Scholarly works
Permanent URI for this collectionhttps://repository.ui.edu.ng/handle/123456789/1877
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Item Needs assessment of the University of Ibadan students' readiness for the educational technology initiative projects(2012-11) Oluleye, A.; Aremu, A.; Adewale, J. G.; Onuka, A. O. U.; Odinko, M. N.; Ayeni, A.; Adewale, J. GItem Non-parametric analysis of variance(Faculty of Education, University of Ibadan, 2006) Adewale, J. G.; Onuka, A. O. U.Item Report writing(Institute of education, 2013) Odinko, M. N.; Adewale, J. G.Item Assessment of learning achievement of primary 4 pupils in Sao Tome and Principle(UNICEF, 2009) Adewale, J. G.Item 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.Item Influence of homework on students' achievement in mathematics in Ogun State(Ibadan University Press, 2012) Adewale, J. G.Item Teacher factors as correlates of students' anxiety in junior secondary school mathematics: a study in school effectiveness(Department of Science Education, University of Nigeria, Nsukka., 2011-04) Adewale, J. G.Students' mathematics anxiety is one of the problems in the secondary schools which make them not to perform optimally in mathematics achievement tests. Teachers have been seen as a single factor that can increase or reduce students' mathematics anxiety. Therefore this study examined the composite and relative contributions of five teacher factors (teacher qualification, gender, behaviour, expectation and attitude) to students' mathematics anxiety. The study adopted a survey a survey research of the expo facto type. A multi stage sampling technique was employed to obtain a sample of 54 JSS mathematics teachers and 1,620 JSS2 students in 54 schools in Oyo State. Two instruments used in this study were the Mathematics Anxiety Rating Scale (MARS) and Teacher Questionnaire (TQ). The data collected were subjected multiple regression analysis. The combination of the predictor variables: qualification, gender, behaviour, expectation and attitude explained 68.7 percent of the variance in students' anxiety in mathematics as shown by the coefficient of determination (R2 =0.838). The relative contributions of each of the three predictor variables shows that teacher attitude ( β=_0.282,p <0.05) had the highest contribution, teacher qualification(β= -0.133, p< 0.05), teacher classroom behaviour (β= -0.101, p< 0.05), teacher expectations (β= 0.102, p< 0.05) and teacher gender (β= 0.010, p>0.05). The potent predictor variable to students' mathematics anxiety is teacher attitude; therefore, teachers should be friendly in their approach as students tend to learn better in a tension free or friendly environment.Item Resource management a correlate of studetns' achievement in secondary school physics in Oyo state(The Faculty of Education Obafemi Awolowo Univeristy, Ile-Ife, Nigeria, 2011) Adewale, J. G.This paper focused on resources management as a predictor of studetns' achievement in secondary school physics. Resources management is measured using some six vriables as related to physics. These include planning of physics class; replacement of damaged physics facilities; maintenance of physics facilities; frequency of repairs of physics facilities; organization of the use of physics facilities; and marking exericise of studetns' assignments by the physics teacher. A total of 1,029 SS1 physics students from 40 schools with their principals participated in the study. Descriptive statistics and multiple regression analysis were used to answer the two reseach questions. Two research instruments-Physics Achievement Test (PAT) and the School Questionnaire (SQ) were used in this study. The results of the study show that the level of resoruces management can be avaerage. Again four out of six independent variables contribute significantly to the prediction of students' achievement is physics. It is therefore recommended that teachers should organize their classes as scheduled and that repairs should be done regularly on malfunctioning physics facilities.Item Reducing senior secondary school studetns' mathematics anxiety through brain-based instructional strategy: a study in school effectiveness(2011-02) Adewale, J. G.One of the indicators of school effectiveness is the sate of learning environment.Learning enivironment could be physical or psychological (anxiety). This study focuses on the later. If the learning environment is not conducive, studetns are not likely to learn well, thus failure rate may be high. One of the psychological learning environments which is potent is causing high failure rate in mathematics is studetns' anxiety. The students' anxiety in mathematics is likely to have its root from how the subject is taught. This study, therefore, examines ways of reducing senior secondary school students' anxiety in mathematics using brain-based instructional strategy. The study adopted a quasi experimental design with pre test-post test control groups. Two instruments: response (mathematics anxiety scale) and stimulus (experimental package) were used to collect data. The result shows that studetns exposed to brain-based instructional strategy had their anxiety level in mathematics reduced than those in the control group. It to have its root from how the subject is taught. This study, therefore, recommended that teachers should use brain-based instructional strategy in teaching. moreover, because brain-based instructional strategy is relatively new, teachers should be taught to use it in teaching mathematics in schools since it has the potential to reduce studetns' mathematics anxiety.Item Competency level of Nigerian Primary 4 pupils in life skills achievement test(Routledge Taylor and Francis Group, 2011-06) Adewale, J. G.One of the goals of education in Nigeria is to develop in children the ability to adapt to their changing environment. This goal could be achieved through competency in life skills. Therefore, this study examines the competency level of Nigerian primary 4 pupil in the life skills achievement test. The test was administered on a sample of 22, 638 pupils. The results shows that the competency level of the majority of the pupils in life skills is below the national benchmark (50%). Boys are more competent than girls. Pupils in urban areas are more competent that the pupil in rural