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Item 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.Item Learners’ motivation, gender and oral english performance among high-ability students in Ibadan, Nigeria(Positive Psychology Association, Nigeria with headquarters in Department of Guidance and Counselling, University of Ibadan, Nigeria, 2020) Adelodun, G. A.; Asiru, A. B.This study examines predictive influence of motivation and gender on Oral English performance among students noted for high ability in Ibadan. Oyo State. The study adopted a descriptive survey of correlation type. Purposive sampling technique was used in selecting four public and private secondary schools in Ibadan North and Akinyele Local Government Areas with an aggregate number of 258 high-ability students. Instruments utilised were: English Language Screening Achievement Test (r=0.72). Achievement Test on Oral English (r=0.84) and Academic Motivation Questionnaire (r=0.84). Data were analysed, using Pearson Product Moment Correlation, Independent t-test and Multiple Regression Analysis. Learners’ motivation predicts Oral English performance among high-ability students (r=.54l. n=258. p<.05), but gender does not predict Oral English performance among the students (Crit-t 1.96, Cal. T = 0.097, p>.05). There is a joint contribution of learners’ motivation and gender to the prediction of Oral English performance (F(5 41) ='52.872, R2 = 0.54, p<.05) among the respondents. Intrinsic and extrinsic motivation of high-ability male and female learners should be meticulously worked upon by all stakeholders involved in the Oral English instruction of students noted for superior ability in our schools.Item 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