Browsing by Author "Odinko, M. N."

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    "Attitude of practicing primary school teachers towards science teaching "
    (2009) Odinko, M. N.
    Inculcating in Nigerian children the spirit of inquiry and creative thinking through science teaching is one of the objectives of primary education in Nigeria. Thus, focusing a research study which examined the attitudes of practicing teachers at this level of education towards the teaching of this subject should be of paramount importance. This study also constructed a questionnaire on “attitude towards science teaching” and used it to determine the attitude of teachers in primary schools located in Ibadan, Nigeria towards science teaching; and whether any significant gender-group difference exist in the teachers’ attitude. It made use of 50 primary school teachers who responded to a 15 item valid and reliable questionnaire developed by the researcher. Data analysis involved the use of percentages and chi-square statistics. The results showed that the teachers tend to exhibit negative attitude towards science teaching, and there was also distinct attitude towards science teaching according to their gender. The implications of these results for teacher in-service programmes organizers as well as curriculum developers include creation of courses that could help practicing teachers of science imbibe positive attitude towards the subject as well as help them to understand the effect which teachers’ negative attitude towards his/her teaching could have on the learners
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    "A causal model of teacher factors and students’ achievement in senior secondary English language "
    (Nigerian association of educational research and evaluators, 2010) Odinko, M. N.
    "The study sought to construct and test a seven-variable causal & model for achievement in Senior Secondary (SS) English Language. The variables include those of the teacher (teaching style, attitude to teaching, understanding of English Language, teaching experience, educational qualification and gender) as well as students’ achievement in English Language. The study made use of 900 SS III students! selected by means of stratified cluster sampling and their 90 English Language teachers. These subjects responded to four valid and reliable instruments to generate data (that were subjected to multiple regression and path analysis procedures in order to estimate the coefficient of structural equations of the proposed model. The results:- indicate that the most meaningful causal model is tenable. The six predictor variables account for 52% (directly) and 48% (indirectly) of the variability in the criterion. The implications of these findings for English Language curricula development, teacher training programmes and classroom practice are discussed. "
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    Colour and object categorization among preschool children (3-5+ years) in two localities in Oyo state, Nigeria
    (Department of Teacher Education, 2014) Odinko, M. N.
    The study sought to determine the extent to which preschool children (3-5+ Years) in two distinct localities in Oyo State (Nigeria) could identify colours and categorise objects. There was also an interest in finding out if there .was any age, gender and location-group differences in the colour and object categorization. It made use of 320 preschoolers (160 males and 160 females) who were selected from 40 nursery schools through stratified random sampling. Data collection on the relevant variables involved the use of face-to-face interview technique and Cognitive Skill Test (CST) while data analysis involved the use of percentages and t-test statistics. The results show that majority of the preschoolers could identify/all the objects but could not categorise. However, this was not the case for the colours. The results also showed that age of the child and where a school is located determine the extent to which the preschoolers could identify both colour and object. The implications of these findings for practicing teachers and parents of nursery school children are discussed.
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    Continuous assessment: concept, practices and tools
    (Postgraduate school, 2013) Odinko, M. N.
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    " Determinants of nursery pupils’ acquisition of basic language skills in Rivers state, Nigeria "
    (" Journal of early childhood and primary education ", 2013) Amuche, U. E.; Odinko, M. N.
    In this study, the researchers investigated the effect of teaching method (jolly phonics) and school characteristics (material provision, class size, teacher qualification, pupils’ gender and school location) on nursery three pupils’ acquisition of basic language skills (listening, speaking, reading and writing). Survey design was adopted and purposive sampling technique was used to select 400 pupils from 40 schools (20 private and 20 public schools) in urban and rural locations in Rivers State. Ten pupils, (five boys and five girls) were randomly selected from each school. Data collection involved the use of Basic language skill test (BLST) and instructional material checklist (IMC). Data collected was analyzed using t-test and multiple regression, at p<0.05 significant level. Results revealed that significant mean difference (df = 398; t-crit = 1.96; t-cal= 12.651; p < 0.05) existed between the two groups. The mean difference of the effect of material provision was also significant (df = 398; t-crit = 1.96; t- cal= -2.641; p<0.05). The six school variables’ significantly explained the variance in the pupils’ acquisition of basic skills with multiple regression of .768 and R2= .589 accounting for 59% of variance in the dependent variables. Class size (P = -.629; p < 0.05) and teaching method (P = -.246; p<0.05) made significant contribution to the acquisition of basic language skills. It is concluded that class size and teaching method are important factors that influence the acquisition of basic language skills. It is therefore expedient that policy makers, government, school heads and others who are in the position to see to the welfare of early childhood education pay more attention to these factors.
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    "Development and validation of classroom interaction instrument for preprimary and primary level of education in Nigeria "
    (2011) Odinko, M. N.
    Classroom Interaction behaviours at the pre-primary level of education especially in Nigeria is still a relatively new concept. Thus, there seem to be no instrument to measure the nature as well as quality of such activities between teachers and learners during instruction. These could be partly the reasons why there is dearth of information on this aspect of preschool activities in Nigeria. The foregoing therefore, underscores the need to develop and validate an instrument (PCIE1) which has the capacity to provide information on typical expected teachers -learner interaction patterns at the pre-primary level of education especially in Nigeria. The instrument was used in three states to observe 36 lessons delivered by 36 teachers in 12 preschool classrooms during instructional delivery in three subject areas (Numeracy, Introduction to letters of the alphabet and Science). 1528 preschoolers were involved in the study. Four research questions were answered using the instrument. Cronbach’s Alpha and Scott's Pie were used to establish the validity and reliability estimate of the instrument (0.85 and .93 respectively). The internal consistency of the items (Cronbach’s Alpha) ranged from .848 to .854 respectively. The classroom interaction behaviours identified include Teacher Prompting Learning Activity, Pupil whole-class Activity, Individual Pupil Activity, Monologue, Teacher not facilitating learning. Confusion. These characteristics were considered very important in producing valid, comparable and generalizable preschool interaction patterns in Nigerian. This is because, the items used are acceptable classroom behaviours which of teachers and learners are expected to exhibit at this level for quality teaching-learning activities to occur
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    Early childhood policies and practices in Nigeria
    (Routledge, 2012) Odinko, M. N.
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    Effective classroom time management
    (Institute of education, 2015) Odinko, M. N.
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    Effects of socio - economic status, school type and gender on pupils achievement in core subjects areas at the junior secondary school level in Rivers state
    (" Department of guidance and counselling ", 2012) Odinko, M. N.; Myante S. A.
    " Educators in Nigeria are relentlessly concerned about the need to improve learners’ academic achievement in core subject areas especially in Mathematics, English Language, Science and Social Studies. This is not only because a higher achievement in these core subjects lay foundation for technical skills, social orientation, numerical skills and skills in written and oral communication which are in short supply, but also because higher achievement is particularly valued in a society which sets high premium on academic success as the panacea ' for entrance into more prestigious occupation. This problem may not exist without some causes. This study therefore looked into some factors (school type, gender of the learner, socioeconomic background of a child and school environmental factors) as they affect academic achievement of learners. Survey design was adopted for the study. Proportionate random sampling technique was used to select 17 private and 17 public schools in three Local Government Areas (Obio- Akpor, Port-IIarcourt and Eleme) in Rivers State. In each school selected, 20 students (10 who attended private alongside 10 students who attended public schools) were chosen. In all 34 schools, 680 students (368 males and 312 females) participated in the study. Six valid and reliable instruments developed by the researchers were used to generate information for the study (Integrated Science Achievement Test (ISAT), Social Studies Achievement Test (SSAT), English Language Achievement Test (ELAT), Mathematics Achievement Test (MAT), Students Socio-Economic Background Questionnaire (SSEBQ) and School Environment Assessment Checklist (SEAC). The ISAT, SSAT, ELAT, and MAT were developed to measure student achievement in these subject areas. Their reliability coefficients kuder Richardson (KR20) were 0.81, 0.79, 0.76, and 0.82 for Integrated Science, Social Studies, English Language, and Mathematics respectively. The data was analyzed using descriptive and inferential statistics (frequency, percentages and t-test and ANOVA.) "
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    Essentials of evaluation in open distance learning programmes
    (Distance learning centre, 2010) Odinko, M. N.
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    Evaluation of curriculum aspects of early childhood education programme in Nigeria
    (2011) Odinko, M. N.
    This paper examined the curriculum contents of early childhood education programme in Nigeria. Areas focused on were the curriculum contents, implementation strategies, materials put in place for implementing the curriculum and transition rate of Nigeria children from nursery classes to primary school. Issues that centred on discrepancies between curriculum recommendation and level of implementation were looked into. The paper also considered it necessary to shed light on the key concepts used in this study such as evaluation, curriculum, as well as early childhood education programme. Classroom Interaction Instrument (CII], interview schedules, documentary analysis and observation technique were used to generate information. Two hundred and fifty early teachers and 35 head teachers provided information needed for the study. Data analysis involved the use of qualitative method. The result revealed that learning is integrated across the development needs, however, with less emphasis on learning experiences (without recognizing differences in individual children's learning styles), prior experiences and different development rates. The curriculum implementers are expected to help as much as possible, ensure that children’s individual differences are considered during teaching-learning processes. Material provision should be central to early childhood classroom activities. Further, the use of play and not lecture method should be the prevailing teaching strategy used.
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    Evaluation research, theory and practice
    (Giraffe books, 2014) Odinko, M. N.
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    Exposing Nigerian children to peace education through culture and the school curriculum
    (Obafemi Awolowo university press, 2012) Odinko, M. N.; Okoli, B. I.
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    "Going beyond the recommended primary school curriculum as determinant of students’ learning outcomes at the junior secondary school one "
    (International society for teacher education, 2015) Odinko, M. N.
    "Nigerian educators are concerned about the need to improve learners’ academic achievement in core subject areas (mathematics, English language, science, and social studies). Research, however, appears not to have focused on children who attended private primary schools in which other subjects are taught. This gap is what this study sought to examine by looking at how curriculum contents used by public and private primary schools affect learners’ performance. The study adopted the survey design. The population comprised of Nigerian children in junior secondary school 1 (JS1) who attended private primary school and those who did not. A total of 34 proprietors from 17 public and 17 private primary schools, and 680 students participated. These students were traced to their new schools. Five research instruments were used. Results revealed that private primary schools in Nigeria expose learners to extra subjects which are not recommended by the government. Significant differences exist in scores of learners exposed to extra subjects: mathematics exposed (x̅=75.3154, SD=12.98728) and not exposed (x̅=46.1100, SD=18.1); English language (x̅=74.11, SD=14.57) and not exposed (x̅ =53.15, SD=18.56); integrated science exposed (x̅=59.97, SD=15.1) and not exposed (x̅=44.51, SD=171); and social studies exposed (x̅=64.35, S.D=14.45) and not exposed (x̅=56.53, SD=18.03). The implications of these findings to educational practice in Nigeria were discussed. "
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    Meeting the needs of the whole child through effective early childhood care, education and evaluation
    (2016) Odinko, M. N.
    The education of children during the earliest years of their life lays the foundation for all other developmental processes that follow. The nature and quality of care, the experiences and the learning opportunities offered to children from birth through infancy and early childhood, tend to affect their educational potential and their life chances in a lasting way. The globally recognised and the Nigerian government, of the importance of early years have resulted in a sharp interest and increase in the provision of early childhood care and education. Furthermore, in Nigeria, considerable energy and efforts have been directed into encouraging uniformity and advocating the improvement in the many and diverse services which at present cater for Nigerian children before they reach full-time mainstream primary education. The reasons for these provisions may not be far from the theme of this conference - to meet the needs of *"Nigerian child at the very beginning. Thus, the process through which practitioners as well as researchers could follow to ensure that, effective inculcation and exhibition of the expected behavioural outcomes need to be looked into. Understanding who the child is and the behaviours expected from the child to exhibit at every stage of development could help in effective early childhood provision. Thus, the proposed use of developmentally appropriate indicators could help in benchmarking acceptable practices at the pre-school level. Benchmarking helps in linking the internal processes to external expectations, which can be compared with best practices anywhere in the world.
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