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Effect of yoruba language on primary school pupils’ academic achievement in numeracy in Ibadan, Oyo State
(Department of English, University of Ibadan, Ibadan, Nigeria, 2017) Ibode, O. F.; Lasaki, O. A.
The study investigated the effect of Yoruba language (mother tongue) on pupils' academic achievement in Ibadan. The study adopted pretest- posttest control group quasi-experimental research design. Simple random sampling technique was used to select three local government areas and two primary schools in each of the local government areas using intact classes that were distinctly located from one another within the selected local government areas. The researcher randomly assigned four schools to the Yoruba Language Teaching Strategy (YLTS) and the remaining two schools to the conventional method (English Language) The participants comprised 197 primary' four pupils. One treatment package [Yoruba language instructional package (YLIP)] and one instrument [Numeracy Achievement Test (NAT)] were used in the study. The ability of the package and the instrument to measure the skill it has been designed for was established by the researchers. Thus the reliability co-efficient of 0.76 was obtained using K.R20. The data collected were analyzed using Analysis of covariance (ANCOVA). The result reveals that Yoruba language has significant effect on pupils, academic achievement in numeracy. Also, school locations do not significantly affect the academic achievement of primary school pupils and no significant interaction effect of Yoruba language and school location is revealed. The researchers advocated that Yoruba language as a medium of instruction should be used in teaching numeracy at the primary school level for the purpose of improving academic achievement. The federal government should take a second look at the policy of use of mother tongue for instruction to cover all level of primary school education, in order to prepare them for effective secondary' school education. The government should endeavour to monitor the teachers to know if the policies are being implemented. Keywords: Yoruba language, school location, academic achievement, primary school pupils.
Leadership management role as determinant of students' academic achievement in high schools in Osun State, Nigeria
(Department of Educational Management, University of Ibadan, 2017-12) Ibode, O. F.; Osho, N. A.
This study investigated high school principals' ability to perform managerial role as determinant of students' academic achievement in Osun State. Three research questions were developed to guide the study. The study adopted ex-post facto design of survey research type in which 124 principals of high schools in Osun State were purposively selected. Data was collected using a self-designed questionnaire. Pearson Product Moment Correlation and Multiple Regression were utilised for data analysis at 0.05level of analysis. The study's finding revealed that the managerial roles of principals had no significant composite influence on students' academic performance [F (5,241) = 0.985], (R) = 0.142 and, R square of 0.020. That is, academic achievement of students in schools had no correlation with principals' roles. This means that 1.0% (Adj. R2=0.010) of the variance in the academic achievement in schools accounted for the independent variables, when taken together. Also, managerial role has no significant relative influences on students' academic performance. Planning (β = 0.003, t= .025, p> 0.05) has no potent contribution to the prediction, organising role has no significant influence (β = 0.086, t= .794, p> 0.05) and directing had no significant influence (β = 0.029, t= 0.293, p> 0.05). The study, therefore, recommended that school principals in the state should endeavour to discharge their managerial roles or functions in such a way that will create positive impact on students' academic achievement.
Evaluation of Adult and Non-Formal Education Programme in Oyo State, Nigeria
(2011) Adedeji, O. T.
The challenge of high rate of illiteracy in the developing nations necessitated the establishment of Adult and Non-Formal Education Programme. The programme is to organise literacy training, develop the trainees‘ attitudes and commitments towards active participation in the development of their locality, improve the trainees‘ job performance and standard of living as well as promote functional literacy in health education. Although Oyo State established the programme in 1988, there is no record that it has been empirically evaluated. Hence the study evaluated the programme to ascertain the achievement of the set objectives and the effect of trainees‘ academic needs, trainers‘ experience and qualification, training facility and training strategy on the trainees‘ achievement in communication, numeracy, social studies and health education. The study adopted a survey research design. Multistage and proportionate stratified sampling were used to select 780 trainees, 30 trainers from 3 strata (Basic, Post Basic and Advanced literacy) and 40 primary six pupils spanning 10 local government areas of Oyo State. The four instruments used for data collection were: Adult and Non-Formal Education Trainees‘ Questionnaire (r=0.80), Adult and Non-Formal Education Teachers‘ Questionnaire (r = 0.83), Classroom Interaction Scale (r=0.62), Adult and Non-Formal Education Programme Achievement Test (r=0.75). Three research questions were answered and one hypothesis was tested. Data were analysed using descriptive statistics, t-test and multiple regression. The objectives of the programme were achieved to a great extent: literacy trainings (78.8%), trainees‘ job performance (93.6%); trainees‘ participation in the development of their environment (99.6%); trainees‘ standard of living (97.1%) and functional literacy in health education (87.2%). Trainees academic needs, trainer‘s experience and qualification, training facility and training strategy had composite effect on the achievement in communication [F(5,774)=3.03; p<0.05], numeracy [F(5,774)=12.27; p<0.05] social studies [F(5,774)=4.83; p <0.05] and health education [F(5,774)=8.96; p<0.05]. Training strategy (β=0.37, t=11.19, p<0.05), training facility (β=0.15; t=3.23; p<0.05), and trainers experience (β=0.11, t=3.06, p<0.05) contributed significantly to the trainees achievement in communication. In numeracy, trainer‘s qualification (β=0.15, t=3.94, p<0.05) training strategy (β=0.12, t=3.47, p<0.05) trainees need (β=0.10; t=1.99, p<0.05) and trainers experience (β=0.08; t=-2.27, p<0.05) contributed significantly. Training facility (β=0.12, t=2.54, p<0.05) and trainers‘ strategy (β=0.11, t=2.98, p <0.05) contributed significantly to the achievement in social studies. Health education showed that, facilities (β=0.19; t=4.15; p<0.05), training strategy (β=-0.13, t=-3.81, p<0.05), trainers‘ qualification (β=-0.11, t=-2.90, p<0.05) and trainers experience (β=-0.08, t=-2.15; p<0.05) contributed significantly. There was no significant difference between the achievement of advanced literacy trainees and that of primary six pupils in communication, social studies and health education. However numeracy achievement of advanced literacy trainees was statistically different from that of primary six pupils (t=4.41; p<0.05). The programme, to a great extent has contributed towards the promotion of functional literacy in Oyo State. Government should therefore continue to encourage and support all aspects of the programme. Specifically, seminars and workshops should be organised for the trainers to improve their teaching skills.

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