated the effect of learning strategies as determinants of achievement in History. The study adopted a non-randomised pre-test posttest control group quasi-experimental design using 3x2x2 factorial design. Multi-stage sampling technique was used and data were collected from 184 SSS II History students from 18 public senior secondary schools in Oyo State. Seven hypotheses guided the study and four instruments were used for data collection with reliability coefficients of 0.74 for HAT, 0.72 for LSI, 0.75 for HIG and 0.75 for SHI. Data were analysed using Analysis of Covariance. Results indicated that cooperative and problem-solving learning strategies had significant main effect on students’ achievement in History, F (2,171) = 63.19 with partial eta square of 0.43; learning style has significant main effect on students’ achievement, F (1,171) = 11.84 with partial eta square of 0.07; Learning strategies, learning styles and study habit had no significant interaction effect on students’ achievement. Learning is internalised faster and better when students are given opportunity to interact with one another in small groups; when topics are structured to solve real life problems, studying becomes fun and learning is facilitated and internalised; students learn better when a problem is used as a starting point for new knowledge and adjustment of instructional strategies will enhance achievement in History.
Effects of mastery learning and individualised strategies on students’ learning outcome in social studies in Lagos State
(Department of Guidance and Counselling, University of Ibadan, 2019-06) Junaid, I. O.
The study investigated the effects of mastery learning and individualised instructional strategies on students' achievement in Social Studies in Lagos State. The study adopted pre-test – post-test control group in a quasi-experimental design, while a multi-stage sampling technique was employed to select a sample of 150 students for the study. Four validated instruments, namely: Mastery learning and Individualised-instructional Strategy Questionnaire (r = 0.74); Socio-economic Background Questionnaire (r = 0.86); Students' Self-Efficacy Questionnaire (r = 0.64) and Social Studies Achievement Test (r = 076) were used to gather information in this study. Data obtained were analysed using Analysis of Covariance (ANCOVA) at 0.05 level of significance. The main effect of treatment was significant on students' achievement in social studies (F (3, 1231) = 8.971; P < 0.05). The interaction effect of treatment and socio- economic background was significant on students' achievement in social studies (F (4,123) = 5.794; P < 0.05). The second-order interaction effect of treatment, socio-economic background and self-efficacy was significant on students' achievement in social studies (F (2,123) = 6.360; P < 0.05). The results indicated a significant main effect of treatment on students' achievement in Social Studies. The study thus recommends that social studies teachers should be encouraged to employ mastery learning teaching strategy in the teaching-learning process in order to enhance desirable learning outcomes while students should be motivated to develop self-efficacy as this would help them become efficient in their studies.
Effects of millennium development goals and capacity building on social studies teachers’ competencies and students’ learning outcomes in social studies in Kogi State
(Ahmadu Bello University, Zaria, 2017) Junaid, I. O.
Students 'performances in Junior Secondary School Social Studies in recent time have not been encouraging. Teachers also attributed woeful performances of students to poor staff development training. The study investigated the effects of Millennium Development Goals Capacity Building on Social Studies Teachers' Competencies and Student's Learning Outcome in Kogi State. This study is a descriptive research of survey type adopting multi-stage sampling technique. Data were collected from 40 Social Studies teachers and 360 JSSII students from 12 schools in Kogi State. Three research questions and three instruments guided the study with reliability coefficients of 0.68 for TCQ; 0.76 for CIS and 0.72 for SSAT. Data were analysed using descriptive statistics and Pearson Product Moment Correlation. Results revealed that relationship exists between MDGs' teachers ’competencies in classroom management and students' learning outcomes (r =0.30); positive significant relationship exists between MDGs teacher competencies and students' learning outcomes (r = 0.13) and larger percentage of the participants with MDGs capacity Building acquired more teaching skills in the course of the training. It is recommended that teachers should appropriate their newly acquired skills to increase students 'learning outcomes and be proactive in creating enabling environment in order to motivate students to learn.
Effects of teachers’ ICT knowledge and utilisation on achievement in secondary school economics in Southwest, Nigeria
(Institute of Education, University of Ibadan on behalf of Participating West Africa Universities And Ministries of Education, 2014) Junaid, I. O.; Salisu, E. A.
The integration of Information Communication Technology (ICT) into educational practice continues to be lauded as having the potential to dramatically transform the teaching and learning processes. This study investigated the effect of teachers' ICT knowledge and utilization on students’ achievement in Economics in Secondary Schools in Southwest, Nigeria. Multistage sampling technique was used and data were collected from 30 Economics teachers and 360 students in 18 schools from Federal, State and Private secondary schools in Southwest Nigeria. Five research hypotheses and three research instruments guided the study: Economics Achievement test (EAT), Teachers' ICT Knowledge Questionnaire (TIKQ) and Teachers’ ICT Utilisation Questionnaire (TIUQ). Their reliability coefficients were between 0.5 and 0.9 respectively. Data were analysed using Independent T-test and One-way Analysis of Variance (ANOVA). The result revealed that there is no significant difference between teachers level of ICT knowledge on students achievement (t= -0.497, p=0.69); there is no significant difference between students achievement in Economics and teachers ICT utilization (t- 1.05, p—0.53). It however revealed a significant difference between student achievement in Economics and school type (F- 7.55, p=0.001) while it shows that there is no significant difference between Economics achievement of students and teachers gender (t=-0.01; p=0.11). The results thus recommend that constant training workshops, seminars and conferences should be made available by government and school proprietors to teachers in order to improve their teaching skills and use of ICT incorporated resources in their teaching-learning processes in the classroom.
Emerging predictors of achievement in government for innovative and dynamic education in Lagos State
(2016-06) Junaid, I. O.
Results released by examining bodies on Government over the year have not been encouraging. Several researches have attempted to identify factors responsible for the poor performances in Senior Secondary School Government. But the problem still persist. The study therefore, investigated the extent to which teachers’ style of teaching; students’ study habits and classroom participation predict students’ achievement in Government in Lagos State. The study used descriptive survey research design; forty (40) teachers and four hundred (400) SS II Government students were selected through multi-stage sampling techniques from two Education Districts in Lagos State. Three validated instruments were used to gather information in this study. These are: Teachers’ Style of Teaching and Classroom Participation Questionnaire (r =.729), Study Habits Rating Scale (r =.689), Government Achievement Test (GAT). Five research questions were raised and answered in this study. The data obtained were analyzed using multiple regression and Pearson product moment correlational 0.05 level of significance. The papers submit that selection of appropriate style of teaching; exhibition of effective study habit by the students and encouragement of students in active classroom participation will lead to substantial improvement in students’ achievement in Government. Therefore, teachers should employ the right teaching style in order to motivate students to learn; students should apply effective study habit that will make them discover new things themselves and boost their achievement.
Enrolment and achievement of persons with special needs in secondary schools in science subjects: Facts and patterns
(2015) Osokoya, M. M.; Junaid, I. O.
There are numerous studies on the practice of education curriculum, problems and prospects of special education programmes. However, studies on enrolment and achievement pattern of persons with special. needs in science subjects are limited. This study is therefore designed to investigate enrolment and achievement of persons with special needs in science subjects in schools. This is a descriptive study involving eight secondary schools purposefully selected from three states in the South-western part of Nigeria. The schools had a range of 227 to 1543 students’ population. The schools were both general (inclusive) and special schools. All the 55 senior secondary school students from two of these schools who offered science subjects specifically participated fully in the study. Twelve special education teachers from the sampled schools also participated. Five research questions were -answered-; Data was subjected to descriptive statistical analysis: The few students who offered science subjects achieved 3bove average Many of the students offering science subjects aspire to read medicine, nursing,-building construction among:other ^lliedj courses. They hope to work in hospitals, civil service, handicraft production and food production in that order among other places. However there are controversies on the views of the students on the reasons why science subjects are not popular among students with special education needs in Nigerian schools. It is hoped that Nigeria Teacher Educators may find means of encouraging and sustaining interest of students with, special education needs in science subjects and science related disciplines in this prevailing technology-driven world.
Factors influencing career decision-making of senior secondary school students in Osun State
(2013-01) Junaid, I. O.
Despite all efforts at giving adequate training to Nigerian graduates, it is worrisome to note that instances of job inefficiency are on the increase, and job dissatisfaction continues unabated, while the zeal for occupational change among the workers did not stop. The study therefore investigated some of the factors influencing career decision-making of secondary school students in Osun State. Multistage sampling technique was employed to select 600 students from 12 secondary schools in Iwo federal constituency of the state. Four validated instruments were used to collect data, namely: Student Questionnaire on Self- Efficacy, Student Questionnaire on outcome expectation, Student Questionnaire on Family influence, and Student Career Questionnaire. Their reliability indices ranged from 0.63 to 0.86. The result of findings revealed that science students have the highest percentage of 55.7%, while Arts students have the lowest representation of 18.7%. There is strong relationship between career and self-efficacy (r=.822, p<.05); while outcome expectation showed low relationship with career (r =.128, P< .05). Family has no relationship with career (r= .040, P>.05). Self-efficacy, outcome expectation and family-influence had composite contribution to career decision-making. Self-efficacy and parental educational background were the most influential factors that contributed to career decision making of secondary school students. It was recommended that Government should appoint career counselors in schools who would assist students in discovering where their aptitude lie when career is to be chosen. Parents should not enforce any career on their children and career talk should be organized in schools before students register for external examinations.
Family environment and gender as determinant of career aspiration among public primary school pupils in Ibadan north local government area of Oyo state
(Stirling -Horden Publishers Limited, 2012-10) Junaid, I. O.