scholarly works

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Academic self-efficacy and gender as determinants of performance in english discourse writing among high-achieving students in Ibadan, Oyo State
(2015-10) Adelodun, G. A.; Asiru, A. B.
The study was carried out to delve into academic self-efficacy and gender as determinants of performance in English discourse writing in Ibadan, Oyo State. Descriptive survey design was adopted for the study. Purposive sampling technique was used to select 40 male and female high achieving students. Three validated instruments which are English Language Essay Screening Test (r = 0.82), English Language Essay Achievement Test (r = 0.76) and Adapted Academic Self-efficacy Scale (r = 0.76) were utilized in the study. Three research questions were answered using Pearson Product Moment Correlation and Multiple Regression Analysis. The findings revealed that academic self-efficacy had a positive relationship with performance in English discourse writing while gender had no significant correlation with the dependent variable. The independent variables had no joint effect on the dependent variable (R = .231, adjusted R2 = 0.54, P>.05). On the basis of these findings, it is recommended that educational guidance services should be made mandatory in schools as educational stakeholders should equally focus on the affective construct (self-efficacy) of high-achieving students.
Academic self-efficacy, learning styles and motivational factors as correlates of academic achievement of high ability secondary school students in Owerri, Imo State
(2022-03) Adelodun, G. A.; Ibeabuchi, G. I.
The academic achievement of students is an important indicator of the academic success in school. Some high-ability students exhibit a discrepancy between their potential and achievement thereby demonstrating negative abilities and low achievement in their academic pursuit. It has however been noted that some cognitive and psychological factors such as academic self-efficacy, learning styles and motivational factor contribute to superlative performance of high- ability students. This study, therefore, investigated the relationship among academic self-efficacy, learning style, motivational factor and academic achievement of high-ability students in senior secondary schools Owerri, Imo State, Nigeria. This study adopted a descriptive survey research design of correlational type. Multi-stage sampling technique was used to select 240 respondents with high-ability from the sampled schools in Owerri, Imo State. Inferential Statistics of Multiple Regression Analysis (MRA) and Pearson Product Moment Correlation, (PPMC) were used for data analysis. The instruments used in the study are Slosson Intelligence Test (SIT), English Language and Mathematics Achievement Test (ELMA), Student’s Academic Record (STAR), Motivational factor Scale (MAS), Academic Self-efficacy Scale (ASS) and Leaming Style Scale (LSS). The result showed that there is a significant relationship among academic achievement of high-ability students and academic self-efficacy (r=.554, p(.000)<.05), motivational factor (r=.720, p(.000)<05), and learning styles (r=.717, p(.000)<.05) respectively and are related to academic achievement among high-ability students in Owerri: Hence, there is a positive significant relationship between the independent variables and the dependent variable. This implies that academic self-efficacy, motivational factor, and learning styles improve academic achievement. Therefore, it was recommended that teachers of high-ability students should expose their students to the relevance of academic self-efficacy, learning styles and motivational factor to the academic achievement of high-ability students.
Audio-lingual scale and teachers’ effectiveness as correlates of oral english performance among high-achieving students in Ibadan, Oyo State
(2020-06) Adelodun, G. A.; Asiru, A. B.
This study examined the audio-lingual scale and teachers' effectiveness as correlates of Oral English performance among high-achieving students in Ibadan, Oyo State. A descriptive survey design of correlational type was adopted for the study. Purposive sampling technique was used to select four public and private secondary schools in Ibadan North and Akinyele Local Government Areas, Ibadan, Oyo State with a total number of 258 high-achieving students. Instruments used were: English Language Achievement Screening Test (r -0.72), Achievement Test on Oral English (r=0.84), Audio-lingual Method Scale (r= 0.76) and Teachers’ Effectiveness Scale (r-85), Questionnaire (r-0.91). Data were analysed, using Multiple Regression. There was a joint contribution of the two independent variables to high-achieving students’ oral English performance (F(5.52)=55.225, R2= 0.62). Audio- lingual scale (β=185, p<.05) and teachers’ effectiveness (β=197, p<.05) relatively contributed to oral English performance of the respondents. Audio- lingual scale and teachers’ effectiveness correlated with high- achieving students’ oral English performance in Ibadan. Teachers of English are therefore employed to make appropriate use of an audio-lingual method such that it will foster the interest of the learners in attaining masterly level required to use English effectively for verbal communication purposes
Counselling high achieving and creatively gifted children
(KamlA'Raj Enterprises, 2011-07) Adelodun, G. A.
Psychologists and educators have expressed widely divergent views on the nature of high achievers and the characteristics of creative and gifted children. This study sheds light on the nature and concept of high achievers as well as the creative and gifted children. Effort has also been made in this study to enumerate the characteristics of the gifted and creative persons. Finally, in this study, the counselling strategies to be employed to ensure that these Intellectual Wizards achieve higher in different areas of life and become more creatively gifted have been stated.
Counselling intervention for parents of special needs children
(2010) Adelodun, G. A.
Over the years, increased awareness of difficulties facing parents of special needs children has been the concern of professionals. Parents are usually disturbed and psychologically maladjusted with the arrival of such children in the family. The arrival in the family obviously affects financial, social, educational and emotional state of such families. As a result of the devastating effect of having special needs children in the family, counselling intervention for parents of such children become inevitable. This paper examines the reaction of parents to the arrival of a child with disability in the family, practical counselling for parents with special needs children which include: counselling parents with gifted and talented children, counselling parents of children with visual impairment, counselling parents of children with learning disabilities, counselling parents of children with hearing impairment, counselling parents with mentally retarded children as well as counselling parents of children with} speech and language disorder. It is recommended that parents should seek early medical attention as soon as they suspect any problem or disability in any of their children. It is also recommended that once the medical doctor confirms the disability, professional Guidance Counsellor must be consulted to counsel the parents on the next line of action.
A critique of the blueprint on education for the gifted and talented persons in Nigeria
(Kamla-Raj, 2010-10) Adelodun, G. A.
A blueprint is a springboard for achieving target goals in any given endeavor. In 1986 a blueprint was prepared by the National Planning Committee on Education for the Gifted and Talented Children in Nigeria. Any form of defect recorded while formulating the blueprint will automatically affect goal achievement. It is against this background that the writer highlights all the inadequacies in the blueprint after which a position is taken with the belief that all the anomalies will be rectified and the desired goal will still be realized. Finally, considering the multi-modal nature of gifted education programme, the writer is of the opinion that the financial implications of running the programme are far reaching. It is therefore recommended that both the public and private sectors should team up with the three tiers of Government and be adequately involved in its funding.
Effective and creative teaching of gifted and talented students in secondary schools
(Royal People, Ibadan, 2013) Adelodun, G. A.
Effects of independent study and ability grouping on performance in english essay and letter writing among high-achieving students in Ibadan, Oyo State.
(2015) Adelodun, G. A.; Asiru, A. B.
The study investigated effects of independent study and ability grouping on high-achieving students' performance in English essay and letter writing in Ibadan, Oyo State, using a pre-test, post-test, control group, quasi- experimental research design with a 3 x 2 x 2 factorial matrix. Six secondary schools and 78 SSS II high-achieving students were purposively selected as the participants were assigned into two experimental groups and control group. Students' Past Academic records, English Language Achievement Screening Test (r-0.72.), English Language Essay/Letter Achievement Test (r=0.78) and Academic Self-efficacy Scale (r-0.76) were the instruments used for the study. Participants in the experimental groups were instructionally facilitated and control group taught with the conventional method. Five hypotheses were formulated and tested at 0.05 significant level, while data analysed, using analysis of covariance (ANCOVA) and mean scores. Independent study and ability grouping were effective in improving the high-achieving students' performance in essay writing as the participants exposed to ability grouping had the highest mean score of 35. 934, followed by independent study with 32.478, showing better performance than their counterparts in the control group who had 25.879. The three groups maintained the same scoring order in letter writing performance, 33.405, 32.713 and 27.581. The result also revealed that in the two-way interaction effect of treatment and self-efficacy, there was a significant difference in high-achieving students' performance in essay writing (F(2.74) = 4.315, P < .05, η2 - .119), but no such interaction effect in their letter writing performance (F(2.74)) = .487, P > .05, η2=0.15). However, male and female participants in the experimental groups benefitted equally from the treatment packages. Based on these findings, teachers of English should use these educational strategies for high-achieving students' educational development
Effects of independent study and ability grouping on performance in english essay and letter writing among high-achieving students in Ibadan, Oyo State.
(2015) Adelodun, G. A.; Asiru, A. B.
The study investigated effects of independent study and ability grouping on high-achieving students' performance in English essay and letter writing in Ibadan, Oyo State, using a pre-test, post-test, control group, quasi- experimental research design with a 3 x 2 x 2 factorial matrix. Six secondary schools and 78 SSS II high-achieving students were purposively selected as the participants were assigned into two experimental groups and control group. Students' Past Academic records, English Language Achievement Screening Test (r-0.72.), English Language Essay/Letter Achievement Test (r=0.78) and Academic Self-efficacy Scale (r-0.76) were the instruments used for the study. Participants in the experimental groups were instructionally facilitated and control group taught with the conventional method. Five hypotheses were formulated and tested at 0.05 significant level, while data analysed, using analysis of covariance (ANCOVA) and mean scores. Independent study and ability grouping were effective in improving the high-achieving students' performance in essay writing as the participants exposed to ability grouping had the highest mean score of 35. 934, followed by independent study with 32.478, showing better performance than their counterparts in the control group who had 25.879. The three groups maintained the same scoring order in letter writing performance, 33.405, 32.713 and 27.581. The result also revealed that in the two-way interaction effect of treatment and self-efficacy, there was a significant difference in high-achieving students' performance in essay writing (F(2.74) = 4.315, P < .05, η2 - .119), but no such interaction effect in their letter writing performance (F(2.74)) = .487, P > .05, η2=0.15). However, male and female participants in the experimental groups benefitted equally from the treatment packages. Based on these findings, teachers of English should use these educational strategies for high-achieving students' educational development
Gender difference as a major determinant of creative behaviour among junior secondary school students in Oyo, Osun and Ogun States, Nigeria
(2011-06) Adelodun, G. A.
It is interesting to note that the government of Nigeria has become increasingly aware of the need to nurture creative Nigerian children. Government awareness has been partly informed by the need to implement the National Policy on Education, including the aspect that has to do with special education. It. should be borne in mind that one of the objectives of special education as stipulated in the National policy on Education is that opportunities will be provided for creative children to develop at their own pace in the interest of the nation's economic and technological development. This awareness has been further reinforced by Government's pronouncements on the need for the education of creative Nigerian. There is a strong argument in the literature that creative people are capable of launching the society into the much-desired technological age and that creativity is a highly valued behaviour. There is also very strong evidence in the literature that certain factors determine creative behaviour (Sylvia, 2000). According to Sylvia, some of the factors that determine creative behaviour include: Peer pressure, Attitudinal disposition of teachers and Gender. For the purpose of this study, attention was focused on Gender difference as a major determinant of creative behaviour. The study adopted 'ex-post facto' research design. Stratified random sampling technique was used for the selection of 1,800 respondents out of 2,620 representing 69 percent of the total population. The mean age for the participants was 13.49 years. Data were collected using two valid and reliable research instruments namely: Ibadan Creativity Assessment Scale ( ICAS) a — 0.76 and Creative Behaviour Determinant Scale ( CBDS) a = 0.84. The data were analysed using t-test. The findings showed that there was no significant difference between male and female students and their creative behaviour (t=13; df=1798; p >. 05).
Gifted and talented education and procedures for its promotion in the community
(2013-06) Adelodun, G. A.
The idea of education of the gifted is not new in the world. It dates back to thousands of years. Despite the fact that there is a strong need to build awareness of the purposes for gifted programmes and the special needs of the students these programmes serve, developing solid advocacy effort for gifted programmes has been an overlooked area in the field. Public awareness could rescue gifted programmes from budget cuts and benign neglect by gathering much needed support, and parents can play a vital role in communicating with the public the necessity of maintaining appropriate educational experiences for gifted students. This paper specifically examined the historical perspective to Gifted and Talented Education, various definitions of giftedness, commonly used terms in Gifted Education, what makes a child Gifted or Talented, tire reasons why Gifted programmes need community support, the issue-of Equity versus Excellence and recruiting of teachers.
Gifted and talented students and the 2030 agenda: meeting their counselling needs
(2019) Adelodun, G. A.
Health and safety Issues in exercise, wellness and sports for special people
(2012-09) Anyanwu, F. C.; Adelodun, G. A.
People with special needs often have a combination of health problems, which are often tied to physical inactivity. Recent studies have looked at the heart and lung function of people with special needs, that when they are in their 20s, they often have the heart and lung function of people who are 20-30 years older (Adams, 2010). Inactivity and lack of exercise can make a person more likely to develop problems with the heart and blood vessels. Inactivity can also decrease a person's ability to take care of himself or herself. Anyone with special needs is likely to be less active and therefore at greater risk of having diseases such as obesity, Type 2 diabetes, high blood pressure and coronary heart disease. The importance of exercise and sporting activities to people with special needs cannot be overemphasized. A person who is active feels better about himself or herself. Physical activity in people with special needs can help improve their health, physical functions, self esteem and behaviour. It can help to support families and caregivers. This article outlines the benefits of exercise and sporting activities for people with special needs and ways to adapt various activities to meet special needs. This paper also expresses how exercise and sporting activities can help special needs people to develop a well- rounded exercise routine that includes aerobic activity, strength training, and stretching exercises, ways by which exercises and sports activities can be used to cure some of the diseases mentioned above, it is recommended that sports clinics and tournaments be organized to show case disability sports and deliver health related messages to individuals with special needs.
Home environment and social media as correlates of academic underachievement of high ability secondary school students in Oyo metropolis
(Ife Centre for Psychological Studies, 2017) Adelodun, G. A.
This study examined the relationship between home environment, social media and academic underachievement of high ability secondary school students in Oyo metropolis. The population of this study comprised all high ability Secondary School Students One (SS 1) in Oyo Metropolis. Three hundred respondents were drawn from the twenty schools selected from the four local governments in Oyo Metropolis. Slosson Intelligence Test and Contributions of Home Environment and Social Media Scale were used as instruments. Slosson Intelligence Test was constructed and validated by Slosson (1961) while Contributions of Home Environment and Social Media Scale was designed by the researcher which was later validated and the reliability co-efficient yielded r -0.78. The result of the first hypothesis revealed that there is a significant relationship between home environment and academic underachievement of high ability students. The indication is that the relationship between home environment and academic underachievement of high ability students resulted in the lower r=.68 against p-value .195. The result of the second hypothesis revealed that there is a significant relationship between social media and academic underachievement of high ability students. This indicated that r-crit of .62 against p-value .195. It was recommended that parents should serve as good role models to their high ability children by embarking on good social habits that is worthy of emulation. Parents and teachers must also counsel the high ability students from time to time to be mindful of what they browse on the internet.
Identification and instructional strategies in the management of giftedness in the classroom: the role of teachers
(Department of Guidance and Counselling, University of Ibadan, Ibadan, 2019) Adelodun, G. A.; Nwazuoke, I. A.
This paper reviewed the strategies teachers could use in identifying, instructing and managing giftedness of students in the classroom. In the paper, the meaning and concept of giftedness was looked into after which the authors discussed the characteristics common to gifted children. The three broad characteristics examined are physical characteristics, Educational/Intellectual Characteristics, Social and Emotional Characteristics. The formal and informal ways of identifying gifted children were examined. The paper further discussed the role a teacher can play in managing giftedness in the Nigerian educational setting. Finally, conclusion was drawn and recommendations made. It was recommended that teachers should be flexible, open, have strong communication skills as well as positive sense of self.
Identifying the needs and problems of the gifted and talented children
(2014-10) Adelodun, G. A.
In this study, it has been stressed that just like other children, the gifted children have certain basic needs as well. This includes needs for security, love, belongingness and the need to be accepted as an individual. The gifted children mere seen to have some other specific needs on account of their exceptionality and speciality. Such needs include: the need for the knowledge and understanding, the need for creativity and ingenuity, development of their exceptional ability or abilities, self-actualization or self-expression and the need to feel comfortable with themselves and with the differences that simultaneously open possibilities and create difficulty. In this study, different problems encountered by the gifted and talented children were also discussed. Examples of such problems are: problems arising through the strengths of one's giftedness, problems arising on account of the misdiagnosis and problems arising out of the dual-exceptionality. Effort was also mode to highlight the need to nurture the gifts and talents of children. Finally, ways to help the perfectionistic child and to nurture giftedness in a child were extensively enumerated.
Independent study approach and the educational needs of gifted learners
(Department of Educational Psychology, Guidance and Counselling, Faculty of Education, Ignatius Ajuru University of Education, Port Harcourt, Rivers State, 2021-07) Fakolade, O. A.; Adelodun, G. A.; Asiru, A. B.
The concept of giftedness is diverse because it connotes different things in certain contexts. Cognitive giftedness as intellectual prowess enables the learners to demonstrate a high level of thinking, reasoning and retrieval of facts and figures. Therefore, cognitively gifted individuals learn faster and better than their age groups. The implication of this accomplishment among the precocious students is that they have educational needs which the general school programmes and services do not meet. This is essentially contributing to the dropout rate among the gifted in our schools. Therefore, as an approach to meeting these needs, independent study is advocated in this paper. The approach is a planned research process that develops cognitive and creative skills in gifted learners. It is a stage- by-stage endeavour that caters for the learning styles, preferences and abilities of the 'students. The impact of the approach on gifted learners is beyond the frontiers of the classroom-or school environment as it fosters the students’ social performance. At this juncture, the teacher, as the programme facilitator, guides and motivates the students throughout the exploratory pursuit of interest. As a matter of recommendation, professionals in the field of gifted education are enjoined to make a case for independent study (learning) for the gifted The cognitive and creative expression of the students will be given room for if the approach is incorporated. It is also recommended that curriculum planners, designers and developers should factor independence study into consideration to meet the educational needs of the gifted in an inclusive system.
Influence of effective social and adaptive behaviour on personality adjustment of gifted underachievers and students with learning disabilities in Egbeda Local Government, Ibadan
(2015-05) Adelodun, G. A.; Olorode, A. S.
This study investigated the influence of effective social and adaptive behaviour on personality adjustment among gifted underachievers and students with learning disabilities in Egbeda Local Government, Oyo State, Nigeria. The sample consisted of 205 SS1 and SS2 students (males=75, females=130), who were randomly selected in Egbeda Local Government. Instruments (self developed questionnaires) were used to measure the influence of social and adaptive behaviour on personality adjustment of these students. Data collected were analysed using Analysis of co-variance (ANOVA), Pearson Product Moment Correlation and Multiple Regression Analysis. Results of the findings indicated that, effective social and adaptive behaviour can influence openness to expression, conscientiousness, extraversion, agreeableness and neuroticism (personality adjustment) of gifted underachievers and students with learning disabilities. Also, gender had a significant relationship with personality adjustment.
Influence of home and school factors on academic achievement of high achieving secondary school students in Abeokuta, Ogun State
(2019-06) Adelodun, G. A.; Odesanmi, P. R.
The study examined the relationship between home environment, school environment and academic achievement of high achieving secondary school students in Abeokuta, Ogun State. The study adopted descriptive survey research design of correlational type. Simple random sampling technique was used to select six secondary schools from two local government areas in Abeokuta, Ogun State. Two government secondary schools and one private secondary school were picked from each of the two local government areas. In each of the six schools, Slosson Intelligence Test was used to screen the intelligent ones among the Senior Secondary School II students. The continuous assessment records were carefully looked into in order to randomly select 35 high achieving students from each of the four government schools used and 30 high achieving students from each of the two private schools selected. The participants were two hundred (200) in all. The three main instruments used were students' rating scale on the influence of home and school factor on academic achievement of high achieving students, multi-dimensional approach (Teacher's nomination, school records and examination results) and Slosson Intelligence Test Two hypotheses were tested at 0.05 level of significance. Data were analysed using Pearson Product Moment Correlation (PPMC). The results revealed there was a positive relationship between home environment and academic achievement of high achieving secondary school students (r=.797); there was no significant relationship between school environment and academic achievement of high achieving secondary school students [r= .- 242). Based on the above findings, it was recommended that parents must always ensure that their home environment is worked upon and made highly stimulating and conducive for learning since it has been established in this study that a stimulating home environment does have positive influence on academic achievement of high achieving students. It was also recommended that parents should give birth to the number of children they can take proper care of and that they must always keep a watchful eye on their children to ensure that they do not keep bad friends who can have negative influence on their academics.
Instructional resources as determinants of english language performance of secondary school high- achieving students in Ibadan, Oyo State
(2015) Adelodun, G. A.; Asiru, A. B.
This study examined the role played by instructional resources in enhancing performance of students, especially that of high-achievers, in English Language. The study is descriptive in nature and it adopted a survey design. Simple random sampling technique was used for the selection of fifty (50) SSI - SSIII students from five schools in Ibadan North Local Government Area of Oyo State. The age range for thè participants was from 13 to 18 years. Data were collected using a self-designed instrument with a reliability coefficient of 0.86. Two research questions were raised and thè research lasted for four weeks. Data collected were analyzed using Pearson Product Moment Correlation. The findings showed that instructional resources play a significant role in enhancing performance of high-achieving students in English Language (r = -.145, N = 50, P > .05). The findings also revealed that there is a significant relationship between thè use of audio, visual and audiovisual materials and performance of high-achieving students in English Language (r =,1067, N = 50, P > .05). Based on these findings, the teachers are encouraged to always make use of instructional resources like audio, visual and audio-visual materials while imparting knowledge and students must as well pay rapt attention in the class whenever instructional resources are being used for them in order to maximize their performance in English Language.