Browsing by Author "Tella, A."

Now showing 1 - 20 of 20

An assessment of secondary school teachers uses of ICT's: implication for further development of ICT's use in Nigerian secondary school
(2007-07) Tella, A.; Tella, A.; Oluwole, M.; Toyobo, M. O.; Adika, L. O.; Adeyinka, A. A.
The use of ICTs in Nigeria and African countries generally is increasing and dramatically growing. However, while there is a great deal of knowledge about how ICTs are being used in developed countries, there is not much information on how ICTs are being used by teachers in developing countries. This study examined Nigeria secondary school teachers’ uses of ICTs and its implications for further development of ICTs use in Nigerian secondary schools. The study through census drawn on 700 teachers from twenty five purposefully selected private secondary schools in Ibadan, Oyo state, Nigeria. This comprised 430 males and 270 females. Their age ranged from 25 - 45 years with a mean age of 35 years. A modified instrument tagged Teachers ICT use survey adapted from ICT survey indicator for teachers and staff by UNESCO (2004) and ICT Teachers Survey by New Zealand Ministry of Education MINEDU (1999) were used for the collection of data. The results showed that teachers generally have access to ICTs in their various schools except e-mail and Internet because their schools are not connected. Technical support are lacking in the schools and teachers lack of expertise in using ICT was indicated as being the prominent factors hindering teachers readiness and confidence of using ICTs during lesson. Furthermore, the results show that teachers perceived ICT as being easier and very useful in teaching and learning. For continuous uses of ICTs by teachers, it was recommended among others that teacher training and professional development oriented policies should support ICT-related teaching models that encourage both students and teachers to play an active role in teaching/learning activities. And that emphasis must be placed on the pedagogy behind the use of ICTs for teaching/learning.
Children reading habits and availability of books in Botswana primary schools: implications for achieving quality education
(2007-08) Tella, A.; Akande, S.
In an age when browsing the net, playing with funky handsets and passing non-stop SMSs seem to be the order of the day, reading a book in a peaceful comer of a library has become an archaic idea for most people. While technology is slowly taking a steady control over individual lives, the reading habit is fast vanishing into thin air”(The Hindu, 2004:1). The achievement of quality basic education in all countries in Africa call for development of good reading habits of both the children and the adult. This will change the Stigma already associated with Africa as a continent with a “Poor Reading Culture”. This study examined children’s reading habits and the availability of books in Botswana primary schools and considers its implications on the achievement of quality basic education in the country. One hundred and fifty (150) primary school pupils were randomly drawn from ten (10) schools and ten teachers, one from each school were interviewed in two Botswana cities i.e. Gaborone and Francistown. Participants were mainly drawn from Standards 6 and 7. Their ages ranged from 10-13 years with a mean of 11.5 years. A modified questionnaire, “Children Reading Habits/Books Availability Scale” with r = 0.79 cronbach alpha was used to gather data. Six research questions were developed to guide the study, and the results indicate the following: Botswana primary school pupils do not have a good reading habits and have a culture with only 36.7% of them reading on a daily basis; and that of these, most read only textbooks just for the purpose of passing examinations. Those Botswana children (53.3%) read only for 1-2 hours daily; while it was also evident that some even read less than an hour per day. Results further showed that no difference was observed in the perception of Botswana pupils about the availability and accessibility of reading materials in their various schools. Furthermore, it was revealed that the pupils depend largely on the notes given by their teachers as the major source of reading material based on inadequate availability of books. Inadequate book availability, lack of interesting children’s literature, and watching television are identified as factors hindering pupils from developing reading habits. Furnishing primary schools libraries in the country with recent books, getting parents to develop an interest in reading for their children to emulate coupled with the idea that children’s literature should be made available in all primary schools constitute the major suggestions as measures to overcome the problem so that the achievement of quality basic education in the country would not be a mirage. Recommendations based on the results of the study for parents, teachers, schools, mass media and the government are highlighted.
Diagnosis of pupils' difficulties and errors in learning mathematics at primary school in Ibadan
(2001-01) Akinsola, M. K.; Tella, A.
This study considers the results of a diagnostic test of pupils’ difficulty and contrast the difference in performance between the lower attaining percentile and the higher percentile. It illustrates a difference in qualitative thinking between those who succeed and those who fail in mathematics. Methods developed by Newman (1977) for analyzing errors made by children attempting verbal arithmetic problems were used. The study then answered some research questions.
Ease of access of the available virtual facilities for quality teaching and research in Africa tertiary education institutions
(Educational Assessment and Research Network in Africa,, 2016) Tella, A.
Entrepreneurship education and self-sustenance among National Youth Service Corps members in Ibadan, Nigeria
(2022) Tella, A.; Akinyemi, A. L.
The unemployment is at alarming rate in Nigeria especially among the graduates and the youth, despite the country’s huge natural resources. However, the endemic is not peculiar to Nigeria alone, but almost all Sub-Sahara African states. It is indeed a long-standing global issue. This study therefore, advocated for a refocused educational system towards the acquisition of vocational, technical and entrepreneur skills to enhance business ideas among graduates, particularly university learners called corps members in Nigeria. Human Capital Entrepreneurship and Entrepreneur Event theories guided the study. The study adopted the mixed-method design. Two hundred and sixty two National Youth Service Corps (NYSC) members posted to Ibadan, Oyo state in 2019 were selected purposively for the study based on their willingness and consent to participate. Eight resource persons who were doing well and employer of labours in diverse fields were enlisted to give talks on skill acquisition, idea generation, creativity and innovation and entrepreneurship intention. A reliable and validated questionnaire on skill acquisition, ideas generation, creativity and innovation and entrepreneurship intention were pretested and post tested to collect information from corps members before and after training by the resource persons. The training lasted eight weeks, two weeks each for resource person. The study was complemented with 24 corps members for focus group discussions. Quantitative data were analysed using mean, standard deviation and Cochran C test at 0.05 level of significance, while the qualitative data were content-analysed. Skills acquisition (2.13±0.65; 2.75±0.95), business idea generation (2.42±0.71; 2.75±0.85, creativity and innovation (2.65±0.86; 3.05±0.97) and entrepreneurship intention (2.35±0.46; 2.65±0.69) before and after training were high as against the threshold of 2.50. Entrepreneurship education enhanced youth self-sustenance among service corps members in Ibadan, Nigeria through skills acquisition, business idea generation, creativity and innovation and entrepreneurship intention.
Globalisation, blended learning, and mathematics education: implications for pedagogy in tertiary institutions
(Information Science Reference (an imprint of IGI Global), Hershey, 2014) Tella, A.
The issue about globalisation is now commonplace. However, there has not been enough literature concerning its link with ICT and mathematics education and how the three put together have impacted tertiary education pedagogy. In light of this, this chapter involves a local context of tertiary institutions operating in an environment exposed to the processes of globalisation. The chapter explores the meaning of globalisation, information communication technology, and mathematics education. It discusses how ICT and globalisation in relation to blended learning have influenced mathematics education, considers the relation between globalisation and mathematics education, and finally, draws the implications of globalisation and ICT on pedagogy in tertiary education.
Globalized mathematics curriculum: could it ever be possible?
(IGI Global, USA, 2019) Tella, A.
It is a known fact that the world now is a global village. Almost every aspect of human endeavor is moving with space in this era of digitization and movement with ethos of ages. The teaching of mathematics has been polarized in term of introduction of cultural diversity from other countries. Within standardized curricula, concepts and teaching are largely dissociated from the knowledge and skills a child brings into the classroom. Unless learners realize that mathematics exist in their very own world, beyond school walls and beyond a Eurocentric worldview, many of them will continue to complain about it as boring and uninteresting. Universalizing the curriculum for the sake of simplifying assessment or selling textbooks is not going to minimize the anxiety or even hatred that many students feel towards numbers. Conversely, introducing everyday mathematics into curricula will help students understand that math is something related to their culture.
Higher education and global flow of information and idea among youths: explanation for youth and ICT as agents for change
(Higher Education Research and Policy Network (HERPNET), Ibadan, 2010) Tella, A.
This paper examined higher education and the global flow of information and ideas among youths and explanation for youth and ICT as agents for changes in our society, in terms of assessing information, and the utilisation of information via-internet and education to better their lots in terms of connection and employment outside their country of residence. This paper also looks at how a global forum for youths in ICT education could be organised, and the benefits attributed to this forum were discussed. The paper therefore recommends that education in ICT should be made compulsory for the youths, and the internet should also be made accessible freely for youths in schools.
Mathematics a tool for success of entrepreneurship opportunities
(Mathematical Association of Nigeria (M.A.N), 2016-09) Tella, A.
Mathematics is a compulsory subject taught in both primary and secondary schools in Nigeria. The importance of Mathematics and its applications is all encompassing and that is why the famous status accorded to as everyday subject and its’s centrality in the curriculum. Today, it is a reality that it is the creation, mastery and utilization of modern science and technology that basically differentiates the developing from developed nations of the world. The foundation of science and technology, which is the basic requirement for development of nation, is Mathematics. Therefore, mathematics plays a vital role in nation building and mathematics is very crucial for many careers and job opportunities in today’s increasing technological society. While mathematics is not only for knowledge and understanding, its other objectives includes skill application/development, attitude formation appreciation, problem-solving skill, brevity> generalization, drawing inferences, interpreting, future vocational/ life skills, reasoning ability, systematic and critical thinking and others. Entrepreneurship is a creative and innovative response to the environment such responses can take place in any field of social endeavour, business, industry, agriculture, education, social work and the like. This paper explores the various skills of mathematics as a tool for the creation of success in diverse entrepreneurship opportunities.
Reformation, revitalization and re-orientation in higher education: which way Africa? a policy recommendation
(Higher Education Research and Policy Network, Postgraduate School, University of Ibadan, 2008) Tella, A.
Relationship between in-service teachers-attitude, knowledge, teaching experience and views on the utilization of diagrams in geometry in some selected primary schools in Ibadan, Oyo State
(Department of Human Kinetics, Faculty of Education, University of Ibadan, 2024) Tella, A.; Oyewale, S. F.
This study investigated the relationship between in-service teachers ' attitude, knowledge, teaching experience and views on the utilisation of diagrams in geometry in some selected primary schools in Ibadan. Oyo State. Visual-Spatial Intelligence and Multimedia Learning theories were adopted as the framework, while the survey design was used. The purposive sampling technique were used to select 130 public primary school teachers based on their qualification as primary education mathematics certificate. The instruments used were In- Service Teacher Attitude, Teaching Experience, Knowledge and Views on the utilisation of diagrams in geometry questionnaires. Data were analysed using descriptive statistics, Pearson product moment correlation and Multiple regression, at p<0.05. There were positive significant relationships between teachers ’ attitude, knowledge, teaching experience and views on the utilisation of diagrams in geometry. Teachers 'gender was not significant. Teachers ’knowledge and attitude contributed to their utilisation of diagrams in geometry. The study recommended that educational policy makers should emphasis the pedagogical benefits of diagrams in geometry.
Self-efficacy and use of electronic information as predictors of academic performance
(2007) Tella, A.; Tella, A.; Ayeni, C. O.; Omoba, R. O.
Students’ ability to find and retrieve information effectively is a transferable skill useful for their future life as well as enabling the positive and successful use of the electronic resources while at school. It is a known fact in this digital era that any student at the higher level who intends to better achieve and go further in academics should have the ability to explore the digital environment. Students are increasingly expected to use electronic information resources while at the university. Research was undertaken to determine the level of influence of self-efficacy and the use of electronic information resources on students’ academic performance. This study examined self-efficacy and the use of electronic information as predictors of academic performance. Its participants were comprised of 700 students (undergraduate and postgraduate) randomly drawn from seven departments in the faculty of education, University of Ibadan, Nigeria. Data on the study was collected through the Morgan-Jinks (1999) academic self-efficacy scale and the use of the electronic information scale (UEIS) with r = 0.75. Three research questions were raised to guide the study. The results indicate that self-efficacy and the use of electronic information jointly predict and contribute to academic performance; that respondents with high self-efficacy make better use of electronic information and have better academic performance; that a correlation exists among self-efficacy, use of electronic information and academic performance; and that the use of electronic information influenced respondents' performance in General Education subjects more than other subjects. Finally, the results reveal that the Internet is the electronic information source students access for information most often. Implications of these results and recommendations are discussed.
STEM education and school security
(Department of Human Kinetics, University of Ibadan, Nigeria, 2024) Tella, A.
Revamping education sector in Osun State calls for every stakeholder hand to be on deck, especially in fortifying STEM Education for making all available opportunities in this area known. As open systems, the schools have been deeply affected by the economic, political, and social conditions of our time, and have been expose to many undesirable events and behaviours such as substance addiction, violence, child abuse, kidnaping, and the like. Therefore, it is necessary to manage school security properly in order to prevent accidents and incidents, creating an environment in which physical, emotional and social well-being is promoted. This study aimed at examining STEM Education and school security.
Students' conceptions about mathematics teaching in Nigeria and Botswana
(2008) Akinsola, M. K.; Tella, A.
This paper reports on international comparison of Junior Secondary school students ’ conceptions of mathematics teaching. A questionnaire survey was made of conceptions of a total 251 students in Botswana and Nigeria. The main results are as follows: Both Botswana and Nigeria students were more in favour of calculation- centred working, where the teacher is always in control of the learning process. Also students in both countries were of the opinion that mathematics require a lot of efforts and support that as much practice as possible should be provided. They both also support the idea of working in groups as a method of good teaching as well as teachers helping the students immediately students encountered difficulty. They equally believe that the use of word problems and given a bit of repetition in the teaching of mathematics will enhance understanding and motivate the students to have positive attitude towards the subject. Areas of differences are equally alighted in the report.
Teacher, students and textbooks misconceptions in mathematics classroom in 21st century
(The Department of Teacher Education, Faculty of Education, University of Ibadan, 2016) Tella, A.
Teaching mathematics for entrepreneurship skills: evidence-based research from Nigeria
(2022-08) Tella, A.
Mathematics, if well taught can encouraged self-reliance and enable individual to learn to solve his/her personal problems which can translate to solving problems on entrepreneurship activities thereby enhancing entrepreneurship skills. The paper explored the potential of what or the place of mathematics in entrepreneurship skills of individual when learning mathematics which resulted to promotion of lifelong learning. Thirty-six secondary school students were involved in the study using iterative design where investigator and their mathematics teachers planned together, implemented and evaluated an embedded-entrepreneurship mathematics lessons. The study also evaluated the possible outcomes of iteration. The results revealed high level of skillful abilities on the part of students after the forth iteration. This showed a positive combination of win-win combination of mathematics and entrepreneur. Therefore, entrepreneur skills could be a valuable activities to students when teaching and learning of mathematics is tailored to develop both mathematical and entrepreneurship skills in students as echoed in the National Policy on Education.
The mathematical science role in national security
(Mathematical Association of Nigeria (M.A.N), 2014-09) Tella, A.
The relationship between gender, age, mental ability, anxiety, mathematics self-efficacy and achievement in mathematics
(Academic World Education & Research Center, 2009) Aremu, A. O.; Tella, A.
This study examines the relationship between gender, age, general mental ability, anxiety, mathematics self-efficacy and achievement in mathematics among senior secondary school students in Oyo State, Nigeria. Using multiple regression (stepwise) statistical procedures on the data collected from 1,099 SS2 students, results reveal that mathematics self-efficacy, gender and anxiety have significant correlations with student's achievement in mathematics. Mathematics self-efficacy is the best predictor of mathematics achievement followed by gender and anxiety. The need for educational stakeholders and curriculum planners to design programmes that will enhance mathematics self-efficacy of students was discussed.
The role of technology in promoting relevance research quality and access to MSTE
(Faculty of Education, University of Ibadan, Ibadan, 2015) Tella, A.
The enhanced use of ICT in teaching and research helps to improve academic productivity, thus enabling researchers to spend more time on research. ICT opens up access to education by removing many of the temporal and spatial constraints to information and knowledge. Furthermore, the availability of learning materials-based on ICT can greatly improve learning resources. Efficient use of ICT allows students to develop the kinds of skills and competences that many educational reform panels have viewed as essential. Basic skills such as arithmetic can be mastered with computer- aided drill and practice, while writing skills can be developed with word processing, which makes writing and revising easier. A deep understanding of complex scientific concepts, in mathematics and science, particularly where experiments are not feasible can be gained through computer simulations. The use of these technologies for learning may establish familiarity with technologies that are increasingly needed by individuals in a technology driven society. In the light of the above, this paper presents discussion on the role of ICT in promoting research relevance, and as well discusses how access to technology can improve Mathematics, Science and Technology Education.
Two instructional strategies as determinants of primary school pupil's learning outcomes in mathematics
(2006) Tella, A.; Bello, L. A.
The study investigated the effect of explicit and peer tutoring instructional strategies (treatment), pupils' ability and gender on learning outcomes in primary school Mathematics. Data analysis involved the use of ANCOVA, MCA, and Schaffe. The findings revealed that there was significant main effect of treatment on achievement in Mathematics [f (2, 170) = 28. 007; P < 0.05] and attitude towards Mathematics [F(2, 170) =0.845; P<0.05]. Pupil's ability and gender were found not to have significant main effect on achievement in Mathematics and attitude toward Mathematics. However there was a significant interaction effect of treatment and pupils ability on pupils attitude towards Mathematics [F (4, 170) = 1.457; P<0.05]. All the two ways and three ways interaction effects on achievement and attitude were found not to be significant. These findings and their implications for classroom situation were provided for curriculum planners and educational stakeholders.