scholarly works
Permanent URI for this collectionhttps://repository.ui.edu.ng/handle/123456789/469
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Item Interlanguage features of adult learners’ continuous writing: implications for adult literacy teaching(Department of Adult Education, University of Ibadan, Ibadan, 2009-06) Odiaka, S. I.Communication is an indispensable activity in the lives of individuals in society. For proper communication to take place, language as a tool for communication must be adequately developed. Adults and adult learners are constantly in the process of communication, given the various roles they play in society. As a result of varying levels of educational attainment, some adult learners have developed defective interlanguage patterns that have not affected their roles positively. This paper examines the features of adult learners’ interlanguage among some Diploma students in the University of Ibadan. Through the use of descriptive research design and random sampling, a group of adult learners’ continuous writing skills were examined. Findings revealed that some adult learners lack syntactic competence and mechanical accuracy in their writings. The study, among other things recommends that adult learners be exposed to good literature as well as constant practice in grammar.Item Analysis of “baby talk” and its implications for language teaching and learning(2007) Odiaka, S. I.“Baby talk" is an integral part of a child’s language acquisition process. From what appears to be a child's empty babbling, the acquisition process takes the child through other overt stages of pronunciation of syllables, morphemes, words, phrases and sentences all of which are relevant to language pedagogy. With the child totally immersed in a rich literacy environment, coupled with reinforcement by parents and relations, the capabilities exhibited at each learning stage are strengthened to prepare the child for further language learning. This paper is an attempt to explore the richness of the stages of the child's language acquisition stages with a view to linking it up with language learning thereby equipping the child for readiness in the different language skills. The study aligns the natural acquisition processes of the child with existing learning theories and suggests the whole language approach for home and classroom applications.Item Achieving unity in a multicultural nation through multicultural literacy and meta-language approach(International Development in Africa Committee, a standing committee of International Reading Association, 2008) Odiaka, S. I.Item Moulding self esteem in Nigerian university undergraduates(Common Ground Research Networks, US, 2009) Duyilemi, A.; Omoregie, C. O.Researches on Higher Education in Nigeria have been focusing mostly on the problems of finance, efficiency equity, quality and governance. Besides these issues of financing and equity, moral quality of university graduate is an issue that should bother parents and lecturers who are involved indirectly and directly in University system. This study investigates the effect of self esteem on undergraduates anti suggests way s of moulding their self esteem for learning outcomes that University . duration should produce in developing countries.Item A critique of formal educational system as an instrument for sustainable development in Nigeria(Spectrum Books Limited, Ibadan, 2008) Ojokheta, K. O.; Omoregie, C. O.Item Towards a fusion of pedagogy and andragogy: a paradigm shift from malcolm knowles’ andragogical principles(Institute of Education, University of Port Harcourt, 2006-12) Ojokheta, K. O.; Omoregie, C. O.This paper critically examines Malcolm Knowles’ andragogical principles as the basis for the learning process of adults. Knowles’ contention that the learning processes and principles of children (pedagogy) must be completely, different from that of the adults (andragogy) was vehemently disputed by some scholars based on the fact that humanistic psychology, upon which andragogy is rooted, assumes the problem of definition. Humanistic psychology does not make Knowles distinction between adults and children distinct enough. Instead, it applies its principles to all humans in spite of age. In essence, the four well-known features of adults (self directedness, rich experience, specific learning needs, and applied learning base) can all be applied in different ways to children. These submissions made Knowles to moderate his position regarding the differences between adult and younger learners. What he once strongly held on to as exclusive unique characteristics of adults, he later acknowledged as innate tendencies in all beings. Based on these contentions, this paper concludes that there is the need for a fusion between pedagogical and andragogical principles of learning which allows a bridge between the two methods of learning irrespective of the age of the learners.Item Influence of e-learning on secondary school students’ moral values and academic achievement in two local government areas in Ondo State(Social Studies Association of Nigeria, 2009-10) Ojo, G. T.; Omoregie, C. O.Electronic media can make learning realistic and lively by motivating and generating interest in learning. Educational media as it is often called also facilitates and promotes assimilation and retention of facts, it can equally be abused which can result in poor academic performance and moral vices among students. This paper employed a survey design with a single- type questionnaire that showed the influence of electronic media on students’ moral development and academic performance. The data collected was analyzed using a descriptive statistics of frequency count and percentages. Findings show that electronic media have negative influence on students’ moral development and academic performance. Hence, parents and teachers have to guide students’ use of electronic media for the purposes of information, education and even entertainment.Item Impact Evaluation of Skill Acquisition and Entrepreneurial Development Training Programmes in Ondo State, Nigeria(2004) Erinsakin, M. O.The Ondo State government established two programmes in 1999 under two different ministries with the view of providing the people with entrepreneurial and vocational skills that would engender creativity, innovativeness and productivity. Extant literature on the effectiveness and success of these programmes has been self-reporting without any empirical validation. This study, therefore, was carried out on the impact evaluation of the skill acquisition (SATP) and entrepreneurial development training programmes (EDTP) between 1999 to 2009 in Ondo State, Nigeria. The descriptive survey research and Kirkpatrick training evaluation model (KTEM) were adopted. A combination of purposive stratified and proportional sampling techniques were used to select 1080 participants: 720 current trainees and 360 graduates of the two training programmes. Two instruments were used: Skill Acquisition Training Questionnaire (r=0.86) and Entrepreneurial Development Training Programme Scale (r=0.79). These were complemented with 18 sessions each of Focus Group Discussion and indepth interview respectively with trainees and instructors respectively. Eight hypotheses were tested at p<0.05 level of significance. Data were subjected to chi-square, Pearson’s product moment correlation, t-test and content analysis. Skill acquisition (χ²=78.12,) and entrepreneurial development (χ² =56.40,) training programmes impacted positively on the beneficiaries. The SATP (r=0.37) had low positive correlations with encouragement of adoption of local technology while EDTP did not. Both SATP (r=0.27) and EDTP (r=0.24) correlated positively with enhancement of peace and stability. The SATP (r=0.59) stimulated the interest of the youths in vocational trades than EDTP (r=0.28). The EDTP (r= 0.24) provided more encouragement for productive entrepreneurial and acquisition of small business management skills than SATP (r=0.58). Both SATP (r=0.24) and EDTP (r=0.24) provided positive encouragements for self-employment for self-reliance among trainees. The two programmes fairly impacted on the beneficiaries majorly because of low awareness, inaccessibility, poor funding and politicizing of the programmes. Further, the general effectiveness level of the programmes based on KTEM revealed that: SATP was very positive (61.0%) to participants’ reactions to the training programme while EDTP was positive (48.0%). On increase in knowledge and skill, SATP was very positive (67.0%) while ADTP was below average (43.0%). Both programmes were relatively positive on the participants: application of acquired knowledge and skills. Also, SATP was fairly positive (53.0%) while ADTP was positive: Tangible results of training: SATP was fairly positive (59.0%), while ADTP was very positive (40.0%); on the investment return on training, SATP was very positive (66.0%) while EDTP was positive (40.0%). Participants perceived that the training programmes had challenges of accessibility, poor funding, unconducive environment and political maneuverings. Skill acquisition and entrepreneurial development training programmes impacted not too positively on the beneficiaries. There is the need to make skill acquisition and entrepreneurial development training programmes more accessible to the citizens