Scholarly works

Permanent URI for this collectionhttps://repository.ui.edu.ng/handle/123456789/1877

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Author: search.filters.author.Adewale, J. G.End date: 2009

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Now showing 1 - 10 of 24
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    Non-parametric analysis of variance
    (Faculty of Education, University of Ibadan, 2006) Adewale, J. G.; Onuka, A. O. U.
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    How friendly are the school-based assessment practices in Oyo State? A study in school effectiveness
    (The Institute of Education, University of Ibadan on behalf of participating West African Universities and Ministries of Education, 2008) Adewale, J. G.
    There have always been complaints about students' performance in any set of assessments given to them. Some of the complaints given by the students why they do not perform well are always based on the fact that the assessment practices are not friendly. Therefore, this study was designed to evaluate how friendly the school based assessments practices were. All teachers and three primary five pupils in twelve schools were used. Therefore, a total of 346 teachers and 36 primay 5 pupils participated in the study. Two types of instruments were developed for the study, one was used to collect qualitative data and the other was used to collect quantitative data. There are some schools where teachers did not know whether or not school-based assessment time table exist or not. Some teachers believed that school-based assessment took place twice a term while some thought it is for three times in a term. Not many teachers inform their pupils when school-based assessment is scheduled to take place. In addition, the environment of taking test was friendly in some schools and not friendly in some schools. The implications of the findings are discussed.
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    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.
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    The effect of game on students' achievement in senior secondary school physics in Oyo State
    (Department of Guidance and counselling, University of Ibadan, 2009-11) Adewale, J. G.
    Two major problems confront the physics discipline - the problems of low enrolment and poor performance in the subject by those who eventually registered for the subject. Although, many methods were suggested by scholars to improve students' achievement in physics, not much desired effects were recorded. One of the attributes of students at any level is to play, therefore, this study examined the effects of games on students achievement in physics. The study adopted a 2 x 2 factorial design with pre-test and post-test control groups in quasi-experimental setting. Treatment was administered at two levels: (game and control). The moderator variable used in the study was gender at two levels (male and female). One hundred and twenty eight senior secondary two (S.S. 2) students in four selected secondary schools from Ibadan North and Akinyele Local Government Areas of Oyo State participated in the study. Two instruments were used: one response instrument- physics achievement test (PAT) and one stimulus instrument (teaching package). Data analysis was done using analysis of covariance (ANCOVA) with the pre-test scores serving as covariates to test for the interactive and main effects. The results indicated that there is a significant main effect of treatment on students' achievement in physics, gender also has significant effect on studnts' achievement in physics. The interaction between the treatment and gender was based on the findings, it is recommended that games should be used to complement teaching of physics.
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    Library resources as correlates of students' achievement in secondary school physics: a study in school effectiveness
    (2009-03) Adewale, J. G.
    One of the indicators of school effectiveness is students' achievement. Unfourtunatly, students' achievement at the end of secondary school education in virtully all subjects especially physics. One of the resources that could increase students; achievement is library resources, therefore, this study sought to correlates the library and library activities with students'achievement in physics in Osun state. A total of 934 secondary schools physics students and 30 secondary schools principals were used as samples of the study. Descriptive statistics and multiple regression analysis were used to answer the research questions raised. Two research instruments were used in the study , these are the Physics Achievement Test (PAT) and School Questionnaire (SQ). The findings show that 6 out of the seven variables used in this study (availability of school library by students; frequency use of library by teachers; number of recommended physics textbooks in the school library by students; frequency of use of library by teachers; number of adequency of seats) contributed significally (P<0.05) to the explanation of students' achievement in physics.If libraries are provided in the library, it is likely that students' achievement in physics will improve.
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    Development and validation of teachers' evaluation of school effectiveness scale
    (The Distance Learning Centre University of Ibadan, Nigeria, 2009-05) Adewale, J. G.; Abiodun, S. I
    The study on school effectiveness is relatively new in Nigeria and there does not seem to be any instrumentthat can be termed "a school effectiveness scale which was evaluated by teachers. The name of the scale is teachers' evaluation of school effectivness scale (TESES). The scale was adminstered to secondary school teachers in thirty-six local government areas in Oyo, Ogun and Ekiti states. The samples for this study were selected using multistage random sampling method and 3000 teachers were selected. Four research questions were answered using factor analysis method. To purify the data, items with more than 0.40 on 2 or more factors were also removed. The overall instrument possesses high internal consistency and adequate construct validity. A satisfactory seven factors solutin was found which reflected teachers' evalaution towards school effectiveness. They are: school administration, school efficiency, students' empowerment and teachers' job performance. Teachers' job performance has the highest factor loading. The implications of the findings of the study are discussed.
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    Effectiveness of non-formal programs in Nigeria: how competent are the learners in life skills?
    (Adult Learning Australia(ALA), 2009-04) Adewale, J. G.
    In order to achieve the Millennium Development Goals (MDGs), Nigeria adopts both formal and non-formal approaches to provide basic education for its citizenry. Thus , to determine the effectiveness of the non-formal approach in providing basic education in Nigeria, this study examines the competency level of Nigerian non-formal education learners on a life-skills achievement test. The test was administered to a sample of 876 learners. The competency level of life-skills of the majority of the learners was below the national benchmark (50%). Rural dwellers were more competent than urban dwellers and young learners were more competent than old learners.
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    Effect of brainstorming on students' achievement in junior secondary schools mathematics: an effort in making schools effective
    (2008-01) Adewale, J. G.
    One of the measures of the school effectiveness is the students' academic achievements (in this study Mathematics is used). The poor achievement of students in Mathematics both at school and public examinations has been aconcern to Mathematics educators. The failure rate may be due to how the subject is taught. This study, therefore, examines the effect of brainstorming on students' learning outcomes in Junior Secondary School Mathematics. The study adopted a quasi experimental design with pre test- post test control group. Two instruments (Mathematics Achievement Test and Numerical Ability Test) were used to collect data. The result shows that students exposed to brainstorming strategy out performed those in the control group. Students with high ability exposed to brainstorming are better achievers in Mathematics than the low ability students. The implication of the study is discussed.
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    How friendly are the school-based assessment practices in Oyo State? A study in school effectiveness
    (The Institute of Education, University of Ibadan on behalf of participating West African Universities and Ministries of Education, 2008) Adewale, J. G.
    There have always been complaints about students' performance in any set of assessments given to them. Some of the complaints given by the students why they do not perform well are always based on the fact that the assessment practices are not friendly. Therefore, this study was designed to evaluate how friendly the school based assessments practices were. All teachers and three primary five pupils in twelve schools were used. Therefore, a total of 346 teachers and 36 primay 5 pupils participated in the study. Two types of instruments were developed for the study, one was used to collect qualitative data and the other was used to collect quantitative data. There are some schools where teachers did not know whether or not school-based assessment time table exist or not. Some teachers believed that school-based assessment took place twice a term while some thought it is for three times in a term. Not many teachers inform their pupils when school-based assessment is scheduled to take place. In addition, the environment of taking test was friendly in some schools and not friendly in some schools. The implications of the findings are discussed.