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Item COMPARATIVE EFFECTIVENESS OF LECTURE AND MATERIAL-BASED INTERACTIVE METHODS ON SELF-CONCEPT, TEST ANXIETY AND ACHIEVEMENT IN MATHEMATICS IN LAGOS STATE(1995-08) ADEDAYO, O. AThis study was carried out with the aim of investigating the effect of three instructional methods and gender on achievement, test anxiety and self-concept in mathematics of NCE year one Business Education Students. The design used was a 3 x 2 pre-test/post-test quasi-experimental design. A sample of 165 first year NCE Business Education Students comprising 71 males and 94 females, with mean age of 22.96 years, was used in this study. The subjects were all full-time students from two colleges of Education in Lagos State who registered for the 1992/93 session. A total of nine hypotheses were tested with respect to the interactive effect of instructional method and gender on each of the three dependent variables. The instructional methods occurred at three levels as follows: Interactive learning with individual use of materials, interactive learning with group use of material and the lecture method. The materials were prepared from the second semester business mathematics course outline. Five instruments were used for data collection. They were: 1. A multiple choice test in mathematics to test prerequisite skills. 2. A multiple choice post achievement test in mathematics covering the course objectives of the second semester business mathematics course. 3. The Inventory of Test Anxiety in Mathematics (ITAM) by Osterhouse,. 4. A mathematics self-concept scale. 5. A learning package. Analysis of covariance was done for each of the three dependent variables. Where significant interaction was found the hypothesis on main effect was not tested. Rather, Scheffe multiple Range Test was used to identify the source of variation. In case of no interaction, Multiple Classification Analysis was used to determine the magnitude and direction of the effect as well as the amount of variation accounted for by each variable. The result showed significant interactive effect of gender and treatment on mathematics achievement. Interactive learning with individual use of materials favoured females while interactive learning with group use of materials favoured males. There was no interactive effect of gender and instructional method on the other two dependent variables. However, with test anxiety as the dependent variable, it was found that instructional method had significant effect, with students exposed to the lecture method having the highest anxiety level when compared with others. The hypothesis on self-concept showed that gender had significant effect, favouring females. Instructional method and gender accounted for a total variance of 24.3% in mathematics test anxiety and 22.8% in self concept in mathematics. Recommendations are made as to how interactive learning could be used to meet students individual needs in the teaching of tertiary mathematics.Item CAUSAL MODEL OF SOME SOCIO-PSYCHOLOGICAL VARIABLES AS DETERMINANTS OF ACHIEVEMENT IN SECONDARY SCHOOL SOCIAL STUDIES(1995-05) ABE, C. V.The study sought to obtain empirical evidence of the causal linkages between academic achievement and some socio-psychological variables, and to ascertain the extent to which these variables predict achievement in Social Studies. The study made use of ex-post facto design involving a sample of 624 Junior Secondary School class three students in thirty secondary schools in Oyo State. Each student responded to five different questionnaires and an achievement test in Social Studies. The data was analysed using stepwise multiple regression and path analysis statistics to answer the five research questions raised in this study. The research findings indicate that: 1. Only five of the variables viz: socio-economic status, gender, home language, attitude towards Social Studies and study habits influenced achievement in Social Studies. 2. Most of the variables that have indirect effects on students' achievement in Social Studies do so via study habits. 3. There is no direct effects of i. locus of control on achievement ii. gender on career aspiration iii. attitude towards Social Studies on career aspiration iv. locus of control on study habits v. test anxiety on achievement vi. career aspiration on achievement. 4. Total effects of the direct path accounted for 23.4% of the variation in students' achievement in Social Studies, while total effects of the indirect paths accounted for 9.0%. 5. The eight socio-psychological variables in the study when taken together were quite effective in predicting achievement in Social Studies with multiple R = 78; R(2) =61; Adjusted R(2) = .60; Standard Error = 6.57; R(2) Change = .61; F Change = 119.43. 6. Socio-economic status (VAR1) was the most effective variable in predicting achievement in secondary school Social Studies. 7. Locus of control, career aspiration, and test anxiety did not make any significant contribution to the prediction of achievement in Social Studies. The findings have important implications for the development of bumper and robust counselling package for secondary school students in line with the demand of the National Policy in Education.Item Research for higher education development(1997-12) Amoo, S. A; Onuka, A. O. U.The Higher Education sector is composed of all universities; colleges of education and technology and other institutes of post secondary education . It also includes all research institutes, experimental campuses and schools operating under the direct control of, or administered by, or associated with, the higher education establishments. This paper examines the quality of research in developing human resources to facilitate the development of the nation. It discusses the challenges and the role of research and higher education in support of teacher education programs and related policy processes in international context. It analyses the state-of-art in the interface between teacher education, higher education and teacher policy development. It addresses the issues related to research and education as well as their contribution to teacher education policy development processes. It explains how higher education can contribute through research and capacity building to teacher education policy development process in Nigeria. It recommends the future collaboration between the key international institutions and academics.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 Selection mechanisms for admission to university education in Nigeria(Stirling-Horden Publishers (Nig.) Ltd., Ibadan, 1999) Okwilagwe, E. A.Item The child-centred curriculum design: its characteristics and implications for educational practice(1999) Adegbile, J.A; Farombi, J.GCurriculum has different definitions but certain basic agreements exist about some elements of the definitions of the term. Curriculum has been regarded in this paper as the totality of planned, organised and intended learning experiences provided by the school for the all round development of the pupil. However, the kind of curriculum given by the British colonialists was not child centered. Many curriculum designs have been offered by experts in curriculum studies and the subject designed is one of them. Learning within this design focuses on language activities - thinking, listening, reading and writing.The earlier curriculum experts emphasized on the subject centered curriculum design. Learners' needs and interests were not considered; various school subjects to which learners were exposed were not seriously considered. The emphasis on the subject centered curriculum design has been a very serious concern to present writers. This explains why the major purpose of this paper was the examination of the child-centred curriculum design. The implication of the design for eductional practice was also examined. It was therefore concluded that the child centered curriculum design could be very effective because it centres around learners interest and needs. For the purpose of effective implementation of the design, some fundamental questions were provided which teachers, instructors and curriculum planners should consider in the teaching-learning process.Item Application of a computer software to educational measurement(Nigeria Journal of Computer Literacy, 1998-06) Farombi, J. G.The paper discussed the computer system features, users' application programmes and packages. Computer system application to educational measurement using Scorbatt programme with reference to case study on achievement test (multiple choice test items) was discussed.Item Resources and resource utilization in normadic education(Nigeria Association for Educational Media and Technology, 1998) Farombi, J. G.The paper opens with a conceptual analysis of nomadic education and its inception in Nigeria. A brief account of nomadic education in Nigeria shows that nomadic education is no more strange (although, a more vibrant endeavours to educate nomads was embarked upon in the 70s). There are thirty-four States and Federal Territory Capital (Abuja) participating in normadic education. One of the remaining two states will soon be joining. The number of normadic education schools rose from 174 in 1986 to 890 in 1997 and a total of 88,871 pupils as at 1997 had enrolled. One of the factors inhibiting nomadic education is the lack of resources that are needed for the success of the programme. The resources can be divided into four categories (financial resource, human resources, material resources, and instructional time resource). For example, some of the normads have their lessons under trees and one wonders what happens during dry seasons when all leaves are dried. Furthermore, the teaching force (ie, the nomadic education teachers) are not adequate since there are 2,561 teachers in the existing 890 schools it shows that there are less than 3 teachers in each school. The study ends by recommending that since nomads are unwilling to go for nomadic eduaction, there should be a provision of the material and financial resources to nomadic education, these will serve as bates for these pupils.Item School surpervision, a predictor of students' achievement in secondary school physics in Oyo state(Stirling-horden Publishers, 1999) Farombi, J. G.