Scholarly works
Permanent URI for this collectionhttps://repository.ui.edu.ng/handle/123456789/1877
Browse
22 results
Search Results
Item Perception and pattern of parental involvement in basic education provision in Ogun State, Nigeria.(The Society for Psychology in Sports and Human Behaviour Pretoria, South Africa, 2011) Okwilagwe, E. A.; Aderibigbe, O. M.This study examined the perception and pattern involvement in basic education at the junior secondary school level in Ogun State, Nigeria. Parents of one thousand three hundred and seventy-three (1373) students randomly selected through multisatge sampling procedure from thirty secondary schools participated in the study. A valid and reliable instrument, Parents' Perception and Pattern Involvement Qustionnnaire that was premissed on Epstein (1995) framework was used to obtain responses from the parents. Data was descriptively analysed using frequency counts, percentages and pie-charts. the findings indicated that the parents have good perception of their involvement in the provison of basic education for their wards but the pattern revealed that in practice, parents see provision of education as the sole responsibilty of the government. It was recommended that parents should not only have a positive perception but, rather, be actively and positively involved in the provision of education in the state. In addition, parent invovement in basic education can be enhanced through advocacy and education programmes.Item Assessing the quality of universal basic education junior secodary school curricula as instruments for drop-out reduction in three core subjects in Lagos State.(Institute of Education, Obafemi Awolowo Univeristy , Ile- Ife, 2011) Okwilagwe, E. A.; Sadiku, D.The study assessed the quality of Universal Basic Education (UBE) Junior Secondary School (JSS) curricula as instruments for drop-out reduction in three core subjects in Lagos State. Seven quality indicators used were: comprehensiveness, application of teaching-learning methods and learning materials, responsiveness, relevance, opportunity to learn and adaptability. The study is an ex-post-factor research type. Four instruments: Mathematics, English language and Social Studies Teachers' Questionnaire respectively and Teacher Perception on Reduction of Students Dropping-out of School were used for the collection of relevant data. Multiple regression was used to analyse the data. The composite effects of the seven quality variables made strong and significant relation with students' drop-out reduction in mathematics, english language and social studies contributing (70%, 68% and 53% respectively). Adaptability was highly significant in explaining drop-out reduction in mathematics and social studies curricula whereas relevance was highly significant in english Language curriculum. Relevance made moderate significant effect on drop-out reduction in mathematics and english language curricula. Application of teaching-learning materials made significant negative explanatory effect on drop-out reduction in mathematics. In view of the inability of the current UBE core curricula to meet the quality criteria, an urgent review of these curricular is recommended among other things.Item Students' evaluation of social studies teachers' effectiveness in selected junior secondary schools in Oyo State(The Department of Teacher Education University of Ibadan, 2011-12) Okwilagwe, E. A.; Samuel, E. O.The study employed the ex-post factor research type. Sixty Junior Secondary Schools were randomly selected from Ibadan/Ibarapa senatorial district and 40 from Oyo Central. An intact class and all available teachers at the level which consisted of 147 teachers and 2567 students made up the sample. Three instruments: Teaching Effectiveness Questionnaire (TEQ) which was subjected to factors analysis, Students' Attitudes to Social Studies (SASS) and Teacher Questionnaire (TQ) were used to collect data.Data were analysed using descriptive, and multiple regression statistics. Findings indicated that ; over 60% of the social studies teachers in Oyo State junior secondary schools indicated by their students are good in organisation of lessons, assignment and examinations, had mastery of the subject, and are very sensitive to their students' problem. Eleven variables adequately explained the teachers' teaching effectiveness. Students' attitude to social studies, teacher experience, the second subject taught apart from social studies, number of periods of the first subject other than social studies were taught, teacher gender, school location and duration of social studies periods in that order, made significant relative contributions to teaching effectiveness. The listed variables are important predictors of teaching effectiveness that schools need to watch to enhance effective learning and achievement of social studies objectives in the state.Item Nigerian students' preceived challenges in the provision of qualitative secondary education in the 21st Century.(2011-06) Okwilagwe, E. A.Education is a vehicle for effecting socio-political and economic change. As such, there is no need to employ cost-effective and efficient measures in its implementation process to ensure quality provison. The present study examined the provision of education from the perspective of undergraduate students using Focus Group Discussion (FGD) method, and qualitative analysis to present issues raised at the interractive sessions. The subjects were drawn from four basic faculties ( Basic Science, Education, Social Sciences and Arts) of the University of Ibadan, Nigeria. The findings revealed that the average Nigerian undergraduate would want to see the provision of a comprehensive secondary education that seeks to develop the cognitive, affective and skill development in the individual. Such provision of education has implication for proper training and retraining of teachers, who are well groomed in the art of pedagory, child psychology and counselling. The role of government, school managers and parents,as well as other stakeholders in this process of providing qualitative education in the country were well highlighted in the study.Item Assessment of geography teachers utilisation of evaluation instrument in grading students.(Institute of Education,University of Ibadan on behalf of participating West Africa Universities and Ministers of Education, 2011) Okwilagwe, E. A.The study assessed geography teachers' utilization of evaluation instruments in grading students. Using multistage sampling procedure, eight-six teachers who teach senior secondary classes two and three were randomly selected from sixty-five schools in 13 states of Nigeria and Federal Capital Territory. Data were analysed using descriptive (frequency counts and percentages) and t-test statistics. Result indicate that geography teachers adopt the essay type of questions and a combination of essay and objective tests in order to grade students. Other evaluation instruments used and listed in order of utilization are practical work, submitted homework, students' notes, multiple choice and oral tests. Evaluation instruments that encourage higher thinking such as projects and practical test are never or less often used respectively. In terms of group differences in the utilisation of these instrument, findings indicate that utilisation of essay type of test is sensitive to teacher experience and professional status. This implies that teachers with less experience(1-5years) and those with professional training use essay type of test more frequently. Also, male teachers utilise more practical work whereas female teachers utilise student notes in grading students. It was recommended that teachers should be exposed to training and re-training programmes in modern trends of evaluation.Item An assessment of the national teachers' institute national certificate in education, on teachers' professional competence in a social studies class.(Association of Nigerian Academics (ANA), 2011) Okwilagwe, E. A.; Adetayo, J. O.This study assessed the professional competence of teachers who hold the National Teachers' Institute (NTI) Nigeria Certificate in Education (NCE) in a Social Studies classroom. The study adopted a casual comparative design. Forty NCE teachers produced by NTI Distance Learning Programme and 40 Full-time NCE trained teachers were purposively selected from schools in eight local government areas of Ogun State. Instructional Competence Rating Scale (r=0.68), and Teachers Knowledge of Social Studies Content (r=0.72) were used to collect data which were analysed using descriptive statistics. The result indicated that there was no significant difference between the categories of teachers on their full knowlege of subject matter. Finding also indicated that the NTI NCE and Full-time NCE trained teachers were not competent in term of classroom instructional practice as they did not give enough room for pupils' active involvement in the teaching-learning process. In view of the fact that teachers will continue to access professional training by NTI, there is the need for NTI to ensure a favourable training environment including the quality of the teaching practice organised for these category of teachers in order to enhance the production of teachers who possess high knowledge of subject content and who can engage in quality classroom instructional practices.Item Analysis of national examination council junior school certificate examination question in two core subject.(Faculty of Education, University of Ilorin, Ilorin, 2010-12) Okwilagwe, E. A.; Nwazota, C. C.The study is an anlaysis of context coverage of Junior School Certificate Examination Syllabi by National Examination Council Papers in two core Subject. The extent to which itema on the test present Blooms Taxonomy of Educational Objectives (cognitive domain) was also analysed. The ex-post-factor research design was adopted in the study. Examination syllabi for Social Studies and integrated science and question papers for a three year period were collected and analysed using descriptive statistics. Findings indictated that NECO JSCE Integrated Science and Social Studies questions cover between 50% and 60% of the examination syllabi. Most of the areas not adequately covered were very relevant to everyday life. Generally, Social Studies multiple choice items were easy but in 2001 and 2003 the essay items were difficult as 33% and 40% were at the application level respectively. Integrated science multiple choice questions and essay question for 2004 were difficult as they covered 30% and 46% application level respectively. In view of the findings, it was suggested that to meet the standard of NECO questions, the subject teachers should develop in students the skills and strategies for answering higher order questions to keep pace with the changing patterns of questions presentation.Item Whole school evaluation as imperative for total quality management in school evaluation programme(Institute of Education,University of Ibadan on behalf of participating West Africa Universities and Ministers of Education, 2010) Okwilagwe, E. A.The paper examined the imperatives of Total Quality Management (TQM) in school evaluation in Nigerian schools using the whole School Evaluation(WSE) approach. It observed that evaluation is central to achieving excellence in the education system, which largely depends on the quality measures applied. Quality was presented as an essential ingredient of achieving excellence, efficiency and effectiveness of a nation's education system. TQM, a panacea found in the Asian and Western world to be effective in improving any ailing education system was posited as a veritable tool for driving the existing evaluation framework in the country to accomodate the new concept of Whole School Evaluation. TQM, a comprhensive approach to school management required that all components of an organisation or programme work efficiently according to laid down specification of standards. Four imperatives: morals, environmental, survival and accountability were germane in the application of TQM in the evaluation process in our schools. WSE approach to evaluation holds true the principles of TQM. WSE process, a framework usually backed up by national policy, examined nine functional areas and was executed by the school prior to the commencement of the on-site evaluation by accredited external body. The approach had the capacity to incorporate all stakeholders ranging from the school management team, the governing board, parents, students, teachers, community, to ministry officials. The paper contended that WSE be introduced into the education system in view of its numerous benefits and quest for provision of quality and sustainable education in Nigeria.Item Learning outcomes: the imperative of evaluating course materials in mass communication curricula(Stirling-Horden publishers ltd. Ibadan, 2010) Okwilagwe, E. A.Item Developing quantitative instruments for research purposes and data collection process.(Institute of Education,University of Ibadan, 2013-11) Okwilagwe, E. A.The development of instruments is an essential component of research because without these instruments, data inputs in the form of raw information that will be used to analyse the participants' responses, views/opinions and knowledge in the particular area of study will not be there. It is also important that a research has the knowlege base on available instruments that can be used for data collection, as well as the skills in the development of these instruments to ease the processes of analysis and interpretation. Instruments constructed must be used to collect data systematically to ensure reliability and validity of the information gathered. Otherwise, the researcher could make error of judgement while interpreting the results. In view of this, module 2 has been divided into three units viz: developing instruments in the cognitive domain, developing instruments in affective and psychomotor domains and data collection process.
- «
- 1 (current)
- 2
- 3
- »