Scholarly works
Permanent URI for this collectionhttps://repository.ui.edu.ng/handle/123456789/1877
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Item Corrective feedback in the teaching of english language among federal university lecturers in South-West, Nigeria(2020) Azcez, F. A.; Odinko, M. N.; AbIJo, J. A.This study examined English grammar and phonology classes. The study made use of Descriptive survey design. The population of the study comprised undergraduate English Language lecturers and their students in South-West. Nigeria Purposive sampling technique was used to select fifteen {15) English Language University lecturers taking English Grammar and phonology and 350 undergraduate students in South-West Federal Universities. Three research questions were answered. Lecturer Classroom Interaction Sheet (LCIS) with reliability co-coefficient of 0.76 and Students’ Rating of English Language Lecturer Corrective Feedback (SRELLCF) with the reliability co-efficient of 0.78 were the instruments used for data collection. Data was analyzed using descriptive statistics and T-test. The study revealed that explicit correction is the most (44.4%) commonly use types of reformulation corrective feedback while correcting wrong sentences in absence of communication problem among the lecturers is the least (3.7%) form of reformulation corrective feedback. In term of prompt corrective feedback, offering some comments without directly correcting the error is the most (4 1.6%) commonly use while providing brief explanation to allow student to self-correct and asking questions to get the Correct form from student (s) are the least (8.3%) patterns of prompt corrective feedback. The study further revealed that there was a significant difference in score between the two groups of lecturers, t (13.83) = -00, p < .05, two-tailed where the experienced (M = 67.38, SD = 7.03) scoring higher than inexperienced lecturers (M - 58.43, SD = 4.75). The magnitude of mean difference is 4.95 There was a significant difference in score between the two groups of lecturers, t (13,83) = .00. p < .05, two-tailed where Ph.D. holders (M = Io < 8VuD =8 03) Scoring higher than MA’ holdersItem Input modification in the teaching of english language among federal university lecturers in South-West, Nigeria(2020-03) Azeez, F. A.; Odinko, M. N.; Abijo, J. A.This study investigated input modification in the teaching of English Language among federal university lecturers in South-West, Nigeria. The study examined English grammar and phonology classes. The study made use of Descriptive survey design. The population of the study comprised undergraduate English Language lecturers and their students in South-West, Nigeria. Purposive sampling technique was used to select fifteen (15) English Language lecturers taking English Grammar and phonolo'gy and 350 students in South-West, Federal Universities in Nigeria. Three research questions were answered. Data were collected using Lecturer Classroom Interaction Sheet (LCIS) with reliability co-efficient of 0.76 and Students’ Rating of English Language Lecturer Input Modification (SRELLIM) with reliability co-efficient of 0.82. Data was analyzed using descriptive statistics and T-test. The result of the lecturers’ input simplification practices revealed that lecturer explaining new vocabulary is the most frequently used (27%). This is followed by lecturer using basic vocabulary that matches learners’ language and lecturer explaining an idea using more than one word which have the same proportion of 26.1%. The study also revealed that elaborating self-utterance to make the meaning clear is the most (54.6%) frequently used input elaboration pattern. This is followed by modifying learners’ utterance which amounts to a percentage of 17.0%. The study further revealed a significant difference in score between the two groups of lecturers with t (87) = .00, p < .05, two-tailed where experienced lecturers with (M = 104.33, SD = 24.68) scoring higher than inexperienced lecturers (M = 81.15, SD = 15.58). Also, there was a significant difference in score between the two groups of lecturers with t (348) = .00, p < .05, two-tailed where Ph. D holders (M - 104.33, SD =24.68) scoring higher than MA holders (M = 81.15, SD = 15.58). The study then recommends that Lecturers should be able to use a variety of input modification patterns and adapt the specific patterns that suit the learners they are teachingItem 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 "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 Meeting the needs of the whole child through effective early childhood care, education and evaluation(2016) Odinko, M. N.The education of children during the earliest years of their life lays the foundation for all other developmental processes that follow. The nature and quality of care, the experiences and the learning opportunities offered to children from birth through infancy and early childhood, tend to affect their educational potential and their life chances in a lasting way. The globally recognised and the Nigerian government, of the importance of early years have resulted in a sharp interest and increase in the provision of early childhood care and education. Furthermore, in Nigeria, considerable energy and efforts have been directed into encouraging uniformity and advocating the improvement in the many and diverse services which at present cater for Nigerian children before they reach full-time mainstream primary education. The reasons for these provisions may not be far from the theme of this conference - to meet the needs of *"Nigerian child at the very beginning. Thus, the process through which practitioners as well as researchers could follow to ensure that, effective inculcation and exhibition of the expected behavioural outcomes need to be looked into. Understanding who the child is and the behaviours expected from the child to exhibit at every stage of development could help in effective early childhood provision. Thus, the proposed use of developmentally appropriate indicators could help in benchmarking acceptable practices at the pre-school level. Benchmarking helps in linking the internal processes to external expectations, which can be compared with best practices anywhere in the world.Item "Going beyond the recommended primary school curriculum as determinant of students’ learning outcomes at the junior secondary school one "(International society for teacher education, 2015) Odinko, M. N."Nigerian educators are concerned about the need to improve learners’ academic achievement in core subject areas (mathematics, English language, science, and social studies). Research, however, appears not to have focused on children who attended private primary schools in which other subjects are taught. This gap is what this study sought to examine by looking at how curriculum contents used by public and private primary schools affect learners’ performance. The study adopted the survey design. The population comprised of Nigerian children in junior secondary school 1 (JS1) who attended private primary school and those who did not. A total of 34 proprietors from 17 public and 17 private primary schools, and 680 students participated. These students were traced to their new schools. Five research instruments were used. Results revealed that private primary schools in Nigeria expose learners to extra subjects which are not recommended by the government. Significant differences exist in scores of learners exposed to extra subjects: mathematics exposed (x̅=75.3154, SD=12.98728) and not exposed (x̅=46.1100, SD=18.1); English language (x̅=74.11, SD=14.57) and not exposed (x̅ =53.15, SD=18.56); integrated science exposed (x̅=59.97, SD=15.1) and not exposed (x̅=44.51, SD=171); and social studies exposed (x̅=64.35, S.D=14.45) and not exposed (x̅=56.53, SD=18.03). The implications of these findings to educational practice in Nigeria were discussed. "Item Promoting cognitive and emotional adjustment well of Nigerian children: critical issues for early childhood teacher education(International society for teacher education, 2016) Odinko, M. N.Preschool children could be helped to make early adjustment to a school environment before normal schooling begins. Transition from home to school represents one of the biggest changes that children undergo in the first eight years of life. This change may be likened to that which a seedling undergoes when transplanted from one place to another. Thus, those working with children should seek ways to minimize the shock and increase opportunities to aid quick stabilization. The ability to achieve this may not be a chance factor but a function of some school and some home factors. This study, therefore, investigated how levels of parental involvement and school factors aid in promoting children’s emotional and cognitive adjustment to school. Six out of eleven predictor variables contributed significantly to the variance in the factors influencing the adjustment of children at the nursery school setting.Item "Teacher factors as predictors of nursery pupils’ socio- emotional skills development "(2014) Odinko, M. N.; Uzoeshi, I. V.It is pertinent to note that at the early childhood stage, children need to be sociable and emotionally balanced. Research shows that those children who find it difficult to succeed in school may have socio-emotional problems. This study investigated teacher factors as determinants of nursery two pupils’ socio-emotional skills development (teacher factors - gender, job satisfaction, attitude, qualification; school location and leaner gender). The study is a survey type which used observational technique. One hundred and ninety-two teachers in 96 public and private nursery schools and their pupils (384) participated. Two instruments; Teachers’ Questionnaire (TEQ) and Pupil’s Socio-Emotional Skills Scale (PSESS) were used. Multiple Regression was used to analyse the data at p<0.05 level of significance. The six predictor variables jointly contributed significantly towards pupils social skills development F(6,185)=3.398, and emotional development [F(6,185)=4.189], at P<.05]. The effects of the relationship on social skill development is shown in the value of the coefficient (R)=.315, R2 = .099 and the Adjusted R2=.070 indicating that 7% of the total variation in pupil’s social skills development was accounted for by combined contribution of the six variables. However, only two variables; teacher’s gender [b = .151, t(185) = 2.120, p< .05] and teacher’s job satisfaction level [(3 = .233, t(185) = 3.027, p< .05] had significant contribution. Emotional skills development had coefficient multiple regression R = .346, R2 = .120* and Adjusted R2 = .091. Indicating that 12% of the total variation in pupil’s social skills development is attributable to the combined effect of the six indicators. However, only teacher’s job satisfaction level [b = .310, t(185) = 4.080, p< .05] contributed significantly to the prediction. The implication of the findings were discussed.Item Colour and object categorization among preschool children (3-5+ years) in two localities in Oyo state, Nigeria(Department of Teacher Education, 2014) Odinko, M. N.The study sought to determine the extent to which preschool children (3-5+ Years) in two distinct localities in Oyo State (Nigeria) could identify colours and categorise objects. There was also an interest in finding out if there .was any age, gender and location-group differences in the colour and object categorization. It made use of 320 preschoolers (160 males and 160 females) who were selected from 40 nursery schools through stratified random sampling. Data collection on the relevant variables involved the use of face-to-face interview technique and Cognitive Skill Test (CST) while data analysis involved the use of percentages and t-test statistics. The results show that majority of the preschoolers could identify/all the objects but could not categorise. However, this was not the case for the colours. The results also showed that age of the child and where a school is located determine the extent to which the preschoolers could identify both colour and object. The implications of these findings for practicing teachers and parents of nursery school children are discussed.