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

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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.
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.
An overview of the psychological theories of career development and choice
(Institute of Education, University of Ibadan, 1978) Emeke, E. A
Women's reproductive health and rights:customary law and practice in Nigeria
(The Women's Right Project. Civil Liberties Organisation, 1998-04) Emeke, E. A
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

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