Scholarly works
Permanent URI for this collectionhttps://repository.ui.edu.ng/handle/123456789/1877
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Item Influence of parental assessment culture on primary school pupils’ academic performance in english language and social studies in Benue State - Nigeria(Educational Assessment and Research Network in Africa, 2018-06) Ibode, O. F.; Nasela, P.The study examined the assessment of availability, adequacy, and utilisation of information and communication technology (ICT) in universities in South-West, Nigeria. The ex-post facto design was adopted, to collect information in which three states and three federal universities were purposively selected from South- Western, Nigeria. One hundred students and ten lecturers were randomly selected from each of the three federal universities in the zone. Two validated instruments: Information and Communication Technology Facilities Checklist (ICTFC) and Lecturers’ Questionnaire (LQ, r = 0.82) were used for data collection. Data collected were analysed using descriptive statistics. Between 84% and 100% of the respondents indicated that ICT facilities were available, while between 85% and 100% of them indicated that they were inadequate. The level of utilisation of the ICT facilities is low as indicated by 57%o to 100% of the respondents. Irregular power supply 100%, poor funding 90% and lack of internet facilities 83.33%, were identified as some of the major constraints militating against the use of ICT facilities. It was, therefore, recommended that there should be adequate provision of ICT facilities and resources in our tertiary institutions. The National Universities Commission (NUC) should of a necessity review the course contents of university education, to compulsorily incorporate ICT utilisation as a standard for teaching and learning, while university authorities should support lecturers to utilise ICT. There is increasing need for parents' active participation in the assessment of their children at home. This study investigated the influence of parental assessment culture on primary school pupils' academic performance in English and Social Studies in Benue State. Three research questions were developed for the study, which is a survey and correlation study. A sample of200primary six pupils from six schools was randomly selected using the hat and draw procedure. The six primary schools were also selected using random sampling technique. Rating scale and English and Social Studies achievement tests were used for data collection. Descriptive statistics and Pearson moment correlation were used as statistical tools for data analysis. The findings revealed that parents have low level of assessment culture in evaluating academic works of their primary school children. There was low positive correlation between parental assessment culture and pupils' academic performance in English Studies (r = .042, p= .556), whereas, parents assessment culture was positively related to pupils' performance in Social Studies (r = .780, p=.010). It is recommended, among others, that parents should cultivate the culture of assessing their children academic activities at home, and provide feedback to the school on children's academic behaviours at home. facilities while teaching.Item Students classroom activeness as correlate of academic achievement in english language in Ibadan metropolis(The Faculty of Education, University of Lagos, Akoka-Yaba, Lagos, Nigeria, 2016-12) Ibode, O. F.The study investigated students' classroom activeness as correlate of their academic achievement in English Language in Ibadan Metropolis, Oyo State. Three research questions were developed to guide the study. An ex postfacto research design of survey research type and the target population consists is SSSII Students in Ibadan Metropolis. Using simple random sampling technique, 150 SSS II students across secondary schools in Ibadan metropolis were selected as respondents for the study. Students' classroom active participation rating scale was used for data collection. Descriptive statistics and pearson product moment correlation were used in the data analysis. The findings of the study revealed that: majority of the students with the mean of 2.50 and above do participate actively during English Language lesson. Also, there is low negative correlation (r = -.103, p=.208) between students’ questioning/answering questions in the classroom and academic achievement in English Language. Also, there is low negative correlation (r = 114, p=.164) between students' initiation/contribution to classroom discussion and academic achievement in English Language. It was therefore, recommended that teachers of English Language should motivate students to participate more actively in the classroom by asking or answering questions during English Language lessons.Item The effects of bilingual mode of instructions on pupil’s academic achievement in basic science in Oyo state basic schools(2013) Ibode, O. F.; Ojo, M. M.It adopted quasi- experimental approach. A multistage sampling technique was used to draw a sample of200 basic six (6) pupils from four schools. The instrument used for the data collection was Basic Science achievement Test (BSAT). It was developed by the researchers. Trial test of the instrument was done using Kuder Richardson 21. The reliability coefficient is 0.80. The result of the study shows that the bilingual mode of instruction had significant effect on Basic Science F (1.191) = 57.10, p< 0.05 Partial Eta Square = .230. Therefore the effect size (23%) is moderate. The bilingual mode of instruction also has significant main effect on gender in achievement of pupils in Basic Science F (1191)=9.76, p= .002 partial eta squared = .049 . However the effect size (4.9%) is low. Therefore, it was recommended that policy makers should include the use of bilingual mode of instruction in policy formulation for basic schools.Item Effects of bilingual teaching strategy on pupil’s achievement in mathematics in Oyo state primary schools(2013) Ibode, O. F.; Adeteju, C. O.After a careful analytical observation, Primary Education which is the foundation upon which further education is built is considered not to be at its best presently in Nigeria. The mode of instruction used by teachers of Mathematics (being a core subject) seems to be contributory to the performance of pupils in primary schools. This study investigated the effect of Bilingual teaching Strategy on pupils’ achievement in Mathematics with the view to improving such. The research adopted the pre-test, post-test control group using 2×2 factorial matrix. The subjects consisted of 141 primary five pupils. Two local governments were randomly selected out of the four local governments in Oyo town. Each of the local government was clustered into two groups; two schools were randomly selected from the two groups and randomly assigned to treatment, making four schools. Four instruments, namely; Mathematics Achievement Test, Pupils Attitude Scale, Teacher Instructional Guide on Bilingual Teaching Strategy and Conventional Teaching Strategy, were used to collect data. Three hypotheses were tested and data were analyzed using descriptive statistics and Analysis of Covariance (ANCOVA). The result of the study showed that there was a significant effect of treatment (teaching strategies) on pupils’ achievement. [F (1,141) =185.372, P< 0.05]. Mean score of Bilingual teaching strategy is ( =13.67), and conventional group (control) scored the least ( =7.10) in achievement in Mathematics. It revealed no significant main effect of attitude [F (1, 141) =1.258, P>0.05]. Findings also imply that pupils’ attitude does not serve as hindrance to their achievement in Mathematics; among other discoveries. The work, therefore, recommends, inter-alia, that Mathematics teachers should utilize bilingual approach to support teaching of Mathematics in primary schools to enhance pupils’ performance.