Scholarly works

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THE RELATIVE EFFECTIVENESS OF THREE FRENCH TEXTBOOK METHODS ON SELECTED OUTCOMES IN FRENCH
(1983-07) ADELEKAN, P. A.
The purpose of this study was two-folds (1) to investigate the relative effectiveness of three textbook methods of teaching French on the achievement, motivational and attitudinal levels of selected secondary school students of French in Nigeria, and (2) to investigate whether there was a significant difference in performance between male and female students on the same variables. The sample was taken from a population of first year secondary school students located in Abeokuta, Ogun State of Nigeria. The three experimental intact classrooms were taken from three different schools that were newly established in 1960 and still bad no French programme at the time of this experiment (1982). A 3 x 2 pretest-posttest factorial design was used in this study. The pretest posttest analysis of variance and covariance applying the "F" test for the three independent samples was applied to analyze and compare the data. A further analysis was made by applying the Scheffe test of comparison to determine exactly which group significantly outperformed the others. It was found that (1) the group taught through "Methode I” Contacts achieved significantly higher posttest scores on the French achievement test and on the student assessment Questionnaire than the other two groups of students using "Methodes II and III” respectively, (2) on all three independent variables males outperformed Females but not significantly so, and (3) there was no significant difference between groups on the attitude and motivation measures. It was concluded that: "Methode I" (Contacts) was more effective in teaching elementary French to this particular sample (Class I) than "Methode II" (Practical French) or "Methode III" (France Afrique). The results of the present research have several implication for professionals in education, for students, for policy makers and for textbook writers. They suggest that quality textbook preparation can produce a significant effect in the cognitive and affective domains of language learning. Moreover, it is recommended that more textbooks be written and field tested by Nigerians or inhabitants whose desire it is to produce quality "methodes" for Nigerians. It is further recommended that this comparative study be carried out in various parts of the country in order to be able to generalize the findings.
CAUSAL MODEL OF SOME SOCIO-PSYCHOLOGICAL VARIABLES AS DETERMINANTS OF ACHIEVEMENT IN SECONDARY SCHOOL SOCIAL STUDIES
(1995-05) ABE, C. V.
The study sought to obtain empirical evidence of the causal linkages between academic achievement and some socio-psychological variables, and to ascertain the extent to which these variables predict achievement in Social Studies. The study made use of ex-post facto design involving a sample of 624 Junior Secondary School class three students in thirty secondary schools in Oyo State. Each student responded to five different questionnaires and an achievement test in Social Studies. The data was analysed using stepwise multiple regression and path analysis statistics to answer the five research questions raised in this study. The research findings indicate that: 1. Only five of the variables viz: socio-economic status, gender, home language, attitude towards Social Studies and study habits influenced achievement in Social Studies. 2. Most of the variables that have indirect effects on students' achievement in Social Studies do so via study habits. 3. There is no direct effects of i. locus of control on achievement ii. gender on career aspiration iii. attitude towards Social Studies on career aspiration iv. locus of control on study habits v. test anxiety on achievement vi. career aspiration on achievement. 4. Total effects of the direct path accounted for 23.4% of the variation in students' achievement in Social Studies, while total effects of the indirect paths accounted for 9.0%. 5. The eight socio-psychological variables in the study when taken together were quite effective in predicting achievement in Social Studies with multiple R = 78; R(2) =61; Adjusted R(2) = .60; Standard Error = 6.57; R(2) Change = .61; F Change = 119.43. 6. Socio-economic status (VAR1) was the most effective variable in predicting achievement in secondary school Social Studies. 7. Locus of control, career aspiration, and test anxiety did not make any significant contribution to the prediction of achievement in Social Studies. The findings have important implications for the development of bumper and robust counselling package for secondary school students in line with the demand of the National Policy in Education.
COMPARATIVE EFFECTIVENESS OF LECTURE AND MATERIAL-BASED INTERACTIVE METHODS ON SELF-CONCEPT, TEST ANXIETY AND ACHIEVEMENT IN MATHEMATICS IN LAGOS STATE
(1995-08) ADEDAYO, O. A
This study was carried out with the aim of investigating the effect of three instructional methods and gender on achievement, test anxiety and self-concept in mathematics of NCE year one Business Education Students. The design used was a 3 x 2 pre-test/post-test quasi-experimental design. A sample of 165 first year NCE Business Education Students comprising 71 males and 94 females, with mean age of 22.96 years, was used in this study. The subjects were all full-time students from two colleges of Education in Lagos State who registered for the 1992/93 session. A total of nine hypotheses were tested with respect to the interactive effect of instructional method and gender on each of the three dependent variables. The instructional methods occurred at three levels as follows: Interactive learning with individual use of materials, interactive learning with group use of material and the lecture method. The materials were prepared from the second semester business mathematics course outline. Five instruments were used for data collection. They were: 1. A multiple choice test in mathematics to test prerequisite skills. 2. A multiple choice post achievement test in mathematics covering the course objectives of the second semester business mathematics course. 3. The Inventory of Test Anxiety in Mathematics (ITAM) by Osterhouse,. 4. A mathematics self-concept scale. 5. A learning package. Analysis of covariance was done for each of the three dependent variables. Where significant interaction was found the hypothesis on main effect was not tested. Rather, Scheffe multiple Range Test was used to identify the source of variation. In case of no interaction, Multiple Classification Analysis was used to determine the magnitude and direction of the effect as well as the amount of variation accounted for by each variable. The result showed significant interactive effect of gender and treatment on mathematics achievement. Interactive learning with individual use of materials favoured females while interactive learning with group use of materials favoured males. There was no interactive effect of gender and instructional method on the other two dependent variables. However, with test anxiety as the dependent variable, it was found that instructional method had significant effect, with students exposed to the lecture method having the highest anxiety level when compared with others. The hypothesis on self-concept showed that gender had significant effect, favouring females. Instructional method and gender accounted for a total variance of 24.3% in mathematics test anxiety and 22.8% in self concept in mathematics. Recommendations are made as to how interactive learning could be used to meet students individual needs in the teaching of tertiary mathematics.
Research for higher education development
(1997-12) Amoo, S. A; Onuka, A. O. U.
The Higher Education sector is composed of all universities; colleges of education and technology and other institutes of post secondary education . It also includes all research institutes, experimental campuses and schools operating under the direct control of, or administered by, or associated with, the higher education establishments. This paper examines the quality of research in developing human resources to facilitate the development of the nation. It discusses the challenges and the role of research and higher education in support of teacher education programs and related policy processes in international context. It analyses the state-of-art in the interface between teacher education, higher education and teacher policy development. It addresses the issues related to research and education as well as their contribution to teacher education policy development processes. It explains how higher education can contribute through research and capacity building to teacher education policy development process in Nigeria. It recommends the future collaboration between the key international institutions and academics.
Resources and resource utilization in normadic education
(Nigeria Association for Educational Media and Technology, 1998) Farombi, J. G.
The paper opens with a conceptual analysis of nomadic education and its inception in Nigeria. A brief account of nomadic education in Nigeria shows that nomadic education is no more strange (although, a more vibrant endeavours to educate nomads was embarked upon in the 70s). There are thirty-four States and Federal Territory Capital (Abuja) participating in normadic education. One of the remaining two states will soon be joining. The number of normadic education schools rose from 174 in 1986 to 890 in 1997 and a total of 88,871 pupils as at 1997 had enrolled. One of the factors inhibiting nomadic education is the lack of resources that are needed for the success of the programme. The resources can be divided into four categories (financial resource, human resources, material resources, and instructional time resource). For example, some of the normads have their lessons under trees and one wonders what happens during dry seasons when all leaves are dried. Furthermore, the teaching force (ie, the nomadic education teachers) are not adequate since there are 2,561 teachers in the existing 890 schools it shows that there are less than 3 teachers in each school. The study ends by recommending that since nomads are unwilling to go for nomadic eduaction, there should be a provision of the material and financial resources to nomadic education, these will serve as bates for these pupils.
Application of a computer software to educational measurement
(Nigeria Journal of Computer Literacy, 1998-06) Farombi, J. G.
The paper discussed the computer system features, users' application programmes and packages. Computer system application to educational measurement using Scorbatt programme with reference to case study on achievement test (multiple choice test items) was discussed.
Students’ socio-psychological factors as predictors of achievement in senior secondary school english language
(Stirling-horden publishers, 1999) Odinko, M. N.; Adeyemo, D. A.
The study sought to explain senior secondary (SS) students' achievement in English language using some student socio-psychological variables: home language; locus of control; study habits; career aspiration; interest in schooling; self-concept; and test anxiety. Data on the relevant variables was collected from 448 SSII students in Akinyele and Ibadan North Local Government Areas of Oyo State, Nigeria. Data analysis involved using stepwise multiple regression to examine the relationship between English language achievement and the seven independent variables. The results show that the socio-psychological variables, when taken together, effectively predicted English language achievement among senior secondary school students: The results also indicate that each of the variables contributed significantly to the prediction; and that self- concept is the most potent contributor. These findings have implications for English language teachers and counselors who are interested in solving problems of secondary school students' underachievement in English language.
The child-centred curriculum design: its characteristics and implications for educational practice
(1999) Adegbile, J.A; Farombi, J.G
Curriculum has different definitions but certain basic agreements exist about some elements of the definitions of the term. Curriculum has been regarded in this paper as the totality of planned, organised and intended learning experiences provided by the school for the all round development of the pupil. However, the kind of curriculum given by the British colonialists was not child centered. Many curriculum designs have been offered by experts in curriculum studies and the subject designed is one of them. Learning within this design focuses on language activities - thinking, listening, reading and writing.The earlier curriculum experts emphasized on the subject centered curriculum design. Learners' needs and interests were not considered; various school subjects to which learners were exposed were not seriously considered. The emphasis on the subject centered curriculum design has been a very serious concern to present writers. This explains why the major purpose of this paper was the examination of the child-centred curriculum design. The implication of the design for eductional practice was also examined. It was therefore concluded that the child centered curriculum design could be very effective because it centres around learners interest and needs. For the purpose of effective implementation of the design, some fundamental questions were provided which teachers, instructors and curriculum planners should consider in the teaching-learning process.
School surpervision, a predictor of students' achievement in secondary school physics in Oyo state
(Stirling-horden Publishers, 1999) Farombi, J. G.
Selection mechanisms for admission to university education in Nigeria
(Stirling-Horden Publishers (Nig.) Ltd., Ibadan, 1999) Okwilagwe, E. A.
Material resource utilization, a correlate of students' performance in secondary school physics in Oyo State
(Department of Educational Management. University of Ibadan, 2000) Farombi, J. G.
The aim of this paper is to examine the relationship between the material resource utilization and students' performance in secondary school physics in Oyo State. Material resources vary from students' own items like students chairs and lockers to such materials owned by schools like school bus. In other words, material resources are those things used in schools to facilitate teaching and learning processes. A total of 1029 SS1 Physics students from 40 schools with their principal participated in the study. Descriptive statistics and multiple regression analysis were used to answer the research questions 1 and 2 respectively. Two research instruments were used in this study. These include Physics Achievement Test (PAT) and the School Questionnnaire (SQ). The results of the study shows that the level of the material resources in Oyo State Secondary School is low. Material resources such as textbooks, library size, fan, students' stools in the laboratory are found to significantly predict students' performance in secondary school Physics in Oyo State. It is therefore, recommended that more of these material resources should be provided in the schools.
Effects of two assessment methods on learning outcomes of pupils in social studies: a case study of University of Ibadan Staff School
(The Department of Teacher Education, Univeristy of Ibadan, 2000-04) Okwilagwe, E. A.
This study sought to determine experimentally the relative effects of two methods of assessment on learning outcomes of pupils in social studies at the primary School level. As distinct from what is currently obtaining in most schools in Nigeria, the study discussed the development of continuous assessment in Nigeria, laying emphasis on the importance and the essence of using the three domains of this method of assessment in evaluation of pupils' work. Using 60 Primary 3 pupils of staff school, University of Ibadan, who were randomly selected and assigned to treatment and control groups, they were exposed to four-weeks of teaching during which cognitive, affective and psychomotor domains were assessed. The findings of the study did not seem to lend support to the superiority of performance. Also, the findings revealed that when pupils of this age level, are exposed to continuous assessment procedures, they develop positive attitudes to school, while their attitudes toward social studies as a school subject may not necessarilly appreciate. However, the experimental subjects seemed to have done better on the psychomotor tests as they improved considerably in writing and drawing during the period, than their counterparts.
Improving junior secondary school student's attitude towards mathematics through brainstorming learning strategy: a study in school effectiveness
(Department of Educational Management University of Ibadan., 2000-06) Adewale, J. G.
Academic achievement stands out as one of the measures of school effectiveness; however, the poor achievement of students in school subjects like mathematics both at school and at public examinations has been a concern to mathematics educators. The failure rate may be due to students' attitude to subject which is likely to have its roots from how the subject is taught. This study, therefore, examines the effect of brainstorming on students' attitude in junior secondary school mathematics. The study adopted a quasi experimental design with pre test- post test control group. Two instruments: response (Student Questionnaire) and stimulus (experimental package) were used to collect data. The result shows that students exposed to brainstorming strategy developed positive attitude to mathematics than those in the control group. It is, therefore, recommended that teachers should be taught to use brainstorming strategy in the teaching of mathematics in school.
Application of computer to educational research.
(2001) Adewale, J. G.
Distance education: its organization and management
(2001) Onuka, A. O. U.
Distance education is a means of bringing education to the door step of the people who, otherwise would have not been opportuned to have access to formal education. It thus remove the barriers to formal education and enables a lot of people access to learning while they were still keeping their jobs. But to be effective it must be properly planned, organised implemented and well managed. This paper therefore outlines the process of properly concieving, planning, organising, implementing and managing a result oriented distance learning programme. Since it covers a wider geographical area than the formal education, its planning, organisation and management differ substancially from the organisation and management of a formal education setting
Application of sound waves
(Ob-zed Publishers, Benin City, 2001-04) Egede, B. A.; Farombi, J. G.J.
Resources and resource utilization in distance education
(2001-05) Farombi, J. G.
The study on effects of resources and resource utilization in distance education opened with a short history of distance education in Nigeria. The traditional rulers had a way of disseminating information to their subjects through the help of town criers. The federal government of Nigeria gave a legal backing to distance education In 1977. The paper addressed such issues as resources in terms of finance, human, materials and instructional time. The paper ends by exploring the uase of resources in distance education.
Language: an effective tool for management
(2001-12) Onuka, A. O. U.
In this paper language was defined both in terms of words and symbols including models or techniques. It has been described as a vehicle for communication. And communication is viewed as a means of discharging the function of the manager. It is therefore concluded that language is an effective tool for both the training and the performance of the manager. The manager must possess mastery of language for effective discharge of his duties.
Distance education funding: an analysis of the centre for external studies, University of Ibadan, Ibadan
(2001-12) Onuka, A. O. U.
This work evaluates the sources and uses of fund for and by the centre for external studies. It is discovered that the centre though appears to be adequatly funded but if all it needs to do is done, the funding becomes inadequate. And it may become extinct if nothing is done, the to improve the revenue base of the centre. It this suggested that the remuneration of the staff be improved while academic staff be recruited for improved services. It is equally suggested that investment of excess income be made, consultnacy services be set up, and centre's programmes be expanded to invovle those faculties and departments that are not yet taking part in its programme. Furthermore, intakes could be increased and fees be reised to meet the needs of the centre. The university should fully integrate the centre for greater productivity and sustainability of the programme.
Modern trends in secondary school geography teaching
(Powerhouse Press and Publishers, Ibadan, 2002) Okwilagwe, E. A.