scholarly works

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    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.
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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.
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    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).
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    Effect of problem-solving Skills and gender on emotional stability among students with hearing impairment in Ibadan Oyo State
    (2021) Isaiah, O. O.
    This study examined the effect of problem-solving strategy and gender on the emotional stability among students with hearing impairment in Ibadan, Oyo state. The Pretest-posttest control group, quasi experimental design was adopted for the study. Two secondary schools were purposively selected from Ibadan. Thirty-two students with hearing impairment hearing loss were selected for the study. The participants were assigned to experimental and control groups. Those in the treatment group were exposed to problem-solving strategy while those in the control group were not. The treatment lasted eight weeks. The instrument used for data collection was Cattell’s Jr. High School Personality Questionnaire (HSPQ)(r=0.80). Data were analysed using Analysis of Covariance. The hypotheses were tested at 0.05 level of significance. The finding revealed a significant main effect of treatment on emotional stability of the participants (F (1.58=7.532, p<0.05). Gender has no significant main effect on the emotional stability of the participants. There was no interaction effect of treatment and gender on emotional stability of the participants.
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    Relationship between aggressive behavior and reading achievement among students with reading disabilities in Ibadan, Oyo state
    (Nigerian School Health Association (NSHA), 2015) Lazarus, K. U.
    This study investigated the relationship between aggressive behaviour and reading achievement of students with reading disabilities in lbadan, using the descriptive survey design. Two hundred and eighty-two (282) students with reading disabilities from seven secondary schools were randomly selected in four local, government areas in Ibadan. The study used an adapted version of the Learning Disabilities Screening Inventory by Learning Disabilities Association of Ontario (LDAO, r=0.63, the Reading Disabilities Screening Test (RDST, r-0.70), the Students' Test of Reading (STR, r-0.72), and the Beliefs about Aggression and Alternative (BAA, r-0.72). Pearson Product Moment Correlation (PPMC) was used to answer one research question generated, while t-test statistics was used to test the three hypotheses generated al 0.05 level of significance. The results showed that there was a signifìcant relationshipip between aggressive behaviour and reading achievement (r= -0.719, P<.05). This portrays that high aggressive behaviour would definitely lead to decreased reading achievement among students with reading disabilities, and vice versa. Also, there were signifìcant differences in aggressive behaviour and gender (F-5.049, df=280, p< 0.05); family type (F=11.004, df=280, p< 0.05); and. school type (F=9.280, df=280, p< 0.05). It was recommended that general and special educators working with students with reading disabilities should consciously implement effective strategi.es to control, manage and curb aggressive behaviours of the students so as to improve their reading and academic achievement.