Scholarly works
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Item Towards the resuscitation of the use of traditional songs and educative media jingles to boost morals in Nigerian schools(2025) Abijo, J. A.This diopter investigated the complexity of modem Nigerian youth and morality in die context of social networks. Idealism, energy and ambitions fo r desired change have been observed as features of the conflict between the youth and the society. However, the moral standards of young people and their general ethical tendencies are perceived as portraying a dark image of today and future generations. Young people in particular are increasingly divorcing themselves from the enduring cultural principles; the change is further amplified by the social networking sites. It has been postdated that technology has a great influence on the realms of morality due to heightened violence sexual perversion and materialism by youths. The study focused on the role c f education, family and other social institutions to address die moral issue but disagrees with their irrelevance in checking die deterioration. Furthermore it examined historical values of using jingles to improve the moral standards cf die society and the challenge cf preserving them in the knowledge economy and in die present era of high-tech innovations. Reflecting on the causes and symptoms of moral degeneration, the chapter argued for a renewed focus on methods of imparting moral lessons that are likely to influence positive moral character among the youth with a view to transforming them into responsible adult citizensItem Home language and other socio-cultural factors as correlates of yoruba language achievement of jss3 students of oyo state private secondary schools, Nigeria(Education Dialogue Association, 2024) Abijo, J. A.The purpose of this study was to examine Home Language and other socio-cultural variables as correlates of JSS 3 students' Yoruba Language achievement in Oyo State private secondary schools, the study adopted a correlation research design. The target population consisted of all junior secondary III students in Oyo state private schools. A sample size of 1287 respondents was drawn using simple random sampling technique. A fifty items Yoruba Language achievement test and students' questionnaire were the instruments used for the study. The study was guided by four research questions. Mean, Standard deviation and multiple regressions were used to answer the research questions. The findings shows that the overall model of the predictor variables ( age, gender, socio economic status peer group) interaction is not effective in predicting student achievement in Yoruba Language . F(2405=3.149, P<0.05), this implies that the combination of the predictors variables is statistically significant at P<0.05 which indicates that the obtained regression resulting from a set of four predictors age,gender, socio economic status and peer group interaction allows reliable prediction of students achievement in Yoruba Language Home Language and the socio-cultural variables of age, gender, social-class and peer group interact together to correlate with Yoruba Language Achievement of JSS III students in Oyo state private schools. Both the child's home language and English language should be taught at the very basic level of education with the structure and intricacies of both exposed sequentially, from simple to complex. Children should be alloyed to belong to legitimate groups to encourage ease in language use, teachers should vary in their teaching methods to accommodate learners of all age and abilities, both males and females should be encouraged in their educational endeavours, teachers should identify specific challenges of learners from poor homes as well as those from rich homes, continuous training and re-training of teachers of Yoruba Language should be considered a priorityItem Teacher professional development and pedagogical skills as correlates of secondary school students' achievement in english language in Ibadan metropolis(2016) Babatunde, E. O.; Abijo, J. A.The study examined the contributions of teachers' professional development and pedagogical skills on secondary school students' achievement in English Language. It also investigated the nature and direction of relationship among teacher professional development, pedagogical skills and students' achievement in English Language. The study determined which variable (teacher development or pedagogical skills) significantly predict student's achievement in English language. This is a correlational study with the targeted population of all secondary school students in Ibadan metropolis. Two educational zones were purposively selected out of which ten secondary schools were randomly selected, 24 participants were also selected from each of the schools to make a total sample of 240 participants. Two instruments were used for data collection in the study namely; “English Language Achievement Test (ELAT)” r=0.85 and “Teachers' development and Pedagogical Skills Scale (TDPSS) ” r=0.75. The findings revealed that both teacher professional development and pedagogical skills jointly and significantly contributed to student's English Language achievement F(2,37)=6.797, p<0.05, Furthermore, only pedagogical skills relatively and significantly predicted student's English Language achievement; Pedagogical Skills fl --.56), t(-3.382) = .002, p=.005, Teacher development fi =.085, t(.5l2)= .612, p=.005. The outcome of the study revealed that teacher development and pedagogical skills could determine and predict student's achievement in English Language. Hence, it was recommended that secondary school English teachers should adopt different pedagogical skills when teaching to improve achievement in English LanguageItem Input modification in the teaching of english language among federal university lecturers in South-West, Nigeria(2020-03) Azeez, F. A.; Odinko, M. N.; Abijo, J. A.This study investigated input modification in the teaching of English Language among federal university lecturers in South-West, Nigeria. The study examined English grammar and phonology classes. The study made use of Descriptive survey design. The population of the study comprised undergraduate English Language lecturers and their students in South-West, Nigeria. Purposive sampling technique was used to select fifteen (15) English Language lecturers taking English Grammar and phonolo'gy and 350 students in South-West, Federal Universities in Nigeria. Three research questions were answered. Data were collected using Lecturer Classroom Interaction Sheet (LCIS) with reliability co-efficient of 0.76 and Students’ Rating of English Language Lecturer Input Modification (SRELLIM) with reliability co-efficient of 0.82. Data was analyzed using descriptive statistics and T-test. The result of the lecturers’ input simplification practices revealed that lecturer explaining new vocabulary is the most frequently used (27%). This is followed by lecturer using basic vocabulary that matches learners’ language and lecturer explaining an idea using more than one word which have the same proportion of 26.1%. The study also revealed that elaborating self-utterance to make the meaning clear is the most (54.6%) frequently used input elaboration pattern. This is followed by modifying learners’ utterance which amounts to a percentage of 17.0%. The study further revealed a significant difference in score between the two groups of lecturers with t (87) = .00, p < .05, two-tailed where experienced lecturers with (M = 104.33, SD = 24.68) scoring higher than inexperienced lecturers (M = 81.15, SD = 15.58). Also, there was a significant difference in score between the two groups of lecturers with t (348) = .00, p < .05, two-tailed where Ph. D holders (M - 104.33, SD =24.68) scoring higher than MA holders (M = 81.15, SD = 15.58). The study then recommends that Lecturers should be able to use a variety of input modification patterns and adapt the specific patterns that suit the learners they are teachingItem Vocabulary and reasoning abilities as correlates of secondary school students’ achievement in Yoruba esssay writing in Osun State, Nigeria(2022-06) Abijo, J. A.This study examined vocabulary and reasoning abilities as correlates of secondary school students ’ achievement in Yoruba essay writing in Osun State, Nigeria. The study adopted ex-post facto design of survey research type. The target population for the study comprised public and private senior secondary school II students. Simple random sampling technique was used to select four hundred students from ten secondary schools. The three instruments used for data collection are: Vocabulary Ability Test (r=0.82'), Reasoning Ability Test (r=0.89) and Yoruba Essay Writing Achievement Test (r=0.87). The study data was analyzed using the Pearson Product Moment correlation and Multiple regression analysis. Findings of the study revealed that the independent variables (vocabulary ability, reasoning ability) jointly predicted students' achievement in Yoruba essay writing (F(2,297) = 7.968; p<0.05). Furthermore, vocabulary ability contributed most with (ft = 0.158; t = 3.684; p<0.05) while reasoning ability did not contribute significantly to the model (f = 0.025; t = 0.498; p>0.05). The study recommended that vocabulary and reasoning abilities of the students should be given attention to by the teachers and parents, through thought-provoking ideas and questions. Schools should also encourage their students to participate in essay writing competitions organized within and outside the school premisesItem Environnmental and personality factors as correlates of students’ achievement in yoruba language essay writing in Oyo State(2021-06) Abijo, J. A.Yoruba language essay writings have attracted the interest of linguists and language educators, as observations reveal that construction of meaningful expression has become a challenge among secondary school students in recent times. Ongoing research attention has consequently been focused on a myriad of factors that could possibly explain students ’ achievement. This research, therefore, investigated environmental and personality factors as correlates of students ’ achievement in Yoruba essay writing in Oyo State. The study used survey research type of ex-post facto design; where three hundred (300) students were drawn through a multi-stage sampling procedure, from three educational zones in Oyo State. Three instruments were used to gather information: Environmental Factors Questionnaire (r=0.75); Personality Factors Questionnaires (r=0.80); and Yoruba Language Essay Writing Achievement Test (YLEWAT) (r=0.86). The data obtained were analyzed using Pearson Product Moment Correlation and Multiple regression analysis. Results of the study showed that a relationship exists between environmental variables (physical environment and classroom environment) and students’ achievement in essay writing (r=0.482, p<0.05; and r = 0.218, p<0.05, respectively). Also, all the personality variables were significantly related to achievement in Yoruba essay writing ((.r=0.140, p < 0.05); (r=0.136, p < 0.05); (r=0.144, p < 0.05) for attitude, self-efficacy and gender respectively). Furthermore, all the variables jointly explained 27.3 of the variance obser\>ed in students' achievement in Yoruba essay writing. And only the environmental variables contributed to the prediction of students ’ achievement in Yoruba essay writing (/3 = 0.433; t = 8.172; p<0.05 and ft = 0.123; t = 2.300; p<0.05, respectively for physical and classroom environments). The study recommended, among other things, that School administrators, government and parents should provide an enabling environment for the students to motivate them for learning.Item Environmental and personality factors as correlates of students’ achievement in Yoruba language essay writing in Oyo state(2021-06) Abijo, J. A.Abstract Yoruba language essay writings have attracted the interest of linguists and language educators, as observations reveal that construction of meaningful expression has become a challenge among secondary school students in recent times. Ongoing research attention has consequently been focused on a myriad of factors that could possibly explain students ’ achievement. This research, therefore, investigated environmental and personality factors as correlates of students ’ achievement in Yoruba essay writing in Oyo State. The study used survey research type of ex-post facto design; where three hundred (300) students were drawn through a multi-stage sampling procedure, from three educational zones in Oyo State. Three instruments were used to gather information: Environmental Factors Questionnaire (r=0.75); Personality Factors Questionnaires (r=0.80); and Yoruba Language Essay Writing Achievement Test (YLEWAT) (r=0.86). The data obtained were analyzed using Pearson Product Moment Correlation and Multiple regression analysis. Results of the study showed that a relationship exists between environmental variables (physical environment and classroom environment) and students’ achievement in essay writing (r=0.482, p<0.05; and r = 0.218, p<0.05, respectively). Also, all the personality variables were significantly related to achievement in Yoruba essay writing ((.r=0.140, p < 0.05); (r=0.136, p < 0.05); (r=0.144, p < 0.05) for attitude, self-efficacy and gender respectively). Furthermore, all the variables jointly explained 27.3 of the variance observed in students' achievement in Yoruba essay writing. And only the environmental variables contributed to the prediction of students ’ achievement in Yoruba essay writing β = 0.433; t = 8.172; p<0.05 and β = 0.123; t = 2.300; p<0.05, respectively for physical and classroom environments). The study recommended, among other things, that School administrators, government and parents should provide an enabling environment for the students to motivate them for learningItem Effect of multimodal assessment packages on senior secondary school students' english listening proficiency in Ibadan metropolis Oyo State, Nigeria(2023-06) Abijo, J. A.; Yusuf,S O.The study determined the effect of curriculum-based multimodal technique on the listening skills proficiency among secondary school students in Ibadan metropolis. The quasi experimental design was adoptedfor this study. The instruments were Oral-based tests with reliability co-efficient of 0.89, Paper- based tests with reliability co-efficient of 0.70. A total of200 students were randomly selectedfrom public and private schools in Ibadan metropolis and were examined. Half of the students (100) are from public-based secondary schools while the remaining 50% (100) are from private schools. Analysis of variance was used in analysing the main and interaction effects of the data collected. The results revealed that there was no significant different in the overall listening skill proficiency of the students based on either of the school or test type. However, there exists a strong interaction between these independent variables. Students from public schools performed better in Oral-based test (ORT), while private school students tends to have better performance in paper- based tests (PBT). The public school students with a mean performance score of79.38%performed better than the private school students (x— 78.5%) in term of the overall average in the conducted tests Based on thefindings, the new (ORT) technique ofassessing listening skill should be adopted by teachers and all public examining bodies in Nigeria in assessing students listening proficiencyItem Institutional readiness factors and the adoption of remote learning platforms among university stakeholders in Nigeria during COVID-19 pandemic(2021) Junaid, I. O.The advent of COVID-19 pandemic has brought the new normal, not only in social interactions but also in teaching-learning activities. It caused the sudden change by most education institutions to remote learning platforms as a result of state configuration policies that prohibited social gathering and enforced social distancing. Lack of empirical findings on responses of higher education stakeholders to the adoption of remote learning platforms during COVID-19 pandemic created an impetus to examine institutional readiness factors and the adoption of remote learning platforms among public and private universities’ stakeholders. This descriptive survey design used a total population of all academic staff of universities in the Southwest Nigeria. One hundred and sixty eight (168) participants were randomly sampled across states in the Southwest using a validated on-line instrument designed on “Google form” and which had a Cronbach Alpha coefficient of (r=0.70). Data collected was analysed using blinder Oaxaca decomposition procedure of Stata. The result revealed that the tendency to adopt the remote learning platform by both private (F(4, 41) =3.15, p<0.05) and public F(4, 113) =2.93, p<0.05) stakeholders was significant. The level of readiness of public institutions’ stakeholders in terms of facilities, training, self-efficacy and perceived usefulness of remote platforms was not significant while the self-efficacy of private stakeholders was significant (ß = .063, t =2.16, p<0.05). The result informed the need for more trainings and provision of facilities for optimum readiness for any future emergency like COVID-19 pandemic.Item Determinants of academic staff readiness for the adoption of online teaching-learning platforms in African universities during COVID-19 pandemic(Positive Psychology Association, Nigeria with headquarters in University of Ibadan, Nigeria, 2021-06) Junaid, I. O.; Ojetunde, S. M.Effective teaching-learning activities require considerable preparation in terms of knowledge of the content, pedagogical skills and provision of relevant instructional materials. The proliferation of Information and Communication Technology (1CT) and its adoption for teaching raised issues on the expected level of ICT efficacy, needed by lecturers for effective use of modem technologies for teaching. This situation was fueled by the advent of COVID-19 pandemic which warranted institutions at all levels to adopt online/remote teaching-learning platforms as the alternative means of continue education activities while learners are still at home due to the social distance policy. Using remote platforms has raised questions about its effectiveness as there was no prior training for lecturers and how their personal characteristics would promote the adoption of remote platforms have not been established. This creates impetus to examine institutional readiness determinants using staff personal characteristics as a test case. Ex post facto design was adopted for the study. The population comprised lecturers from Higher institutions who responded to an online questionnaire using "Google forms" (research instrument) titled Higher Institutions Academic Staffs Readiness (H1ASR, r=0.91) from which 173 lecturers from higher institution in Africa were purposively selected. Data collected were analysed, using Ordinary Least Square regression and O-probit at 0.05 level of significance. Results revealed that joint contributions of independent variables (gender, academic cadre and self-efficacy) was significant (R(2)=0.204, F-test=3.475. p<0.05); staff academic cadre (β= -2.295, t=-1.88, p<0.05) and self-efficacy (β= -1.914, t=2.00, p<0.05) made significant contributions but no significant contribution was made by gender (β= -.426, t= -1.17, p>0.05). It is recommended that external factors such as, internet facilities and bandwidth, alongside academic staffs personal characteristics, should he given high level of consideration.