Untitled

Permanent URI for this collectionhttps://repository.ui.edu.ng/handle/123456789/1874

Browse

Search Results

Now showing 1 - 10 of 22

Teacher factors as determinants of achievement in intergrated science
(The science teacher association, 2003) Emeke, E. A
The study investigated how some teacher variables such as qualification, teaching experience in integrated science, area of specialization, gender teacher's knowlegde of the objectives of integrated science, teaching strategies employed and their assessment practices determine or predict achievement in integrated science. To do this, an eight variable model was constructed and tested in order to provide casual explanations of achievement in integrated science. Forty teachers and five hundred students randomly selected from twenty schools in Oyo state were involved in the study. Data collection was carried out using three instruments with reliability coefficient ranging from 0.72-0.08. Data analysis was carried out through the multiple regression analysis procedure and path analysis techniques. The results indicates that the seven predictor variables accounted for 17. 6% of the variation in the criterion variable. Out of this, having the knowledge of the objectives of the programme contributed most followed by the qualification of the teacher. The implications of all these for professional development is also discussed.
Women's right and the gender question:appraisal of the journey so far in the light of CEDAW and the WCW beijing paltform in action
(Nigerian education law journal, 2000) Emeke, E. A
This paper appraises the journey so far n the achievement of women's right in the light of two international instruments namely: 1. The UN convention on the elimination of all forms of discrimination against women, popularly called CEDAW and 2. the Beijing platform of action which emanates from the world conference on women(WCW). For the purpose of this paper, these two international instruments will be referred to as CEDAW and the WCW beijing platform of action or simply as the platform for action. CEDAW is an international human right document that establishes internationa standards of equality between women and men. The convention was adopted by the UN general assembly on 18th December,1979, and entered into force as binding treaty on 3rd September, 1981. CEDAW abhors anything that can bring about unequal treatment between men and women while they are carrying out thier livelihood, describing the contarary as discrimination against women. CEDAW seeks the elimination of discrimination against women under the law (de jure) and in practice (de Facto). The WCW beijing platform for action as as human instrument reaffirms that the: advancement of women and the achievement of equality are a mtter of human rights and condition for social justice. In paragraphs 1-6 of its mission statement in chapter 1, the platform emphasizes that women and men share common concerns that can only be addressed by working together and in partnership towards the common goal of gender equity throughout the world. But has Nigeria and indeed many other countries really worked assiduously towards the achievement of the goal of gender equality? This paper in answering this and posting that the answer is in the negative, appraised a variety of issues concerning women's right across the globe in the light of conformity or otherwise with the provisions of CEDAW and the Beijing platform for action.
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
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 roles of guidance councellors in continuous assessment implementation in selected secondary schools
(Pen Services, No 2, chief J. B. Ojo street, saw mill, old Ife road, P. O. Box 22649, Ibadan, 2004) Emeke, E. A
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.
Impact of cost recovery on quality, access and utilization of education services
(The International Development Research Centre(IDRC), Canada, 2001) Emeke, E. A
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
Locus of control, self-concept and emotional intelligence as correlates of academic achievement among adolescents in senior secondary schools in Oyo state
(2006) Emeke, E. A; Adeoye, H. A.; Torubeli, V. A.
The study investigated locus of control, self-concept and emotional intelligence as predictors of academic achievement among senior secondary students in Oyo state. Participants consisted of 600 students (370 boys and 230 girls) from four senior secondary schools in four educational zones of Oyo state. The oarticipants who were SS2 students with age ranging between 14 and 20 years with a calculated mean age of 16.2 years and a standard deviation of 3.6 were randomly selected. The students responded to valid and reliable instruments namely: locus of control scale, self-concept and emotional intelligence scale and general aptitude test. Data analysis involved multile regression, to examin the predictive effect of locus of control, self concept and emotional intelligence on the students'academic achievement. Results showed that the variables when taken jointly and relatively, predicted and the need for guidance services in Nigerian secondary schools was also stressed.
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

Untitled

Browse

Filters

Settings

Sort By

Results per page

Search Results