DEPARTMENT OF TEACHER EDUCATION

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WORLD INITIAL TEACHING ALPHABET VERSUS TRADITIONAL ORTHOGRAPH: THE CONTRASTIVE BEHAVIOURAL PRODUCTS OF TWO CODING SYSTEMS IN ENGLISH FOR NIGERIAN PUPILS
(1969-07) ABIRI, J. O. O.
The nature of spoken and written Language and the various methods used in the teaching of reading were examined (Chapter I). This led to a consideration of the difficulties inherent in the complexities of traditional english orthography and some of the solutions suggested by various writers (Chapter II), including the Initial Teaching Alphabet (i.t.a.) and World initial Teaching Alphabet (w.i.t.a.) both of which have been proposed by Sir James Pitman for use as transitional alphabets in order to postpone children’s confrontation with the irregularities of Traditional Orthography (Chapter III). World Initial Teaching Alphabet was introduced experimentally in 1966 for teaching young children to read English in some schools in Ibadan and Lagos areas of the Western and Lagos States of Nigeria, respectively, in order to discover the effects of using w.i.t.a., as compared with T.O., as an initial teaching medium. Experimental groups learnt to read through w.i.t.a. and then changed to T.O., while control groups read T.O. all the time (Chapter IV). By means of tests, observations, and the analysis of teachers’ reports it was possible to compare the progress and attitudes of experimental and control groups, as well as the influence of sex and intellectual ability on the pupils’ progress. The comparisons were made at four important stages, namely at the beginning of the experiment (Chapter IV), just before the experimental groups transferred to T.O.(Chapter V), about six months after the transition (Chapter VI), and about one year after transition (Chapter VII). Teachers’ opinions on the effects of using w.i.t.a. were also analysed (Chapter VIII). The results obtained indicate that the teachers ere favourably inclined towards the use of w.i.t.a. (Chapter III); that where pupils started learning to read through w.i.t.a. before they had had considerable contact with T.O., it gave them some advantages over those who used only T.O., whereas it gave no such advantages in cases where appreciable contact had been made with T.O. before w.i.t.a. was introduced; that the performances of the experimental, relative to those of the control groups, did not differ markedly after they had transferred to T.O. from their performances before the transition; that the difference between the performances of w.i.t.a.-taught and T.O.- taught pupils appeared to be greater in the rural than in the urban areas; and that w.i.t.a. had salutary effects on the English reading skills of the teachers themselves (Chapter IX).
INDICATORS OF SCIENCE APTITUDE IN SOME NIGERIAN SECONDARY SCHOOL GIRLS
(1973-06) ABOABA, Y.
This thesis investigated some mental, personality and environmental variables among Form One girls in a secondary school as possible predictors of science aptitude. The variables were mental abilities, scholastic ability, interest in science, reading habits, personality traits and home environment. The variables were measured by using selected I-D aptitude tests-from Test Development and Research Office, West African Examinations Council, Lagos, a modified Edwards Personality Preference Schedule (EPPS) and a home background questionnaire. Science achievement was measured by a Science Achievement test, of the multiple-choice objective type, based on the science syllabus of the school for the year, and the normal school examinations. Correlations between the variables and science achievement were computed. Verbal ability, ability to grasp science information, mechanical reasoning, reading ability, ability to do graph work, and high achievement in other school subjects correlated positively and significantly with science achievement in the first year while arithmetical ability, ability to read tables, the environment, parents, professions, personality traits, and interest in science did not. Beyond the first year, correlations became insignificant. The results are explained in terms of the equalising effects of the school environment which tends to overshadow differences due to home environment and previous schooling.
RELATIONSHIP BETWEEN SELECTED VARIABLES ON ACHIEVEMENT IN ENGLISH AS A SECOND LANGUAGE
(1982-07) ADELUSI, I. O.
The study investigates the relationship between selected sociological, psychological, pedagogical and environmental variables and achievement in English as a second language generally, and in the four selected language skills of aural discrimination, reading comprehension, lexis and structure, and guided composition. The sample consists of two hundred and thirteen first form students from eight secondary grammar schools in Ibadan. The schools were randomly chosen after a 'prestige rating' of all the grammar schools in the City. The Instruments used for the study were a home environment questionnaire, a school environment questionnaire, a home background questionnaire, an attitude and motivation scale, a standardized intelligence test, and an English language achievement test. With the exception of the intelligence test, all research instruments were developed or adapted by the researcher. The instruments were administered to subjects in their schools by the researcher. All tests were administered on the same day in each of the schools. Responses obtained from tests and questionnaires were analysed using the following Statistical methods:- (i) Pearson Product Moment Correlation. (ii) Multiple Regression Analysis. Results obtained indicate that some sociological, psychological, pedagogical and environmental variables influence achievement in English as a second language, in the order in which they are listed above. Age, however, had negative correlation on achievement in English as a second language, at the junior secondary school level. On each of the specific language skills, it was observed that the most influential variable on each language skill differs. It is therefore concluded that while overall achievement in English as a second language, at the level investigated, is dependent on sociological, psychological, pedagogical and environmental factors, achievement in each language skill is influenced most by a specific factor than other factors.
OUTCOMES OF PATTERNS OF CLASSROOM VERBAL AND NON-VERBAL BEHAVIOUR OF SOME SELECTED SECONDARY SCHOOL CHEMISTRY TEACHERS
(1984-09) ABOABA, Y. A.
This study investigated the teaching behaviours of some chemistry and biology teachers in secondary schools in Ibadan. The verbal behaviours of the chemistry teachers were related to the pupil’s outcomes. A modified Flanders’ Interaction Analysis Categories, an 18-category system developed by the researcher was used to observe the teachers in their classrooms. Teaching profiles of the teachers were obtained from the percentages of time spent in the categories of the instrument. Their teaching styles were derived from the profiles. t-tests were used to compare the ratios of indirect-direct influence of the chemistry teachers. Relationships between the teaching behaviours of the chemistry teachers and pupil's outcomes were found using linear correlation and multiple regression analysis. The total behaviour patterns of the chemistry and biology groups of teachers were compared using the Darwin's chi-square test, a method developed for Flanders for comparing matrices obtained by use of Flanders' observation instrument. The following findings emanated from the study: 1. Indirect method and direct method teachers were identified in the group of eight chemistry teachers, and their indirect-direct verbal influence were significantly different at p = 0.05 level from the results of t-teats. 2. Teacher's indirect influence correlated significantly at p=0.05 level with chemistry achievement, and with pupils’ attitude to chemistry, but not with pupils’ attitude to chemistry teachers. 3. A Darwin’s chi-square test for comparison of the classroom interaction matrices of the chemistry and biology groups of teachers showed that they were not significantly different in teaching behaviours. 4. A t-test for comparison of teaching profiles of chemistry and biology teachers, showed that there was significant difference in only three out of eighteen categories of the observational instrument at p=0.05 level. 5. Indirect method of teaching has a more positive relationship with achievement in chemistry and attitude of the pupils to the subject. 6. Chemistry teachers lectured for 52,9% of the lesson-period on the average, while the biology teachers lectured for 44.2%, but the difference was not significant at p=0.05 level. 7. For the non-verbal behaviour, 19.89% on the average was spent by chemistry teachers in writing on, and cleaning the blackboard during lesson periods. Findings in this study have implications for the training procedure of science teachers in pre-service preparation and in- service training for teachers already in the profession in innovations in classroom-teaching processes.
EFFECT OF VERBAL SYMBOLISING- TECHNIQUE ON PRIMARY ONE PUPILS’ ABILITY TO READ AND WRITE YORUBA
(1985-05) ADELODUN, R. E.
The purpose of this investigation was to discover the different advantages of using verbal symbolising technique (V. S. T.) and the traditional phonic/syllabication method (P.S.M) for introducing similar groups of primary one pupils to initial literacy in Yoruba language. The influence of other factors such as age, sex and home background on the functioning of V. S. T. and P. S.M. was also considered. To this effect, a pre-test-post-test experimental design was used in the study. The study sample consisted of 162 primary one pupils from 4 selected schools and 45 primary one teachers from 12 selected schools in Oyo - a typical Yoruba town in Oyo State of Nigeria. A teacher opinion questionnaire (T.Q), a home background questionnaire (H.B.Q.), and a battery of the Yoruba language achievement tests (APOYTA) were the major instruments used for the study. The T. Q. was administered on the selected primary one teachers to obtain data in respect of age, sex and qualification. It also sought the teachers’ opinion about the existing primary one classroom environments; methods and primers for teaching Yoruba to primary one pupils. The H.B.Q was administered to the selected primary one pupils to obtain data on the age, sex and home environment of the learners. The APOYTA was designed to measure Yoruba language achievement at the primary one level and it consists of five sub-tests. (i) Recognition and writing of letters of the alphabet; (ii) Combining letters to form words; (iii) Recognition and writing of words; (iv) Reading of words and simple sentences; (v) Writing of simple words. Data obtained from the questionnaires and Yoruba language achievement test scores were analysed, using the following methods. (1) t. test of significance; (2) Two way analysis of variance; (3) Pearson Product Moment Correlation; (4) Descriptive statistics in form of frequencies and percentages. The results revealed that pupils taught with the V.S. T. seem superior to those taught with the P. S. M. in ability to read and write Yoruba at the end of their first year in school. Age, sex and home background did not disturb the positive performance of pupils who were taught through the V. S. T. Whereas, the home background had significant influence on the performance of pupils who were taught through the P. S.M. The teachers in both the experimental and control groups had similar characteristics. The environmental conditions of the classrooms were the same for both groups. The use of relevant primer, adequate scheme of work, explicit teachers’ guide, sufficient teaching/learning aids and pupils’ practice exercises through the workbook in the V.S.T. was the probable cause of the significant difference in pupils’ performance favouring the experimental group. Perhaps this is why the regular teachers of primary one pupils are of the same opinion with the present researcher that a change is necessary in the existing method and primer used to teach initial literacy in Yoruba to young children.
RELATIVE EFFECTS OF SELECTED COMMUNICATIONAL STRATEGIES IN SOME BIOLOGY TEXTBOOKS ON HIGH SCHOOL STUDENTS’LEARNING IN BIOLOGY
(1986-07) ADELEKAN, A. I.
Textbooks have consistently been accepted as an important companion of science teachers and students,, With apparent inadequacies of laboratory equipment and facilities, coupled with the unwillingness of Science teachers to explore their environment sufficiently, most science teachers had struck faithfully to textbooks as an easily accessible instructional aid in shaping their knowledge in science. Today, textbooks have been seen as a critical component of courses than contact with actual living material. In addition to their roles as an instructional aid, textbooks have for sometime remained as a source of information. In many developing Countries, particularly in Africa and Asia, science has been largely held as a foreign knowledge whose understanding can best be appreciated and understood only by reading textbooks. This great dependence on books places a premium on the value, quality and significance of textbooks in impacting scientific knowledge and understanding. The pertinent and crucial question is, "To what extent should textbooks serve as facilitators of scientific knowledge and learning in terms of effective incorporation of desirable communicational strategies?" This study had attempted an answer to this complex and multi-faceted issue. In seeking an answer, an attempt was made in identifying desirable communicational strategies expected in a biology textbook. Further efforts were also made to find out if four commonly used biology textbooks in Nigeria are indeed within the comprehension level of students. Having identified the various communicational strategies in the four textbooks, the relative effects of selected strategies on secondary school Students’ learning was consequently focussed upon. Form four secondary school students (N = 154) drawn from three (two for experimental, and one for control groups) selected schools in Oyo State, Nigeria were involved in the study. In addition, 50 people (which included teachers, students, education officials, publishers and authors) were involved in a survey relating to desirable communicational strategies in a biology textbook. For the experimental setting, cognitive achievement in biology, the level of development of scientific attitudes and the level of acquisition of practical skills were the dependent variables of the study. The independent variables included the textual communicational strategies, age and sex of the subjects. The Solomon—3 design was used for the data gathering. All the subjects were pretested, treated for six weeks and post- rested on all dependent measures. The result of the study revealed the following: 1. There were significant differences in the number of factual, leading, probing and terminal questions in the four biology textbooks examined. 2. There were significant differences in the number of technical terms defined at; first occurrence, immediately after occurrence, later in the text and those not defined in the four biology textbooks examined. 3. There were significant differences in the number of local and non-local specimens, labelled/ unlabelled diagrams, labelled and unlabelled pictures contained in the four biology textbooks examined. 4. There were significant differences in the number of evolutionary, ecological, economic importance, inquiry, historical and knowledge themes in the four biology textbooks. 5. There was no significant difference in the number of traditional world-view themes represented in the four biology Textbooks. 6. There were significant differences in the number of simple, specific, general and challenging practical exercises contained in the textbooks examined. 7. There were significant differences in the views of authors, teachers, publishers, ministry officials and students in their preferences for questioning styles, specimens, pictures/diagrams, practical exercises, major themes and physical characteristics of biology textbooks. 8. There were significant differences in the cognitive, affective and psychomotor performances of the experimental and control group subjects with respect to questioning styles, technical terms, specimens, pictures/diagrams, major themes and practical exercises. On the basis Of the findings, the following recommendations were made; 1. To promote cognitive effective and psychomotor performances in biology, teachers should identify the merits of communicational strategies in biology textbooks, and make these textbooks available for teachers' and pupils' use. They should also use in planned sequence, identified strategies in their teaching. 2. Authors and publishers should make use of a variety of communicational strategies in the preparation of biology textbooks. They should be conscious of the comprehensibility of the learning material they are presenting. A constant review of published textbooks should be made along identified merits. 3. Ministry officials should involve practioners in the education sector in the selection of textbooks for students’ use. 4. School libraries could be supplemented by the location of community/district libraries for a number of schools that do not have libraries. 5. A regular forum (Seminars, workshops) should be organised for officials, publishers, authors, teachers and students where exchange of ideas on the merits of identified communicational strategies in textbooks can be discussed.
THE DEVELOPMENT OF GOVERNMENT POLICY ON TECHNICAL EDUCATION IN NIGERIA, 1960-1980
(1986-10) ADETUYIBI, A. O.
Chapter three delves into the moves made by the Nigerian Government to evolve a plan for action in the provision of technical education having now fully realised the shortcomings of the policy it had pursued up till the time of independence in 1960. The fourth chapter examines the policy pursued by the government on technical education between 1970 and 1980 in order to meet the manpower needs of Nigeria foreshadowed by Ashby. For the first time, a National Policy on education was produced by the government as a means of giving direction to educational development in the country. In the next two chapters, an attempt is made to review and evaluate the practice of the policy maintained by the government by considering its implementation measures of the points highlighted in the policy statements enunciated during the period under study. The concluding chapter summarizes the government's achievements and shortcomings in putting into practice its formulated policies on technical education.
EFFECTS OF THE USE OF ELECTRONIC CALCULATOR ON OUTCOMES OF MATHEMATICS INSTRUCTION
(1987-06) ABIMBADE, A.
The teaching - learning of mathematics in the primary and secondary schools is often characterized by algorithmic computations to the detriment of concept learning and problem-solving. Invariably pupils often become disinterested in the tedious mathematical computational chores. This study was therefore, set up to investigate the effects of the use of electronic calculators on the outcomes of mathematics instruction. The learning Outcomes investigated were achievement in mathematics and attitudes toward mathematics and calculators. A paradigm of 3 x 3 factorial design of three ability levels: high, average and low by treatment groups: two experimental groups - unrestricted calculator and restricted calculator groups, and a control group - the non-calculator groups were used. There were two stages of the study: Pilot and Main. The pilot study was carried out in only one school and lasted six weeks while the main study took place in three comparable schools and had a duration also of six weeks. The schools were mixed in all cases. These schools were selected by multi-stage random sampling from ninety-five Secondary schools in Ibadan municipality at the time. For the main study, 126 subjects selected from three schools completed the study. The following null hypothesis were treated at α=.05. There will be no significant difference in the achievement scores of pupils who use (i) calculators in instruction and tests (the unrestricted groups) (ii) calculators in tests only (restricted groups) and (iii) no-calculators at all groups. The null hypothesis one was rejected because there was significant difference in the mean post-tests cores of those groups who used calculators in instruction and tests, calculators on tests only groups, and non-calculators groups (F(2,123) =16.234, p<.031) (2) There will be no significant difference in the achievement scores of pupils of low, average and high mental abilities. The null hypothesis two was rejected because there was significant difference in the mean post scores of those groups of low, average and high mentalability levels (F(2,123) = 14.776, p < .001) (3) There will be no significant difference in the attitudes towards mathematics and calculators of pupils who use calculators in instruction and tests, (ii) calculators in tests only, and (iii) non-calculators at all. The null hypothesis three was not rejected in entirety because there was no significant difference in the post attitude scores of the groups who use calculators in instruction and tests, calculators in tests only groups and non-calculator groups (F(2,123) = 1.217, p > .05). (4) There will be no significant difference in attitude to 'wards mathematics and calculators scores of those groups of high, average and low mental abilities. The null hypothesis four was not rejected entirely because there was no significant difference in the mean post-attitude scores of those groups of high, average and low mental ability levels (F(2,123) = 2.147, p > .05). (5) There will be no significant relationship between the attitudes of pupils towards mathematics and calculator-use in mathematics. The null hypothesis five was not rejected because there was no significant relationship between pupils' attitudes towards mathematics and calculator-use (F(1, 124) = 1 .57, p > .05). (6) There will be no significant relationship in pupils' mathematics achievement scores and post-attitude scores. The null hypothesis six was rejected because there was significant relationship in the post-test scores of the groups and the post-attitude scores (F(1,124) = 4.84, p < .05). Generally, the results showed that there were attitudinal changes between pre- and post-attitudes among all the groups, and that the calculator groups performed better than the non-calculator groups. The results have also shown that pupils within the same ability levels who use calculators will perform better than those who do not use calculators. Most studies on the use of calculators including this one have not found calculators to have debilitating effects rather it has computational advantage and promotes high achievement gains in mathematics. Teachers and pupils in secondary schools should be encouraged to utilize the advantage of calculators in algorithmic computations, so as to reduce those computational chores which often led to loss of interest in learners. However, further research could be done into the effectiveness and efficiency of calculators in concept formation, and problem-solving in secondary schools. In addition, research could be done to find out its effects at primary school level in Nigeria.
Instructional media in enhancing occupational safety/health in engineering workplaces: experience versus qualification
(The Nigeria Association for Educational Media and Technology, 1999) Olasunkanmi, I. A.
Accidents, the world over, have brought varieties of loss with diverse consequences that made them gain the attention of ILO. This paper has not only considered the concept of and legal positions in occupational safety and health, but also the perception of instructional media as means of enhancing them in engineering workplaces. A total number of 100 workers were used for the study and the result reveals no significant difference between the qualified and less qualified workers, while significant difference existed between the experienced and less experienced. It was deduced that accident rates reduction is possible through adequate provision and utilization of instructional materials in engineering workplaces.
IKOHASI ATI IKOJUOSUNWON AWON AKEKOO SEKONDIRI OLODUN META KEJI NINU LITIRESO YORUBA
(2004-07) ABIMBOLA, A.
La France: histoire et geographie
(Ajayi Crowther University, Oyo, 2009) Araromi, K.
The challenges of introduction of french language as a core subject in the new 9 year basic education curriculum structure
(Atlantic Associated Publishers, Ikeja, Lagos state, 2010) Araromi, M. O.
It is not an overstatement reiterating that French Language is an indispensable language in Nigeria and the world over, considering the numerical strength of the speakers of the language, its cosmopolitan status and because of its usefulness as an invaluable language of communication at different international forum such as United Nations summit, ECOWAS summit and African Union (AU) summit (French remains an indispensable language) in the recent time, the Nigerian Educational Research and Development Council (NERDC) announced its intention to elevate the status of French language from being a vocational elective subject to a core subject right from middle basic education curriculum to upper basic educational curriculum. The decision of the NERDC is a laudable and a welcome development considering the necessary invaluable status attached to the study of French language to boost international and diplomatic relations between Nigeria and her nieghbouring Francophone African countries (NPE2004). We are of the opinion that the programme with its beauty and laudability would face some challenges that would stand as a clog in the wheel of its successful realization. This paper therefore sets out to address the challenges of according a compulsory status to French language from primary four to Junior Secondary School in the new nine year basic curriculum structure.
Communicative approach to the teaching of foreign languages and its motivational implications
(2010-06) Araromi, M. O.
This study explores the communicative approach to the teaching of foreign languages. It also examines the motivational implications of the approach. The perceived ineffectiveness of earlier methods of language teaching paved way for the development of communicative language teaching method. The approach lay emphasis on communication as an ultimate goal and process of second language learning and teaching. The communicative activities that engender acquisition of skills in speaking and listening are engaged in by the learners through spontaneous guidance by the teacher, and under an autonomous atmosphere. This approach makes the learner to be self-motivated and more effective in the learning of the foreign language, thus making teaching easier.
Language methodology, learners’ strategies and motivation as determining factors in the learners’ success in french language
(Pan-African Book Company in association with JIMST, Medina New Road, Accra, Ghana., 2011) Araromi, M. O.
Affirming that French Language is unavoidably important and indispensable in Nigeria is not an overstatement. Nigeria is a giant of Africa and in view of the roles she plays in the international politics in Africa, she needs French language more than any other essential resources one may think of. . This assertion is quiet sound because of the great number of Francophone countries that surround Nigeria and the diplomatic and economic ties between Nigeria and the neighbouring French speaking countries. The decline in the study of French language in Nigeria has been a major concern to the stakeholders in the field of French language education. Many researchers in this field have made frantic efforts to unravel the misery behind the slow pace of development in the study of French in Nigeria. Ogike (2005) opines that the problem that has bedeviled the teaching of French language after the political independence is beyond the control of the Nigerian French teachers. These factors responsible for this decline are multifaceted. This paper discusses the concept of language teaching methodology as an excruciating phenomenon in the success in language learning. Methodology of language learning cannot be under estimated while discussing the issue of foreign language education. In addition, the paper discusses the learners learning strategies in foreign language learning situation. Finally, the concept of motivation towards language learning would be considered in the light of the teachers' motivational skills.
Psycho-Social and Organisational Climate Factors as Predictors of Female Academics’ Career Growth and Leadership Position in South-West Nigerian Universities
(2012) Oti, A. O.
Studies have shown that women are a minority in non-traditional careers, have slow career growth compared to their male colleagues and almost invisible in leadership positions, therefore excluded in power structure. These have been attributed to culture, socialisation, conditioning and self-perception of the women themselves. However, predicting factors of female academics’ career in Nigerian Universities are yet to be examined. This study, therefore, affirmed the efficacy or otherwise of psycho-social and organisational climate factors as predictors of female academics’ career growth and leadership positions in universities in South-West Nigeria. The study employed both quantitative and qualitative research methodologies. The quantitative aspect adopted the survey research design of the ex-post facto. Multistage sampling involving the use of purposive and stratified random techniques were used to select 898 respondents from six Universities in South-West Nigeria. Five hundred and thirty eight Female Academics from Graduate Assistant to Professor, three hundred male academics, (senior lecturers) sixty members of appointment and promotion committee participated in the study. Female Academics Psychological Questionnaire (R=0.82), Social Factors Questionnaire (R=0.87), Organisational Climate Factors Questionnaire (R=0.84), Female Academics Career Growth Questionnaire (R=0.79) and Female Academics Leadership Questionnaire (r=0.84) were used for data collection. These were complemented with 27 in-depth interviews with female Professors. Twelve research questions were answered. Data were analysed using multiple regression and content analysis. Psychological factors (self-esteem and self-efficacy), social factors (parental influence, spousal support, male academics collegial support and attitude towards women, as well as organisational climate factors (fairness, inclusion, work climate) had positive multiple correlation with career growth of female academics (R=0.40) and explained 14.2% of the variance in the dependent variable. The three categories of factors also jointly correlated with leadership position of female academics (R=0.55), and explained 28.5% of the dependent measure. The factors which made the highest contributions to career growth are: self-efficacy (β=.28), parental influence (β=.22) and spousal support (β=.18) while for leadership position they are parental influence (β=.36), attitude towards women (β=.27) and self-efficacy (β=.25) in that order. Further, self-efficacy (B=.40; t=6.59; p < .05), parental influence (B= -.12; t= -4.89;p<.05) and spousal support (B=.13; t=4.26; p<.05) could predict career growth. Predictors of female academics’ leadership position include parental influence (B= -.22; t= -9.10; p<.05), self-efficacy (B=.370; t=6.316; p<.05), spousal support (B= .169; t = 5.673; p<.05) and work climate (B= .56; t =2.03; p<.05). In-depth interviews revealed that female academics are self-conscious of their minority status, and perceive they work twice as hard as their male colleagues. They are aware that support and positive attitudes from male colleagues, their spouses, parents and favourable work climate are essential for their career growth and the attainment of leadership positions. Significant factors of female academics’ career growth are self-efficacy, parental influence and spousal support, while parental influence, academic men’s attitude towards women, self-efficacy, and work climate are essential towards their attainment of leadership positions. Therefore, female academics must develop positive self-efficacy, seek the support of their husbands and male colleagues. Also, universities should create a favourable work climate for all staff.
Development and Effect of a Participatory Moral Education Programme on Pre-Service Teachers’ knowledge of and Attitude to Moral Concepts in Social Studies
(2012) Kehinde-Awoyele, A. A.
Social Studies as a subject is meant to involve pupils in meaningful learning activities to develop good citizenship and attitude to make informed decision on social matter. However, literature abounds that Social Studies is taught in schools using lecture methods which do not promote values and rational habits. This could be attributed to the fact that few studies have been carried out in the area of training of teachers to develop moral education programme. One of the ways by which students could be involved in meaningful learning as well as develop right affective domain is to integrate moral education programme into the learning process. This study, therefore, developed a moral education programme and determined its effect through the participatory approach on pre-service teachers‟ knowledge of and attitudes to moral issues in Nigerian colleges of education. The methodology is in two parts: first the study adopted the participatory approach to develop the moral education programme using Roberts programme development model; and secondly the efficacy of the programme was determined using the pretest- posttest, control group, quasi-experimental design with a 2x2x2 factorial matrix used. Intact classes made up of 308 female, and 160 male pre-service teachers from four colleges of education in Osun, Oyo, Ondo and Lagos states participated in the study. The instruments used were: Moral Knowledge Test (r = 0.78), Moral Attitude Scale (r = 0.85), Participatory Moral Education Programme for experimental group and Modified Conventional Learning Guide for the control group. The treatment lasted for ten weeks. Seven null hypotheses were tested at 0.05 level of significance. Data were subjected to descriptive statistics and analysis of covariance. The development of the moral education programme which involves, workshop, focus group discussion, presentation of posters, moral club by the pre-service teachers allows the enhancement of right conduct, honesty, fairness and skills of collaborative and broad team group activities. There was a significant main effect of treatment on pre-service teachers‟ knowledge of moral education (F(2,465)= 58.24, p <.05) and attitude (F(2,465) = 20.32, p < .05) Participants in the participatory group had higher knowledge mean score (x =10.63) than those in the modified conventional method (x = 8.76). Religion has significant effect on post-test knowledge scores of pre-service teachers‟ (F(2.465) = 17,29, p < .05), and attitude (F (2,465) = 3.70, p < .05). There is no significant effect of gender on pre service teachers‟ knowledge and attitude. However, female students had higher adjusted post-test mean knowledge score (x = 9.70) than the male students (x= 9.66). The participatory approach enabled the pre-service teachers to live in peace and relate better with others regardless of tribe, sex and religion. Participatory Moral Education Programme enhanced both the knowledge and also influence attitudes of Pre-service teachers in moral concepts in Social Studies. It is therefore, recommended that the participatory moral education programme should be used in social studies classrooms by all teachers because it is capable of improving learners‟ knowledge and attitude to moral issues.
Effects of Action Learning and Inquiry – Based Instructional Strategies on Secondary School Students’ Learning Outcomes in Physics
(2012) Afolabi, F.
The importance of Physics in the development of science and technology has been emphasised in the literature.However, the enrolment and achievement of students in senior school certificate examination over the years keep dwindling as a result of the problem of selection of inappropriate and ineffective strategy of instruction and the abstract and practical nature of the subject, despite series of efforts of Physics educators and researchers aimed at addressing the issue.Thus, this study, therefore, investigated the effects of Action Learning Strategy (ALS) and Inquiry-Based Strategy (IBS),on secondary school students’ achievement in and attitude towards Physics. The study adopted the pretest-posttest, control group, quasi-experimental design, using a 3x3x2 factorial matrix. One hundred and Ninety-four senior secondary II students were purposively selected from six secondary schools in two local government areas of Kwara State as the sample. The six schools were randomly assigned to experimental and control groups. Six instruments were used in data collection, namely,Physics Attitude Questionnaire(r= 0.94), Achievement Test in Physics (r =0.76), Numerical Ability Test (r =0.77).Instructional Guide for Action Learning Strategy (experimental group I), Inquiry-Based Strategy (experimental group II) and Conventional Method (control group). Seven null hypotheses were tested at 0.05 level of significance. Data were analysed using Analysis of Covariance. Experimental treatment (that is, instructional strategies) had a significant main effect on students’ achievement in Physics (F (3,190) = 373.74; p<0.05) and attitude towards Physics (F (3,190) =106.19; p<0.05). Students exposed to ALS attained highest post-test mean score ( ̅=79.59) in achievement in Physics, followed by the IBS ( ̅= 56.16) and control group ( ̅= 26.49). Also, the ALS group had higher mean score ( ̅= 83.15), than the IBS ( ̅= 79.30) and the control group ( ̅= 56.90) on attitude towards Physics respectively. There is a significant effect of numerical ability on students’ achievement in Physics (F (3,190) =11.20; p<.05), and on their attitude towards Physics (F (3,190) =23.51; p<0.05). Students with high numerical ability had higher achievement score ( ̅=61.68) than those of the medium numerical ability ( ̅=53.21) and low numerical ability ( ̅= 47.90) students.Similarly, gender had a significant effect on students’ achievement in Physics (F(2,191) =10.52; p<0.05) but not on their attitude towards Physics. Female students had higher mean score ( ̅=56.95) than their male counterparts( ̅= 51.32).Action learning and Inquiry-based strategies were effective in enhancing students’ learning outcomes in Physics.The ALS particularly minimises the complexity of the Physics concepts.Therefore, Physics teachers should adopt the AL and IB strategies in enhancing students’ learning outcomes. These strategies may also increase students’ enrolment in Physics, particularly female students
Two Conceptual Change Strategies and Junior Secondary School Students’ Learning Outcomes in Basic Science Concepts in Kwara State, Nigeria
(2012) Arowolo, G. J.
Basic Science is a useful subject for developing scientific knowledge and technological skills in young learners. However, students’ achievement in the subject is dwindling at the junior secondary school level. Numerous efforts made to resolve the problems notwithstanding, little success has been achieved. As part of the sustained efforts in finding new ways of boosting students’ achievement, this study investigated the use of two conceptual change strategies (Simplex and Cognitive Coaching) and the moderating influence of mental ability and self-concept on students’ learning outcomes in Basic Science. The study employed a pretest-posttest, control group, quasi-experimental design, using a 3 x 3 x 2 factorial matrix. Intact classes made up of two hundred and twenty three students, having high, medium and low mental abilities, from six secondary schools in Kwara state were randomly selected. Eight instruments were used for this study: Teacher’s Instructional Guides for: Simplex, Cognitive Coaching and Conventional method; Basic Science Concepts Achievement Test (r = 0.73); Attitude Towards Basic Science Scale (r = 0.83); Mental Ability Test (r = 0.67); Self-Concept Inventory (r = 0.79) and Basic Science Conceptual Change Debriefing Protocol (r = 0.67). Two research questions were answered and seven null hypotheses were tested at the 0.05 level of significance. Data were analysed using Descriptive statistics, Analysis of Covariance (ANCOVA), Scheffe post hoc test and graphs. The two teaching strategies had significant effect on achievement in (F(2,204)=10.624;P < .05), attitude towards (F(2, 204) = 4.360; P < .05) and retention of (F(2,204)=32.602;P<.05) Basic Science concepts. Students exposed to Simplex strategy had the highest post-test mean score ( ̅ = 9.32) on achievement in Basic Science concepts, followed by those of the Cognitive Coaching strategy ( ̅ = 8.85) and the Conventional method ( ̅ = 7.68). The students taught with Conventional method had highest mean score ( ̅ = 53.28) than the Cognitive Coaching strategy ( ̅ = 48.69) and the Simplex strategy ( ̅ = 46.55) on attitude towards Basic Science concepts. For retention of Basic Science concepts, Simplex group had highest mean score ( ̅ = 7.84) than the Cognitive Coaching group ( ̅ = 7.67) and the Control group ( ̅ = 4.91). There was significant effect of mental ability on students’ achievement in (F(2, 204) = 7.600;P<.05) and on their retention of (F(2, 204) = 8.518; P < .05) Basic Science concepts. High mental ability students’ had highest attitude mean score ( ̅ = 51.89) than low mental ability ( ̅ = 48.79) and medium mental ability ( ̅ = 48.16) students’. Self-Concept had significant effect on students’ achievement in Basic Science (F(2, 204) = 4.261; P < .05). Students having low self-concept had higher attitude mean score ( ̅ = 50.20) than those with high self-concept ( ̅ = 49.18). A significant interaction effect existed between teaching strategies and mental ability on students attitude towards Basic Science concepts (F(4, 204) = 2.423; P < .05). The Conventional strategy favoured low and high mental ability students on attitude towards Basic Science concepts than the Cognitive Coaching and Simplex strategies. The medium mental ability students’ had better attitude towards Basic Science concepts with Cognitive Coaching strategy being better than their counterparts in other groups. Simplex and Cognitive Coaching strategies were effective in caausing conceptual change and improving students’ learning outcomes in Basic Science. Basic Science teachers should therefore, use Simplex and Cognitive Coaching strategies for enhancing students’ learning outcomes in Basic Science while also considering the possible additional effects of self-concept and mental ability.
Effects of Problem-Based Learning and Interactive Invention Instructional Strategies on NCE Pre-Service Teachers’ Achievement in Physics Concepts and Acquisition of Science Process Skills
(2012) Ukoh, E. E.
The traditional instructional strategies employed by most physics teachers in teaching the subject has consistently led to low student achievement. Hence there is need to employ new instructional strategies such as problem-based learning (PBL) and inter-active invention (IIS) instructional strategies, particularly, among the NCE pre-service teachers in Nigeria. The two strategies have been proved in the literature to help in alleviating the problem of low student achievement in physics, but they have not been adopted in the teaching of physics in Nigerian Colleges of Education. This study, therefore, ascertained the effects of problem–based learning and interactive invention instructional strategies on NCE pre-service teachers‘ achievement in physics and acquisition of science process skills. A pretest-posttest, control-group, quasi–experimental research design with a 3x3x2 factorial matrix was used. Three state and three federal colleges of education from South-western Nigeria were purposively selected. Ninety eight female and 94 male final year NCE physics students with high, medium and low self-efficacy constituted the sample. One state and one federal college of Education were used for each of the two experimental groups and the control group. The Instruments used were: Physics Achievement Test (r=0.875), Students‘ Physics Self–Efficacy Questionnaire (r=0.956), Science Proces Skills Worksheets (SPSW), Classroom Activities Rating Scale (r=0.820), Teachers‘ Instructional Guides for Problem-Based Learning Strategy (PBLS), Interactive Invention Strategy (IIS) and Conventional Lecture Method (CLM). Three research questions were answered and seven null hypotheses were tested at 0.05 level of significance. Data were analysed using Analysis of Covariance (ANCOVA), Multiple Clasification Analysis (MCA) and Scheffe post hoc analysis. Treatment had a significant main effect on pre-service teachers’ achievement in physics concepts (F(2,174) = 43.44, P <.05) and science process skills acquisition (F(2,175) = 183.80, P <.05). In achievement in physics concepts, students exposed to problem-based learning obtained a higher achievement score (=51.98) than those exposed to interactive invention instructional strategy ( =40.32) and the conventional lec-ture method ( =30.23). Those exposed to problem-based learning instructional strategy obtained higher science process skills scores ( =73.67) than those exposed to interactive invention instructional strategy (=60.21) and conventional lecture method (=26.73). There was no significant main effect of gender on pre-service teachers’ achievement in physics (F (1 174) = .026 P > .05) and acquisition of science process skills (F (1,175) = .361, P >.05). The three-way interactions of treatment, self-efficacy and gender showed a significant interaction effect for achievement in physics (F (3,174) = 3.27, P<.05) and for science process skills acquisition (F(3,175) = 2.92, P <.05). There was no significant effect of self-efficacy and gender on achievement and science process skills acquisition; the two-way interactions showed no significant effect. Problem–based learning and interactive invention instructional strategies improved student achievement in physics and science process skills acquisition. It is, therefore, recommended that teachers, curriculum developers and textbook writers should adopt these two instructional strategies for the improvement of students‘ learning outcomes in physics.
Effects of Two Problem-Solving Instructional Strategies on Students’ Achievement and Science Process Skills in Biology Practical
(2013) Ehikhamenor, E. A
The prevailing poor performance of students in biology is linked to their poor involvement in practical activities in biology as well as teachers‘ use of instructional strategies that do not promote acquisition of science process skills. Many earlier studies on problem solving instructional strategies aimed at addressing students‘ poor performance in biology did not involve the students‘ production of instructional materials needed for practical activities. In order to ascertain the effects of problem-solving instructional strategy on students‘ performance, it is useful to conduct a study that involves students using instructional materials they produced themselves. This study, therefore, determined the effects of two problem-solving instructional strategies (Bio Problem-Solving Instructional Strategy which involved the use of produced instructional materials and Gayford Problem-Solving Heuristics) on students‘ achievement and science process skills in biology practical. The study adopted a pretest-posttest control group experimental design with a 3 x 3 x 2 factorial design. The sample consisted of 828 students from nine randomly selected co-educational Senior Secondary Schools from three local government areas in Ibadan. Three schools each were assigned to two experimental and one control groups and the study lasted twelve weeks. The instruments used were: Achievement Test in Biology Practical (r=0.84), Science Process Skills Test (r=0.81), Mental Ability Test (r=0.86, Science Process Skills Assessment Inventory. In addition, Teachers‘ Guide on Problem Solving Instructional Strategy, Teachers‘ Guide on Modified Lecture Method and Guidelines for Evaluating Teachers‘ Performance were used for training teachers. Seven null hypotheses were tested at 0.05 level of significance. Data were analysed using ANCOVA and Pairwise Comparison Post hoc test. There was significant main effect of treatment on students‘ achievement in biology practical (F(2,809) =14.8; p<.05). Students exposed to Bio Problem-solving Instructional Strategy ( =19.7) and Gayford Problem-Solving Heuristics (= 19.7) performed better than those in the Control group (= 17.9) in the Biology Practical achievement test. There was a significant main effect of treatment on science process skills in biology practical F(2,809)=182.4, p<.05. Students exposed to Bio Problem-Solving Instructional Strategy (= 42.8) performed better than those in Gayford Problem-Solving Heuristics (= 33.7) and control group (= 26.6) in science process skills test. Mental ability had significant main effect on students‘ science process skills (F(2,809)= 18.3; p<.05). Students of high mental ability (=37.0) performed better than the medium ability group (= 34.5) and low ability group (= 31.6). The interaction effects of treatment and mental ability on students‘ achievement (F4,809 =4.2; p<.05) and on science process skills, (F(4,809) =5.7; p<.05) were significant. Problem solving instructional strategies improved the performance of the students in biology practical with Bio Problem-Solving Instructional Strategy having more impact on students‘ science process skills in biology as well as providing greater transfer of learning to medium and low ability students. The use of materials produced by the students helped them to gain better understanding of the concepts taught and enhanced their level of acquisition of science process skills in biology. Therefore, teachers should employ problem solving instructional strategy in biology practical lessons.