Scholarly works

Permanent URI for this collectionhttps://repository.ui.edu.ng/handle/123456789/10901

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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.
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.
An assessment of mathematics self-efficacy of secondary school students in osun state, Nigeria
(Ife Centre for Psychological Studies, 2011-03) Tella, A.
The study examined an assessment of mathematics self-efficacy of secondary school students in Osun State. It drawn on 500 students comprising 250 males and 250 females randomly selected from 5 secondary schools in Osogbo. Their ages range between 11-17 years with a mean age of 14 years and a standard deviation of 4. A self - efficacy instrument developed by (Morgan & Jinks 1995) was adapted with mathematics achievement test with r= 0.72 developed by the researcher were used for data collection. Three hypotheses were tested at 0.05 level of significance using student-t test, Pearson Product Moment Correlation and Analysis of Variance (ANOVA) statistical tools. The results indicated that significant difference exists in the mathematics self-efficacy of the subjects based on gender and age groups, and that of mathematics achievement. Based on the findings, it was recommended that Secondary School teachers should always make mathematics class more interesting as this will go a long way to improve the student’s self efficacy and achievements in the subjects.
An assessment of mathematics teachers’ Internet self-efficacy: implications on teachers’ delivery of mathematics instruction
(Taylor & Francis, 2011-03) Tella, A.
This study examined the mathematics teachers’ Internet self-efficacy and its possible influence on the delivery of mathematics instruction. The participants were 90 mathematics teachers selected from various schools in five local government areas of Osun State, Nigeria. The results demonstrated that to a great extent mathematics teachers have high Internet self-efficacy and that correlation exists between mathematics teachers’ age, Internet usage and Internet self-efficacy. Irrespective of gender, mathematics teachers have the same level of Internet self-efficacy. Moreover, Internet self-efficacy and usage were revealed to drastically improve the way teacher teach mathematics and conduct research. Upon these findings, it was recommended that mathematics teachers who do not know how to browse and search the Internet should consider doing so now without wasting much time. There is also the need to increase Internet usage, on the part of the mathematics teachers who just begin using the Internet. They need to do this considering the fact that increased usage leads to high Internet self-efficacy. Moreover, it is high time to close the technology gender gap which has been in existence since a long time. This can start from the mathematics teachers.
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.
Availability and use of ICT in South-Western Nigeria Colleges of Education
(2011-10) Tella, A.
This paper investigated the level of availability and use of ICT in some South-western Nigeria Colleges of Education. The study revealed low level of usage of ICT gadgets and non-availability of some ICT equipments. The data for the study were gathered through a two page questionnaire administered to 200 respondents who were accessible in the School of Education in all the Colleges of Education in the South-Western part of Nigeria. In total, 180 questionnaires were retrieved which represents 90% return rate. At the same time, the data were analyzed quantitatively using SPSS. The results of the survey on College of Education staff on the level of availability, use of and perception of the impact of ICT on teacher education in Nigeria revealed and suggested a low level of usage of ICT gadgets; nonavailability of ICT equipment and that the respondents were disgruntled with the sluggish use and integration of ICT.
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.
Ease of access of the available virtual facilities for quality teaching and research in Africa tertiary education institutions
(Educational Assessment and Research Network in Africa,, 2016) Tella, A.
Effect of daily and weekly testing on students mathematics achievement at upper basic level
(Nigerian Educational Research & Development Council (NERDC) Sheda, Abuja, 2009) Tella, A.
Assessment is a systematic basis for making inference about the learning and development of students towards increasing students' learning and development. Teachers should therefore realize that assessment is the quickest strategy to improve student learning, hence this study examined an assessment strategy on Upper Basis School Mathematics achievement. The subjects in this study were upper basic school students from four Mathematics classes. All the students were taught by the same teacher, and the experimental duration was for three months or equivalent of one term. The four classes comprise two control groups and two experimental groups. In the control group, students took weekly tests every Friday, and in the experimental groups, students took daily tests during the last twelve minutes of the stipulated forty-five minutes allowed per period of the class teaching. The researcher examined whether the daily tests had significant impact on students' mathematics achievements as measured at the end of term examination. The researcher also examined whether daily testing had any effect on students' homework grades. The study found that daily testing significantly improved students' mathematics grades/score and home work grades.
Effects of computer assisted instruction on senior secondary school students’ achievement learning outcome in chemistry in Osun State
(Department of Teacher Education, Faculty of Education, University of Ibadan, 2010) Ige, T. A.; Tella, A.; Kareem, A.
This study determined the effects of computer assisted instruction on senior secondary school students’ academic achievement in chemistry in Osun State. The moderating effect of students’ gender and attitude on students’ achievement was also examined. The study adopted one group pretest-posttest experimental research design. Three secondary schools provided with computer tablets by the state government of Osun were purposively selected for the study. Chemistry class was randomly selected in each of the three schools making a total of 152 students (male and female) participated in the study. Students pre and post-test Chemistry achievement scores and Students Attitude Questionnaire on Minicomputer Tablet (SAQMT) were used to collect data. Data were analyzed using Analysis of Covariance (ANCOVA). Five hypotheses were tested at 0.05 level of significance. Results showed that Computer Assisted Instruction has no effect on students’ academic achievement in Chemistry (F(1,151) = 2.129; P > 0.05). It was also revealed that gender and attitude have no effect on students’ achievement in Chemistry. The study therefore recommends that necessary skills in the use of computer tablet for teachers and students, which will assist teaching and learning with computer for students’ achievement.
Effects of environmental variables on students’ achievement in mathematics in some selected schools in ila lga Osun State, Nigeria
(The Mathematical Association of Nigeria, 2013-09) Tella, A.
The study examines the relationship between some environmental variables and students' achievement in mathematics. The research design adopted for this study was a survey in which 250 senior secondary school III students were sampled through stratified random technique. Mathematics Achievement Test and a questionnaire on environmental variables were used as instruments for data collection. The data collected were analyzed using inferential statistics, Pearson Product Moment Correlation. The findings demonstrate that there was a relationship between economic factor and students' achievement in mathematics. Also; a significant relationship was observed between socio-factor, peer influence and home background and students' achievement in mathematics. It was recommended among others that parents should use their socio-economic status positively whether high or low to influence their children performance in mathematics; and if possible, other subjects. They can do this by making available the necessary materials such as books, learning aids and even writing materials that can enable them to do well in mathematics.
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.
Factors predicting mathematics teachers' use of laptops
(Department of Educational Management, University of Ibadan, 2016-06) Tella, A.
ICT improves the way mathematics is being taught and enhances student understanding of basic concepts. Many researchers have carried out studies to evaluate the benefits of using ICT in mathematics. Laptop is one of the ICTs being used and adopted for the delivery of mathematics instructions. In Nigeria, the use of laptop for mathematics instructional delivery at the secondary school level has just begun to gain pace. In the light of this, it is considered necessary to examine factors predicting use and adoption of laptops by the secondary school mathematics teachers. In the light of this, this paper examines factors predicting mathematics teachers' use of laptop. The population of the study comprised 600 secondary schools mathematics teachers who were selected from secondary school across South West geo-political zone in Nigeria. A survey approach was adopted for the study and questionnaire was used for the collection of data on the study. The study reveals that, six factors except computer anxiety correlate with mathematics teachers' use of laptops. The six factors (ease of use, perceived usefulness, prior computer experience, teaching quality, and teaching effectiveness and Computer anxiety) together made 74% of mathematics teacher laptops use. The entire actors again exerted significant contribution to mathematics teachers' uses of laptops. In other words, the six laptops use prediction variables significantly explain use of laptops by the mathematics teachers. Since the study demonstrated that laptops is easier to use and its considered being useful and improve the quality of teaching and makes teaching effective; it is recommended that mathematics teachers who have phobia for the use of laptops should do away with the phobia, and endeavour to familiarise themselves with the laptop so that they can as well make use of it to improve their teaching and instructional delivery of the subject.
Globalisation, blended learning, and mathematics education: implications for pedagogy in tertiary institutions
(Information Science Reference (an imprint of IGI Global), Hershey, 2014) Tella, A.
The issue about globalisation is now commonplace. However, there has not been enough literature concerning its link with ICT and mathematics education and how the three put together have impacted tertiary education pedagogy. In light of this, this chapter involves a local context of tertiary institutions operating in an environment exposed to the processes of globalisation. The chapter explores the meaning of globalisation, information communication technology, and mathematics education. It discusses how ICT and globalisation in relation to blended learning have influenced mathematics education, considers the relation between globalisation and mathematics education, and finally, draws the implications of globalisation and ICT on pedagogy in tertiary education.
Globalized mathematics curriculum: could it ever be possible?
(IGI Global, USA, 2019) Tella, A.
It is a known fact that the world now is a global village. Almost every aspect of human endeavor is moving with space in this era of digitization and movement with ethos of ages. The teaching of mathematics has been polarized in term of introduction of cultural diversity from other countries. Within standardized curricula, concepts and teaching are largely dissociated from the knowledge and skills a child brings into the classroom. Unless learners realize that mathematics exist in their very own world, beyond school walls and beyond a Eurocentric worldview, many of them will continue to complain about it as boring and uninteresting. Universalizing the curriculum for the sake of simplifying assessment or selling textbooks is not going to minimize the anxiety or even hatred that many students feel towards numbers. Conversely, introducing everyday mathematics into curricula will help students understand that math is something related to their culture.
Higher education and global flow of information and idea among youths: explanation for youth and ICT as agents for change
(Higher Education Research and Policy Network (HERPNET), Ibadan, 2010) Tella, A.
This paper examined higher education and the global flow of information and ideas among youths and explanation for youth and ICT as agents for changes in our society, in terms of assessing information, and the utilisation of information via-internet and education to better their lots in terms of connection and employment outside their country of residence. This paper also looks at how a global forum for youths in ICT education could be organised, and the benefits attributed to this forum were discussed. The paper therefore recommends that education in ICT should be made compulsory for the youths, and the internet should also be made accessible freely for youths in schools.
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.
(MOMENT Kazim Karabekir Cad., Ankara-Turkey, 2007-04) Akinsola, M. K.; Tella, A.; Tella, A.
Procrastination is now a common phenomenon among students particularly those at the higher level. And this is doing more harm to their academic achievement than good. Therefore, this study examined the correlates between academic procrastination and mathematics achievement among the university mathematics undergraduate students. The study used a total sample of 150 part 3 and 4 students in the department of mathematics and mathematics education students in the university of Ibadan and university of Lagos, Nigeria. The 35 items academic procrastination scale developed and validated by Tuckman (1991) was used for the collection of data, in conjunction with the subjects GPA scores till date in mathematics. Findings indicates that: a significant correlation was found in the academic procrastination and academic achievement of the subjects in mathematics, significant difference also exists in the levels of procrastination and mathematics achievement of the subjects, with low procrastinators performing better than the moderate and the high procrastinators. Results further reveals the subjects procrastinate the same way irrespective of their gender. Implications of procrastination on academic achievement of students at all levels generally and some effective ways of remediation of procrastination were suggested.
Influence of in-class and after-class mathematics practice on students' achievement in selected secondary schools in ibadan north local government of Oyo State, Nigeria
(2014-09) Tella, A.; Osunniyi, K. M.
This study examined the influence of In-class and After- class mathematics practices on students' achievement in mathematics in senior secondary within Ibadan North Local Government of Oyo State, Nigeria. 120 students between the ages of 14-20 years were sampled for the study; 60 males and 60 females; 30 each from four schools with 10 from each arm-science, social sciences and arts- from each school. Descriptive survey type was adopted for this study. Three questionnaires forms were used; the Student Practice Perception Questionnaire (SPPQ), Teacher Practice Approach Questionnaire (TPAQ) and Mathematics Achievement Test (MAT). The data were analyzed using frequency count, percentage, t-test, one way analysis of variance and correlation statistics. The result shows that the two practice assessment approaches have a positive correlation with students’ achievement with In-class practice having higher index (5.8%). Also no practice approach has an advantage over the other in influencing students’ achievement in mathematics. Furthermore, teachers most preferred practice approach correlates positively with students' most preferred approach. Lastly opportunity to practice or engage in mathematics has positive influence on students' achievement. The study recommends a combined and flexible use of In-class and After class practice approach as an opportunity to learn which help to improve students' achievement.
Investigation into relationship between procrastinatory behaviour and mathematics achievement of Osun State college of education students
(Faculty of Education and Extension Services, Usmanu Danfodiyo University, Sokoto, Nigeria, 2012-10) Tella, A.
The study examined academic procrastination in relation to Mathematics academic achievement of Osun State College of Education Students, lla-Orangun. One hundred students taken via census constituted the study sample. An adopted and modified version of a 35-item standardized procrastination scale with r = 0.90 via Cron bach alpha was used for data gathering. Three hypotheses were developed and tested using Pearson Product Moment Correlation; Analysis of Variance [ANOVA], and students-t statistical tools. The result indicated that procrastination had an inverse relationship to and influence on mathematics academic achievement of students and the influence was irrespective of gender. Implication of procrastination on Mathematics achievement was highlighted. And parts of the suggestions for students to overcome procrastination include that; they should find help if needed because staff can usually offer a lot of support and advice if they are confused about a piece of work.
Locus of control, interest in schooling and self-efficacy as predictors of academic achievement among junior secondary school students in Osun State, Nigeria
(2011-05) Tella, A.; Tella, A.; Adeniyi, S. O.
Background: Academic achievement is interestingly an important issue; a fundamental premium upon which all teaching learning activities are measured using some criteria of excellence e.g. good academic performance, poor academic performance and academic failure. Aims: This study examines locus of control, interest in schooling and self-efficacy as predictors of academic achievement of Junior Secondary School Students. Sample: The sample of the study consisted of 500 students comprising 300 boys and 200 girls. These were selected from twenty-five secondary schools through stratified random techniques. The stratification factor used was the class of the students. Method: An ex-post-facto research design is adopted. Three independents variables (Locus of Control, Interest in schooling and self-efficacy) with the dependent variable (academic achievement) are measured with relevant standardized instruments. Two research questions are developed and answered. Results: The results indicate that locus of control, interest in schooling and self efficacy jointly and relatively contribute significantly to the prediction of academic achievement of the Junior Secondary School Students. Conclusion: Based on these findings, the simultaneous need to continuously stimulate the interest of the students and teach them time management, and for teachers to see all the three variables as equally important and to help students improve on them was emphasized.