scholarly works
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Item The challenge of implementing inclusive education for children with hearing impairment in Nigeria(2012-07) Isaiah, O. O.; Aderibigbe, S. A.This paper examined the concept of inclusive education, the characteristics of children with hearing impairment, benefits and the challenges of inclusive education. The authors identified some findings that highlighted the problems facing inclusive education in developing countries The paper finally focused on factors that could enhance the successful implementation of inclusive education especially in developing countries like Nigeria.Item Special education and sustainable development goals in Africa(International Council for Health, Physical Education, Recreation, Sport and Dance, 2019) Adelodun, G. A.In Africa, as in many continents of the world, education as one of the social institutions has been a subject of constant debate and discussion among stakeholders. It has continued to attract the attention of everybody and its importance to any nation in the world cannot be overemphasized. Special education which is an aspect of education has always been viewed as a tool for sustainable development in Africa. For this reason, this paper examined special education and sustainable development goals in Africa. Special education is the education of special needs person who have some forms of disabilities that are capable of frustrating them in benefitting fully from the regular physical education programme meant for those children without disabilities. Individual with special needs include those with one or more of the following: learning disabilities, mental retardation, emotional disturbance, auditory impairment, speech impairment, orthopeadic and visual impairment. In this paper, it was stressed that in spite of the limitations identified with such special needs persons, they still possess the ability to acquire education, and this will go a long way in making them globally useful and give them a better chance to contribute their own quota to the growth of Africa's economy. This paper further discussed the fact that for special education to continue to be a tool for reaching sustainable development goal in Africa it has to be repositioned. Finally, it must be noted that disability is referenced in various parts of the Sustainable Development Goals (SDGs) and specifically in parts related to education, growth and development, inequality, accessibility of human settlements, as well as data collection and monitoring of the Sustainable Development Goals. It is recommended that as persons with special needs are increasing in our society education should be made accessible to them so that they can give back to the society their own contributions for sustainable development. It is also recommended that persons with special needs should be involved in making decisions on issues that concern them.Item 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.Item 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.Item Self-motivation, teacher effectiveness and academic performance of high achieving students in selected secondary schools in Ibadan, Nigeria(2019-06) Adelodun, G. A.; Lawal, S. T.The study investigated the relationship between self-motivation, teacher effectiveness and academic performance of high achieving secondary school students in Ibadan North Local Government Area of Oyo State. The study adopted the descriptive survey research design of correlational type. Simple random sampling technique was used to select four schools from Ibadan North Local Government Area and in each of the four schools, Slosson Intelligence Test was used to screen the intelligent ones among the Senior Secondary School II students. The school continuous assessment records were carefully looked into in order to randomly select fifty (50) high achieving students in each of the four schools. The participants were two hundred (200) in all. The three main instruments used were Self-Motivation Assessment Scale, Teacher Effectiveness Assessment Scale and Slosson Intelligence Test. Three hypotheses were tested at 0.05 level of significance. Data were analysed using Pearson Product Moment Correlation (PPMC). The result revealed that there was a positive relationship between teacher effectiveness and academic performance of high achieving students (r=0.355): there was positive relationship between self-motivation and academic performance of high achieving students (r=0.4I5); self-motivation and teacher effectiveness had joint significant relationship with academic performance of high achieving secondary school students (r=.2I4). Based on the above findings it was recommended that professional guidance counselors counsel students on the act of self-motivation since it has been discovered that the higher the self-motivation of students, the higher their academic performance. It was also recommended that teachers handling high achieving students should be exposed to capacity building programmes to improve their effectiveness.Item Meeting the unique needs of gifted and talented learners in Nigerian schools: support options(Department of Special Education, University of Ibadan, Nigeria, 2017-07) Adelodun, G. A.It has always been the assumption of the generality of the people that gifted and talented children have been so much intellectually endowed by the Almighty God that they do not need the support of anybody in order to succeed in whatever they do. However, the most acceptable definition of gifted children describe them as those who require differentiated educational programmes and services beyond those normally provided by the regular programme. The implication of this is that gifted children have special educational, social and emotional needs that differ from those of other children. To meet those needs a special type of "good" teacher is required. The role the parents could also play in order to meet the unique needs of these children cannot be overemphasized. It is against this background that this study examined the essential characteristics of effective teachers of gifted students, the qualities expected of such teachers and the strategies to be adopted in supporting the gifted learners in the school. Classroom management support that can be given to gifted learners was also examined. Finally, it was recommended for teachers to always create a learning environment that is open, accepting, warm, and intellectually challenging, and to always value the achievement of high ability students. Recommendation was also made for the parents to establish a close, mutually respectful relationship with their children and to provide very often an intellectually stimulating curiosity producing atmosphere in their homes.Item Peer influence and family factors as correlate of academic achievement of high ability girls in secondary schools in Owerri, Imo State(University of Calabar Press Calabar - Nigeria, 2016-03) Adelodun, G. A.; Ibeabuchi, G. I.It has become obvious that it is difficult to determine factors that have direct relationship with academic achievement of students, most especially the high ability girls in our secondary schools. It is on this basis that this study investigated peer influence and family factors as correlate of academic achievement of high ability girls in secondary schools in Owerri, Imo State, Nigeria. The study adopted the descriptive survey research design of the ex-post facto type. Simple random sampling technique was used to select ten secondary schools in Owerri, Imo State. Ten purposively selected from each school making a total of one hundred (100) participants. The main participants were instruments used for the study include: Slosson Intelligence Test (S1T), Student Academic Record as well as Family Cohesion, Broken Home, Parental Socio-Economic Status, Peer Influence and Academic Achievement Questionnaire (FaBSPAQ) developed by the researchers. Data were analysed using simple per cent age and Pearson's Product Moment correlation at the 0.05 level of significance. Findings revealed that, there is a positive and significant relationship between broken home and family cohesion (r=0.461), parental socio-economic status related to family cohesion r=0.539, and parental socio-economic status with broken home r=0.594. Peer influence has a relationship with family cohesion r=0.457 and parental SES r=0.308 respectively. Therefore, there is relationship among the independent variables but not statistically significant. Findings also revealed that none of the four independent variables has any significant effect or contribution to the prediction of academic achievement among high ability girls with family cohesion (β = -.066, t = - .500 p>0.05), broken home, (β= -031, t =236p>0.05), parental SES (β= -.189p>0.05),and peer influence (β= -128, t = -1.114 p>0.05). Finally, the findings revealed that there is no significant combined influence of independent variables to the prediction of dependent variable. The ANOVA result of the regression analysis shows that there was no- significant joint influence of the independent variables on academic achievement. The model summary table revealed that adjusted R2 of 1.21% of the variance observed in the achievement of the student which was statistically not significant. F (4,95) = .742, p>0.005. it is therefore recommended that schools, parents and researchers should identify other factors that may affect the academic achievement of high ability girls. Recommendation was also made that parents should promote unity at home as this may promote positive emotional status of high ability girls which in turn could lead to improved academic achievement.Item Students’ personality factors as correlates of academic performance among gifted underachievers in selected secondary schools in Ibadan(2016-06) Adelodun, G. A.; Okesanjo, T. Y.The study investigated students' personality factors as correlates of academic performance among gifted underachievers in selected secondary school in Ibadan, Nigeria. It examined the relationship between the students' personality and their academic performance especially gifted underachievers. The population consisted of gifted underachievers in selected senior secondary schools in Ibadan. A total sample of 100 gifted under achieving students were randomly selected from five out of eleven local government areas in Ibadan. A validated instrument titled International Personality Item Pool was used to elicit information from the students. Results showed that conscientiousness, extraversion, neuroticism, agreeableness, and openness jointly predict students' academic performance (p<0.05). This implied that when these five variables jointly influence students' academic performance. Openness was highly significant (t 6.880; p<0.05) and affect students' academic performance. However, there are no significant relationship between neuroticism and students' academic performance; extraversion and students' academic performance; agreeableness and students' academic performance; and conscientiousness and students' academic performance, (p> 0.05).Item Preventing violence among gifted and talented students(2016) Adelodun, G. A.The school and the family have great roles to play in preventing violence among gifted and talented students. This paper discusses ways through which parents and teachers of gifted children could help to promote children s emotional well-being and prevent violence in times of trouble. Among others, this can be achieved through helping the children develop necessary skills to manage their feelings, to confront unpleasant or adverse realities, and to acquire greater emotional stability. Especially stress that may be a significant cause of violent behaviour among gifted learners.Item 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.