Scholarly works

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

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    Language of instruction and interaction patterns in pre-primary classrooms in Nigeria.
    (2006) Odinko, M; Williams, J.
    " The study sought to investigate how pre school teachers and their pupils interact during instruction in numeracy lessons in Nigeria. The sample consisted of 2859 pupils from 72 pre-primary institutions/classrooms (selected through stratified random sampling to ensure adequate representation of private, public, urban and rural schools). The collection of data involved using two observational instruments (Classroom Interaction Sheet, CIS and Ten- Minute Interaction Instrument, TMI) to record interaction patterns in 72 lessons during the teaching of numeracy. Data analysis involved the use of frequency, percentages, chi-square and graphical illustrations. The result revealed that the major language of instruction was English language rather than the language of the pupils’ immediate community; the use of instructional time and direction of interaction tend to be sensitive to language of instruction; teacher-initiated interactions and whole class activities are associated more with the use of English as language of instruction while learner-initiated interactions and individual/small group activities are associated more with use of language of the pupils’ immediate community in instructional delivery; and the direction of communication was mainly from the teacher to the whole class. "
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    Examiners' psychological factors as correlates of absenteeism and attitude towards west African school certificate examination (WASSCE) assessment
    (College of Applied Education and Vocational Technology, Tai Solarin University of Education, Ijebu-Ode, Nigeria, 2010-11) Adewale, J. G.; Adelakun, A.A
    It is important that all public examinations should be assessed highly accurately. In Nigeria and internationally across Anglophone West Africa, examinations for the West African Senior School Certificate (WASSC) influence the fututres of millions of candidates. In this study, the purpose was to determine examiners' psychologival factors as correlates of thier absenteeism and attitude towards WASSCE assessment. The variables that were hypothesized include the examiner's status/rank, assessment experience and age. An examiner questionnaire was constructed with a reliability coefficeient of 0.82, using Cronbach's alpha. The instrument was administered to one thousand and sixty-eight (1068) examiners selected through simple random and purposive sampling techniques across 70 assessment venues. Cross tabultion, X2 and simple regression analysis were used to determine the examiners psychological factors as correlates of absenteeism and attitude towards WASSCE assessment. Our findings seems useful where evidence based decisions surrounding examiners recruitments are needed in public assessment, particularly for the WASSCE assessment procedures.