Browsing by Author "Odinko, M. N"

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The effect of computer-assisted instruction, interest and gender on pupils’ achievement in basic science in primary schools in Ibadan Oyo state, Nigeria
(2012) Odinko, M. N; Arikpo, O. U.
The use of instructional materials may not be limited to a particular field of study. Effective teaching and learning of basic science at primary school level could depend to a large extent on adequate use of instructional materials. This is because children at this age level tend to learn better when taught with real objects that they can see and touch. However, available evidence indicates that, despite previous efforts and methods used in teaching, performance in basic science is still very low. This study investigated the effect of computer assisted instruction (CAI), gender and aiding pupils develop positive interest as they predict primary five pupil's achievement in basic science. Pretest-posttest, control group quasi-experimental design involving a 2 x 2 x 2 factorial matrix was adopted. Purposive sampling technique was used to select 40 primary five (5) pupils' in two private schools in Ibadan, Oyo state. Two Valid and reliable instruments basic science test (p= 0.83) and interest in basic science (P=0 .724) were used for data collection. Data were analysed using analysis for covariance (ANCOVA) at 0.05 level of significance. While Sidak post hoc test was used to explain the direction of significance between the groups. Pupils who were exposed to treatment performed significantly better in basic science test (F(1,39) =11.015 ; p< 0.5) as well as exhibited positive interest (F(i,39) - 15.898, p < 0.5) than those who were not. There is a significant interaction effect of treatment, interest and gender on pupils performance in basic science (F(i, 39) = 11.899; p< 0.5). Further, majority of the boys who participated exhibited positive interest (x= 22.726) towards basic science when computer was used as instructional material than the girls (x= 18.820). The implications of the findings were discussed with a view to improving teaching-learning activities and improving dispositions of learners at school
Effects of pre-primary education on cognitive and affective learning outcomes among primary school children in Nigeria
(Institute of education, 2005) Odinko, M. N; Iroegbu, V.
The study sought to investigate the effects of pre-primary education on the cognitive and effective learning outcomes among primary school children in Nigeria. Three hundred and twenty primary one pupils selected from ten equivalent schools in both rural and urban locations participated. These cut across those who attended and those who did not attend preprimary schools; male and female puf0, am pupils in rural and urban schools. Data collection involved the use of Cognitive Skill Tests (CST) and Attitude to School Questionnaire (ASQ). A 2x2x2 analysis of variance (ANOVA), and graphical illustrations were used to analyse the data. The results show that those who were exposed to preprimary education performed significantly better in literary and numeracy tests as well as exhibited better attitude to schooling than those who did not. The implications of the findings were discussed with a view to improving the following aspects of pre-primary education in Nigeria: access, enrolment, classroom practice, and teacher training/in-service programmme.
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. "
Teachers' perception of assessment in early childhood education in Oyo state
(" Journal of early childhood and primary education ", 2012) Odinko, M. N; Adedigba, O
In Early Childhood Education assessment is an issue because of its many roles. To better understand children’s overall development and monitor their progress through the curriculum and as well ientify children who are at risk of academic failure or who may need special education services, and for us to assess the value or worth of the programme, assessment is essential. All these enormous roles are enough rationale for child educators to have right perception of assessment in early childhood education. This study examined teachers’ perception of assessment in early childhood education. Descriptive survey method was adopted. Three research questions were answered and two hypotheses were formulated and tested at 0.05 level of significance. Two hundred ZOO) early childhood education teachers from both urban and rural were involved in the study. Teachers' Perception of Assessment Questionnaire (TPAQ) was used to collect data. Data collected were analyzed through tables, frequency counts, percentages and mean rating statistical techniques. Results show that the early childhood teachers do not have right perception of assessment in early childhood education and that the predominant method of assessment among them is paper and pencil. Therefore, the study recommended that teacher preparation programmes should include courses in assessment and child observation, and teachers already in the classroom should be trained in the use of purposeful observation, documentation, and analysis of assessment data,