Scholarly works
Permanent URI for this collectionhttps://repository.ui.edu.ng/handle/123456789/1877
Browse
367 results
Search Results
Item Effects of mastery learning and individualised strategies on students’ learning outcome in social studies in Lagos State(Department of Guidance and Counselling, University of Ibadan, 2019-06) Junaid, I. O.The study investigated the effects of mastery learning and individualised instructional strategies on students' achievement in Social Studies in Lagos State. The study adopted pre-test – post-test control group in a quasi-experimental design, while a multi-stage sampling technique was employed to select a sample of 150 students for the study. Four validated instruments, namely: Mastery learning and Individualised-instructional Strategy Questionnaire (r = 0.74); Socio-economic Background Questionnaire (r = 0.86); Students' Self-Efficacy Questionnaire (r = 0.64) and Social Studies Achievement Test (r = 076) were used to gather information in this study. Data obtained were analysed using Analysis of Covariance (ANCOVA) at 0.05 level of significance. The main effect of treatment was significant on students' achievement in social studies (F (3, 1231) = 8.971; P < 0.05). The interaction effect of treatment and socio- economic background was significant on students' achievement in social studies (F (4,123) = 5.794; P < 0.05). The second-order interaction effect of treatment, socio-economic background and self-efficacy was significant on students' achievement in social studies (F (2,123) = 6.360; P < 0.05). The results indicated a significant main effect of treatment on students' achievement in Social Studies. The study thus recommends that social studies teachers should be encouraged to employ mastery learning teaching strategy in the teaching-learning process in order to enhance desirable learning outcomes while students should be motivated to develop self-efficacy as this would help them become efficient in their studies.Item Innovative teaching strategies, school quality as predictors of students’ achievement in junior secondary school civic education in Abeokuta metropolis(Department of Educational Management, University of Ibadan, 2017-06) Junaid, I. O.; Olaniran, N.The research investigated innovative teaching strategies, school quality as predictors of students' achievement in junior secondary school civic education in Abeokuta metropolis. Multistage sampling techniques were adopted in selecting two Local government Areas in Abeokuta, five hundred (500) students offering Civic Education and thirty (30) teachers. Four research questions were raised and answered with three validated instruments; Innovative Teaching Method Questionnaire (r =.69); School Quality Questionnaire (r =. 75); Civic Education Achievement Test (CEAT), guided the study. Data obtained were analysed using Pearson Product Moment Correlation and multiple regressions at 0.05 level of significance. Results indicated that relationship exists between innovative teaching strategies and students' achievement in civic education (r = .169, p < 0.05(.017)). Also, the finding revealed that school quality was significant on students' achievement in civic education (r = .312, p < 0.05(.000)). Apart from, the earlier mentioned findings all the variables jointly explained 10% of the variance observed in students' achievement in civic education. Further, results showed, that school quality (6 - .288, t 4.156, p < 0.05(.000) contribute positively significant in the prediction of students' achievement in civic education. However, innovative teaching strategies (6 = 0.100, t 1.435, p > 0.05(.153)) contributed positively but insignificantly in the prediction of students' achievement in civic education. This is an indication that school quality actually predicted students' achievement in civic education. The paper therefore recommended that: teachers should be exposed to available innovative teaching strategies through workshop and seminars to ensure desirable students' achievement in civic education.Item Effect of two teaching methods on student’s achievement in junior secondary school social studies in Ibadan metropolis(2018-04) Junaid, I. O.; Ayinde, A. D.The research investigates effects of two teaching methods of students of Junior Secondary Schools within Ibadan Metropolis. Multistage sampling techniques were adopted in selecting three Local government Areas, Six Junior Secondary Schools, 12 Teachers and 188 Students. Seven hypotheses stated and tested with four validated instruments: Social Studies Achievement Test, Teaching Techniques Questionnaire, Study Habits Rating Scale and Social Studies Attitudinal Scale, guided the study. Data obtained were analysed using Analysis of Covariance (ANCOVA) at 0.05 level of significance. Results shows that the main effect of treatment (Brainstorming and Project Methods) is significant on students’ achievements in Social Studies (F= 4.422; P < 0.05); the main effect of gender is significant on students’ achievements in Social Studies (F= 5.663; P < 0.05); the main effect of study habit was significant on students’ achievements in Social Studies (F= 3.393; P < 0.05); the interaction effect of treatment and gender was significant on students’ achievements in Social Studies (F= 2.076; P < 0.05); the interaction effect of gender and study habit was significant on students’ achievements in Social Studies (F= 2.523; P < 0.05); the interaction effect of treatment, gender and study habit was significant on students’ achievements in Social Studies (F= 2.198; P < 0.05). The paper therefore recommends that Social Studies teachers should make it as a point of duty to always employ brainstorming teaching method in teaching and learning process to enhance students’ desirable achievement.Item School quality and teacher characteristics as correlates of students’ learning outcomes in history in Rivers State(The Faculty of Education, University of Lagos, Akoka-Yaba, Lagos, Nigeria, 2017-01) Junaid, I. O.; Owhonda, N. G.Students 'performances in senior secondary school history in recent time have not been impressive based on the reports from public examiners. The subject is not offered by many students and is almost going into extinct as important as it is to individual citizen and the country as a whole. The extent to which school quality and teachers' characteristics correlate with students learning outcome in history in Rivers State was investigated. The study is a descriptive design of survey type. Multistage sampling technique was employed and data were collected from 30 history teachers and 200 SSS II history students from 20 SSS schools in Rivers State. Five research questions and four validated instruments guided the study with reliability coefficients of 0.78 for SQQ;0.67for TCCRS; 0.72 for CIS and 0.56for HAT respectively. Data were analysed using descriptive and inferential statistics. Results indicated a significant relationship between school quality and students' learning outcome in history (r —. 494); revealed a significant relationship between teacher characteristics and students' learning outcome in history (r = .415); both variables jointly explain 25% of the variance observed in students' learning outcome in history and it was statistically significant at F (df =2, 228) = 5.712, p < 0.05. It was observed that there were positive relationships among school quality, teacher characteristics and students' learning outcome in history. Government should provide trainings for teachers through seminars/workshops in order to develop their knowledge, practices and attitude that are neededfor maximum students'learning outcome in history.Item Effects of computer assisted pedagogy, time-management and students’ attitude on achievement in junior secondary school civic education in Oyo State(Institute of Education, University of Ibadan on behalf of Participating West Africa Universities and Ministries of Education, 2017) Junaid, I. O.; Afolabi, E. O.Effects of computer assisted pedagogy, time management and students’ attitude to achievement in junior secondary school civic education in Oyo State were investigated. The study adopted pretest, post-test and control group quasi-experimental design using a 3x2x2 factorial matrix. Multistage sampling procedure was adopted to select two local government areas, eight junior secondary schools, 385 JSS II students and eight civic education teachers for the study. Seven null hypotheses and four validated instruments were used to collect data for the study. These are: Civic Education Achievement Test (r = 0.83); Civic Education Attitudinal Scale (a — 0.89); Time Management Observation Scales for Teachers (r = 0.75) and Operational Manual of Instruction on Computer Assisted Pedagogy (r = 0.73). Data were analysed using analysis of covariance (ANCOVA) and multiple classification analysis (MCA). Major findings of this research work show that there is a significant effect of treatment on students' achievement; a significant effect of students' attitude on students’ achievement and a significant interaction effect of treatment and student attitude towards students’ achievement. There is no significant main effect of teachers’ time management on students’ achievement at F(1.327) = 46.793 P < 0.05 and no significant interaction effect of teachers’ time management and students’ attitude towards students’ achievement at F(,372)0.301; P > 0.05. Thus, it is recommended that teachers as implementers of curriculum, must diversify in the use of instructional strategies, upgrade continually in knowledge, skills and abilities, inculcate the use of ICT in the classroom setting and learn to be effective time managers in classroom management and dissemination of instructions.Item Emerging predictors of achievement in government for innovative and dynamic education in Lagos State(2016-06) Junaid, I. O.Results released by examining bodies on Government over the year have not been encouraging. Several researches have attempted to identify factors responsible for the poor performances in Senior Secondary School Government. But the problem still persist. The study therefore, investigated the extent to which teachers’ style of teaching; students’ study habits and classroom participation predict students’ achievement in Government in Lagos State. The study used descriptive survey research design; forty (40) teachers and four hundred (400) SS II Government students were selected through multi-stage sampling techniques from two Education Districts in Lagos State. Three validated instruments were used to gather information in this study. These are: Teachers’ Style of Teaching and Classroom Participation Questionnaire (r =.729), Study Habits Rating Scale (r =.689), Government Achievement Test (GAT). Five research questions were raised and answered in this study. The data obtained were analyzed using multiple regression and Pearson product moment correlational 0.05 level of significance. The papers submit that selection of appropriate style of teaching; exhibition of effective study habit by the students and encouragement of students in active classroom participation will lead to substantial improvement in students’ achievement in Government. Therefore, teachers should employ the right teaching style in order to motivate students to learn; students should apply effective study habit that will make them discover new things themselves and boost their achievement.Item Effects of cooperative and problem-solving learning strategies on students’ achievement in senior secondary school history in Oyo State(2016-04) Junaid, I. O.The increasing and fluctuating level of poor performance of students in History calls for a need to ascertain students’ learning strategies that promote achievement in the subject. This study investigated the effect of learning strategies as determinants of achievement in History. The study adopted a non-randomised pre-test posttest control group quasi-experimental design using 3x2x2 factorial design. Multi-stage sampling technique was used and data were collected from 184 SSS II History students from 18 public senior secondary schools in Oyo State. Seven hypotheses guided the study and four instruments were used for data collection with reliability coefficients of 0.74 for HAT, 0.72 for LSI, 0.75 for HIG and 0.75 for SHI. Data were analysed using Analysis of Covariance. Results indicated that cooperative and problem-solving learning strategies had significant main effect on students’ achievement in History, F (2,171) = 63.19 with partial eta square of 0.43; learning style has significant main effect on students’ achievement, F (1,171) = 11.84 with partial eta square of 0.07; Learning strategies, learning styles and study habit had no significant interaction effect on students’ achievement. Learning is internalised faster and better when students are given opportunity to interact with one another in small groups; when topics are structured to solve real life problems, studying becomes fun and learning is facilitated and internalised; students learn better when a problem is used as a starting point for new knowledge and adjustment of instructional strategies will enhance achievement in History.Item Enrolment and achievement of persons with special needs in secondary schools in science subjects: Facts and patterns(2015) Osokoya, M. M.; Junaid, I. O.There are numerous studies on the practice of education curriculum, problems and prospects of special education programmes. However, studies on enrolment and achievement pattern of persons with special. needs in science subjects are limited. This study is therefore designed to investigate enrolment and achievement of persons with special needs in science subjects in schools. This is a descriptive study involving eight secondary schools purposefully selected from three states in the South-western part of Nigeria. The schools had a range of 227 to 1543 students’ population. The schools were both general (inclusive) and special schools. All the 55 senior secondary school students from two of these schools who offered science subjects specifically participated fully in the study. Twelve special education teachers from the sampled schools also participated. Five research questions were -answered-; Data was subjected to descriptive statistical analysis: The few students who offered science subjects achieved 3bove average Many of the students offering science subjects aspire to read medicine, nursing,-building construction among:other ^lliedj courses. They hope to work in hospitals, civil service, handicraft production and food production in that order among other places. However there are controversies on the views of the students on the reasons why science subjects are not popular among students with special education needs in Nigerian schools. It is hoped that Nigeria Teacher Educators may find means of encouraging and sustaining interest of students with, special education needs in science subjects and science related disciplines in this prevailing technology-driven world.Item Effects of teachers’ ICT knowledge and utilisation on achievement in secondary school economics in Southwest, Nigeria(Institute of Education, University of Ibadan on behalf of Participating West Africa Universities And Ministries of Education, 2014) Junaid, I. O.; Salisu, E. A.The integration of Information Communication Technology (ICT) into educational practice continues to be lauded as having the potential to dramatically transform the teaching and learning processes. This study investigated the effect of teachers' ICT knowledge and utilization on students’ achievement in Economics in Secondary Schools in Southwest, Nigeria. Multistage sampling technique was used and data were collected from 30 Economics teachers and 360 students in 18 schools from Federal, State and Private secondary schools in Southwest Nigeria. Five research hypotheses and three research instruments guided the study: Economics Achievement test (EAT), Teachers' ICT Knowledge Questionnaire (TIKQ) and Teachers’ ICT Utilisation Questionnaire (TIUQ). Their reliability coefficients were between 0.5 and 0.9 respectively. Data were analysed using Independent T-test and One-way Analysis of Variance (ANOVA). The result revealed that there is no significant difference between teachers level of ICT knowledge on students achievement (t= -0.497, p=0.69); there is no significant difference between students achievement in Economics and teachers ICT utilization (t- 1.05, p—0.53). It however revealed a significant difference between student achievement in Economics and school type (F- 7.55, p=0.001) while it shows that there is no significant difference between Economics achievement of students and teachers gender (t=-0.01; p=0.11). The results thus recommend that constant training workshops, seminars and conferences should be made available by government and school proprietors to teachers in order to improve their teaching skills and use of ICT incorporated resources in their teaching-learning processes in the classroom.Item Learning materials availability and students’ attitude as correlates of students’ performance in senior secondary school history examination in Osun State, Nigeria(Faculty of Education, University of Lagos, Akoka-Lagos, 2015) Junaid, I. O.The continual low performances of students in History over the years have been of grave concern to all stakeholders in education sector. This study therefore investigated availability of learning materials and attitude of students as correlates of students’ performance in senior secondary school History in Osun State. The study is a descriptive research of survey type. Multi-stage sampling technique was used and data were collected from 240 students and 30 teachers from twelve senior secondary schools in six Local Government Areas of the Osun State. Four research questions and three instruments guided the study with reliability coefficient of 0.76 for LMA; 0.67 for HAS and 0.65 for HAT respectively. Data were analysed using Pearson product moment correlation and multiple regression. Results revealed that there was positive low relationship between availability of learning materials and students' performance (r=0.33); there existed positive low correlation between students’ attitude and their performance in History (r= 0.26); both variables jointly account for 17.7% of observed variance in students’ performance in History and that availability of learning materials was more potent (B =0.37) than students' altitude (B= 0.19) in determining students' performance in History. Government should ensure constant supply of learning materials into various schools that will motivate students to have positive attitude towards history which will improve the level of students' performance in History.