Browsing by Author "Tella, A."

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An analysis of perceived usefulness of google scholar by the postgraduate students of the University of Ilorin, Nigeria
(AOSIS (Pty) Ltd., 2017) Tella, A.; Oyewole, M.; Tella, A.
Background: Google Scholar provides user-friendly information resources and is very effective in finding information to satisfy various information needs, especially by the research students. However, despite its usefulness in satisfying information and research needs of the research students and researchers as a whole, the lingering effect associated with it is drawing students away from libraries. Similarly, there have been limited studies conducted to examine the level of perceived usefulness of Google Scholar by the graduate students, particularly in the context of the University of Ilorin, Nigeria. Objectives: The study examined the perceived usefulness of Google Scholar by the postgraduate students of the University of Ilorin, Nigeria. Methods: A total of 223 postgraduate students selected through simple random sampling from 15 faculties that made up the University formed the sample for the study. A survey approach was adopted using a questionnaire to gather data from respondents. Six research questions were developed to guide the study. Results: The results demonstrate that the majority of respondents strongly agreed and agreed that they were aware of Google Scholar and usually used it. However, the respondents were not satisfied with Google Scholar as it does not either speed up their research or make their research easier. Google Scholar was considered useful because it covers broad topics in the area of interest and usually provides relevant articles related to the respondents’ search done through this platform. Conclusion: The study concluded by recommending, among others, that there is a need for orientation programmes to enhance the use of Google Scholar via the university library
An assessment of librarian social competence and information technology self-efficacy: implications for library practice in the digital era
(2007) Tella, A.; Tella, A.; Adekunle, P. O.
An assessment of librarian social competence and information technology self-efficacy: implications for library practice in the digital era
(2007) Tella, A.; Tella, A.; Adekunle, P. O.
An assessment of mathematics self-efficacy of secondary school students in osun state, Nigeria
(Ife Centre for Psychological Studies, 2011-03) Tella, A.
The study examined an assessment of mathematics self-efficacy of secondary school students in Osun State. It drawn on 500 students comprising 250 males and 250 females randomly selected from 5 secondary schools in Osogbo. Their ages range between 11-17 years with a mean age of 14 years and a standard deviation of 4. A self - efficacy instrument developed by (Morgan & Jinks 1995) was adapted with mathematics achievement test with r= 0.72 developed by the researcher were used for data collection. Three hypotheses were tested at 0.05 level of significance using student-t test, Pearson Product Moment Correlation and Analysis of Variance (ANOVA) statistical tools. The results indicated that significant difference exists in the mathematics self-efficacy of the subjects based on gender and age groups, and that of mathematics achievement. Based on the findings, it was recommended that Secondary School teachers should always make mathematics class more interesting as this will go a long way to improve the student’s self efficacy and achievements in the subjects.
An assessment of mathematics teachers’ Internet self-efficacy: implications on teachers’ delivery of mathematics instruction
(Taylor & Francis, 2011-03) Tella, A.
This study examined the mathematics teachers’ Internet self-efficacy and its possible influence on the delivery of mathematics instruction. The participants were 90 mathematics teachers selected from various schools in five local government areas of Osun State, Nigeria. The results demonstrated that to a great extent mathematics teachers have high Internet self-efficacy and that correlation exists between mathematics teachers’ age, Internet usage and Internet self-efficacy. Irrespective of gender, mathematics teachers have the same level of Internet self-efficacy. Moreover, Internet self-efficacy and usage were revealed to drastically improve the way teacher teach mathematics and conduct research. Upon these findings, it was recommended that mathematics teachers who do not know how to browse and search the Internet should consider doing so now without wasting much time. There is also the need to increase Internet usage, on the part of the mathematics teachers who just begin using the Internet. They need to do this considering the fact that increased usage leads to high Internet self-efficacy. Moreover, it is high time to close the technology gender gap which has been in existence since a long time. This can start from the mathematics teachers.
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.
Availability and use of ICT in South-Western Nigeria Colleges of Education
(2011-10) Tella, A.
This paper investigated the level of availability and use of ICT in some South-western Nigeria Colleges of Education. The study revealed low level of usage of ICT gadgets and non-availability of some ICT equipments. The data for the study were gathered through a two page questionnaire administered to 200 respondents who were accessible in the School of Education in all the Colleges of Education in the South-Western part of Nigeria. In total, 180 questionnaires were retrieved which represents 90% return rate. At the same time, the data were analyzed quantitatively using SPSS. The results of the survey on College of Education staff on the level of availability, use of and perception of the impact of ICT on teacher education in Nigeria revealed and suggested a low level of usage of ICT gadgets; nonavailability of ICT equipment and that the respondents were disgruntled with the sluggish use and integration of ICT.
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.
Comparison of professional self esteem of public and private school mathematics teachers in Ibadan metropolis, Oyo State
(Department of Guidance and Counselling, University of Ibadan, 2018-06) Tella, A.
Professional self-esteem is the appraisal of one’s cognitive, emotional and behavioural capabilities that makes an individual a true professional in real sense. It is to get to know the real essence of a profession, its perquisite along and competencies of a professional. Professional self-esteem of mathematics teachers varied across the level and location of operations of mathematics teachers especially between public and private primary school in Ibadan metropolis, Nigeria evidenced from reports. This study, therefore, investigated the comparison of public and private junior secondary school mathematics teachers’ professional self-esteem because of the noticeable negative behaviour of mathematics teacher at this level. The study also examined apart from the comparison between professional self-esteem of public and private mathematics teachers in junior secondary schools, the differential in professional self-esteem of urban and rural mathematics teachers. The study was anchored on social learning theory by Bandura, while survey design was adopted. Multistage sampling procedures was used. First, all junior secondary schools and mathematics teachers in Ibadan metropolis were enumerated. Schools were then stratified into public and private and also into urban and rural schools. Simple random technique was used to select 150 mathematics teachers from 50 junior secondary schools (Private - 49 and Public - 101). Mathematics Teachers Professional Self-Esteem Scale (r = 0.81) was used to collect data. The data gathering lasted four weeks by the investigator with the assistance of three research assistants. Data were analysed using frequency count, mean, standard deviation and sampled t-test at 0.05 level of significance. Qualitative data were content analysed after observing five sessions of focus group discussions with the 25.0% of selected teachers. The results revealed a significant mean difference between public (x = 41.35) and private (x = 29.27); urban (x = 25.41) and rural (x = 21.69); male (x = 6137) and female (x" = 49.53) professional self-esteem of mathematics teachers. The professional self-esteem was higher in term of public, urban, and male mathematics teachers. Mathematics teachers’ professional self-esteem should be sustained and strengthened through incentives, good reward system, marking allowances, teacher gender sensitivities, prompt and timely promotion as at when due.
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.
Effect of bingo game instructional strategy on pupils’ achievement in mathematics in public primary schools in Oyo State, Nigeria
(International Society for Teacher Education, Bloomington, 2021) Tella, A.; Fatoki, F. M.
This study determined the effect of Bingo game instructional strategy on Pupils’ mathematics Achievements of public primary schools in Oyo state, Nigeria. One hundred and twelve public primary school grade 3 pupils participated in the study. This study adopted the pretest-posttest control group quasi-experimental design with a 2x3 factorial matrix. The study deployed Bingo strategy as different patterns that were designed to create fun and variety in teaching mathematics. The pretest was administered before the teaching using Bingo strategy, while posttest was administered immediately after the treatment (Bingo strategy). The control group were left with conventional teaching without any manipulation. Simple random sampling was used to select four primary schools from two local government area in Oyo State, Nigeria. Two constructed standardized and validated instruments by the researchers were used for the study: Pupils mathematics Achievement Test (r = 0.81) and Quantitative Ability Test (r = 0.69). The treatment lasted four weeks. The data were analyzed using Analysis of covariance at 0.05 level of significance. The result revealed that there was a significant main effect of Bingo on pupils achievement in mathematics (F(1, 110) = 3.327; partial η2 = 0.131).There was a significance main effect of quantitative ability (F(1, 110) = 0.603; partial η2 = 0.206) on pupils achievement in mathematics. The high quantitative ability pupils (56.904) benefited from the treatment package more than their counterpart (31.451). There was significant two-way interaction effect of Bingo game and quantitative ability of the participants (F(2, 106) = 1.543; partial η2 = 0.214) in favour of high quantitative ability pupils from Bingo game instructional strategy. The participants in Bingo game (14.07) had a higher mean value than their counterparts in the control (6.61). Bingo game instructional strategy improved pupils’ achievement in mathematics. Primary school mathematics teachers should try to adopt this strategy in their teaching delivery.
Effect of daily and weekly testing on students mathematics achievement at upper basic level
(Nigerian Educational Research & Development Council (NERDC) Sheda, Abuja, 2009) Tella, A.
Assessment is a systematic basis for making inference about the learning and development of students towards increasing students' learning and development. Teachers should therefore realize that assessment is the quickest strategy to improve student learning, hence this study examined an assessment strategy on Upper Basis School Mathematics achievement. The subjects in this study were upper basic school students from four Mathematics classes. All the students were taught by the same teacher, and the experimental duration was for three months or equivalent of one term. The four classes comprise two control groups and two experimental groups. In the control group, students took weekly tests every Friday, and in the experimental groups, students took daily tests during the last twelve minutes of the stipulated forty-five minutes allowed per period of the class teaching. The researcher examined whether the daily tests had significant impact on students' mathematics achievements as measured at the end of term examination. The researcher also examined whether daily testing had any effect on students' homework grades. The study found that daily testing significantly improved students' mathematics grades/score and home work grades.
Effects of computer assisted instruction on senior secondary school students’ achievement learning outcome in chemistry in Osun State
(Department of Teacher Education, Faculty of Education, University of Ibadan, 2010) Ige, T. A.; Tella, A.; Kareem, A.
This study determined the effects of computer assisted instruction on senior secondary school students’ academic achievement in chemistry in Osun State. The moderating effect of students’ gender and attitude on students’ achievement was also examined. The study adopted one group pretest-posttest experimental research design. Three secondary schools provided with computer tablets by the state government of Osun were purposively selected for the study. Chemistry class was randomly selected in each of the three schools making a total of 152 students (male and female) participated in the study. Students pre and post-test Chemistry achievement scores and Students Attitude Questionnaire on Minicomputer Tablet (SAQMT) were used to collect data. Data were analyzed using Analysis of Covariance (ANCOVA). Five hypotheses were tested at 0.05 level of significance. Results showed that Computer Assisted Instruction has no effect on students’ academic achievement in Chemistry (F(1,151) = 2.129; P > 0.05). It was also revealed that gender and attitude have no effect on students’ achievement in Chemistry. The study therefore recommends that necessary skills in the use of computer tablet for teachers and students, which will assist teaching and learning with computer for students’ achievement.
Effects of concept mapping and guided discovery instructional strategies on students’ achievement in redox concept of chemistry in Oyo State, Nigeria
(Modern Education and Computer Science Press, 2022-04) Tella, A.; Ogundiya, T. A.
The study determined the effects of concept mapping and guided discovery instructional strategies on student’s learning achievement in Redox concept in Chemistry in Oyo State, Nigeria. The pretest-posttest control group quasi experimental design with 3x2 factorial matrix was adopted, while six schools with one intact class each; two each for experimental groups and two for control group were used. A total of 176 senior secondary school 2 Chemistry students participated in the study. A validated Chemistry Student Achievement Test (r = 0.77) was used for data collection, while Analysis of covariance and Bonferroni post hoc were used to analyze the data collected at 0.05 level of significance. There was a significant main effect of treatment (F(2, 175) =11.84; p<0.05, partial η2 = 0.13) on student’s achievement. The participants in concept mapping strategy obtained the highest post achievement mean score (12.71), followed by guided discovery instructional strategy (9.24) and conventional strategy (8.60) groups. There was no significant main effect of gender on student’s achievement. There was no significant two- way interaction effect of treatment and gender on student’s achievement in Redox concept of chemistry. Concept mapping and guided discovery instructional strategies enhanced student’s achievement in Redox concept of chemistry. It is therefore recommended that chemistry teachers should adopt these strategies to improve student’s achievement in Chemistry.
Effects of environmental variables on students’ achievement in mathematics in some selected schools in ila lga Osun State, Nigeria
(The Mathematical Association of Nigeria, 2013-09) Tella, A.
The study examines the relationship between some environmental variables and students' achievement in mathematics. The research design adopted for this study was a survey in which 250 senior secondary school III students were sampled through stratified random technique. Mathematics Achievement Test and a questionnaire on environmental variables were used as instruments for data collection. The data collected were analyzed using inferential statistics, Pearson Product Moment Correlation. The findings demonstrate that there was a relationship between economic factor and students' achievement in mathematics. Also; a significant relationship was observed between socio-factor, peer influence and home background and students' achievement in mathematics. It was recommended among others that parents should use their socio-economic status positively whether high or low to influence their children performance in mathematics; and if possible, other subjects. They can do this by making available the necessary materials such as books, learning aids and even writing materials that can enable them to do well in mathematics.
Effects of guided-reverse jigsaw instructional strategy on senior secondary school physics students’ achievement in Oyo State, Nigeria
(Department of Science and Technology Education, University of Ibadan, 2022-07) Kolawole, A. M.; Tella, A.
The study determined the effects of guided-reverse instructional strategy on Physics Students ’ achievement in Senior Secondary Schools in Oyo State, Nigeria. Four hypotheses were tested at 0.05 level of significance. 73 students selected from two schools took part in the study. The instruments for data collection were twenty items Physics Achievement Test while Mean, standard deviation and t-test were used for the analysis of the data. A statistically significant deference exists in the mean academic achievement scores of students taught physics using guided-reverse jigsaw instructional strategy and those taught using conventional lecture method m favor of guided-reverse instructional strategy. Gender differences are of no statistically significant difference in the mean academic achievement scores for both experimental and control groups. The study recommends that physics teachers should adopt guided-reverse jigsaw instructional strategy.
Effects of think-pair-share and numbered heads together teaching strategies on junior secondary school students’ achievement in mathematics in South west Nigeria
(School of Education of the University of Zambia, 2021-06) Tella, A.
Mathematics is one of the core subjects both at primary and secondary school levels in Nigeria. The importance accorded to mathematics in the curriculum reflects the recognition of its vital role towards national and technological development and the role it plays in contemporary society. Despite the importance of Mathematics to societal development, it is a subject that many students dislike and fail. Therefore the issue of poor achievement of students in Mathematics has become a perennial problem in Nigeria. The persistent failure of students has remained a major concern to Mathematics educators. This calls for strategies that will create hands-on/mind-on learning activities such as Think-Pair-Share and Numbered Heads Together Teaching strategies. This study therefore determined the effect of Think-Pair-Share and Numbered Heads Together Teaching strategies on students’ achievement in Mathematics. The moderating effect of mental ability and gender influence on students’ achievement in Mathematics are also examined. The study adopted pretest-posttest control group quasi-experimental research design. Intact classes of JS2 comprising of 310 students from six purposively selected secondary schools in Osun west senatorial district of Osun state, Nigeria were the participants of the study. The schools were randomly assigned to treatment of Think-Pair-Share, Numbered Heads Together and conventional teaching strategies. Seven instruments were used to gather data for the study and seven null hypotheses were formulated and tested at 0.05 level of significance. Data were analysed using Analysis of Covariance and Scheffe post-hoc analysis. Treatment had significant main effect on students’ achievement in Mathematics. There was no significant main effect of mental ability and gender on students’ achievement, likewise two-way interaction effect. However, three-way interaction effect is significant. The study therefore recommends that Mathematics teachers in secondary schools should adopt Think-Pair-Share and Numbered Heads Together Teaching strategies for improving achievement in Mathematics. Government should retrain secondary school teachers on how to use Think-Pair-Share and Numbered Heads Together Teaching strategies. Also curriculum planners and experts in Mathematics should design curricular that are student activity-based.
Enhancing secondary school students' achievement in chemistry using explicit embedded and activity-based reflective strategies
(Faculty of Education, Bayero University, Kano-Nigeria, 2023) Tella, A.
This paper determined the effects of explicit embedded and activity-based reflective strategies on secondary school students' achievement in chemistry in Akinyele Local Government, Oyo State. The study comprised of Senior Secondary School II (SS2) chemistry students selected from six randomly selected secondary schools. Intact of SS2 chemistry classes were used in the study. The instruments used to collect data were Students' Organic Chemistry Achievement Test (r=0.80) and instructional guides. Data collected were subjected to the Analysis of covariance at 0.05 level of significance. The results revealed that there was significant main effect of treatment on students’ achievement in Chemistry (F(2,103>-225.97; p<0.05, partial η2=0.81). The participants in Activity- based Reflective Strategy (x= 16.86) performed better than their counterparts in Explicit Embedded Reflective Strategy (ẋ =15.33), and Conventional Strategy (ẋ =5.73). It was therefore recommended that explicit-embedded and activity-based reflective learning strategies should be adopted by the teachers in order to enhance their achievement in chemistry.
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.