scholarly works

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    Youth empowerment programmes in Delta State Nigeria: implication for sustainable development
    (2020) Ishokare, M. A.; Gbadamosi, T. V.
    This study examines the level of youth awareness, knowledge and involvement in empowerment programmes for sustainable development in Delta State, Nigeria. Three research questions guided this study. Ex-post-facto research design using a multi-stage sampling procedure was used in selecting the samples. The study was carried out in nine Local Government Areas of Delta State, Nigeria with a total of 450 respondents. Three self-designed instruments titled "Youth Awareness and Involvement in Empowerment Programmes for Sustainable Development Questionnaire (YAIEPSDQ) (r = 0.82); Youth Knowledge of Empowerment Programmes for Sustainable Development Questionnaire (YKEPSDQ) (r= 0.73) and Youth Involvement in Empowerment Programmes for Sustainable Development Questionnaire (YIEPSDQ) (r = 0.89) was used to collect data. Data were analysed using frequency counts, percentage, mean and (standard deviation). The findings of this study revealed that youth: were not relatively aware of the empowerment programmes organised by the Delta State government; not duly informed about these programmes; have poor knowledge and are not fully involved in empowerment programmes. It was recommended among other things, that more awareness on youth empowerment programmes should be created, and that the government, non-governmental organisations, and school should take create a conducive environment for the youths to be actively involved in achieving sustainable national development.
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    Pre-service teachers’ awareness and attitude towards user-generated content as a collaborative learning tool
    (2015-01) Adedoja, G. O.; Olasunkanmi, I. A.
    The promotion of learners’ active participation and becoming responsible for their own learning through the use of information communication technologies (ICT) is quite encouraging and exciting in the age of digital technologies. In particular, the Internet-based platforms and facilities that assist students in creating and sharing knowledge is becoming more popular today. This paper examined the University of Ibadan Pre-service teachers’ awareness and attitudinal disposition toward user-generated content as a collaborative learning tool with respect to their gender and teaching subject. The sample population comprised 78(42.2%) male and 107(57.82%) female 100 level students drawn from five departments where teaching subjects are offered in the Faculty of Education. A questionnaire containing students’ awareness and attitude scales (QPAAUGC), validated with Kuder Richardson 20 (reliability indices = 0.75 and 0.66 respectively) was administered to the participants. Two research questions and four hypotheses were raised and tested respectively in the study. The findings show that 63.3% of the students were aware of, and have positive attitude towards UGC. However, gender and teaching subject contributed significantly (t = 2.298, p<.05) and (F (J l82) = 13.020, p<0.05) to students’ level of awareness. Also, gender ana teaching subject contributed significantly (t g3 = 2.298, p<.05) and (F (2182) = 13.020, p<0.05) to students’ attitude to UGC as a collaborative learning tool. Premised on the findings, this paper highlights its recommendations and conclusions.