Scholarly works

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

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Author: search.filters.author.Falaye, F. V

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    Graduate employability: assessment of skills mismatch and wait-time of graduates in a Nigerian University
    (Department of Adult Education.University of Ibadan, Ibadan, 2010-06) Okwilagwe, E. A.; Falaye, F. V
    This tracer study assessed the issues of curriculum relevance and adequacy from the point of view of the graduates and their employers, this is with a view to ascertaining whether or not a gap exists in the content graduates were exposed to and the skills needed to perform effectively on the job. The sample for the study consisted of 805 graduates of the University of Ibadan between 1971 and 2008, and their empolyers. Two instruments: The Graduates' Questionnaire and Employers' Questionnaire were developed for data collection. Descriptive and inferential stastistics were used tol analysed the data. About 68% of the graduates were employed within one year of graduation, while less than 10% waited for over five years. The study found no clear-cut deficiences in the skills of the graduates. However, their employers rated the graduates higher in terms of efficiency at work, attitudes towards work, ability to take initiatives, possession of requisite skills to solve problems at work and so on than the graduates rated themselves on these attributes. Further study is needed to confirm these present findings.
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    Some teacher and vocational variables as correlates of attitudes to social studies teaching at the basic education level in southern Nigeria
    (2008) Falaye, F. V; Okwilagwe, E. A
    Studies on attitudes have focused mainly on the role they play in students' learning and achievement. This study investigated teachers' attitude, since teachers form an important component of any educational system. Specifically, the study focused on some teacher and locational variablea as they influence teachers' attitudes to teaching social studies at the basic level of education. The study was carried out in the three geo-political zones that make up southern nigeria. The sample consisted of 903 primary school teachers made up of 383 males and 520 female. One instrument developed and validated by the researcher was used for data collection. The data collected were analysed using descriptive and inferential statistics such as frequency counts, percentages and chi-square statistics. Findings reveal that the teachers seem to be negatively predisposed tot eaching social studies. Also, while gender and geographical zones of respondents influenced the attitudes of practising primary school teachers to teaching socail studies, age did not. Unexpectedly, findings also show that a large proportion of professionally trained teachers are negatively predisposed to teaching social studies. Also, while gender and geographical zones of respondents influenced the attitudes of practising primary school teachers to teaching social studies, age did not. Unexpectedly, findings also show that a large proportion of professionally trained teachers are negetively prediposed to teaching social studies. This has implications for teaacher training and development. Suggestions were made towards improving teachers' attitudes and invariably improving teaching effectiveness in social studies at the basic level of education in Nigeria.
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    Teachers' instruction and evaluation needs in imparting basic social studies knowledge at the primary school level: implications for teacher training
    (The Institute of Education, University of Ibadan On behalf of participatinng West Africa Universities and Ministeries of Education, 2005) Okwilagwe, E. A.; Falaye, F. V
    The study sought to establish the instructional and evaluation needs of Social Studies practising teachers in Oyo State, Nigeria. It also investigated whether there were age, sex, teaching experience and professional training differences in the teachers' needs. Two hundred and seventy three teachers (155 males and 118 females) made up the sample. The teachers were randomly selected from the 33 Local Government Areas of Oyo state. A modified versionof Moore's instrument: teachers' instructional and evaluation needs questionnaire was used to gather data. Data was analysed using percentage, graphs and chi-square. The study findings revealed that many of the teachers perceived a need for a number of the instructional and evaluation statements. Distinct differences exist in instructional and evaluation needs of the teachers based on age, sex and professional training. The implications for social studies teacher training and retraining were discussed.