Browsing by Author "Oduolowu, E. A."

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Harnessing the Gains of Socio-constructive Strategy for Learning in Nigerian Primary Schools in the Post Covid Era: Implication for National Development
(2023) Kayode-Olawoyin, O. B.; Meroyi, S. I.; Lawal, B. O.; Oduolowu, E. A.
The covid-19 pandemic shutdown systems and institutions globally, the period did not leave out any organisations; as schools at all levels were shut down for several months. Educationists have therefore, been looking for solutions to resume back to school life and possibly put structures in place for future unfavourable situations which could lead to school closure and find teaching strategy which will be able to withstand the effect of the pandemic on pupils at the basic level of education. Therefore, this study showcases the gains of social constructive learning strategy in Nigeria primary schools post COVID-19. Two research questions were raised and answered while two hypotheses were tested at 0.05 level of significance while mixed method research design was adopted. Results of the study reveal learning loss, poor academic performance and neglect of rural schools during the COVID-19 pandemic. Results of the intervention show that Social constructive learning strategies makes learning effective, children could interact during learning, teamwork, empathy and communication skills were also developed during the intervention. It was recommended that more teachers should be trained on the use of social constructive learning strategy, parents and policy experts should also create supportive environment for social constructive learning strategy.
Relationship between classroom-based sociometric variables and academic achievement of Nigerian primary school pupils in Oyo State
(2013-03) Oduolowu, E. A.; Amosun, M. D.
One of the ways by which learning needs of Nigerian children can be met is to provide enabling environment for them both at the school and classroom contexts for their holistic development. However, when both contexts are not conducive, it will be impossible to meet children's learning needs. This study therefore investigated relationship between some selected classroom-based sociometric variables and academic achievement among Nigerian primary school pupils in Oyo State. A survey research design of the ex-post facto type was adopted, using 587primary 5 pupils from fourteen randomly sampled primary schools in five local government areas of Oyo State. Two research questions were raised and answered. Four instruments were developed and validated for the study. Data collected were analysed, using both descriptive and inferential statistics. The findings showed a significant positive relationship between social behaviour, sociometric status, friendship status and academic achievement, but there was no significant relationship between group membership and academic achievement. It was concluded that social behaviour, sociometric status and friendship status can predict academic achievement of primary school pupils. Appropriate recommendations were therefore made.