Scholarly works
Permanent URI for this collectionhttps://repository.ui.edu.ng/handle/123456789/1877
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Item "Attitude of practicing primary school teachers towards science teaching "(2009) Odinko, M. N.Inculcating in Nigerian children the spirit of inquiry and creative thinking through science teaching is one of the objectives of primary education in Nigeria. Thus, focusing a research study which examined the attitudes of practicing teachers at this level of education towards the teaching of this subject should be of paramount importance. This study also constructed a questionnaire on “attitude towards science teaching” and used it to determine the attitude of teachers in primary schools located in Ibadan, Nigeria towards science teaching; and whether any significant gender-group difference exist in the teachers’ attitude. It made use of 50 primary school teachers who responded to a 15 item valid and reliable questionnaire developed by the researcher. Data analysis involved the use of percentages and chi-square statistics. The results showed that the teachers tend to exhibit negative attitude towards science teaching, and there was also distinct attitude towards science teaching according to their gender. The implications of these results for teacher in-service programmes organizers as well as curriculum developers include creation of courses that could help practicing teachers of science imbibe positive attitude towards the subject as well as help them to understand the effect which teachers’ negative attitude towards his/her teaching could have on the learnersItem Nigeria pre-school environmental characteristics: a survey study(2008) Odinko, M. N.This study evaluated the environmental characteristics of preschool settings in Nigeria. The factors looked into include physical, human ad material environments of the pre-school settings, teaching learning processes, organization of activities, school location, as well as availability and use of teaching learning materials. The sample size consisted of 72 preschool settings; 2859pupils aged 4 - 5 years. Schools were selected through stratified random sampling to en sure adequate representation of private, public, urban and rural schools. Three valid and reliable school observational instruments were used to obtain evidence on the variables of concern. Data collection involved the use of observational technique (structured instrument and unstructured, video camera) to generate evidence in 216 lessons observed in 72 schools. Data Analyses involved the use of frequencies, percentages and graphical illustrations. The result revealed that most preschool environments are characterized by inadequate provision of materials, decay in school building structures, teachers not trained to teach at this level, use of lecture methods instead of play as well as teacher-whole class interaction denominated by the teachers during instructional delivery.Item Teacher qualification and instructional delivery modes at the preschool level in Nigeria(Routledge, 2009) Odinko, M. N.; Williams, J. M; Donn, GThrough this study researchers sought to evaluate the effects of qualification on instructional delivery modes of practicing preschool teachers in Nigeria. The sample consisted of 93 preschool teachers and 2,859 pupils aged 4 to 5 years. Schools were selected through stratified random sampling to ensure adequate representation of private, public, urban, and rural schools. A questionnaire and two valid and reliable classroom observational instruments were used to record instructional delivery in 216 lessons in 72 preprimary classrooms. Data analysis involved the use of frequency, percentages, t-test, chi-square, and graphical illustrations. The results revealed that none of the teachers observed had preschool education training; teacher whole-class interaction characterized by direct instruction was the prevailing approach; use of play did not feature; whole-class activity occurred more than individual pupil activity monologue, and other distracting behaviors occurred less frequently. The direction of communication was mainly from the teacher to the whole class, whereas the more personal one-to-one communication between teacher and pupil occurred less frequently.Item Monologue patterns among primary school teachers in Nigeria(2005) Osokoya, M. M.; Odinko, M. N.In this study, a classroom interaction sheet was used to find out the proportion of teaching/ learning time the teacher spends talking non-stop (monologue). In the cases analyzed, an average of 4.25% of the teaching /learning time in social studies lessons of primary six was found to be the minimum time spent on monologue while as much as 26% of the teaching-learning time was recorded as average time for primary science in primary six. The samples used for the study cut across the six geo-political zones of Nigeria.Item Home environmental correlates of alphabet identification and picture reading skills among pre-schoolers aged 3-4 years in Nigeria(Early childhood association of Nigeria, 2004) Odinko, M. N.Item Students’ socio-psychological factors as predictors of achievement in senior secondary school english language(Stirling-horden publishers, 1999) Odinko, M. N.; Adeyemo, D. A.The study sought to explain senior secondary (SS) students' achievement in English language using some student socio-psychological variables: home language; locus of control; study habits; career aspiration; interest in schooling; self-concept; and test anxiety. Data on the relevant variables was collected from 448 SSII students in Akinyele and Ibadan North Local Government Areas of Oyo State, Nigeria. Data analysis involved using stepwise multiple regression to examine the relationship between English language achievement and the seven independent variables. The results show that the socio-psychological variables, when taken together, effectively predicted English language achievement among senior secondary school students: The results also indicate that each of the variables contributed significantly to the prediction; and that self- concept is the most potent contributor. These findings have implications for English language teachers and counselors who are interested in solving problems of secondary school students' underachievement in English language.Item Prevailing interaction patterns at the pre-primary level of education in Nigeria(Commonwealth scholarship commission, 2006) Odinko, M. N.Item Methodological challenges in conducting preschool-based national studies on classroom interaction patterns in Nigeria(Educational research arid study group, 2004) Odinko, M. N.Item Effects of an activity-oriented scoring seminar on reliability in scoring of written composition in English(Stirling-Horden, 2002) Odinko, M. N.; Okpala, P. N.Item Influence of home and school factors on identification and matching skills among pre-primary school children(Department of teacher education, 2002) Odinko, M. N.