scholarly works
Permanent URI for this collectionhttps://repository.ui.edu.ng/handle/123456789/469
Browse
3 results
Search Results
Item Counselling implications of teaching economics through service learning instructional strategy to enhance entrepreneurship skills(Fafunwa Educational Foundation (FEF) in collaboration with The Faculty of Education, University of Lagos, Akoka-Yaba, Lagos, Nigeria., 2018-09) Gbadamosi, T. V.; Akanni, O. O.It is evident that Nigerian Government is making drastic and pronounced efforts at stemming the tide of unemployment via means such as change and innovation in the curriculum. However, it appears that there is no adequate instructional intervention to develop appropriate knowledge, attitudes and skills in learners for knowledge economy in the schools. Students are restricted to classroom instruction with little or no participation which has resulted in rote learning and memorisation and their attendant effects on learning outcomes. This paper, therefore, explored service learning instructional strategy that is outdoor and activity-based as a means of promoting entrepreneurship skills through effective teaching of economics for alleviating unemployment in Nigeria and its counselling implications. The following were also discussed in the paper: Economics, entrepreneurship, importance of an entrepreneur, characteristics of entrepreneur, economic view of unemployment, causes of unemployment, and counselling implications of effective teaching of economics for boosting entrepreneurship skills for alleviating unemployment. Some recommendations were made such as Economics teachers should employ service learning instructional strategy for effective teaching of Economics, universities should expose Economics students to service learning, and collaborate with industries; management is encouraged to organise on-the-job pedagogical training for Economics lecturers without a teaching qualification, and continuous professional development on innovative instructional strategies for all. Parents are counselled to encourage their ward(s) on the need to discover their entrepreneurial skills and make good use of them to be self-reliant, among others. All these will help to produce graduates that will be relevant beyond 21st century.Item Transformative teacher education in economics: reflection on service learning in Ibadan(Department of Counselling and Human Development Studies, University of Ibadan, 2023-06) Gbadamosi, T. V.This study focused on the relevance of service learning to transformative teacher education. The researchers used a qualitative approach and a case study design, involving 300 level Economics Education students at the Faculty of Education, University of Ibadan in Nigeria during the 2017/2018 academic session. Data was collected through interviews and students' journals, which were analyzed thematically. The findings indicated that service learning is an effective means of improving teacher education, as it enhances students' attitudes towards teaching, promotes transformative learning, and improves the employability skills of pre-service teachers. The study also revealed that service learning fosters a positive attitude from school management towards student-teachers and helps eliminate boredom in the teaching and learning process. As a recommendation, the study proposes that the teacher education curriculum should be revised to include service learning as a way to promote meaningful learning and professional development among future teachers in the 21st century among others.Item Community-based instructional strategies, school location, and primary school pupils’ environmental knowledge(2015) Ajitoni, S. O.; Gbadamosi, T. V.The environmental issues we face as individuals and as a society are pervasive and ingrained in our cultural ways of being so that we can no longer look to science and technology to solve these problems alone. Instead, educators have been charged with providing students with environmental education through community-based service learning and educational trips. This study investigated the effects of these two community-based instructional modes relative to traditional instruction and any moderating effect of school location on primary school pupils’ environmental knowledge in Oyo Metropolis, Nigeria. The study adopted a pretest-posttest quasi-experimental design. The Environmental Knowledge Test was used to elicit responses from 264 primary-5 pupils across 12 schools. There was a significant main effect of instruction on pupils’ environmental knowledge and significant interaction effect of treatment and school location. This suggests that curriculum developers and planners should promote service learning and educational trips for effective teaching and learning of social studies.