scholarly works

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Assessment of challenges facing functional basic education programme in Oyo State, Nigeria
(Seahi Publications, 2021) Fehintola, J. O.; Fehintola, M. O.
This study aimed at identifying some of the problems militating against functional basic education programme and from the teaching staff point of view in Oyo State of Nigeria. A self-administered questionnaire containing six subsections with forty-five (45) questionnaire items were utilized for this study. The overall reliability coefficient of the instrument used is 0.79. While stratified random sampling technique was used in this study and the sample size used is 519 participants that are made up of the teaching staff of all cadres. The study found, among others that, the teaching staff are not satisfied with the condition of service due to high handedness on the parts of AOPSHON executive and LGEA office officers, that the representative of SUBEB at each LGEA Office is not fair to the teaching by way of transferring their job to AOPSHON, that the teaching staff are not satisfied with the way the AOPSHON executives are running the affairs of primary education in Oyo state, that the teaching staff in primary school do not have freedom of expression in course of discharging their duties and finally the teaching staff suggested the ways that can make basic education progresses in Oyo state. The authors insist that appropriate authority should be put in place to forestall on timely death among primary school teaching staff due to high handedness of few privilege groups of people over one another. All official assignment should be taken away from labour association (AOPSHON) to prevent unnecessary punishment and harassment from so-called union executives. School monitoring and supervision should be handled by the Education Ministry and SUBEB officers and not AOPSHON executives. The number of qualified teachers that Oyo state have are okay enough for formidable academic output from the learners but the situation the teaching staff found themselves are not palatable for the teaching staff to perform optimally. School monitoring and supervision, duty post, promotion, and transfer in each local government must be a conscious exercise of SUBEB and State Ministry of Education and not the function of teachers‟ labour union at all.
Emotional and cognitive behavioural therapies on academic performance of secondary school students with attention deficit hyperactivity disorder in Ibadan, Oyo State, Nigeria
(Ahmet Pehlivan (Kıbrıs)., 2021) Fehintola, J. O.; Fehintola, R. O.; Fehintola, M. O
The study determined the effectiveness of emotional and cognitive behavioural therapies in enhancing the academic performance of ADHD in Mathematics among senior secondary school students in Ibadan. To ascertain the degree of therapeutic efficacy, a randomized sample of 45 senior secondary school students with 15 participants in each from three different senior special schools in three different local government areas in Ibadan were chosen for the purpose. The quasi-experimental study employed a randomized sample that undertook training in Emotional and Cognitive Behavioural Therapies and with a control group were used. The instrument used for data collection are Mathematics achievement tests prepared by the National Examination Council (NECO) for 2017 & 2018 objective Mathematics papers were used since the instrument was prepared by the Public Examination body there is no need for revalidation of the instrument. 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. Three hypotheses were formulated and tested at α = 0.05 level of significance. Results showed that there were significant differences in the treatment with Cognitive Behavioural Therapy being more significant in enhancing Mathematics achievement among ADHD senior school students. Also, the results showed that gender and age have to do with the enhancement of academic performance among senior secondary school students with ADHD. It was therefore concluded that Emotional and Cognitive Behavioural Therapies can be used to enhance senior Mathematics academic performance of students with ADHD and recommendations are also offered.
Perspective of School Assessment in the Curriculum through the Eyes of the Administrative and Teaching Stakeholders in Nigeria
(AkiNik Publications New Delhi, 2020) Fehintola, J. O.
This chapter focuses on tools useful in the assessment of cognitive domain of learning. The procedures for constructing and using continuous assessment, paper-pencil test, quizzes, open note test, .computer-based testing, formative assessment, summative assessment, school based assessment, project based assessment, presentations assessment, journals assessment, thought process assessment, resiliency assessment, ability to work in a group assessment, fulfilling requirement assessment, questionnaire assessment and survey assessment are discussed. The chapter also discusses the advantages and limitations of the assessment tools in the teaching learning process. Keywords: perspective, assessment, curriculum, administrative, teaching, stakeholders

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