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Permanent URI for this collectionhttps://repository.ui.edu.ng/handle/123456789/469
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Item Pre-service teachers’ perception of service-learning instructional strategy in social studies curriculum in South west Nigeria(2014) Gbadamosi, T. V.Nigeria at centenary is riddled with poverty and high illiteracy rate, corruption and corresponding increase in unemployment, ineffective governance and apathy on the part of the citizens among others. As a result of these situations, there seems to be a paradigm shift to envisioning many new approaches to educational system to bridge the gap between the school and community for civic engagement. Some of such new approaches may be captured in service–learning instructional strategy (hands-on teaching and learning strategies that integrate meaningful service and classroom content). Indeed, Nigeria is yet to incorporate the service learning into the academic curriculum, despite its’ effectiveness. This paper, therefore investigated pre-service teachers’ perception of service learning in social studies curriculum. A descriptive quantitative survey method was adopted by using random sampling technique to select three public Universities in South-West, Nigeria. Three hundred (300) Social Studies education students were purposively selected, employing Service-Learning Perception Scale (SLPS). The scale was validated and its reliability coefficient was 0.75 using Cronbach Alpha. The data collected were analysed using percentage and t-test Analysis. The findings revealed that students showed greater willingness to enroll for a course in service-learning, if it would improve their career development, promote their personal and social development among others. Based on these findings, policy recommendations were made such as integration of service learning into university curriculum and clear standard guides that are back up by relevant laws should be put in place for proper implementation for civic engagement.Item Exploring service learning in redesigning and implementing education economics curriculum: experience of university students(2022) Gbadamosi, T. V.; Jacob, U. S.; Pillay. J.This study examined service learning as an effective strategy for implementation of the Economics curriculum for result-oriented university education. The study was guided by two research questions, adopted a qualitative research approach and utilised phenomenology design. A purposive sampling technique was used to select all students from the departments of Educational Management, Arts and Social Sciences Education, Adult Education, Guidance and Counselling Education, and Special Education who had taken Economics Methods. The reason for the selection of the students was that they had participated in service learning and would be able to provide answers to the research questions. Focus group discussion and key informant interview guides were used to collect data from the participants. The ATLAS. Qualitative software package was used to analyse the data. The findings of the study revealed that service learning was an effective strategy for preparing pre-service teachers for the world of work as it gives undergraduates an opportunity to get involved in communal services such as tutoring, advocacy, and environmental sustainability, among others. It also enhances students’ employability skills, such as financial literacy, project management, teamwork, and resourcefulness. It was therefore recommended that service learning should be infused into the teacher education curriculum for effective implementation of the economics curriculum and to promote undergraduate employability skills.Item 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.