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Author: search.filters.author.Fehintola, J. OHas files: Yes

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    Contextual Determinants of Effective Curriculum Implementation in Nigeria
    (Seahi Publications, 2023) Fehintola, J. O
    This study was designed to investigate the impact of big five personality traits on the academic performance of undergraduate in southwest geo-political zone of Ibadan. The research design adopted is descriptive research design of correlational type. Three thousand (3000) participants were chosen from the population using stratified random sampling. Three research questions were raised for the study. A structured questionnaire consisting of a demographic section (including CGPA) and measures of big five personality traits were used to collect data. Data collected were analysed through the use of Pearson Product Moment Correlation and Multiple Regression Analysis all were tested at α = 0.05 level of significance. The findings revealed that there were significant relationships between openness (r = 0.455, p < 0.05), conscientiousness (r = 0.324, p < 0.05), extroversion (r = 0.217, p < 0.05), agreeableness (r = 0.270 p < 0.05), neuroticism (r = 0.694, p < 0.05) and academic performance of undergraduate students. All the independent variables (big five personality traits) jointly accounted for 58.4% (Adj. R2 = 0.584) of the total variance in determining students’ academic performance. The independent variables made a relative significant contribution to academic performance in the following order: conscientiousness (β = 0.175, t = 3.599, p < 0.05); agreeableness (β = 0 .220, t = 4.689, p < 0.05) and neuroticism (β = 0.607, t = 8.090, p < 0.05). However, the following are not significant predictors of academic performance among undergraduates: openness (β = 0.063, t = 1.117, p > 0.05) and extroversion (β = 0.062, t = 1.218, p > 0.05). The study found that personality traits, such as conscientiousness, agreeableness, and neuroticism significantly and positively impact academic performance. Therefore, the researcher concluded that students with possesses the following personality traits are more likely to excel well academically viz conscientiousness, agreeableness, neuroticism openness and extroversion personality traits. Since all and educators should focus on teaching methodologies that cater to the needs of the students. Additionally, all stakeholders should work towards creating an environment that supports the growth and development of these traits in students.
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    The Big Five Personality factors as Determinants of Academic Performance among undergraduates in Southwest, Nigeria
    (International Scientific Research Consortium (United Kingdom), 2023) Fehintola, J. O
    "Curriculum as the impetus for knowledge and skill acquisition occupies a central position in the school's academic activities. This study investigated the contextual determinants of effective curriculum implementation in Nigeria. The study adopted a descriptive research design of correlational type. Five hundred and forty-one (541) participants in the Southwest geopolitical zone of Nigeria, aged 37 ± 24.5 years (M = 48.41, SD = 3.75), were selected through a stratified random sampling technique. The research instrument employed was a standardized questionnaire consisting of the demographic section and measures of quality and quantity of teachers, and students; infrastructural facilities, teaching methods, and availability of appropriate and relevant teaching and learning materials for effective curriculum implementation in Nigeria. The instrument reliability coefficients are 0.76 for contextual variables and r = 0.73 for criterion variable respectively. The study answered three research questions using statistical tools like Pearson Product Moment Correlation and Regression analysis. The research questions are: (i) what is the relationship between contextual factors and effective curriculum implementation? (ii) would there be any significant joint contribution between contextual factors and effective curriculum implementation? and (iii) would there be any significant relative contribution of the contextual factors and effective curriculum implementation? The findings revealed significant relationships between the Contextual determinants (quality and quantity of teachers, quality, and quantity of students, infrastructural facilities, teaching methods, availability of relevant textbooks on relevant subjects) and Effective Curriculum Implementation indicators (availability of infrastructural facilities (r = 0.390, P < 0.05), relevant textbooks (r = 0.258, P < 0.05), method of teaching (r = 0.210, p <0.05) followed by quality of teachers ( r = 0.183, p < 0.05), followed by a number of teachers (r = 0.196, p < 0.05) followed by quality of students ( r = 0.313, p < 0.05 and finally quantity of students (r = 0.134, p < 0.05). Also, there was a significant joint contribution (R = 0.648, p < 0.05). It further revealed that 40.8% (Adj R2 = 0.408, p < 0.05) of the quality and quantity of teachers, quality and quantity of students, infrastructural facilities, teaching methods, and availability of relevant textbooks on relevant subjects to effective curriculum implementation among the participants used in Southwest geopolitical zone of Nigeria. The effective curriculum implementation was due to the prediction of the independent variables (availability of infrastructural facilities (β = 0.194, t = 3.494, p < 0.05); relevant textbooks (β = 0.109, t = 1.966, p > 0.05), teaching method (β = 0.118, t = 3.341, p < 0.05), quality of teachers (β = 0 .107, t = 2.816, p < 0.05), quantity teachers (β = 0.189, t = 2.479, p < 0.05) followed by quality of students (β = 0 .345, t = 5.948, p < 0.05) and finally followed by a quantity of students (β = 0.724, t = 3.948, p < 0.05). Based on this, it is concluded that the quality and quantity of teachers, quality and quantity of students, infrastructural facilities, teaching methods, and availability of relevant textbooks on relevant subjects are the determinants of effective curriculum implementation. Therefore, the study recommended that the government should provide the infrastructural facilities needed to enable the curriculum to be imparted easily by the teachers. Also, it recommends that trained and qualified teachers must be employed to facilitate the interpretation of the curriculum. And finally that teacher should endeavor to be student centered in interpreting the curriculum by utilizing various teaching methods to the understanding of the learners.
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    Comparison of Four Covariate Adjustment Methods in Analysis of Mathematics Achievement in Randomised Controlled Trials among Senior Secondary School Students
    (Positive Psychology Association of Nigeria, 2022) Fehintola, J. O
    "The study investigated the Mathematics achievement of senior secondary school students in Mathematics in Saki using Project Based Learning Method (PBLM) in enhancing the Mathematics achievement in senior Mathematics among senior secondary school students in Saki. To ascertain the degree of treatment efficacy, a randomised sample of 45 senior secondary school students with 30 and 15 participants each from two different senior secondary schools in Saki West Local Government areas in Saki were selected for the purpose. The randomised control trial design was employed, and a randomized randomised sample that undertook training in PBLM and a control group were used. The instrument used for data collection is Mathematics achievement tests sampled from the National Examination Council (NECO) for 2017 & 2018 objective Mathematics papers. Since the instrument was standardised test prepared by Public Examination body there is no need for revalidation. A pair of pre-test and post-test data was obtained from each participant who formed the basis of the findings using ANCOVA for data analyses. This study present the empirical application of four statistical methods (pre and post-treatment scores with analysis of covariance, post-test scores, difference in pre and post-treatment scores and percent difference in pre and post-treatment scores), using data from a randomised controlled trial of post-test among the senior secondary school students on Mathematics achievement using Project Based Learning Method (PBLM), with and without PBLM treatment, a Randomized Controlled Study trials. Analysis of covariance (ANCOVA) was used to determine the effectiveness of treatment, to adjust for baseline measures and to provide an unbiased estimate of the mean group difference of the post-treatment scores in Mathematics achievement among the participants used. Robustness tests were done by comparing ANCOVA with three comparative methods: the post-treatment scores, change in scores, and percentage change from baseline. All the four methods showed similar direction of effect; however, ANCOVA (93.503; 95% confidence interval [CI]: 89.332, 97.668; p = 0.019) and the post-treatment score (94.100; 95% CI: 89.733, 98.467; p = 0.001) method provided the highest precision of estimate compared with the change score (38.300; 95% CI: 34.215, 42.385; p = 0.001) and percent change (68.462; 95% CI: 60.358, 76.565; p = 0.001). The empirical studies provide the best statistical estimation for analyzing the best statistical estimation for analyzing continuous outcomes requiring covariate adjustment. Our empirical findings support the use of ANCOVA as an optimal method in both design and analysis of trials with a continuous primary outcome.
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    Assessment of Ecological Predictors of Moral Decadence in Oyo State, Nigeria
    (GSAR Publishers, 2022) Fehintola, J. O
    This study was carried out to determine the factors responsible for moral decadence in the characteristics of the adolescents and young children in Nigeria with the hope that such findings will pave the way to remedy that will safeguard total collapse of this country. The study adopted a descriptive research design of survey type. The population of the interest cut across the age categories of adults from age 30 and above. Stratified random sampling was used for the study. The population involved were male and female and of different ethnic groups Yoruba, Hausa and Igbo. A self-administered method of data collection was used with a reliable and valid instrument. The instrument was divided into six categories. The first category measured the demographic information of the respondents, while sections B to F measured the government, society, school, religious organisations, the parents and the children themselves a contribution to the adolescents and youths moral decadence in the state. The reliability coefficient of the instrument is 0.87. The instrument response format is likert form, ranging from strongly agree to strongly disagree. The results showed that the government, society, parents, school and religious organisations have lost the expected roles on morality. Parenting style, unwillingness to take to correction by the children, get-rich-quick syndrome, parents looking for money at the detriment of taking care of the children, possession of the sophisticated phone, exposure to bad films; the use of hard drugs, broken home; age at marriage, not having good role model, unemployment and so on, and many others are the reasons why the society has turned upside down. The researcher concluded that the problems with children are caused by the government, schools and religious organisations, society, parents and the children themselves. Recommendations were made that urgent attention should be taken to forestall the total collapse of the value system in the country, that schools and religious organisations should do the needful.
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    Senior Secondary School Teachers’ Test Construction Skill and Testing Practices
    (African Society for the Psychological Study of Social Issues, 2022) Fehintola, J. O
    The study assessed the extent to which teachers in senior secondary school applied principles of test construction and administration in senior secondary school in some selected school in Oyo state. The descriptive research design of survey type was used for the study. Simple random sampling procedure was used to include 533 senior secondary school teachers in Oyo state for the study. Three research questions guided the study. A 16-item, 16-items and 23-item questionnaires for teachers were used for data collection. The Cronbach’s coefficient alpha for the teachers questionnaires were 0.73, 0.65 and 0.78 respectively. The results showed that, to a great extent, teachers were not aware of the test construction principles. Also, the results showed that, the teachers were not aware of the meaning of test construction terminologies. Again, it was found out that teachers of senior secondary school were not aware of the test administration principles. Students were made aware of the time the exams will start and the subjects to be written each day and nothing more. It is recommended that teachers are given timely in-service training on test item construction and administration. Furthermore, Oyo state teaching service commission should allocate funds for workshops, seminars and others for teachers on test item construction and administration
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    School-Related Factors as Predictors of Learning Outcome among Primary School Pupils in South West, Nigeria
    (International Association for the Promotion of Asia-Africa Research (IAPAAR), India, 2022) Fehintola, J. O
    This study investigated the predictive effects of school related factors on learning outcome among pupils in selected primary schools where Federal Government in collaboration with state governments is carrying out an experimental study in Southwest geopolitical zone, Nigeria. The study adopted a descriptive research design of correlational type. A total number of five hundred (541) and forty-one pupils in Southwest geopolitical zone with ages ranged from 7±1.5 years with mean of 8.41 and 3.75 standard deviation were selected using stratified random sampling technique due to differences in the state of origin and level of monitoring of facilities provided and the research instrument employed was an adapted questionnaire consisting of demographic section, and measures of free tuition, free health care, free feeding, scholarship, availability of teachers, school friendly environment and achievement test on English language and mathematics was attached for learning outcome (using average score in Mathematics and English language tests) of the respondents with 0.76 and 0.73 reliability coefficients respectively. The study answered three research questions using statistical tools like Pearson Product Moment Correlation (PPMC) and Regression analysis. The findings revealed that there was joint contribution of the independent variables to learning outcome of primary school pupils in southwest geopolitical zone of Nigeria; R = 0.648, p<0.05. It further revealed that 40.8% (Adj R2 = 0.408, p<0.05) in the pupils’ learning outcome was due to the prediction of the independent variables. There was significant contribution of all the independent variables. The most potent contributor to learning outcome was school fee and free health care while other variables had inverse contribution. Based on this, researcher conclude that government should strive to provide adequate educational opportunities to the children from inception to enable them have strong educational background and that at the end both the government and parents will reap the fruits of their labour
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    Assessment of selected factors and work stress among civil servants in Oyo State, Nigeria
    (Ahmet Pehlivan (Kıbrıs)., 2022) Fehintola, J. O
    This study investigates selected factors on work stress among civil servants in Oyo state. The study adopted a descriptive research design of correlation type. A total of 549 civil servants in Oyo state were selected using stratified random sampling technique. Questionnaires consisting of demographic information and sections which are standardized scales on work stress, locus of control, emotional intelligence and self-efficacy were used for this study. The reliability of the scales are; work stress α =.73, locus of control α =.70, emotional intelligence α =.750 and self-efficacy α =.79 Three research questions were raised and answered using Pearson Product Moment Correlation and Multiple Regression Analysis. The findings showed that locus of control (r =.870, p<0.05), emotional intelligence (r =.859, p<0.05), self-efficacy (r =.763, p<0.05), gender (r =.447, p<0.05) and family background (r =.313, p<0.05) had significant relationship to work stress among civil servants in Oyo state. All independent variables jointly accounted for 80.1% variance in predicting work stress of civil servants in Oyo state. Also, locus of control (β = .507, p<0.05), emotional intelligence (β = .341, p<0.05) and gender (β = .124, p<0.05) had significant relative influence to work stress while self-efficacy (β = .075, p>.0.05) and family background (β = .052, p < 0.05) had no significant relative influence to work stress of civil servants in Oyo state. Conclusion was made that the selected factors are actually determined the work stress among civil servants in Oyo state.
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    Establishing Construct and Concurrent Validity of University of Ibadan Post-UTME on Mathematics Paper
    (Faculty of Education, Al-Hikmah University, Ilorin, Nigeria, 2021) Fehintola, J. O
    The study was carried out to establish a construct and concurrent validity test of Post-UTME Mathematics paper for prospective prelim students at university of Ibadan. Two research questions were drawn to guide the establishment of construct and concurrent validity test of Post-UTME Mathematics paper. It is a multiple choice objective test of four options with 100 items. A sample of 358 applicants was randomly drawn to determine the construct and concurrent validity of the test. After item analysis, the result showed that the Post-UTME Mathematics test has a high face and content validity. The test item validity was determined through the grades made in SSCE conducted by either WAEC or NECO, the score obtained in Mathematics by individual candidate in UTME conducted JAMB and the score obtained in Mathematics in Post-UTME conducted by the University of Ibadan. The SSCE results was manipulated by converting A1 = 87.5, B2 = 72, B3 = 67, C4 = 62, C5 = 57, C6 = 52, D7 = 47 and E8 = 42 in percentages to equate SSCE to scores in UTME and PUTME respectively. The test has a construct and concurrent validity coefficient of 0.623 established through the use of Pearson Product Moment Correlation tool. The test is valid and reliable for assessing student‘s ability and capability to gain admission in to university of Ibadan and can be used for selection in to any higher institution in Nigeria.
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    Effective mathematics teaching through the appropriate usage of principles of teaching, tasks and feedback implementation among mathematics teachers
    (Nigerian School Library association, 2021) Fehintola, J. O
    This study sought to determine the principles of teaching they consider when designing tasks for teaching, the types of tasks that address the principles being implemented and how they seek feedback on the theoretical and practical aspects of the framework by the mathematics teachers in primary, secondary, colleges of education and university in Oyo state. The study adopted a descriptive research design of correlational type to achieve the purpose of the study. A total number of two hundred (241) and forty-one mathematics teachers in Ibadan, Oyo state, Nigeria were selected as respondents. Sampling was done using stratifies sampling technique from primary, secondary and Colleges of education in Oyo State, Nigeria. The age range of respondents was 47±10.5 years with mean of 48.41 and 3.75 standard deviation. The research instrument employed was self-developed questionnaire for the purpose of data collection for the study. The questionnaire consists of demographic section, and principles of teaching that teachers across the categories of school, types of tasks that addresses the principles of teaching indicated and how feedback is obtained on the theoretical and practical aspect of the framework. The instrument was pilot tested using mathematics teachers in Ogun state teaching staff commission and the reliability coefficients obtained were 0.81, 0.63 and 0.73 for primary, secondary and college of education respectively. Data collected was analysed using using statistical tools like frequency counts, percentages and measure of central tendency (mode). The findings revealed that there were similar responses on the principles of teaching indicated by all the categories of the teachers except the university teachers. On the issue of types of tasks that address the principles indicated there was consensus in their responses, and finally, there is a wider disparity on how the mathematics teachers at various educational levels seek feedback on the theoretical and practical aspect of the framework. It was concluded that varying degree of performance of learners in mathematics at the various level of education was due to disparity in the method of seeking for feedback and to some extent the differences in the types of tasks that address the principles of teaching being claimed. Based on this, researcher recommended that standard as listed in principles of teaching should be adhere to by mathematics teachers, tasks that are commensurate with the standard of principles of teaching and the appropriate measures of feedback should be followed to the later.
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    Assessment of business studies’ challenges on teaching-learning process for self-sustainability among graduates in Oyo State, Nigeria
    (Ahmet Pehlivan (Kıbrıs)., 2021) Fehintola, J. O
    This study examined business studies’ challenges on teaching-learning process among students in Nigerian educational system. This study made use of descriptive research design of survey type and the population of interest is the undergraduates and lecturers that are teaching and learning business studies. The sample is made up of 330 business studies undergraduates and business lecturers. Stratified random sampling technique was used to select the participants. Data were collected through the use of questionnaire tagged challenges of Business studies among business studies students and lecturers in Nigerian educational system with reliability coefficient of 0.79. Section A consists of socio-demographic information while Section B consists of checklists of challenges of Business studies among students and lecturers in Nigerian educational system. The findings of the study showed that students took business studies and lecturers taught amidst a lot of challenges such as inadequate teaching facilities, political interference, poor funding, lack of qualified teachers of business studies, failure to accept and adopt single curriculum across the nation, the use of outdated curriculum and finally the attitude of learners and society towards business studies as a course meant for average students that are not educationally vibrant. Based on these findings the researcher concluded that the teaching-learning process of business studies has a lot of challenges. Therefore, the following recommendations were made that students must see the study of business studies as equivalent to any other courses their colleagues are reading, government must fund the business studies just like any other courses like engineering, medicine, agricultural sciences. The experts must be employed to teach business studies. The facilities for teaching business studies must be made available to prevent examination malpractices and half baked graduate. Professional and highly skilled business studies teachers should be recruited to help improve the skills of the students in the various institutions where teaching-learning process in business studies is being running.