scholarly works
Permanent URI for this collectionhttps://repository.ui.edu.ng/handle/123456789/466
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Item Some correlates of teaching effectiveness among secondary school teachers in Ibadan(2009-07) Animasahun, R. A.; Ogunwuyi, B.O.This study investigated the combined and separate effects of creativity, emotional intelligence, motivation, introversion and extroversion on teaching effectiveness of secondary school teachers in Ibadan. The study was carried out in 10 randomly selected secondary schools in Ibadan North Local Government area of Oyo State. The study population comprised entire teaching staff in the selected schools. Three hundred teachers however, participated in the study. Six validated instruments were used to collect data. The result indicated that the five independent variables contributed significantly both jointly and relatively to the prediction of teaching effectiveness. On the basis of this findings, it is recommended that creativity, emotional intelligence and personality factors should be considered in the course of recruiting people into teaching profession. Furthermore, teachers’ motivation should be considered as of paramount importanceItem Measured effect of emotional intelligence education in the remediation of aggressive behaviours among members of the NURTW in Ibadan metropolis(Ife Centre for Psychological Studies, Ile Ife, 2007-03) Animasahun, R. A.The study investigated the effects of Emotional Intelligence education in the remediation of aggressive behaviours among the members of the National Union of Road Transport Workers (NURTW) in Ibadan metropolis. Eighty-nine (89) member of the NURTW who were randomly selected from Gate, Molete and Iwo Road motor parks in Ibadan whose ages ranged between 17-65 years with a mean of 41 were randomly assigned to the intervention condition and the control group. The training lasted for six weeks of 12 sessions. A pre-test post-test control group design using a 2x3 factorial matrix was utilized. The participants responded to an Aggression Questionnaire by Buss and Perry (1992) at the pre and post intervention sessions. The result indicated that the intervention group had their aggressive behaviour tendencies greatly reduced compared with the control group. [(1,83) = 121.83 P<.001], an indication of a significant difference between the experimental and the control group. On the basis of the findings, it was suggested that members of the NURTW should be trained in emotional intelligence skills which could successfully reduce, remediate and alleviate their aggressive behaviours. This would lead to an enhanced relationship between the members of NURTW and the passengers, an enhanced intra and interpersonal relationship among members of the union, reduced rate of recklessness and avoidance of bloody clashes among rival groups of the unionItem Differential effectiveness of two creativity techniques in enhancing creativity motivation of some Nigerian adolescent prisoners(Department of Guidance and Counselling, University of Ibadan, 2002-06) Animasahun, R. A.This study investigated the differential effectiveness' of Six Thinking Hats and Akinboye's Prqctical Creativity At Work (APCAW) techniques in enhancing the creativity of some Nigerian adolescent prisoners. The study sample was 135 convicted adolescent prisoners whose ages ranged from 18-21 with a mean of 19.5 randomly selected from Agodi Prison, Ibadan, Oyo State and Ilesa Prison, Osun State. The subjects were randomly assigned to the two intervention conditions and control group. The treatment lasted for six weeks of twelve sessions. A 3 x 3 experimental design was adopted. The validated instruments namely: the Creativity Motivation Scale in lbadan Creativity Assessment Scale (ICAS) and Self Concept Scale in the Adolescent Personal Data Inventory (APDI) were used. The results indicated that subjects exposed to treatments performed significantly better than the control group on measure of creativity motivation of the subjects. On differential effectiveness basis, however, APCAW technique took the lead. On the basis of the finding, it was suggested that Nigerian Prisoners should undergo training in creativity so as to be adequately equipped to cope with life after incarcerationItem Effectiveness of emotional intelligence education in enhancing positive life skills of Nigeria prison inmates(Faculty of Education, University of lbadan. Ibadan, 2007) Animasahun, R. A.The study investigated the effectiveness of Emotional Intelligence education in enhancing positive life skills of some Nigerian prison inmates. Ninety-one (91) prisoners from Agodi prisons, Ibadan, Oyo State and Ilesa, Osun State whose ages ranged between 18-21 years with a mean of 19.5 were randomly assigned to the intervention condition and the control group. The training lasted for six weeks of 12 sessions. A pre-test, post-test control group design using a 2x3 factorial was adopted. The participants responded to sections A (self concept scale) of Akinboye's Adolescent Personal Data Inventory and Akinboye's Emotional Intelligence test, both at the pre and post intervention sessions. The result indicated that the intervention group performed significantly better than the control group on Akinboye's Emotional Intelligence Test {(1,85) = 182.08 P < 0.05}. On the basis of the findings, it was suggested that Nigerian prisoners should be exposed to Emotional Intelligence education which has been found to be effective. Through this training, it is believed that their positive life skills could be stimulated, enhanced and fully developed to make them better and responsible citizens useful to themselves and the society after incarcerationItem Effects of emotional intelligence training and self-efficacy technique on pre-retirement anxiety of public servants in Ibadan, Nigeria.(2000) Adebayo, M. A.Retirement is voluntary or involuntary withdrawal from active work role. It poses emotional problem to several people who are about to retire and even those who are still having many years to spend in service. Pre-retirement anxiety could, therefore, constitute psychological problems which, more often than not, brings about apprehension, maladjustment and social tensions. Past studies on retirement focused on mental health and influence of sociological factors, only few studies are available on pre-retirement anxiety. This study, therefore, investigated effects of Emotional Intelligence Training (EIT) and Self-efficacy Technique (SET) on pre-retirement anxiety of public servants in Ibadan, Nigeria. A pre-test, post-test, control group quasi-experimental design with a 3x2x2 factorial matrix was used for the study. There were two treatment conditions (EIT and SET) and a control group. The moderator variables were gender and self-esteem. Multistage and stratified sampling techniques were used to select 103 Oyo State public servants (54 males and 49 females) who participated in the study. The participants were randomly assigned into the experimental and control groups. Sarason’s General Anxiety Scale (=0.81) and Rosenberg Self-esteem Scale (=0.77) were employed to collect data. The experimental groups were exposed to eight weeks training sessions, while participants in the control group received no training. Nine hypotheses were tested at 0.05 level of significance. Data were analysed using Analysis of Covariance. There was significant difference in the anxiety of pre-retirees exposed to treatment and control groups (F (2, 97) =38.77; P<0.05). The participants exposed to EIT performed better ( =19.26) than those exposed to SET ( =23.09) on the measure of pre-retirement anxiety. The participants in the EIT performed better ( = 19.26) than those in the control ( = 28.47) on the level of pre-retirement anxiety. Treated participants in SET were also better ( = 23.09) than those in the control ( = 28.47). However, there was no significant difference in the anxiety of pre-retirees males and females exposed to EIT and those exposed to SET. Similarly, no significant difference was found in the anxiety of pre-retirees with low and high self-esteem exposed to EIT and those exposed to SET. In the same vein, no significant difference was found in the interaction effect of treatment and gender on the anxiety of intending retirees. Emotional intelligence training and self-efficacy techniques were effective in reducing pre-retirement anxiety of public servants. Counselling and social psychologists should, therefore, utilise the two strategies in the management of pre-retirement anxiety of public servants. These strategies should also be incorporated into the retirement policy of state and federal governments.Item Psycho-social factors as predictors of truancy behaviour among secondary school students in Ogun state, Nigeria(2008-05) "Ogundokun M.O.||Olawole O.O. "The study investigated some psycho-social factors as predictors of truancy behavior among secondary school students in Ogun state, Nigeria. Descriptive survey research design was employed. A stratified random sampling technique was employed in selecting 300 participating students from the five schools randomly selected from the list of 18 secondary schools in Ijebu North Local Government Area of Ogun State were involved in the study. Their age ranged between 11 years and 19 years with mean age of 10.4 years and the standard deviation of 4. 46. Six valid and reliable instruments were used to assess the truancy behaviour among the students and psychological factors (self-efficacy, self-esteem, anxiety, child parent relationship and peer-group influence). Multiple regression analysis was used to analyse the data. The result demonstrated that each of the psycho-social factors Jointly predicts the truancy behaviour but peer-group influence is the most potent predictor of truancy behaviour. The implications of the findings for educational and counselling practice were highlighted.Item "Psycho-social factors as correlates of academic achievement among secondary school students in Oyo state "(Department of Guidance and Counselling, University of Ibadan, 2009) Ogundokun, M.O.; Olabiyi, A.O."The study examined the effects of locus of control, self-esteem and academic motivation on academic achievement of secondary school students in Oyo state. A sample of 300 (male = 166, female = 134) senior secondary school 2 (SSS 2) students Participated in the study. Their age ranged between13 years and 18 years with mean age of 15.6 years. Data collection involved the use of three valid and reliable instruments to assess locus of control, self-esteem and academic motivation while achievement tests on English Language and Mathematics were used as a measure of academic achievement. Multiple regression analysis was used to analyse the data. The results obtained indicated that locus of control; self-esteem and academic motivation were potent predictors of academic achievement. The implications of the findings for Counselling practice, teachers and parents were discussed. "Item Effects of cognitive learning styles on the academic achievement of secondary school adolescents: implications for counselling(2009) Ogundokun M.O."The purpose of this study was to investigate the effects of cognitive learning styles on the academic achievement of adolescent in secondary schools in Ibadan. Descriptive survey research design was employed. A total of 500 (male 267; female 233) adolescent students randomly selected from ten secondary schools were involved in the study. Their age ranged between 12 and 15 with mean age of 13.5 years. The academic records of the students were obtained from their principals. Student t-test statistic and Pearson's product moment correlation was used to analyse the data collected. Results indicated that there was a significant influence of gender on the academic achievement of male and female students; also a significant relationship was found between the cognitive learning styles and academic achievement of the students. The implications of the findings from this study are that educational and counselling psychologists could use cognitive learning styles as variables to predict the academic achievement of the students. Teachers should also provide active learning opportunities rather than chalk and talk, provide immediate feedback and emphasize mastery over performance goals. "Item "Emotional intelligence and academic self-efficacy as predictors of academic performance among senior secondary school students in Oyo state, Nigeria "(Society for Educational Research and Development, 2009-07) Salami, S.O.; Ogundokun, M.O."This study examined the predictive effects of emotional intelligence and academic self-efficacy on academic performance of students. The study adopted a survey research design of an ex-post facto type. Participants were 485 secondary school students randomly selected from ten co-educational secondary schools in Oyo State (male=258; female=226). The research instruments used for data collection were: Emotional Intelligence Behaviour Inventory (EOBI, a = 0.88), Academic Self-Efficacy Scale (ASES, a = 0.82), English Language Achievement Test (ELAT, a = .76) and Mathematics Achievement Test (MAT, a = .79) tested at the 0.05 level of significance. The findings indicated that emotional intelligence and academic self-efficacy were potent predictors of academic performance of students. "Item Age, gender, religion and physical location as predictors of the social interactions of some Nigerian adolescents during puberty(African Society for the Psychological Study of Social Issues, 2006) AjiboIa, O.F.; Tiwatola, A.F.; Moses, O.O.The study investigated the influence of four demographic variables on the social interactions of 250 Nigerian adolescents during the period of puberty. The mean age of participants 14.75 years for females and 15.01 years for males Using an ex-post facto research design, a pretested self- reporting scale (The Adolescent Social Interaction in Puberty Scale) was used to elicit data on the composite and relative contribution of identified demographic variables as influence on the social interactions of participants during puberty. Three research hypotheses were tested using Multiple Regression and the t-test statistical analysis. Findings indicated that demographic variables jointly influenced the social interactions of the adolescents sampled in the study, while the relative effects of variables showed that age of adolescent and their urban/ rural location significantly influenced social interactions during puberty. Social interaction was more pronounced towards a friend of the opposite sex and peers, with adolescents indicating little or no parental influence on their social interactions during puberty. Gender differentials were minimal (t-1.29, p=0.05) but age of adolescents (t=2.06 p=0.05) and their physical location greatly influenced social interactions during puberty (t=2.9 p=0.05). Implications of findings were highlighted.