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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.Item Pre-school teacher’s perceived self-efficacy on implementation of national early childhood curriculum: implications for the achievement of sustainable development goal on education in Nigeria(2019) Ayoola, N. O.; Amosun, M. D.; Ojoko, B. A.The early years are critical in the life of every child as experiences gained during the period can have lasting effects on the child. For this reason, programmes aimed atfostering proper stimulations and holistic development ofthe child are usually put in place. One of such programmes is Early Childhood Education (ECE) which is guided by a curriculum in order to achieve the set objectives of the programme. For this reason, the Nigerian Government developed the National Early Childhood Education Curriculum for Ages 0-5 years. It is however not known whether pre-school teachers have the self- efficacy to effectively implement this curriculum. This study thus investigated Pre-School Teachers Perceived Self- Efficacy on Implementation of the National Early Childhood Education Curriculum for Ages 0-5 years in Ondo West Local Government Area of Ondo State. The study adopted survey research design. Purposive sampling technique was used in selecting twenty five (25) public and thirty five (35) private primary schools'in the study area making a total ofsixty (60) primary schools. “Questionnaire on Pre-school Teachers' Perceived Self-efficacy on Implementation ofthe National Early Childhood Curriculum (QPTPSNECC) ” was the instrument used. Data collected were analysed using percentage, mean and standard deviation while T-test was used to test the hypothesis raised. Findings revealed that pre-service teachers self- efficacy on the implementation Childhood Curriculum for Ages 0-5 years was average. These findings have serious implications for the country's attainment of Sustainable Development Goal 4.2. It was recommended that pre-school teachers should be made to regularly attend trainings that will enable them acquire necessary skills for effective implementation of the curriculum.Item Preschool teachers’ awareness, content knowledge, pedagogical skills and children’s emergent literacy in Ibadan, Oyo State(Department of Special Education, University of Ibadan, 2018-07) Amosun, M. D.; Olabisi, T. B.The primary function of language is communication. Learning about literacy begins long before children can read and write in the conventional sense. Most children at risk of school failure benefit more from high quality experiences as effective instruction in the early years can have a great impact on children's language and literacy development. In the absence of such effective instruction, differences in children understanding and use of language may vary greatly by age three. Reading skills provide a solid foundation for children's academic success. Children who read well tend to read more and, as a result, acquire more knowledge in many content domains. Although, many children learn to read without significant problem, but so many are having serious difficulty in reading which stems from lack of basic skills in emergent literacy. This study adopted a survey design of the correlational type. Random sampling technique was used to select three local government areas in Ibadan metropolis. Purposive sampling technique was used to select 10 participating preschools from each local government area with thirty (30) preschool teachers and (302) preschool children in all. Two validated instruments were adapted namely Preschool Teachers' Awareness, Knowledge of and Pedagogical Skills in Emergent Literacy Questionnaire (Pre-TAKE) and Preschool Children's Emergent literacy Assessment (PCELA) with reliability coefficient at (a = .89) and (r = .51) respectively. The data collected were analysed using multiple regression analysis to test the hypotheses. The findings revealed a significant relationship between teachers' awareness (r = 0.047; p < 0.05), content knowledge (r = 0.000; p<0.05) and the level of children's emergent literacy respectively, but there was no significant relationship between teachers' pedagogical skills (r = 0.91 ;p>0. 05) and the level of children's emergent literacy in Ibadan metropolis. In view of these findings, it was recommended that preschool teachers should be aware of children's emergent literacy and equipped with an extensive content knowledge, a repertoire of effective teaching strategies and decision making and problem solving skills to cater for children's needs. Through proper training and support, preschool teachers can acquire the expertise in literacy instruction and thus be successful in promoting literacy skills and motivation of preschool children.Item Pre-school teachers’ knowledge of early childhood assessment and domains of learning commonly assessed in Ondo West Local Government Area, Ondo State, Nigeria(2018) Amosun, M. D.; Olabisi, T. B.Children have unique nature and characteristics. Because of this, regular and holistic assessment of their learning and development is necessary. This could be done through observation, administration of standardized and teacher-made assessment instrument and children work. For assessment of pre-school children to be done effectively, teachers at this level of education need to have good knowledge of what early childhood assessment is all about. This study, therefore, examined pre-school teachers’ knowledge of early childhood assessment and domains commonly assessed in early childhood education centres in Ondo West Local Government Area of Ondo State. The study adopted descriptive survey design. The sample for the study comprised one hundred preprimary school teachers selected from both public and private schools through the use of purposive sampling. "Test on Teachers’ Knowledge of Early Childhood Assessment” (r=0.79) and “Checklist on Domains Commonly Assessed by Pre-school Teachers” (r=0.80) were instruments used for the study. Data collected were analysed using percentage, mean and standard deviation. Findings from the study revealed that the pre- primary school teachers’ level of knowledge on early childhood assessment in Ondo West Local Government Area was low (x = 38.71; SD = 16.31). Cognitive domain was the one most commonly assessed by the pre-primary school teachers (x = 3.40); with less emphasis on the assessment of other developmental domains which are the physical (x=1.58), social (x=1.60) and emotional (x=1.46). The implication is that, since the pre-schoolers are not properly assessed in all the domains of development through the use of appropriate assessment tools, they will not have the advantage of experiencing holistic development. It was, therefore, recommended that Pre-service ECE teacher education programmes should be reviewed such that teachers-in-training can acquire appropriate knowledge and skills in ECE assessment. School heads and owners should also organize in-service training, seminars and workshops on assessment in early childhood education periodically so as to train and expose the pre-primary school teachers to contemporary assessment practices in early childhood education.Item Pre-school teachers’ knowledge of early childhood assessment and domains of learning commonly assessed in Ondo West Local Government Area, Ondo State, Nigeria(2018) Amosun, M. D.; Ayoola, N. O.Children have unique nature and characteristics. Because of this, regular and holistic assessment of their learning and development is necessary. This could be done through observation, administration of standardized and teacher-made assessment instrument and children work. For assessment of pre-school children to be done effectively, teachers at this level of education need to have good knowledge of what early childhood assessment is all about. This study, therefore, examined pre-school teachers’ knowledge of early childhood assessment and domains commonly assessed in early childhood education centres in Ondo West Local Government Area of Ondo State. The study adopted descriptive survey design. The sample for the study comprised one hundred preprimary school teachers selected from both public and private schools through the use of purposive sampling. "Test on Teachers’ Knowledge of Early Childhood Assessment” (r=0.79) and “Checklist on Domains Commonly Assessed by Pre-school Teachers” (r=0.80) were instruments used for the study. Data collected were analysed using percentage, mean and standard deviation. Findings from the study revealed that the pre- primary school teachers’ level of knowledge on early childhood assessment in Ondo West Local Government Area was low (x = 38.71; SD = 16.31). Cognitive domain was the one most commonly assessed by the pre-primary school teachers (x = 3.40); with less emphasis on the assessment of other developmental domains which are the physical (x=1.58), social (x=1.60) and emotional (x=1.46). The implication is that, since the pre-schoolers are not properly assessed in all the domains of development through the use of appropriate assessment tools, they will not have the advantage of experiencing holistic development. It was, therefore, recommended that Pre-service ECE teacher education programmes should be reviewed such that teachers-in-training can acquire appropriate knowledge and skills in ECE assessment. School heads and owners should alsoorganize in-service training, seminars and workshops on assessment in early childhood education periodically so as to train and expose the pre-primary school teachers to contemporary assessment practices in early childhood education.Item Influence of home environment on preschool children's cognitive development in Lagelu Local Government Area of Oyo State, Nigeria(2018-06) Amosun, M. D.; Olatunji, O. O.The home environment has been a very important factor in the upbringing of a child. Most children in pre-school age need an environment that is comfortable and stimulating to enhance their learning skills necessary for their development. Without a good home, it is likely that these children will not develop to their maximum capacity, especially in the area of cognitive development. Therefore, this study investigated the influence of home environment on preschool children’s cognitive development in Lagelu Local Government of Oyo State. The study adopted a descriptive survey design. The sample of the study consisted of two hundred and forty-five (245) parents and their children in the nursery sections of public and private schools in Lagelu Local Government Area of Oyo State. Two instruments were used for data collection; Parents’ Assessment Questionnaire (PAQ) and Preschool Children’s Emergent Literacy Assessment (PCELA). The two instruments were validated. A Cronbach’s Alpha reliability coefficient of 0.899 and Guttman Split- half coefficient of 0.572 was obtained, respectively. The data collected were analyzed using frequency counts and percentages; simple regression test was used to answer the research questions. The findings of the study showed that there was a significant joint influence of the four variables used (parents’ education, motivation, style, and adequacy of educational materials) on the cognitive development of children. Parents’ education and motivation were the only home environment factors that significantly influenced the cognitive development of preschool children; while parenting style and adequacy of educational materials did not. Only parents’ education and motivation predicted preschool children’s cognitive development. Based on the findings of the study, relevant conclusions were drawn. It was recommended that educational materials should be made available in the home. Parents should also try as much as possible to show positive attitude towards their children. Parents should always find time to visit their children at school at least on open days so as to know all the developmental aspects of their children.
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