Browsing by Author "Odinko, M.N."

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" Mothers level of awareness and implementation of the first three objectives of education for all (EFA) goals 1 in Nigeria "
(2009) Odinko, M.N.; Oduntan, F.M.
" Early Childhood Care and Education should comprise of childcare, mother care, pre and post-natal care, health and nutrition, family/community sensitization and support and the child's socialization at the pre-primary school. Thus, limiting its scope to mere pre-schooling could result to disregarding the factors that make school readiness possible. Four hundred and fifty mothers of children from birth to 6 years and 450 children selected from 36 public and private pre-primary school and 18 Day Care Centres were used. Parental Awareness of Early Childhood Care and Development Provision Questionnaire (PAECCDPQ) for mothers of children from birth to 3 years and those from 4 to 6 years and structured interview schedules were used. Majority of the mothers from both cohorts indicated some levels of awareness of indicators of some aspect of objectives of Education For All (EFA) Goal 1, except for provision of food for children by the government in schools. There is significant difference in the level of awareness as indicated by the mothers from both cohorts. All the mothers agreed that some aspects of EFA Goal 1 have been implemented to some great extent. Implications of the findings were also discussed. "
The practice of continuous assessment in primary schools
(Pen services, 2005) Osokoya, M.M.; Odinko, M.N.
A survey of instructional needs of primary school teachers in Nigeria
(Institute of education, 2004) Odinko, M.N.; Osokoya, M.M.
The study sought to establish profiles of perceived instructional needs of teachers in Nigerian primary schools and to ascertain whether there is any group difference in the perceived needs based on gender and class taught. It made use of750primary school teachers (210 males and 540 females) from 12 states of Nigeria including Abuja. The subjects responded to a 27-item questionnaire. The questionnaire contains a set of items on instructional practices based on a three-point Likert-type scale of which the respondents indicated the level of their needs. Data analysis involved the use of percentages and chi-square statistics. The results showed that a number of perceived instructional needs are common to most teachers in the Nigerian primary schools. The study also revealed that there is no group difference in the teachers ' instructional needs based on gender but that a group difference exists in the teachers 'needs based on whether or not the teacher teaches lower or higher class. The implications of the findings on primary school teacher training and in-service programme in Nigeria were discussed.