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Permanent URI for this collectionhttps://repository.ui.edu.ng/handle/123456789/1877

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Assessing the status of physical and health education in Ibadan metropolitan schools
(2008-06) Okwilagwe, E. A.
The study assessed the status of physical and health education in Ibadan metropolis. Sixty-one PHE teachers were randomly selected from fifty secondary schoold in the city. Ateacher questionnaire was administered on the respondents and the data analysed using frequency counts, percentages and t-test. The status of PHE in the schools is that the subject is taught and there are teachers tot each it in many sampled schools in the metroplis. Sixty-nine percent of the schools have 2 or 3 teachers and 15% have between 4 and 8 teachers teaching the subject. The teacher profile shows that 52. 5% are females and 47.5% are males. Sixty-eight percent are first degree graduates, 20% N. C. E of which 39% have been teaching for over 21 years, 23 % for 6-10 years and 11-20 years respectively. Majority (76.2%) are PHE specialist though 8.2 % are specialist in other subjects. Sixty percent of the schools spend 2 period (11/2 hours) teaching theory, 45 minutes respectively on physical activities and games a week. A minimum of 1-45 minutes respectively on physical activities and games a week. A minimum of 1-9 weeks is spent by 42.6% of the schools on inter-house sports whereas 28% do not practice at all. Significant difference exists in the extent of exposure to the various components of PHE by schools on inter-house sports whereas 28% do not practice at all. Significant difference exists in the extent of exposure to the various components of PHE by school type. Private schools allocate more periods and hours for theory, health issues and games than public schools. Public schools however spend more weeks on inter-house sport while private schools spend more time. It is therfore, recommended that the status of PHE be elevated, all schools should have a comphrensive plan and structure in place to enable them execute a comprehensive physical education programme to all students, while some PHE teachers where they are as many as eight in a school, should be redeployed to schools where their services are needed.
Non-cognitive predictors of undergraduates' attitudes to academic work in Nigerian Universities
(Institute of Education, University of Benin, Benin city, Nigeria, 2009-07) Okwilagwe, E. A.
This study investigated the relationship between non-cognitive variables, selection criteria scores, academic environment factors and attitudes of undergraduates to academic work. Six instruments were administered on 348 undergraduates composed of 191 males and 157 females from three universities in Nigeria. The study revealed that academic environment factors, study habits and use of academic materials were significant predictors of undergraduates' attitudes to learning various course works. These findings spell implication for counselling services for freshmen undergraduates, faculty administrators, lecturers and those in administrators, lectures and those in administrative capacities in tertiary institutions.
Motivational practices as correlates of teachers' task performance in Oyo state
(Department of Public Administration, Univerity of Abuja, Nigeria, 2009) Okwilagwe, E. A.; Okunogbe, M. A
The study investigated the patterns of motivational practices utilized to induce teachers to work and the extent to which these motivational practices explain teachers' task performance in Oyo state. The ex-post-facto type of research was adopted, in which eighty teachers were randomly selected and rated by eight hundred students from fourty senior secondary schools in eight local government areas of Oyo state. Two instruments, Teachers' Motivational Descriptive Questionnaire (T. M. D. Q) and Task Performance Rating Scale (T. P. R. S) were used to gather information from the teachers and the students. The set of data obtained from the study were analysed using descriptive statistics and multiple regression analysis. Study results show that the level of motivational practices utilised by the government to induce teachers to work in Oyo state are high in salaries; modest in job security and opportunity for promotion while those utilized by the school were preceived to be significantly low in the way teachers' work are supervised, but modest in the amount of freedom to determine studetns' progress. Also, the twenty motivational practices significantly explained the variance in teachers' task performance with a multiple regression R of 0.93, accounting for 87.2% of variance in teachers' task performance. Four motivational practices utilised respectively by the government and school yielded significant relative contributions to task performance. These findings have implications for policy makers, government, school personnel in administrative capacities (principals) and others who are in the position to manage teachers' welfare.
Teachers' perception of self-employment efforts among tertaiary institutions graduates in Cross River state of Nigeria
(The Institute of Education, University of Ibadan On behalf of participatinng West Africa Universities and Ministeries of Education, 2007) Okwilagwe, E. A.; Oyedepo, J. A
Students' poor performance in secondary school economics has been attributed to the introduction of mathematical economics. In view of this prevailing problem, this study investigated teachers' perception of the quantitative aspects of senior secondary school economics syllabus. The influence of some teacher factors (gender, qualification, years of teaching experience and area of specialisation) on the perception of the quantitative aspects of economics were examined. The study is a non-experimental research. The population consisted of economics teachers in the south- west region of Nigeria. The subjects of the study comprised 172 economics teachers randomly selected from 70 sampled schools in Oyo and Ondo state. A Teacher' Perception of Quantitative aspect of economics questionnaire (TPOQAEQ) was used to collect data. The reliability of the instrument using Cronbach Alpha formula yielded a coefficient of 0.73. The data collected were subjected to both descriptive and inferential statistics which included t-test and ANOVA. The study revealed that teachers seems to have fiarly high positive perception of the quantitative aspects of economic syllabus. Also, the study showed a significant difference in teachers' perception of quantitative aspects of economics in terms of qualification and years of teaching experience while gender and area of specialisation were not significant. Suggestions were made for improving teaching and learning of the quantitative aspects of economics at the secondary school level in the region.
Teachers' instruction and evaluation needs in imparting basic social studies knowledge at the primary school level: implications for teacher training
(The Institute of Education, University of Ibadan On behalf of participatinng West Africa Universities and Ministeries of Education, 2005) Okwilagwe, E. A.; Falaye, F. V
The study sought to establish the instructional and evaluation needs of Social Studies practising teachers in Oyo State, Nigeria. It also investigated whether there were age, sex, teaching experience and professional training differences in the teachers' needs. Two hundred and seventy three teachers (155 males and 118 females) made up the sample. The teachers were randomly selected from the 33 Local Government Areas of Oyo state. A modified versionof Moore's instrument: teachers' instructional and evaluation needs questionnaire was used to gather data. Data was analysed using percentage, graphs and chi-square. The study findings revealed that many of the teachers perceived a need for a number of the instructional and evaluation statements. Distinct differences exist in instructional and evaluation needs of the teachers based on age, sex and professional training. The implications for social studies teacher training and retraining were discussed.
Undergraduate students' perceived academic environmental characteristics as correlates of learning outcomes
(Department of Higher Education, 2004-12) Okwilagwe, E. A.
This study examined the relationship between undergraduates' perception of the academic environment, their attitude to academic work and achievement. A total of 348 undergraduates who formed the sample were drawn from five departments in three universities in Nigeria. The study revealed that four dimensions of the academic environment as perceived by students, seemed to be potent factors influencing students' attitude to academic work. These perceived factors were: commitment of lecturers to teaching and committment expected of students; personal attention given to students; academic guidance and respect for students. Two other dimensions - freedom in students' learning and the relationship with students correlated significantly with only one dimension of attitude to academic work respectively. However, students' GPA correlated negatively with two dimensions of academic environment- academic guidance and personal attention given to students. The implications for teaching and learning in Nigerian tertiary institutions were discussed.
Assessment of the conduct of the WAEC examinations in Oyo and Osun States, Nigeria
(National Association of Educational Researchers and Evaluators, 2004) Okwilagwe, E. A.
This study assessed the conduct of West African School Certificate (WAEC) examinations in two states (Oyo and Osun). The subjects consisted randomly drawn from urban and rural geographical locations. Three instruments were developed and used to gather data. Data were analysed using descriptive statistics and qualitative analysis. The results suggest that most WAEC supervisors have acceptable degree of supervision experience . WAEC makes adequate arrangement for the conduct of its examinations. Question papers were not always adequate and there were cases of examination malpractices in the course of WACE examinations. The study recommends the compilation of candidates' list to guide the production of examination papers and the provision of other facilities including tested security personnel and innovation in seating arrangement.
Effects of two assessment methods on learning outcomes of pupils in social studies: a case study of University of Ibadan Staff School
(The Department of Teacher Education, Univeristy of Ibadan, 2000-04) Okwilagwe, E. A.
This study sought to determine experimentally the relative effects of two methods of assessment on learning outcomes of pupils in social studies at the primary School level. As distinct from what is currently obtaining in most schools in Nigeria, the study discussed the development of continuous assessment in Nigeria, laying emphasis on the importance and the essence of using the three domains of this method of assessment in evaluation of pupils' work. Using 60 Primary 3 pupils of staff school, University of Ibadan, who were randomly selected and assigned to treatment and control groups, they were exposed to four-weeks of teaching during which cognitive, affective and psychomotor domains were assessed. The findings of the study did not seem to lend support to the superiority of performance. Also, the findings revealed that when pupils of this age level, are exposed to continuous assessment procedures, they develop positive attitudes to school, while their attitudes toward social studies as a school subject may not necessarilly appreciate. However, the experimental subjects seemed to have done better on the psychomotor tests as they improved considerably in writing and drawing during the period, than their counterparts.
Nigerian students' perceptions of academic departments as a teaching and learning environment
(Manchester University Press, 2002-11) Okwilagwe, E. A.
This study examined the quality of the academic environment in tertiary institutions in Nigeria from the perspective of undergraduate students. The sample consisted of 348 final-year students of mathematics, chemistry, english, economics and education at the University of Ibadan, Ilorin and Ogun state. Distanct academic cultures were apparent in different departments. Lecturers in the natural sciences were formal with their students and had a strong influence on thier intellectual development. In the social sciences and arts they were more 'businesslike' but less committed and poor at meeting students' academic needs. Education lecturers were less formal but gave less academic guidance. The differences reflected the amount of personal attention and academic guidance students got and thier relations with the lecturers. All resented being expected to be wholly commited when their teachers were not. Relations between teachers and taught could be a lot better. Most students have some choice of what to learn and how. Students like to have a voice in decision that affect tham and would be more committed in their work if help were more readily available and their efforts were more appreciated
Patterns of undergraduates' attitude to academic work
(2002-07) Okwilagwe, E. A.
The study was designed to examine the pattern of undergraduate students' attitude to academic work in order to create insight into how they learn. A 23-item Attitude to Academic Work Scale (ATAWS) was administered to 348 undergraduates in three Universities- Ibadan, Ilorin and Olabisi Onabanjo. The findings revealed that undergraduates of both gender, are similar in their pattern of attitude to academic work in many ways, while the few areas of divergent attitudes are indications that the students need re-orientation of attitudes towards academic work. Nevertheless, these findings spell implications for the quality of socialization process that determine personality, the level of motivation and processing of academic information, as well as societal control of means of livelihood. Thus, it was suggested that major stakeholders in tertiary education in Nigeria, should put in place educational policies that are capable of improving the attitudes of Nigerian undergraduates to academic work.

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