scholarly works in early childhood and educational foundation
Permanent URI for this collectionhttps://repository.ui.edu.ng/handle/123456789/8548
Browse
33 results
Search Results
Item Exploring Relationship between Social Media Use and Antisocial Behaviour among Tertiary Institution Students: An Investigative Study of Influencing Factors(African Scientific Research and Innovation Council Plot 114 Yakubu Gowon Crescent Asokoro Abuja, Nigeria, 2023-07-21) Oni, T.M; Osu,C.UThis study explored the relationship between social media use, antisocial behaviour and its impact on tertiary institution students. The influencing factors were examined. The prevalent types of antisocial behaviour on social media platforms among students in tertiary institutions, contributory factors to the development of antisocial behaviour, the average hours spent by students on social media per day, as well as the difference between male and female students in their use of social media to facilitate online harassment in tertiary institutions were identified.Item Balancing the Grind: Social Media Entrepreneurship and Academic Success among Nigerian Undergraduates(International Journal of Education and Development using Information and Communication Technology, 2025-03-23) Oni, T.M; Osu,C.U.; Babatunde.TEconomic challenges in Nigeria have prompted many undergraduate students to engage in social media entrepreneurship for financial sustainability. Platforms like Facebook and Instagram provide cost-effective business opportunities. While this entrepreneurship offers benefits, it raises concerns about its impact on academic performance, especially as students often multitask between business and studies. Grounded in the Uses and Gratifications Theory, this study investigated the relationship between social media entrepreneurship and the academic performance of undergraduates. A descriptive survey research design was employed, using a randomly selected sample of 200 students from five faculties: Education, Arts, Sciences, Law, and Social Sciences at the University of Ibadan. The instrument used for data collection was the Social Media Entrepreneurship and Academic Performance Questionnaire (SMEAPQ), which included structured items eliciting responses on the social media platforms used for entrepreneurial activities, the types of social media businesses engaged in, the influence of motivation on entrepreneurial engagement, and the impact on academic performance. The reliability of the questionnaire was established through a pilot test, yielding a coefficient of 0.75. Data were analysed using both descriptive and inferential statistics. Specifically, Pearson Product-Moment Correlation (PPMC), t-tests, and means were utilized. The findings revealed that undergraduates primarily use WhatsApp (X̄=3.59), Instagram (X̄=2.97), and Telegram (X̄=2.87) for entrepreneurial ventures, focusing on influencer marketing (X̄=3.31), web development/coding (X̄=3.24), affiliate marketing (X̄=3.19), and e-commerce (X̄=3.05). A significant positive relationship was found between undergraduate motivation and engagement in social media entrepreneurship (r=.222; p<0.05), aligning with the Uses and Gratifications Theory. Additionally, a significant positive association was observed between engagement in social media entrepreneurship and undergraduates’ academic performance (r=.236; p<0.05). The study revealed that female students had better engagement in social media businesses than male students (t(195) =-3.76; p<0.05). There is a need for targeted support to help students balance business and academics, in order to foster both financial independence and academic success.Item Effectiveness of Socio-Constructive Collaboration Strategy on Post- Covid Primary School Children’s Learning Outcome in National Values(2024-07-09) Majebi, I.O; Oni, J.T; Seun-Dipe,S.; Babarinde, K; Oduoluwa, A.EThis study adopted socio-constructive collaboration strategy to enhance pupils’ learning outcome (social and cognitive skills) in national values after resumption from the compulsory closure of school for 6months. Quasi-experimental design was employed. Three hypotheses were raised and tested at 0.05 level of significance. 480 Primary one pupils from four public primary schools assigned to experimental and control within two local governments across four states participated in the study. The research spanned 15weeks. Validated instruments; Primary Pupils’ Achievement Test in National Values (PPATNV) and the Primary Pupils’ Social Skills Rating Scale (PPSSRC) were used to measure outcomes. Additionally, a Socio- constructive Pedagogical Instructional Guide (ScPIG) steered the delivery of the teaching and learning activities during the experiment. The study employed a statistical technique called analysis of covariance (ANCOVA) combined with a post-hoc test, especially the Bronfenbrenner test to analyse the pupils’ learning outcome. The results revealed significant positive effects of the intervention on both social skills and cognitive abilities (p<0.05) of pupils. Interestingly, school location also influences social skills. Furthermore, the intervention demonstrably improved students’ national values performance (p<0.05). The study concludes that a socio-constructivist collaborative teaching strategy significantly enhances pupils learning outcomes in areas related to social skills and cognitive development (national values comprehension). These findings suggest the potential benefits of adopting such strategies in primary school education for fostering well-rounded development in young learnersItem Academic Staff’s Motivation for Online Teaching in Nigerian Universities: Empirical Evidence from the University of Ibadan(International Journal of Learning, Teaching and Educational Research, 2022-06-01) Isantanmi, A.S.; Oni, T.M; Ekpenyoung,O.V; Ajani, A.O; Omorinkoba, G.OThis study investigated the academic staff’s motivation for online teaching in Nigerian universities using a mixed-methods case study research design. The main instrument used for this study was a questionnaire named ‘Academic Staff’s Motivation for Online Teaching Survey (SMOTS)', which was complemented by in-depth interviews. A total of 195 academic staff across various academic faculties and units in the University of Ibadan participated in the study. Data analysis was done using frequency count, simple percentages, mean and standard deviation, while the in-depth interviews were thematically analysed. The result of the study revealed that the majority of the academic staff have not taught using online platforms before and their frequency of online teaching consideration is occasional. Additionally, they have a high perception of online teaching in terms of helping to learn new technology and encouraging intellectual challenges. The academic staff indicated that individual training opportunities, personal decisions and group training opportunities are among the major resources that can motivate them for online teaching. Likewise, the introduction to new technology for teaching, institutional expectation, and students’ enrolment are the major external motivating factors for online teaching.Item EVOLUTION, PRACTICES AND CHALLENGES OF THE UNDERGRADUATE DISTANCE EDUCATION PROGRAMMES IN DUAL-MODE FEDERAL UNIVERSITIES IN SOUTH-WESTERN NIGERIA, 1974-2014(2019-03) OYESOMI, T.ADistance Education Programme (DEP) was introduced in the 1970s by some Nigerian universities as an alternative mode to the conventional delivery. However, reports have shown that the programme has been bedevilled by low quality learning, unethical practices and mismatch between policy and practice. Previous studies focused on enrolment, retention and analyses of some factors for motivating distance learners with less attention paid to evolution, practices and challenges of the programmes. Therefore, this study was designed to investigate the evolution, practices and challenges of the undergraduate DEP in dual-mode federal universities in South-Western Nigeria, 1974-2014. Cognitive Dissonance, Independent Study and Transactional Distance Learning theories provided the framework, while historical and descriptive survey methods were adopted. The DEP of the three accredited dual-mode federal universities in South-Western Nigeria were enumerated, namely University of Lagos Distance Learning Institute (DLI), University of Ibadan Distance Learning Centre (DLC) and the Obafemi Awolowo University Centre for Distance Learning (CDL), Ile-Ife. Primary data included oral interviews with the centre / institute directors and archival materials of the National Universities Commission (NUC) and sampled institutions, while secondary sources included relevant textbooks, journal articles, bulletins, periodicals and unpublished Ph.D theses. Questionnaires were administered to the 77 tutors, 102 administrative staff and 959 distance learning students that were purposively selected based on their experience. Historical and descriptive methods were employed for data analyses The DEP began in 1974 with the establishment of the University of Lagos Correspondence and Open Studies Unit which eventually transmuted to DLI in 1997. The University of Ibadan External Studies Programme later changed to the Centre for External Studies in 1988 and became DLC in 2002, the same year the CDL was established in Ile-Ife. Although the institutions ran DEP on part-time basis between 2002-2009, accreditation of courses by the NUC in 2011 transited the programmes to full-fledged practice. The period 2009-2014 featured improved institutional commitment, better compliance with the NUC guidelines, general increase in enrolment and a reduction of face-to-face interactions. The DLI, DLC and CDL organised orientation programmes for new students and packaged instructions into tablets, but conducted interactive sessions respectively at weekends, week days and two weeks to examinations. The weighted mean across the centres / institute was high against > 2.50 threshold in term of Capacity Development (CD), Learner Support Services (LSS) and Quality Assurance (QA) respectively. The mean values of DLI, DLC and CDL on CD, LSS and QA are (2.98 + 0.75; 2.84 + 0.85; 3.35 + 0.83), (3.10 + 0.75; 2.89 + 0.74; 3.35 + 0.50 and (3.08 + 0.85; 2.92 + 0.87 3.41 + 0.90) respectively. Despite constraints of low internet bandwidths and erratic power supply in the Universities, the undergraduate DEP had transformed from correspondence to a technologically-driven mode. Within the four decades of existence, the undergraduate Distance Education Programmes in dual-mode federal universities in South-Western Nigeria had witnessed better regulatory framework and improved productivity in spite of infrastructural constraints. To enhance better practice of the programmes, all stakeholders should be more committed.Item Teachers' perception of attention deficit hyperactivity disorder and their knowledge of Strategies used for pupils with the disorder(2022-07) Amosun, M. D.; Rasaq, O. A.Attention-Deficit Hyperactivity Disorder (ADHD) is one of the most frequent diagnoses in schools today, it is a common childhood neurodevelopment disorder that involves unremitting, and controversial childhood disorders, receiving large amounts of attention from researchers and general public. Pupils with this disorder have problems with attention span, impulse control and activity which frequently interfere with both classroom and social activities. The success of these categories of pupils in classroom situation depends on the ability of teachers to manage them. Despite the existence and availability of many empirical studies examining the causes, assessment, associated issues and treatment of ADHD, relatively few studies have examined teachers' perception of ADHD and their knowledge of support strategies used for pupils with the disorder. The extent to which this is done forms the basis of this study. A descriptive survey research was conducted, two hundred and thirty five pre-primary and primary school teachers participated in the research process where it was discovered that teacher hadpositive perception of the disorder and had low knowledge ofthe majority of the measured strategies used in handling pupils with ADHD. It was recommended that government and all private school owners should encourage the teachers through training for better implementation of strategies used for pupils with ADHD. Curriculum for teacher education should be restructured to include early childhood special education courses for pupils with special needs like ADHD.Item Home environment as correlates of primary school pupils’ literacy skills development in Ibadan metropolis(2022-03) Amosun, M. D.; Ogunyebi, T. C.Abstract: One serious problem currently facing primary education in Nigeria is illiteracy. An alarmingly high percentage of primary school children are not learning to read, that is, they cannot use reading as a tool of learning, a problem which is also synonymous to writing. Researchers have also identified factors such as teachers’ quality, school factor and availability of reading materials, foreign language usage, as factors that could be responsible for such marred development of literacy skills in children. However, most studies on the influence of home language on children’s literacy skills were all foreign studies. In view of these, this study investigates home environment as correlate of literacy skills of primary pupils in Ibadan metropolis. The study adopted a correlational survey research design. Simple random sampling technique was used to select one and twenty (120) primary three pupils. Pupils reading assessment (0.92), Pupils’ Home-environment and literacy Questionnaire (0.70) as well as Writing assessment scale (0.91) were the instruments used in the study. Two research question were answered using inferential statistic of Pearson product movement correlation. The findings revealed that there is a significant positive relationship between home environment and reading skills of pupils. (r=0.30; p<0.05), but no significant relationship between home environment and writing skills (r=-0.04; p>0.05). The study recommended that effort must be made on the part of the parents to ensure that their home environment is such that facilitates and stimulates the literacy skills of their childrenItem Efficacy of think-aloud strategy on the cocktail party effect of pupils with auditory processing disorders(Taylor & Francis, 2022) Adewunmi, A. T.; Olusanya, O. A.; Amosun, M. D.; Osisanya, A.Item Differential effects of small-group and whole-class instructions on primary pupils’ academic achievement in english language(2021-06) Amosun, M. D.Achievement is taken as the major goal for which classroom is set up. This is because society frowns at any classroom effort that does not lead to pupils’ high achievement. Hence, the reason society may hold both home and school factors responsible in this regard among others. In order to improve pupils’ academic achievement, educationists continue to encourage teachers to change their methods to bring about quality learning and achievement. This study therefore investigated effects of two different teaching strategies among primary school pupils. The research design employed was the pre-test, post-test control group quasi-experimental design. Two research hypotheses were formulated and tested at 0.05 level of significance. The participants (58 males and 42 females) were drawn from randomly selected primary five classes in public schools in Ibadan North Local Government Area of Oyo State. The instrument used to collect the data was English Language Achievement Test (ELAT). The data collected were analysed using descriptive statistics which includes mean, standard deviation while inferential statistics includes use of t-test. The result revealed significant main effect on pupils' performance on English Language achievement test. However, there was no significant difference in the performance of male and female pupils. Based on the findings, it was recommended that the use of small group instruction should be adopted in primary school to enhance the teaching and learning of English Language among others.Item The impact of parental attitude and practices toward children with special needs in Oyo State(Positive Psychology Association of Nigeria, with headquarters in University of Ibadan, Nigeria, 2021-06) Oladimeji, O. O.; Amosun, M. D.This paper reports the findings of a study designed to explore the impact of parental attitude and practices toward children with special needs in Oyo State. Participants included 25 parents of children with special needs. Their attitudes were assessed using an adapted Parental Attitude Scale (0.71). The result revealed differences in the attitude of parents on various domains of the scale. They indicated that their attitude has brought about positive academic performance and social development of their children irrespective of their level and type of disability.The study however, revealed that parents’ attitude is a strong determinant of academic performance and social competence of children with special needs. Based on these findings, it was recommended among others that parents should look beyond their children’s disability and improve on their attitudes toward them in other to fulfil their potential.