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Adolescent girl, commercial sex workers and HIV_AIDS awareness
(Department of psychology, Obafemi Awolowo university,Ile-Ife, Nigeria, 1996-09) Emeke, E. A
The objective of the study is to assess the level of awareness of HIV AIDS among adolescent girls commerical sex workers in terms of the existence of HIV-AIDS in Nigeria, and the sex workers' awareness of their vulnerability to HIV-AIDS infection. The study also examined the preparedness of the commercial sex workers to quite the trade. A 20-item questionnaire HIV_AIDS awareness among commercial sex workers- was administered on the 12 adolescent commerical sex workers in the two brothels used for the study. Results indicated a high level of awreness of the existence of HIV-AIDS infection, they do not see themselves quiting the trade since they believe they already have the stigma as sex workers. The findings have implications for designing intervention strategies which can help promote behavioural change in the adolescent sex worker, and help restructure her cognitive make-up regarding her mind set about having a stigma.
After-school lesson syndrome: implicationfor academic performance of students at S.S. C. E in Nigeria
(2013) Akorede, S. F.
An appraisal of medical institutions and medical professionals in Nigeria
(Journal of School Health Education, 1995) Emeke, E. A
This paper takes a critical look at the medical institutions and medical professionals in our country. It assesses how well |Nigerians are being served by them, and concludeds that some changes are called for in the quality , quantity and patterns of health care delivery system in this country. The paper ended with a few sugestions and recommendations.
Appraising survival of primary education- a task for all
(2004) Emeke, E. A
Appraising the role of reproductive health, family planning, maternal and child care in the context of population stablization in Africa
(Nigerian school health association (NSHA), 2000) Emeke, E. A
In a world of about 5.6 million people, growing by nearly 100million more every year, the future of the planet and especially the portin of it known as Africa, depends on promoting population stabilization. The roles reproductive health, family planning, maternal and child care can play in the achievement of thses population stabilization form the focus of this paper. Factors affecting population stabilization can be classified into two groups; namley background variables and intermediate or proximate variables. The former includes cultural, psychological, economic, social, health and environmental factors. The proximate determinants are those factors that have direct effect on population stabilization. The background factors operate through the proximate determinants to influence the stabilization of population since they do not have direct influence. This paper assesses the relative effect of four proximate determinants on population stabilization namely, reproductive health, family palnning, maternal care and child care, illustrating different effects of each factor.
The boy-child school drop-out problem in Nigeria: strategic analysis and priorities for intervention.
(United Children Education Fund(UNICEF) and Center for African Settlement Studies and Development (CASSAD), 2004-09) Uwakwe, C. B. U.; Emeke, E. A
A causal model of family socio-demographic factors on parents’ involvement in the provision of basic education and students’ achievement in english language
(2012-03) Aderibigbe, O. M.
Provision of basic education is currently receiving a global attention and a boost in all nations of the world. Research evidence in Nigeria indicates a nation-wide concern over the consistent students’ poor performance in English language particularly in externally conducted examinations. The failure rate in the subject is on the increase in spite of concerted effort to find pedagogical solution within the school system. There is a need for serious government, school and parent collaboration in the provision of basic education to improve students’ achievement. This study, therefore, sought to establish a causal explanation of family socio-demographic factors that influence parental involvement and students’ achievement in English language in Ogun state. The study is an ex-post-facto type which used a multi-stage sampling procedure to select 1,373 students from thirty schools spread across six local government areas in Ogun state. Two instruments were used to collect data. They were Students Achievement Test in English (KR20=0.71) and Questionnaire on Parents’ Involvement (α =0.96). Four research questions were answered in the study. The data obtained were subjected to path analysis. The most meaningful causal model on parents’ involvement had twenty four pathways that were significant at p< 0.05. All the predictor variables (marital status, parents’ education, parents’ occupation, parents’ income, number of children, family size, gender of the child, parental educational expectation) made a total contribution of 7.2% of the variance in parents’ involvement. In all, the total effect on parents’ involvement was more indirect (51.78%) than direct (48.22%). Parents’ education (β=. 20) had the most potent effect on parents’ involvement; followed by parents’ occupation (β=.06), marital status (β=-.07) and family size (β=-.24). Parents’ income, number of children in the family, gender and parents’ expectation had only indirect effect on parents’ involvement. Also, the most meaningful causal model on students’ achievement had twenty five pathways that were significant at p< 0.05. All the predictor variables made a total contribution of 5.2% of the variance in achievement in English language. In all, the total effect on achievement was more indirect (50.13%) than direct (49.87%). Number of children (β=.23) had the most potent effect on achievement in English language, followed by parents’ educational expectation (β=.16), parents’ education (β=.09), parents’ income (β=.05) and family size (β=-.24). Marital structure, parents’ occupation, gender and involvement had only indirect effect on achievement in English language. Parents’ education, family size, parents’ occupation, and marital status directly influenced parents’ involvement; and number of children, parents’ educational expectation, parents’ education, parents’ income and family size directly influenced achievement. Educational administrators, principals, teachers, students and parents should see these variables as very important in improving parental involvement and achievement in English language at the junior secondary school level. Parents’ involvement should be seen as a continuous process to enhance students’ achievement in school.
Cognitive change procedure in resolving test anxiety in students
(The Institute of Education, University of Ibadan on behalf of participating West African Universities and Ministries of Education, 1992) Emeke, E. A; Yoleye, T. W
Combating boys' drop-out rate in Nigeria:an evaluation of strategies that work
(Pen Services, No 2, Chief J. B Ojo street, saw mill, old Ife road, P. O. Box 22649, Ibadan, 2005) Emeke, E. A; Adegoke, B. A
COMPARATIVE EFFECTIVENESS OF TWO PROBLEM-SOLVING TEACHING APPROACHES ON SENIOR SECONDARY SCHOOL STUDENTS’ ATTITUDE TO AND ACHIEVEMENT IN PRACTICAL CHEMISTRY
(2015-06) APARA, O.M
It has been observed that many secondary school students in Nigerian perform poorly in chemistry. This may be attributed to the teaching methods used by their teachers as well as inadequate provision of practical materials and activities. Very often, students only observe experiments, copy notes and draw diagrams during chemistry lessons. Studies have revealed that students do not actively and effectively take part in practical chemistry exercises and this may be part of the reasons for their poor performance in the subject. This study, therefore examined the extent to which Laboratory Problem-Solving Model (LAPSOM) and Hands-on, Minds-on Problem-Solving Model (HAMPSOM) improved students’ attitude to and achievement in practical chemistry. It further determined the moderating effects of chemistry process skills and class size. A pretest-posttest, control group quasi experimental design with a 3 x 2 x 2 factorial matrix was used. From the eight educational zones in Oyo State, three were randomly selected from Ibadan and Oyo towns. Three Local Government Areas (LGAs) were chosen based on the geographical location from each of the selected zones. Nine public senior secondary schools were randomly chosen from the selected LGAs. Nine intact classes of 359 students participated and were assigned to LAPSOM, HAMPSOM and control groups. Treatment lasted six weeks. The instruments used were: Chemistry Achievement Test (r=0.79), Students’ Attitude to Practical Chemistry Scale (r=0.85), Chemistry Process Skills Rating Scale (r=0.78). LAPSOM, HAMPSOM, and Conventional Method. Seven null hypotheses were tested at 0.05 level of significance. Data were analysed using ANCOVA. There was a significant main effect of the treatments on students’ achievement in practical chemistry (F(2,346)=13.03, η2=0.070, R2=.176). Students exposed to HAMPSOM performed better (x=20.02) than those in LAPSOM (x=18.64) and the control group (x=15.09). There was no significant main effect of the treatments on students’ attitude to practical chemistry. Both high and low chemistry process skills had significant effect on students’ achievement in practical chemistry (F(1,346)=10.15, η2=0.029, R2=.176). Students exposed to HAMPSOM with high skill performed best (x=47.16) followed by those exposed to LAPSOM (x=40.79) and control (x= 40.29). Chemistry process skills had no significant effect on students’ attitude to practical chemistry. Large and small class sizes had significant effect on students’ achievement in practical chemistry (F(1,346)=14.54, η2=0.04, R2=.176) but students in small class performed better (x=19.43) than those in large class (x=16.38). There was no effect on students’ attitude to practical chemistry, even though students in large class had better attitude (x=92.17) than those in small class (x=90.65). There was a significant interaction effect of treatments and chemistry process skills on students’ attitude to practical chemistry (F(2,346)=3.31, η2=0.019, R2=.032) and also students’ achievement in practical chemistry (F(2,346)=5.11, η2=0.029, R2=.176). The other two-way and three-way interactions had no significant effects on both. Hands-on and Minds-on problem-solving approach had greater impact than Laboratory problem-solving approach on students’ attitude to and achievement in chemistry. Teachers should therefore employ Hands-on and Minds-on problem-solving approach in teaching chemistry.
Continous assessment (C. A) practices in Nigerian secondary schools
(1998-12) Jonathan- Ibeagha, E.; Olopoenia, S. F.
In this paper, attempt was made to give the definition of and rational for Continous Assessment in Nigerian secondary schools. The origin, concept and characteristics of C. A were also highlighted. The operational techiques and short-comings of C. A practices in Nigerian secondary schools were discussed. Finally, recommendations to help ameliorate the existing problems in continuous assessment practices in Nigerian secondary schools were suggested.
Current research trends in the teaching and learning of science implications for secondary school teachers
(The institute of education, university of Ibadan on behalf of participating west African universities and ministries of education, 1992) Emeke, E. A
Determinant of students' cognitive achievement in senoir secondary school physics: how important is test response mode?
(2006) Emeke, E. A; Adegoke, B. A
In this paper, the authors, using the ex-post -factor procedure, examine the effect of test response mode (essay and objective tests) on students' scholastic achievement in physics at the senior secondary school level. The sample consisted of 475 SSII students(233 males and 242 females) drawn from seven randomly selected senior secondary schools in Ibadan south east local government area of Oyo state. Data analysis was done using mean scores and t-test (paired and independent sample). Results showed that: students performed better in objective test than in essay test. There was no significant difference in the performance of male and female students in the objective test. Male students performed better than female students in essay test. The authors offered suggestions on what physics teacher could do to help students achieve better results in physics essay tests and sustain thier interest in physics, and more importantly improve their overall performance in physics
Effect of indirect and direct teacher influence on dependent-prone students learning outcomes in geometry
(2006-07) Emeke, E. A; Adegoke, B. A
Personality factors and teachers' teaching style are among the many factors that affect students' learning. In the study, the writer examine the effect of direct and indirect teacher influence on dependence-prone students' learning outcomes in geometry at the senior secondary school level. The top 25% (216) based on the scores of 864 on a dependence-prone test were used in the study. The 216 identified dependence-prone students were divided into two groups and each was exposed to the two constracting teacher-talk strategies (direct verus indirect). Using both descriptive and multivariate statistical analysis, results showed that treatment contributed significantly to the variations in the dependent-prone students' mean cognitive achievement in geometry. A major implication of this study is that closer supervision through the use of direct influence, an all common antidote to lower achievement in mathematics and the sciences, may be harmful to dependent-prone students
The effect of water, environmental sanitation(WES) and hygiene on girls' education in Nigeria
(United Children Education Fund(UNICEF) and Center for African Settlement Studies and Development (CASSAD), 2002-04) Emeke, E. A
EFFECTS OF NOTE-TAKING STRATEGIES, ATTITUDINAL DIFFERENCES AND SOME PERSONALITY TRAITS ON STUDENTS' ACHIEVEMENT IN SOCIAL STUDIES
(1995) ABODUNRIN, G. O.
This study employed a 3x2x2 pretest-post test control group factorial design to investigate the effects of note-taking strategies, attitudinal differences and some personality traits on students' achievement in Social Studies. The subjects of the study were 96 first year Social Studies students of three Colleges of Education in Oyo and Osun States of Nigeria. Two experimental and one control groups were used. The first experimental group listened to taped lecture and wrote their own notes. The second listened to the taped lecture and followed lecturer's prepared notes while the control group listened only to audio-taped lectures on population studies. The Eysenck Personality Inventory (EPI) and the Students' Attitude to Social Studies Questionnaire (SASSQ) were utilised to categorize the subjects into extroverts and introverts, and to those with positive or negative attitude to social studies. Without any opportunity to review notes, subjects were made to take two post-tests - Social Studies Immediate Recall Test (SSIRT) and Social Studies Delayed Recall Test (SSDRT). Three dependent measures which were obtained for each subject were the pretest score, the immediate post-test score and the delayed post-test score. Data obtained were analyzed using Analysis of Covariance while Tukey Honestly Significant Difference tests were used for post hoc tests. The highlights of the results include the following: (1) There were statistically significant differences in the students' achievement on the basis of the different note-taking strategies adopted at both the immediate and delayed recall tests. Both the note-takers and note followers had significantly higher scores than the control group. (2) There were no statistically significant interactive effects of note-taking strategies and attitudinal differences on the students immediate recall test but there were statistically significant differences at the delayed recall test. (3) There were no statistically significant interactive effects of note-taking strategies and personality traits on the students' achievement at both the immediate and delayed recall test. (4) There were no statistically significant interactive effects of note-taking strategies, attitudinal difference and personality traits on students' achievement at both the immediate and delayed recall tests. The results are consistent with the idea that note-taking can be a generative activity that encourages students to build connections between lecture information and what they already know. This is one of the implications of the findings. Other implications were: that, rather than indulging in writing notes on the blackboard or in handouts for our students, they should be taught how to encode accurately lecture information during lecture; that sufficient practice in note-taking should be given to our students right from the lower levels of education; that whether a student is extrovertic or introvertic in his personality disposition, his achievement in social studies depends more on the type of note- taking strategy he adopts during class lectures; that positive attitude to learning enhances better remembering and recall. Suggestions were also made for further studies in the area of the research.
Ensuring quality assurance of the teaching-learning process in African univeristies
(2012-11) Akorede, S. F.
Higher education is at the crossroads in most African countries. At one end there is high demand for access to higher education and at the other the skills acquired is questioned. In other to survive in the competive world of globalization, all higher education institutions should therefore engage in extensive review of literature on diverse views of quality assurance, quality control and total assurance practices in some advanced and African countries. It answered the question of how quality of the teaching learning process can be assessed and how to enhance the appropriate skills in our university graduates. The paper recommended that greater emphasis should be placed on the supervision and monitoring of the teaching-learning process, so that university graduates will acquires the appropraite skills required by the society.
Evaluation in the humanities and social sciences
(The Postgraduate School, University of Ibadan, Ibadan, Nigeria, 2013) Folajogun, V. F.; Akorede, S. F.
EVALUATION OF ADULT AND NON-FORMAL EDUCATION PROGRAMME IN OYO STATE, NIGERIA
(2011-05) ADEDEJI, O.T
The challenge of high rate of illiteracy in the developing nations necessitated the establishment of Adult and Non-Formal Education Programme. The programme is to organise literacy training, develop the trainees’ attitudes and commitments towards active participation in the development of their locality, improve the trainees’ job performance and standard of living as well as promote functional literacy in health education. Although Oyo State established the programme in 1988, there is no record that it has been empirically evaluated. Hence the study evaluated the programme to ascertain the achievement of the set objectives and the effect of trainees’ academic needs, trainers’ experience and qualification, training facility and training strategy on the trainees’ achievement in communication, numeracy, social studies and health education. The study adopted a survey research design. Multistage and proportionate stratified sampling were used to select 780 trainees, 30 trainers from 3 strata (Basic, Post Basic and Advanced literacy) and 40 primary six pupils spanning 10 local government areas of Oyo State. The four instruments used for data collection were: Adult and Non-Formal Education Trainees’ Questionnaire (r=0.80), Adult and Non-Formal Education Teachers’ Questionnaire (r = 0.83), Classroom Interaction Scale (r=0.62), Adult and Non-Formal Education Programme Achievement Test (r=0.75). Three research questions were answered and one hypothesis was tested. Data were analysed using descriptive statistics, t-test and multiple regression. The objectives of the programme were achieved to a great extent: literacy trainings (78.8%), trainees’ job performance (93.6%); trainees’ participation in the development of their environment (99.6%); trainees’ standard of living (97.1%) and functional literacy in health education (87.2%). Trainees academic needs, trainer’s experience and qualification, training facility and training strategy had composite effect on the achievement in communication [F(5,774)=3.03; p<0.05], numeracy [F(5,774)=12.27; p<0.05] social studies [F(5,774)=4.83; p <0.05] and health education [F(5,774)=8.96; p<0.05]. Training strategy (β=0.37, t=11.19, p<0.05), training facility (β=0.15; t=3.23; p<0.05), and trainers experience (β=0.11, t=3.06, p<0.05) contributed significantly to the trainees achievement in communication. In numeracy, trainer’s qualification (β=0.15, t=3.94, p<0.05) training strategy (β=0.12, t=3.47, p<0.05) trainees need (β=0.10; t=1.99, p<0.05) and trainers experience (β=0.08; t=-2.27, p<0.05) contributed significantly. Training facility (β=0.12, t=2.54, p<0.05) and trainers’ strategy (β=0.11, t=2.98, p <0.05) contributed significantly to the achievement in social studies. Health education showed that, facilities (β=0.19; t=4.15; p<0.05), training strategy (β=-0.13, t=-3.81, p<0.05), trainers’ qualification (β=-0.11, t=-2.90, p<0.05) and trainers experience (β=-0.08, t=-2.15; p<0.05) contributed significantly. There was no significant difference between the achievement of advanced literacy trainees and that of primary six pupils in communication, social studies and health education. However numeracy achievement of advanced literacy trainees was statistically different from that of primary six pupils (t=4.41; p<0.05). The programme, to a great extent has contributed towards the promotion of functional literacy in Oyo State. Government should therefore continue to encourage and support all aspects of the programme. Specifically, seminars and workshops should be organised for the trainers to improve their teaching skills.
Evaluation of teachers' knowledge of the objectives of the Nigerian integrated science programme and implementation strategies: implications for pedagogical practices
(The Institute of Education, University of Ibadan on behalf of participating West African Universities and Ministries of Education, 2006) Emeke, E. A; Odetoyinbo, B. B
The study which is essentially exploratory, investigated integrated science teachers' knowledge of the objectives and implimentation strategies of the Nigerian integrated science curriculum. Fifty two teachers randomly drawn from the schools within eight educational zones in Oyo state were involved. The result showed that teachers have the knowledge of the objectives of the programme. The implementation strategies also employed are purely lecture and enquiry. The implications for pedagogical practices are discussed.