Scholarly works
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Item Innovative teaching strategies, school quality as predictors of students’ achievement in junior secondary school civic education in Abeokuta metropolis(Department of Educational Management, University of Ibadan, 2017-06) Junaid, I. O.; Olaniran, N.The research investigated innovative teaching strategies, school quality as predictors of students' achievement in junior secondary school civic education in Abeokuta metropolis. Multistage sampling techniques were adopted in selecting two Local government Areas in Abeokuta, five hundred (500) students offering Civic Education and thirty (30) teachers. Four research questions were raised and answered with three validated instruments; Innovative Teaching Method Questionnaire (r =.69); School Quality Questionnaire (r =. 75); Civic Education Achievement Test (CEAT), guided the study. Data obtained were analysed using Pearson Product Moment Correlation and multiple regressions at 0.05 level of significance. Results indicated that relationship exists between innovative teaching strategies and students' achievement in civic education (r = .169, p < 0.05(.017)). Also, the finding revealed that school quality was significant on students' achievement in civic education (r = .312, p < 0.05(.000)). Apart from, the earlier mentioned findings all the variables jointly explained 10% of the variance observed in students' achievement in civic education. Further, results showed, that school quality (6 - .288, t 4.156, p < 0.05(.000) contribute positively significant in the prediction of students' achievement in civic education. However, innovative teaching strategies (6 = 0.100, t 1.435, p > 0.05(.153)) contributed positively but insignificantly in the prediction of students' achievement in civic education. This is an indication that school quality actually predicted students' achievement in civic education. The paper therefore recommended that: teachers should be exposed to available innovative teaching strategies through workshop and seminars to ensure desirable students' achievement in civic education.Item Effect of two teaching methods on student’s achievement in junior secondary school social studies in Ibadan metropolis(2018-04) Junaid, I. O.; Ayinde, A. D.The research investigates effects of two teaching methods of students of Junior Secondary Schools within Ibadan Metropolis. Multistage sampling techniques were adopted in selecting three Local government Areas, Six Junior Secondary Schools, 12 Teachers and 188 Students. Seven hypotheses stated and tested with four validated instruments: Social Studies Achievement Test, Teaching Techniques Questionnaire, Study Habits Rating Scale and Social Studies Attitudinal Scale, guided the study. Data obtained were analysed using Analysis of Covariance (ANCOVA) at 0.05 level of significance. Results shows that the main effect of treatment (Brainstorming and Project Methods) is significant on students’ achievements in Social Studies (F= 4.422; P < 0.05); the main effect of gender is significant on students’ achievements in Social Studies (F= 5.663; P < 0.05); the main effect of study habit was significant on students’ achievements in Social Studies (F= 3.393; P < 0.05); the interaction effect of treatment and gender was significant on students’ achievements in Social Studies (F= 2.076; P < 0.05); the interaction effect of gender and study habit was significant on students’ achievements in Social Studies (F= 2.523; P < 0.05); the interaction effect of treatment, gender and study habit was significant on students’ achievements in Social Studies (F= 2.198; P < 0.05). The paper therefore recommends that Social Studies teachers should make it as a point of duty to always employ brainstorming teaching method in teaching and learning process to enhance students’ desirable achievement.Item Emerging predictors of achievement in government for innovative and dynamic education in Lagos State(2016-06) Junaid, I. O.Results released by examining bodies on Government over the year have not been encouraging. Several researches have attempted to identify factors responsible for the poor performances in Senior Secondary School Government. But the problem still persist. The study therefore, investigated the extent to which teachers’ style of teaching; students’ study habits and classroom participation predict students’ achievement in Government in Lagos State. The study used descriptive survey research design; forty (40) teachers and four hundred (400) SS II Government students were selected through multi-stage sampling techniques from two Education Districts in Lagos State. Three validated instruments were used to gather information in this study. These are: Teachers’ Style of Teaching and Classroom Participation Questionnaire (r =.729), Study Habits Rating Scale (r =.689), Government Achievement Test (GAT). Five research questions were raised and answered in this study. The data obtained were analyzed using multiple regression and Pearson product moment correlational 0.05 level of significance. The papers submit that selection of appropriate style of teaching; exhibition of effective study habit by the students and encouragement of students in active classroom participation will lead to substantial improvement in students’ achievement in Government. Therefore, teachers should employ the right teaching style in order to motivate students to learn; students should apply effective study habit that will make them discover new things themselves and boost their achievement.