Scholarly works
Permanent URI for this collectionhttps://repository.ui.edu.ng/handle/123456789/10901
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Item The impact of motivation on student’s academic achievement and learning outcomes in mathematics among secondary school students in Nigeria(MOMENT Kazim Karabekir Cad., Ankara-Turkey, 2007-05) Tella, A.In our match towards scientific and technological advancement, we need nothing short of good performance in mathematics at all levels of schooling. In an effort to achieve this, this study investigated the impact of motivation on students’ school academic achievement in mathematics in secondary schools using motivation for academic preference scale (α = 0.82) as a measuring instrument and achievement test in mathematics (ATM) Two hypotheses were tested for significant at 0.05 margin of error using t-test and analysis of variance (ANOVA) Results showed that gender difference were significant when impact of motivation on academic achievement was compared in male and female students. Also other result indicates significant difference when extent of motivation was taken as variable of interest on academic achievement in mathematics based on the degree of their motivation. Implications, suggestions and recommendations on students, parents, government, counsellors, educational stakeholders, etc were discussed.Item 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.Item Self-efficacy and use of electronic information as predictors of academic performance(2007) Tella, A.; Tella, A.; Ayeni, C. O.; Omoba, R. O.Students’ ability to find and retrieve information effectively is a transferable skill useful for their future life as well as enabling the positive and successful use of the electronic resources while at school. It is a known fact in this digital era that any student at the higher level who intends to better achieve and go further in academics should have the ability to explore the digital environment. Students are increasingly expected to use electronic information resources while at the university. Research was undertaken to determine the level of influence of self-efficacy and the use of electronic information resources on students’ academic performance. This study examined self-efficacy and the use of electronic information as predictors of academic performance. Its participants were comprised of 700 students (undergraduate and postgraduate) randomly drawn from seven departments in the faculty of education, University of Ibadan, Nigeria. Data on the study was collected through the Morgan-Jinks (1999) academic self-efficacy scale and the use of the electronic information scale (UEIS) with r = 0.75. Three research questions were raised to guide the study. The results indicate that self-efficacy and the use of electronic information jointly predict and contribute to academic performance; that respondents with high self-efficacy make better use of electronic information and have better academic performance; that a correlation exists among self-efficacy, use of electronic information and academic performance; and that the use of electronic information influenced respondents' performance in General Education subjects more than other subjects. Finally, the results reveal that the Internet is the electronic information source students access for information most often. Implications of these results and recommendations are discussed.Item 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.Item Two instructional strategies as determinants of primary school pupil's learning outcomes in mathematics(2006) Tella, A.; Bello, L. A.The study investigated the effect of explicit and peer tutoring instructional strategies (treatment), pupils' ability and gender on learning outcomes in primary school Mathematics. Data analysis involved the use of ANCOVA, MCA, and Schaffe. The findings revealed that there was significant main effect of treatment on achievement in Mathematics [f (2, 170) = 28. 007; P < 0.05] and attitude towards Mathematics [F(2, 170) =0.845; P<0.05]. Pupil's ability and gender were found not to have significant main effect on achievement in Mathematics and attitude toward Mathematics. However there was a significant interaction effect of treatment and pupils ability on pupils attitude towards Mathematics [F (4, 170) = 1.457; P<0.05]. All the two ways and three ways interaction effects on achievement and attitude were found not to be significant. These findings and their implications for classroom situation were provided for curriculum planners and educational stakeholders.Item The relationship between gender, age, mental ability, anxiety, mathematics self-efficacy and achievement in mathematics(Academic World Education & Research Center, 2009) Aremu, A. O.; Tella, A.This study examines the relationship between gender, age, general mental ability, anxiety, mathematics self-efficacy and achievement in mathematics among senior secondary school students in Oyo State, Nigeria. Using multiple regression (stepwise) statistical procedures on the data collected from 1,099 SS2 students, results reveal that mathematics self-efficacy, gender and anxiety have significant correlations with student's achievement in mathematics. Mathematics self-efficacy is the best predictor of mathematics achievement followed by gender and anxiety. The need for educational stakeholders and curriculum planners to design programmes that will enhance mathematics self-efficacy of students was discussed.Item Effectiveness of individualistic and cooperative teaching strategies in learning geometry and problem solving in mathematics among junior secondary schools(2003) Akinsola, M. K.; Tella, A.This study sought to ascertain problem solving in mathematics using cooperative and individualistic strategies in teaching and learning Geometry among Junior Secondary Schools. A sample size of one hundred students from three secondary schools in Ibadan North Local Government was used. These students were grouped into control, cooperative and individualistic teaching strategies groups, in which it was set up to test the effectiveness of the individualistic and cooperative teaching strategies. The instruments used were two teaching strategies packages Mathematics Achievement test in Geometry and students attitude inventory in Mathematics, t-test, ANOVA were used in the analysis of the data collected. 'The results of the study show that there is a significant difference in the cooperative and individualistic groups to conventional teaching method.Item 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.Item 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.Item Teaching mathematics for entrepreneurship skills: evidence-based research from Nigeria(2022-08) Tella, A.Mathematics, if well taught can encouraged self-reliance and enable individual to learn to solve his/her personal problems which can translate to solving problems on entrepreneurship activities thereby enhancing entrepreneurship skills. The paper explored the potential of what or the place of mathematics in entrepreneurship skills of individual when learning mathematics which resulted to promotion of lifelong learning. Thirty-six secondary school students were involved in the study using iterative design where investigator and their mathematics teachers planned together, implemented and evaluated an embedded-entrepreneurship mathematics lessons. The study also evaluated the possible outcomes of iteration. The results revealed high level of skillful abilities on the part of students after the forth iteration. This showed a positive combination of win-win combination of mathematics and entrepreneur. Therefore, entrepreneur skills could be a valuable activities to students when teaching and learning of mathematics is tailored to develop both mathematical and entrepreneurship skills in students as echoed in the National Policy on Education.
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