Scholarly works
Permanent URI for this collectionhttps://repository.ui.edu.ng/handle/123456789/1877
Browse
25 results
Search Results
Item 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 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.Item " Determinants of nursery pupils’ acquisition of basic language skills in Rivers state, Nigeria "(" Journal of early childhood and primary education ", 2013) Amuche, U. E.; Odinko, M. N.In this study, the researchers investigated the effect of teaching method (jolly phonics) and school characteristics (material provision, class size, teacher qualification, pupils’ gender and school location) on nursery three pupils’ acquisition of basic language skills (listening, speaking, reading and writing). Survey design was adopted and purposive sampling technique was used to select 400 pupils from 40 schools (20 private and 20 public schools) in urban and rural locations in Rivers State. Ten pupils, (five boys and five girls) were randomly selected from each school. Data collection involved the use of Basic language skill test (BLST) and instructional material checklist (IMC). Data collected was analyzed using t-test and multiple regression, at p<0.05 significant level. Results revealed that significant mean difference (df = 398; t-crit = 1.96; t-cal= 12.651; p < 0.05) existed between the two groups. The mean difference of the effect of material provision was also significant (df = 398; t-crit = 1.96; t- cal= -2.641; p<0.05). The six school variables’ significantly explained the variance in the pupils’ acquisition of basic skills with multiple regression of .768 and R2= .589 accounting for 59% of variance in the dependent variables. Class size (P = -.629; p < 0.05) and teaching method (P = -.246; p<0.05) made significant contribution to the acquisition of basic language skills. It is concluded that class size and teaching method are important factors that influence the acquisition of basic language skills. It is therefore expedient that policy makers, government, school heads and others who are in the position to see to the welfare of early childhood education pay more attention to these factors.Item Revitalizing primary education programme in Nigeria(2012) Odinko, M. N.Item Effects of socio - economic status, school type and gender on pupils achievement in core subjects areas at the junior secondary school level in Rivers state(" Department of guidance and counselling ", 2012) Odinko, M. N.; Myante S. A." Educators in Nigeria are relentlessly concerned about the need to improve learners’ academic achievement in core subject areas especially in Mathematics, English Language, Science and Social Studies. This is not only because a higher achievement in these core subjects lay foundation for technical skills, social orientation, numerical skills and skills in written and oral communication which are in short supply, but also because higher achievement is particularly valued in a society which sets high premium on academic success as the panacea ' for entrance into more prestigious occupation. This problem may not exist without some causes. This study therefore looked into some factors (school type, gender of the learner, socioeconomic background of a child and school environmental factors) as they affect academic achievement of learners. Survey design was adopted for the study. Proportionate random sampling technique was used to select 17 private and 17 public schools in three Local Government Areas (Obio- Akpor, Port-IIarcourt and Eleme) in Rivers State. In each school selected, 20 students (10 who attended private alongside 10 students who attended public schools) were chosen. In all 34 schools, 680 students (368 males and 312 females) participated in the study. Six valid and reliable instruments developed by the researchers were used to generate information for the study (Integrated Science Achievement Test (ISAT), Social Studies Achievement Test (SSAT), English Language Achievement Test (ELAT), Mathematics Achievement Test (MAT), Students Socio-Economic Background Questionnaire (SSEBQ) and School Environment Assessment Checklist (SEAC). The ISAT, SSAT, ELAT, and MAT were developed to measure student achievement in these subject areas. Their reliability coefficients kuder Richardson (KR20) were 0.81, 0.79, 0.76, and 0.82 for Integrated Science, Social Studies, English Language, and Mathematics respectively. The data was analyzed using descriptive and inferential statistics (frequency, percentages and t-test and ANOVA.) "Item Evaluation of curriculum aspects of early childhood education programme in Nigeria(2011) Odinko, M. N.This paper examined the curriculum contents of early childhood education programme in Nigeria. Areas focused on were the curriculum contents, implementation strategies, materials put in place for implementing the curriculum and transition rate of Nigeria children from nursery classes to primary school. Issues that centred on discrepancies between curriculum recommendation and level of implementation were looked into. The paper also considered it necessary to shed light on the key concepts used in this study such as evaluation, curriculum, as well as early childhood education programme. Classroom Interaction Instrument (CII], interview schedules, documentary analysis and observation technique were used to generate information. Two hundred and fifty early teachers and 35 head teachers provided information needed for the study. Data analysis involved the use of qualitative method. The result revealed that learning is integrated across the development needs, however, with less emphasis on learning experiences (without recognizing differences in individual children's learning styles), prior experiences and different development rates. The curriculum implementers are expected to help as much as possible, ensure that children’s individual differences are considered during teaching-learning processes. Material provision should be central to early childhood classroom activities. Further, the use of play and not lecture method should be the prevailing teaching strategy used.
- «
- 1 (current)
- 2
- 3
- »