Scholarly works
Permanent URI for this collectionhttps://repository.ui.edu.ng/handle/123456789/1877
Browse
9 results
Search Results
Item Presentation of results/findings, discussion and conclusion(Institute of Education, University of Ibadan, 2003-11) Adeleke, J. O.Item Gender role on topic preference of senior secondary school students in mathematics(The West African Examinations Council Research, 2007-04) Adeleke, J. O.This study investigated the topic preference of senior secondary school students in mathematics and role gender plays on their preferences. Six hundred and forty senior secondary school II students selected through multi stage sampling were used.They provided data on thier preferred topics in mathematics by giving positions to the nine major mathematics topic in the senior secondary schools syllabus. they equally indicated their gender. The data collected was analyzed using descriptive statistics(frequency, cross tabulation). chi square test was also used to test the impact of gender on student's topic preference at the 0.05 level of significance. Number and numeration, algebraic process and statistics were found to be most preferred mathematics topic while bearing, probability and mensuration were most likely disliked mathematics topics among senior secondary students. Male and female students are found to be different in their preference for mathematics topics.It was also found that many males preferred number and numeration, algebraic process, mensuration and construction than thier female counterparts whereas many female students preferred plane geometry, trigonometry, bearing, statistics and probability than male students. Based on the findings og this study, it was recommended that mathematics teachers should organize various result oriented classroom activities, initiate strategies and innovations especially on the topic identified as disliked mathematics topics, that will boost interest of thier students. School counselors also should make use of these findings especially the gender impact on the students' preferences for mathematics topics to assist students overcome the dislike they have for some topics.Item Enhancing rural public primary school teachers' information and communication technology (ICT) knowledge through holiday skill development programme(2009) Adeleke, J. O.The use of information and Communication Technology (ICT) within the four walls of classroom is posing challenges to praticing teachers. This study therefore, investigated the impact of skill development programme organised for rural public primary schools on their ICT knowledge acquisition. The impact of the level of educational qualification attained on ICT knowledge acquisition was also investigated. The study was an experimental study which adopted single group pretest postest research design. Six hundred and thirty six primary school teachers randomly selected from seven rural local government area (LGAs) in Nigeria were used. The instrument used for data collection was ICT Test ( KR20=0.7). The data generated was analysed using paired t-test , analysis of covariance and Scheffe post hoc test. It was found in the study that the skill development programme has significant main effect on rural primary school teachers' knowledege acquisition on ICT (p<0.05). The level of educational qualification was slso found to have significant effect on the ICT knowledge acquisiton of the teachers (p<0.05). The knowledge of ICT is needed to be enhanced in teachers becuase in a teacher can only make use of the skill he/ she possessess. ICT is known to promote effective teaching and also enhances the involvement of the study and withdrawn learners. It is therefore imperative to equip all the rural teachers with ICT skill through periodic skill development programmes. This will improve the lot of their pupils.Item Holiday rural teachers' skill development programme and their geometry knowledge(2009-08) Adeleke, J. O.Geometry being an important aspect of Mathematics at all levels of education demands in - depth knowledge from mathematics teachers for effectiveness of its teaching ince knowledge is dynamic, rural teachers need to up - date their knowledge both on the subject they teach and the pedagogy found to be effective. This study therefore, investigated the impact of skill development programme organized for rural Primary School teachers on their Geometry context knowledge. The effects of years of teaching and highest qualification on Geometry content knowledge of the teachers were also investigated The study being an experimental tudy adopted single group pretest-post test research design. Two hundred and orty one rural public schools participated in the study. A teacher was randomly selected from each of the two hundred and forty one public primary schools existing in the three selected Rural Local Government Areas in Oyo State. The instrument used for data collection was Geometry Content Test (KR20= ). The data collected was analysed using paired t - test and analysis of covariance. It was found in the study that the skill development programme has significant paired t - test and analysis of covariance. It was found in the study that the skill development programme has significant main effect on rural primary school teachers' knowledge of Geometry content (P<0.05). Teacher's years of teaching and highest educational qualification were found not to have significant effect on Geometry Content knowledge. Adequate knowledge of Geometry is needed to promote effective mathematics teaching in public primary schools. Such adequacy can only be ensured through periodic skill development training programme for teachers. It is therefore imperative to equip all rural public primary school teachers with adequate Geometry Content Knowledge via skill development programme and until this is done,inadequacy found in geometry teaching in primary schools will remain a menaceItem Path-analytic study of cognitive entry characteristic and students' achievement in bearing in mathematic(Institute of Education, Obafemi Awolowo University, Ile-Ife., 2009) Obaitan, G. N.; Adeleke, J. O.Individual differences in learning outcomes have-been observed by many researchers in the past. Bloom (1974) proposed that the Cognitive Entry Characteristics are alterable variables that account for the greatest degree of variance in students' learning.This study, therefore, validated a causal model that involved Cognitive Entry Characteristics (CEC) and student achievement in bearing in Mathematics. The study is an ex-post facto type. Four hundred and ninety two SS 3 students were involved in the study. The samples were drawn using multi-stage sampling technique from public co-educational secondary schools in three of the five local government areas in Ibadan metropolis. The instruments used for data collection were the Mathematics Achievement Test (r = 0.80, P = 0.4) and Diagnostic Tests measuring the CECs. The data collected were analysed using path analysis ( a path between causal factor and dependent variable was retained if /Pji/≥ 0.05 and rij is significant at 0.05 aplha level) The study revealed that all the hypothesized CEC were found to have either direct or indirect effect or both on students' achievement in bearing . This has implications for education, especially the curriculum developers and classroom teachers, particularly on the need for learning sequence. It was therefore recommended that equipping students with adequate level of cognitive entry characteristics that would enhance high degree of cognitive achievement be considered by teachers.Item Complimentary roles of religious institutions on the fight against examination malpractices in Nigeria(Institute of Education, Univeristy of Jos, Jos, Nigeria., 2009-06) Adeleke, J. O.The campaign and the fight against examination malpractices have become the matters demanding a 'clarion call'. This study therefore investigated the roles that religious institutions play in the fight against examination malpractices in Nigeria. Three hundred respondents comprising students and adults from the Northern; Southern, and Eastern parts of on religious groups with which they associate. They also provided information on their religious leaders, how committed they are to religious activities and how aggressive they are on their fight against examination malpractices. The instrument used for data collection was Roles of Religious Institutions on the Fight Against Examination Malpractices Questionnaire (RRIFAEMQ). The Cronbach Alpha Reliability Coefficient estimated on RRIFAEMQ was 0.81. The data collected was analysed using descriptive statistics (frequency counts and cross tabulation). Compound bar charts were also used to present the results. It was found in the study that a good number of Nigerians are still not aggressive in their fight against examination malpractices. Greater percentage of Nigerians who received high quality moral instruction from their affiliated religious groups are very aggressive in their fight against examination malpractices. It was also found that greater percentage of Nigerians who are very close to their religious leaders and committed to religious activities are very aggressive in their fight against examination malpractices. Based on the findings of this study, it was recommended that, religious leaders should rise up to their responsibilities through sound moral teaching instead of running after monetary gains from members. Government should encourage moral instructions through religious institutions and media. 'Catch them young' approach should be employed too by integrating religious instructions into the school curriculum at all levels. There is a better future for Nigeria if special attention is paid to the above recommendationItem Effects of cognitive entry characteristics and gender on students' cognitive achievement in bearing.(Instituteof Education, Obafemi Awolowo University, Ile- Ife, 2008) Adeleke, J. O.There are evidences that showed that most Nigerian Students tend to dread and fail mathematics. Bloom (1981) Bloom theory of learning (Based on mastery learning studies) tends to suggest that this needs not be, he asserts that if students enter into learning situation with adequate level of Cognitive Entry Characteristics (CEC), most students are assure of high degree of learning. Under this situation according to him aptitude ceases to predict achievement. This study sought to see the application of Bloom's (1981) theory to learning of bearing under an Experimental 'setting. This study used a quasi experimental research type to find the effect of CEC on students' Cognitive achievements in bearing. Two hundred and twenty seven SS2 students were involved. The sample was drawn using multi-stage sampling technique to select tvvo public co-educational secondary schools each, from two selected Local Government reas in Ibadan Metropolis. The instruments used for data collection were the,' Mathematics Achievement Test, with reliability coefficients of 0.75 and Diagnostic Tests. The data collected were analysed using ANCOVA to find the effect ofCEC and gender on students' cognitive achievement. The study found out that at 0.05 level of significance, CEC and gender with f-ratios of 79.832 and 7.045 respectively have significant main effects on Students .Cognitive achievement in bearing. CEC and gender however, have no significant interaction effect on cognitive achievement of students in bearing. The results support the theory of Bloom (1981) that students with adequate level of CEC tend to achieve high degree of learning. This tends to suggest that failure rate in mathematics can be reduced if teachers ensure that students come into learning situation with necessary CEC.Item Effect of students' subject areas on psycho-cognitive outcomes in mathematics(The Institute of Education, University of Ibadan on behalf of participating West Africa Univeristies and Ministries of Education, 2007 05) Adeleke, J. O.This study examined the 'effect of Students' Subject Specializations on their Psycho-Cognitive outcomes '. Three hundred andfour students selected through purposive sampling using homogeneous approach needs than other students. The commercial students were found constituted the sample for the study. They provided data on their subject areas, psychological and cognitive outcomes in mathematics. The data collected was analyzed using ANOVA and Post hoc test (multiple comparison) to test the significance of the differences at the 0.05 level of significance. All the null hypotheses were rejected. The cognitive, ego-enhancing, and affiliative needs as well as achievement of students in mathematics were found to be significantly affected by their subject areas. Also, science students were found to have higher cognitive and ego-enhancing to be better in affiliative needs and academic achievement in mathematics than science and art students Based on the findings of this study, it is recommended that apart from classroom teaching, mathematics teachers should organize various mathematics oriented activities that will boost cognitive, ego-enhancing and affiliative needs of their studentsItem Assessment strategies for promoting higher order thinking skills in public secondary schools(Instituteof Education, Obafemi Awolowo University, Ile- Ife, 2005) Yoloye, T. W.; Aimakhu, U. V.; Adeleke, J. O.In an increasingly complex and specialized society, it is imperative that individuals think critically and creatively.This kind of thinking is required to achieve ther outcomes as stated in the Nigerian National Policy on Education. This stucfy aimed at finding out how teachers in Nigerian public secondary schools use assessment to promote higher order thinking in learners. The study also critically examined the assessment strategies and tools used by secondary school teachers and the questioning methods they adopt their classrooms. The study looked into how teachers planned and organized tasks that promote critical thinking. Attempts were made to establish relationship among gender, education qualification and teaching , experience of teachers in their ability to use assessment to promote higher order thinking in thier classroom interaction. The study investigated secondary school teachers' knowledge of assessment strategies that promote higher order thinking in learners. Three hundred teachers randomly selected from twenty public secondary schools within the eleven local government areas in Ibadan metropolis were involved. The sample comprised if 154 male teachers and 146 female teachers. One instrument; Assessment Practice Questionnaire was developed and used by the researcher to derive information from teachers in secondary schools. The results showed that teachers have limited knowledge about alternative assessment strategies that promote higher order thinking. The assessment strategies employed by teachers are mainly traditional assessment strategies. It seemed, that higher order thinking like application, analysis and evaluation were rarely used.