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Item Child’s creativity friendly home environmental status among students in uyo senatorial districts, Akwa Ibom State(2023-12) Inyang, E. B.; Akorede, S. F.The study assessed the child creativity-friendly home environmental (CCFHE) status in Uyo senatorial district due to the sensitivity of the construct variable transformative development of the social and economic wellbeing of the individual and the economy. The background characteristics of the respondents were identified, the child's creativity-friendly home environment was estimated and its dynamics were profiled. The study was conducted in the Uyo Senatorial District of Akwa Ibom State. A multistage sampling procedure was adopted to select upper classes of elementary schools for data collection. Both descriptive and inferential statistics were deployed and results were obtained as follows. The majority of the respondents were male (51%) and were in late childhood and early adolescence with 12 years of age constituting 25.3% of the sample. The majority come from households with 2-5 persons (48.7%). The study showed that 86.3% of students were under parental guidance. A mixed-method research approach to item generation led to 12-item construct measures. The KMO and Bartlett's test affirmed the tenability of the measurement construct. However, the factor analytic results revealed four significant underlying dimensions of the factors for child creativity-friendly home environment programming. Incidence index analytics revealed relatively low occurrences and three incidence index magnitude categorizations among the twelve scaled items and the composite index analytics of the status of CCFHE revealed that 30.3% of the population are child creativity home environment friendly at a percentage index of 75.0 and above. The CCFHE background characteristics profile analysis indicated that out of 6 selected variables only 2 variables: age and guidance type had statistically significant variation CCFHE mean index. It suggests that most of the homes (69.7%) were not creative home environment friendly.Item Evaluation of social protection adaptive capacity friendliness for sustainable human security among teen youths in a peri urban area of Akwa Ibom State, Nigeria(2023-12) Inyang, E.B.; Akorede, S. F.This study evaluated the teen youth responsiveness towards sustainable socio-economic health security intervention communication, the responsiveness index of the respondents was estimated and how significant variations in teen youths responsiveness across their characteristics were ascertained. The study was conducted in the Itu Local Government Area of Akwa Ibom State, Nigeria. The target population of the study was all youths between the ages of 14 and 25 years. A multi-stage sampling technique was used and a total of200 respondents were sampled to generate the needed data that were subjected to descriptive and inferential statistics. The results revealed that 93.5% of the teen youths were aware of the threat of HIV/AIDs issues to the sustainable socio-economic-health status of households as 32.5% had the courage to visit the VCT center to ascertain their status. It was surprising that only 25%> knew that the VCT services were confidential. Overall, about 34% of the teen youths had a responsiveness index that was considered high and friendly to call to know HIV/AIDs status; and adopt voluntary counseling and testing to promote zero HIV spread in the region. With regards to sources of variation in teen-youths responsiveness index, the majority of the personal characteristics of the respondents; sex, number of household income earners, father’s level of education, and household size, were statistically not significant variables even though there were considerable variations in the mean index of teen-youths responsiveness to HIV/AIDs VCT across their factors. The variable: age showed statistical significance among its age range categories. As the age range increased, it revealed a higher index of teen-youth responsiveness, which suggested that maturity with advancement in age increases the consciousness of young adults to be careful and safe in society. Irrespective of the background characteristics of the respondents, their decision to stay safe was more of a personal decision to stay safe and healthy.Item Boosting students' achievement in economics in senior secondary schools in Ibadan, Oyo State: the role of teachers' job satisfaction(Jointly Published By Departments of Arts and Social Sciences Education, Early Childhood and Educational Foundations, and Science and Technology Education, University of Ibadan, 2023-06) Akorede, S. F.This study examined the influence of teachers 'job satisfaction on students' achievement in Economics in Ibadan, Oyo state. The design adopted was the survey research design. The population of this study comprised all Economics teachers and all senior secondary two (SSII) students offering Economics in Ibadan, Oyo state. The sample for the study consisted of 30teachers and 600 students from the selected senior secondary schools. Two instruments used for data collection were Teachers' job satisfaction questionnaire (r=) and Economics Achievement Test (r=). Inferential statistics was used to analyse data for the study with the aid of Statistical Package for Social Sciences 23 (SPSS). Data were analysed using. Findings revealed that teachers' job satisfaction (working conditions, recognition, and compensation) had a significant positive significant contribution (R2 = 267, F(2.27) = 9.01) to students' achievement in Economics in Ibadan, Oyo state. The results also indicated that working conditions (β = 0.85), recognition (β = 0.12), and compensation (β = 0.10) relatively contributed to students' achievement in Economics. Based on the findings, it was concluded that all three dimensions of teachers' job satisfaction considered in this study are factors that influenced students' achievement in Economics in senior secondary school in Ibadan, Oyo state. The study, therefore, recommended that for improved performance of students in Economics, efforts should be made by stakeholders to improve on teachers' job satisfaction.Item Effect of a-noas training on graduate's micro business sustainability in Ogun State (2014-2018)(2021-03) Nwaimo, E. K.; Akorede, S. F.Nigeria is the biggest economy in Africa with a population of about 2 00, million people. The nation's major source of foreign exchange is crude oil whose exploration, mining, refining and exportation do not involve a significant number of the teeming population. Hence, the Gross Domestic Product (GDP) of the nations does not represent the micro-economic situation of the country. The Structural Adjustment Programme (SAP) of late 1980s as a macroeconomic policy affected the government's capacity to maintain most public corporations leading to an unprecedented massive surge in youth unemployment rate. The National Directorate of Employment (NDE) was established in 1986 to curb the high rate of youth unemployment through a multidimensional approach including the National Open Apprenticeship Scheme training initiatives. This study therefore, investigated the extent at which small businesses established by Advanced Open Apprenticeship Scheme (A-NOAS) graduated in Ogun State have been sustained. The research design used in the study was correlational design, sixty (60) A-NOAS small businesses owners participated through purposive, snowball and simple random sampling techniques. Three research questions were raised and three instruments were used to gather information for this study. Data obtained were analyzed using descriptive statistics and Pearson product moment correlation.Item Development and validation of students' attitude to economics scale using item response theory(Educational Assessment and Research Network in Africa (EARNiA), 2020-11) Adekoya, P. A.; Akorede, S. F.As important as attitude scales are in the teaching and learning domain, scales on affective traits are relatively limited especially those developed by using IRT based models. This study developed and validated an instrument-the Students Attitude to Economics Scale (SATES), using the IRT model. At the initial exploratory stage, data obtained from a sample of973 high school economics students were subjected to parallel and full information item factor analyses with multidimensional graded response model. This was based on the number of dimensions identified under parallel analysis to identify the interpretable factors underlying the scale. A total of 14 items of the initial 55 constructed items emerged with four factors named; difficulty of economics, performance in economics, benefits of economics and pedagogy of economics. To assess the construct validity of the SATES, the differential functioning of the items on the scale, with respect to the sex of the respondents, were assessed. The results showed that all the 14 items had insignificant chi-square value (p > 0.05). Meaning that all the 14 items that survived item analysis functioned similarly among males and females, hence were valid items. To estimate the reliability of the 14-item SATES, the responses of the testees to the 14 items were subjected to empirical reliability analysis, an IRT based reliability estimate. The outcome revealed a reliability estimate of 0.75, 0.73, 0.84, and 0.79 for each of the four factors respectively, hence 0.78 for the SATES. To cross-validate the 14-item SATES, it was administered to another sample of 1,274 high school economics students, and the invariance of the scale was assessed. To achieve this, response was subjected to multiple group multidimensional item response theory analyses. This provided evidence of the construct validity of the instrument, indicating that the instrument is a valid and reliable tool for measuring senior secondary school students' attitude towards economics.Item Learning style preferences of senior secondary school economics students(Faculty of Education, University for Development Studies, Tamale, Ghana, 2020-09) Adekoya, P. A.; Akorede, S. F.Despite the increasing number of candidates offering economics in senior secondary schools and the importance of the subject to entrepreneurship education, performance of students in public examinations, such as the Senior School Certificate Examination (SSCE), in the subject has been low and oscillating between, below-average and average performance. The cause of this oscillating and sometimes poor learning outcome has been attributed to many factors; chief among them is the background characteristics of students- of which learning style is one. To the best of the knowledge of the researcher, few studies have been done in the area of learning style of senior secondary school economics students. This prompted the researchers to undertake this survey research- to investigate the dominant learning style of high school economics students; so as to assist teachers to put in place teaching methods/aids that accentuate teaching efficiency and better learning outcomes. The Kolb learning style inventory (KLSI) version 3.1(2005) was administered to a sample of 560 senior secondary 1, 2 and 3 students, from a population of senior secondary school students offering economics in Ogun state, Nigeria. The data obtained were subjected to descriptive statistics- frequency counts and percentages and chi-square tests. Findings of the study reveal an even distribution of the four selected learning styles, among the sample used for the study. However, Reflective learning style was the most prevalent style, (27%) followed by both Abstract learning style (25%) and Concrete learning style (25%), the Active learning style being the least, (23%). In addition, there was no significant association between class (X2t 0.384 and P=0.999), gender (X2, 0.220 and P=0.974) and subject area specialization (X2, 1.243 and P=0.999) of students and learning styles. It is recommended that teachers of high school economics adopt multiple teaching methods/aids so as to meet the diverse learning styles of students.Item Effects of two forms of experiential pedagogy and learning styles on senior secondary school (SSS) students’ achievement in economics(Educational Assessment and Research Network in Africa (EARNiA), 2019-11) Adekoya, P. A.; Akorede, S. F.A copious amount of studies have been done on ways to improve the teaching of economics in high school, but little in the area of bringing in experiential learning into the economics classroom. The researchers attempted this study to examine the effects of two forms of experiential pedagogy and learning style on students' achievement in economics. Six intact SSS2 economics classes were randomly selected from two randomly chosen local government areas of Ogun State. Three hundred and twenty-five SSS students participated in the study. A pre-test, posttest, control group design with a 3x4 factorial matrix was used for the study. The instrument used was an Economics Achievement Test (EAT); constructed and validated by the researchers using IRT methods (ER 0.87) along with the Kolb Learning Style Inventory (KLSI) version 3.1 (2005) (r= 0.77) to obtain data. Three null hypotheses were tested at 0.005 significance level. Analysis of data was done with ANCOVA. The result revealed a significant main effect of treatment (Experience Debriefing, Experience Dictation and Control) (F (2.300) = 186.699, p < 0.05 (0.000), partial ղ=. 554) on students' achievement in economics. To assess where the observed significance lies, bonferonni pair-wise comparison was conducted. The outcome showed that experience debriefing fostered students' achievement in economics most, followed by experience dictation, then control. The result also revealed no significant main effect of learning style on achievement in economics (F (3.300) = 0.943, p>0.05(0.420), partial ղ=.009). In addition, the study revealed no significant interaction effect of teaching method and learning style on students' achievement, (F(6300) = 1.245, p>0.05(0.283)).The researchers concluded that experiential learning approaches are effective and recommend that high school economics teachers should embrace this technique. In addition, they should note the diverse learning needs of students, and use it to plan their lessons.Item Effects of integrated and inquiry teaching approaches on students' achievement in secondary school economics in Ibadan metropolis(Department of Guidance and Counselling, Adekunle Ajasin University, Akungba-Akoko., 2019) Isieg, C. O.; Akorede, S.The study investigated effects of integrated and inquiry teaching approaches on students' achievement in economics in senior secondary schools. The study adopted Pre-test, Post-test Control group Quasi- experimental design. The participants comprised 108 Senior Secondary School class two (SS 2) students in three schools randomly selected from two Local Government Areas in Ibadan Metropolis. The instruments were: Economics Achievement Test (EAT) (r =0.77), Students' Attitude to Economics Questionnaire (SAEQ) (r=0.82) and Numerical Ability Test (NAT) (r=0.72). Seven hypotheses were raised and tested at 0.05 level of significance. Data were analysed using Analysis of Covariance (ANCOVA). The results revealed significant main effect of treatments (inquiry, integrated and conventional teaching approaches) [F(2. 89) = 15.53; P < 0.05], and numerical ability on secondary students' achievement in economics [F(2. 89) = 4.97; p < 0.05 while there was no significant main effect of students' attitude to economics on achievement in economics [F(2. 89) = .64; p > 0.05], Results also showed that: no significant first order interaction effect existed between treatment and numerical ability [F(4 89) = .41; p > 0.05],treatments and students' attitude to economics[F(2.89)= 1.293; P > 0.051 and between numerical ability and students' attitude to economics on students' achievement in economic[[(2.89)= .67; P > 0.05]; significant second order interaction effect was found among treatments, numerical ability and students' attitude to economics on students' achievement[F(4. 89) = 2.84; P < 0.05. The study recommended that inter-connection of subjects should be introduced in teaching economics in secondary school to arrest and sustain students' interest and attitude to economics, thereby leading to improvement in performance.Item Relevance of universities and university affiliated colleges of education B.Ed economics curriculum to secondary school economics in South-west Nigeria(A Collaborative Publication of the Education Dialogue Association and the School of Education, University of The Gambia, 2024) Akorede, S. F.The study examined relevance of Universities and University affiliated Colleges of Education B. Ed Economics curriculum, and adopted (QUAN+qual) explanatory concurrent mixed method research design. Hundred (100) teachers were sampled across South-west geo-political zone of Nigeria through random sampling technique. Two validated instruments were used to collect data namely: Economics Curricula Relevance Inventory (r = 0.89) and Focus Group Discussion Guide. Four research questions were raised and answered. The data obtained were analysed using percentage count and thematic qualitative analysis. The result revealed that majority of the courses in universities and university affiliated colleges of education B.Ed Economics curriculum are highly relevant in teaching secondary school Economics. Some of these topics are: ECN 101 (Principle of Economics) (77%), ECN 201 (Introduction to micro economics I) (51%), ECN 204 (Mathematics for Economics) (74%), ECN 402 (Comparative Economics System) (52%), ECN 406 (Taxation and Fiscal Policy) (60%), ECN 407 (Petroleum Economics) (75%). The participants were however of the opinion that the major short-coming of the training received is that they are not well exposed to mathematical aspect of economics because majority of the course facilitators are fond of using old methods. It is therefore recommended that: there should be periodic evaluation of the B.Ed. Economics curriculum to ensure the inclusion of the use of software in the teaching of new teaching methods and mathematical aspects of Economics to the teacher trainees, so as to improve their teaching as well as enhance the requirements for the 21st century education.Item Innovative teaching and assessment during covid-19(Educational Assessment & Research Network in Africa Faculty of Education, Yaounde 1 University, Cameroon, 2021) Akorede, S. F.As numerous countries of the world experienced lockdown, due to the COVID-19 pandemic schools in Nigeria were closed in March 2020. Though schools started partial-reopening seven months after the lockdown in September, severe restrictions remain the order of the day in schools, as it is in some other sectors like sports. Any assurance on when the restrictions will completely be removed appears to be barely feasible at the moment. As a result of the situation, course facilitators in Nigeria were only able to sustain minimal face to face interactions with learners, and they were forced to subscribe to online instructional delivery which poses some substantial predicaments. In view of this, the paper investigates innovative teaching and assessment (selection of YouTube videos, email-based consultation, online mock quizzes and Google classroom) strategies during COVID-19. Different teaching and assessment methods were discussed, and the following lessons from COVID-19 circumstance were highlighted: The Pandemic lockdown offered learners opportunities to access different learning materials to aid their study of the subject area; learners acknowledge the physical presence of visual instructors for their learning of the course resources; another lesson is the significance of a precise and dependable work-book for the course delivered. The paper then recommends that academic organisation should embrace innovation in technology in order to tackle the issues of pressure on server, inadequate computer gadgets, and lack of technical know-how in software installations. Similarly, institution should have an alternative strategy in place to combat the challenges posed by the pandemic without prejudice to students learning and in readiness for future crisis.