DEPARTMENT OF TEACHER EDUCATION

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Academic staff’s motivation for online teaching in Nigerian universities: empirical evidence from the University of Ibadan
(2022-07) Itasanmi, S. A.; Oni, M. T.; Ekpenyong, V. O.; Ajani, O. A.; Omorinkoba, O. G.
This study investigated the academic staff’s motivation for online teaching in Nigerian universities using a mixed-methods case study research design. The main instrument used for this study was a questionnaire named ‘Academic Staff’s Motivation for Online Teaching Survey (SMOTS)', which was complemented by in-depth interviews. A total of 195 academic staff across various academic faculties and units in the University of Ibadan participated in the study. Data analysis was done using frequency count, simple percentages, mean and standard deviation, while the in-depth interviews were thematically analysed. The result of the study revealed that the majority of the academic staff have not taught using online platforms before and their frequency of online teaching consideration is occasional. Additionally, they have a high perception of online teaching in terms of helping to learn new technology and encouraging intellectual challenges. The academic staff indicated that individual training opportunities, personal decisions and group training opportunities are among the major resources that can motivate them for online teaching. Likewise, the introduction to new technology for teaching, institutional expectation, and students’ enrolment are the major external motivating factors for online teaching. It was further revealed that most of the academic staff feel motivated to teach online. However, erratic power supply, work overload, and limited knowledge of e-learning stand as major hindrances to online teaching adoption among academic staff. This study has discovered the need for Nigerian university managements to vigorously embark on capacity building of academic staff for online teaching. This will help them to cultivate or enhance basic information and communication technology skills and other essential competencies needed to manage online learning environments
Adult literacy facilitators’ job satisfaction in Nigeria and South Africa
(2021) Itasanmi, S. A.; Akintolu, M.; Oni, M. T.
This study reported a survey conducted to assess the job satisfaction level among adult literacy facilitators in Nigeria and South Africa. The study adopted a quantitative approach and data was collected from eighty-six (86) adult literacy facilitators (Nigeria-50 and South Africa-36) randomly selected from Oyo State, Nigeria and King Cetshwayo District, KwaZulu-Natal province, South Africa. A structured questionnaire validated by experts and pilot-tested among primary School teachers serves as the research instrument. Data collected from the study were analysed using frequency count, simple percentages, mean, multiple regression analysis and T-test. Results revealed that adult literacy facilitators' job satisfaction level in the two countries is on average. Provision of a positive working environment in terms of improvement in the infrastructural facilities in the literacy centre was ranked first amongst others as ways to improve the job satisfaction of literacy facilitators. There was, however, no statistical difference in job satisfaction among literacy facilitators in Nigeria and South Africa. Therefore, it was concluded that conscious effort must be made at mapping out strategies to improve literacy facilitators’ job satisfaction to enhance adult literacy delivery in the two countries
Aristotle’s Virtue Ethics and Akinpelu’s Moral Philosophy as Paradigms of Education for Moral Integrity in Nigeria
(2013) Jabar, S. O
Moral corruption seems to be a bane of Nigeria’s development. Lack of moral integrity manifests in fraud, dishonesty and subversion of truth, justice and due process in all facets of national life. This necessitates a comprehensive moral education programme to develop moral integrity in the coming generations of Nigerians. Previous studies have focused on indoctrinative approach to moral education. This has failed to adequately account for the role of reasoning in moral action and decision making. This study, therefore, examined the concept of moral integrity in the context of reason based moral philosophies of Aristotle and Akinpelu by clarifying their relationship with reference to the moral problems that are prevalent in Nigerian society. This is in an attempt to develop an educational programme that fosters production of morally autonomous individuals. The study adopted analytic, speculative and prescriptive methods of philosophical investigation. Conceptual analysis was used to clarify the concept of moral integrity in the ideas expressed in Aristotle’s Nicomachean Ethics and Akinpelu’s Essays in Philosophy and Education and other relevant publications and documents. The prescriptive method guided the examination of what makes moral integrity a worthwhile human quality and how it can be cultivated through education. Speculation guided in discussing whether moral integrity as an ideal is attainable or not and the role which education can play in its attainment. Moral integrity is a cluster concept which ties together other overlapping concepts such as honesty, sincerity, constancy, consistency and sound judgement to discern moral issues and act consistently on principles that can promote social harmony. It is also constitutive of some virtues such as courage, temperance, continence, practical wisdom and other- regarding virtues such as honesty, fairness, justice and sensitivity. The two philosophers subscribe to a rational approach to moral education. However, while Aristotle places more emphasis on moral habituation which means inculcation of appropriate character traits through constant practices, Akinpelu emphasises development of learner’s capacity for moral reasoning. These two approaches informed the proposed Integrative Moral Education Model which draws from the strengths of the ideas of the two philosophers. The model advanced that moral education be integrated into the entire aspect and culture of school life. With respect to programmes of learning, drawing out the moral dimensions of academic subjects would enhance learners’ capacity for moral reasoning when the focus is on the social values that are inherent in the content and methods of teaching and learning academic subjects. Programmes of activities and programmes of guidance would contribute to deliberate exposure of learners to actions that can make them to experience and cognitively internalise worthwhile habits required to develop learners’ moral knowledge, sensitivity and sense of judgement. The ideas of the two philosophers are complementary as philosophical frameworks for a moral education programme to cultivate moral integrity in Nigeria. Other social institutions such as the home, the government, and the media should be strengthened to complement the efforts of educational institutions to educate coming generations of Nigerians for moral integrity.
Assessment of pre-service teachers’ satisfaction on the frequency and mode of ICT use in teacher training programmes in Nigerian universities
(Crawford University, Press, 2021) Olagbaju, O. O.; Omilani, N. A.; Olasunkanmi, I. A.
In compliance with the realities of an Information and Communication Technology (ICT)-driven society and global indexes in terms of quality assurance in university education, the use of ICT has been integrated into the Nigerian university system. In Nigeria, university education has received the most attention in terms of funding, technical support and policy reengineering. With the inevitable rise in ICT-based instruction globally, National Universities Commission (NUC) emphasized the use of ICT in Nigerian universities. Thus, ICT was integrated into teacher-training programmes in most Nigerian universities with huge investments made in staff training, internet connectivity, interactive smart boards, multimedia projectors and other e-learning channels. In spite of these, the use of ICT resources by university lecturers has been inconsistent or nonexistent largely due to lecturer-related variables such as age, gender and exposure. This has dire implications for pre-service teachers' satisfaction on the use of ICT in teacher-training. Therefore, this study examines pre-service teachers' satisfaction on the frequency and mode of ICT use in teacher-training in University of Ibadan. Seven research questions are raised and data were collected with ICT using online survey comprisingl40 participants. The results shows that pre-service teachers are not satisfied with frequency and mode of ICT use in teacher education. The study also found that younger lecturers make use of ICT-resources more than the older colleagues in Nigerian Universities. Regular training of lecturers on the use of ICT and improved power supply are recommended for optimal gains in the integration of ICT in teacher education.
Attitudes of undergraduate students to the study of french language as a general study course in Ajayi Crowther University, Oyo, Nigeria
(Canadian Academy of Oriental and Occidental Culture, 2013-10) Araromi, M. O.
The study examined the attitudes of undergraduate students to the study of French language as a general study course in Nigerian tertiary institutions using Ajayi Crowther University, Oyo, Nigeria as a case study. A total of 200 undergraduate students of this university constitute the sample for this study. The research adopted descriptive research design of survey type. The results show that area of specialization has influence on attitudes of students towards French language. Also, there is no significant difference between the male and female undergraduate students’ attitude towards French language. The results further revealed that there is a significant difference in students’ attitudes and the knowledge of French language. It is recommended that the Government should make French language compulsory in all tertiary institutions in Nigeria as part of efforts to make Nigeria English-French bilingual nation.
Audio-visual aids and foreign language learning: a case study of french language in Nigeria
(Faculty of Education, University of Lagos, Akoka-Lagos, Nigeria, 2013-01) Araromi, M. O.
In the last century, trends in the teaching of foreign language had resulted into the emergence of a number of methods and approaches to the teaching and learning of foreign language across the world. Due to globalization and urbanization and the tendency in man to reduce the world into a global village through breaking the communication barriers via foreign language learning, attempt has been made to revolutionize the teaching and learning of foreign languages using audio-visual aids. Suffice,to say that audio-visual aids combine both the motivational and learning features. However, it is not an end in itself but a means to an end. The full potentials and benefits derivable from using audio visual aids in foreign language class have not been fully exploited. This may be considered as one of the factors underlying high rate of drop-out or attrition in the foreign language class. This paper therefore highlights the significance of using audio visual aids in the teaching and learning of foreign languages.
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.
Classroom Design and Learning Environment as Predictors of Pre-Service Teachers’ Performance in Fine And Applied Arts in Colleges of Education in Southwestern Nigeria
(2013) Olaleye, E. O.
Fine and applied arts provide the aesthetic and non-aesthetic necessities that enrich individuals’ quality of life. In recent times, the persistent students’ poor performance in the subject has been attributed to inadequate facilities, use of traditional classrooms and inappropriately designed learning environment in schools and institutions where teachers are being prepared. Researchers have focused on improved methodology and classroom practices but not on classroom and learning environment for teaching the subject. There is also a dearth of studies on influence of classroom design and learning environment on students’ performance in fine and applied arts. Most of the studies do not provide standardized classroom design and learning environment guidelines that could improve students’ performance in fine and applied arts. This study, therefore, determined the extent to which classroom design variables (spatial configuration, visual effects, thermal condition, acoustics factor, facilities and equipment) and learning environment variables (students’ perception, seats arrangement and class size) predicted pre-service teachers’ performance in fine and applied arts in colleges of education in Southwestern Nigeria. The study adopted the descriptive survey design. Two hundred and fifty final year fine and applied arts pre-service teachers and 70 lecturers selected through stratified random sampling technique participated in the study. They were drawn from 10 colleges of education purposively selected from Southwestern Nigeria. Instruments used were: Teachers’ Classroom Design Checklist, Teachers’ Classroom Acoustics Design Questionnaire (r=0.84), Lecturers Inventory for Facilities, Equipment and Materials, Learning Environment Questionnaire (r=0.81) and Teachers’ Fine and Applied Arts Performance Test (r=0.84). Nine research questions were answered and eight hypotheses tested at p<.05. Data were analysed using Pearson’s product moment correlation and multiple regression. The eight classroom design and learning environment variables taken together, have significant correlation with pre-service teachers’ performance in fine and applied arts (R=.407;F(8,249) =5.99; p<.05).They explained 13.8% of the variance in the dependent variable. The two factors that predicted pre-service teachers’ performance in fine and applied arts are facilities and equipment (β=1.088; t=4.43; p<.05) and seats arrangement (β =3.76;t=-3.19; p<.05). The five classroom design variables (spatial configuration, visual effects, thermal condition, acoustics factor, facilities and equipment) significantly correlated (R=.335; F(5, 244) = 7.03; p<.05) with pre-service teachers’ performance in fine and applied arts and explained 10.8% of the variance in the dependent variable. The three learning environment variables (students’ perception, seats arrangement and class size) correlated significantly (R=.23;F(3,249)=6.11;p<.05) with performance in fine and applied arts and 5.8% of the variance was due to the three factors. Seats arrangement had the highest relative contribution (β=.21). Out of the eight factors, four had significant relationships with the dependent variable. These are: acoustic factor (r= .154;p<.05), facilities and equipment (r=.284p<.05), students’ perception (r=.147;p<.05) and seats arrangement(r=-.222;p<.05). Facilities and equipment as well as seats arrangement predicted pre-service teachers’ performance in fine and applied arts. Hence, the use of adequately designed classroom and appropriate learning environment has become necessary. Therefore, appropriately designed art classrooms and relevant facilities should be provided to enhance performance in fine and applied arts in Nigerian colleges of education
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.
COVID-19-induced concerns and graduate students’ motivation for programme completion in a Nigerian university
(2023) Itasanmi, S. A.; Ajani, O. A.; Oni, M. T.
This study examined the impact of COVID-19-induced concerns regarding health, finance and learning on graduate students’ motivation for programme completion in Nigeria. A quantitative research method using survey approach was adopted for the study. The study utilized an online survey to gather data from 1846 graduate students from a purposively selected university in Nigeria. A model was proposed to serve as a framework for the analysis of the data collected. The model consisted of four constructs: health concerns, financial concerns, learning concerns and motivation for programme completion. A Partial Least Square- Structural Equation Modeling (PLS-SEM) technique in WarpPLS 7.0 was used for data analysis. Results revealed amongst others that the COVID-19-induced health concerns positively and significantly impacted graduate students’ motivation for programme completion. Additionally, the financial concerns related to the pandemic had a negative significant impact on graduate students’ motivation for programme completion. Further, the study found that COVID-19-induced concerns regarding health influenced graduate students’ concerns regarding finance. Similarly, COVID-19-induced concerns regarding finance significantly influenced graduate students’ learning concerns. Hence, the study suggested that university administrators and other stakeholders should assist graduate students with various forms of financial empowerment schemes, student loans and scholarships that could cushion the effect of the financial fallout of the pandemic on the graduate students and mitigate against possible dropout of the graduate students from graduate studies
Creating learner-generated content: graduate students' experience and challenges
(Department of Teacher Education, Faculty of Education, University of Ibadan, 2017) Adedoja, G. O.; Olasunkanmi, I. A.
DATA FOR ASSESSMENT OF SENIOR SECONDARY SCHOOL BIOLOGY TEACHERS' AND STUDENTS' ATTITUDE TOWARDS COVID-19 IN OYO STATE, NIGERIA
(2023-04) Olagunju, M. A.; Okari, D.
The World Health Organization's record of 5th July 2023 shows that confirmed global cases and deaths of COVID-19 have scaled up to 767 726 861 and 6 948 764 respectively, while the Nigeria Centre for Disease Control and Prevention (NCDC) had earlier given a situation report on the 26th of February 2023 that there were cumulative numbers of 266 313 confirmed cases and 3 155 deaths from inception of COVID-19 in Nigeria: and 10 350 confirmed cases and 202 deaths in Oyo State. These may have caused heightened anxiety and emotional imbalances that may reflect in the attitude of the citizens of Nigeria across different sectors, including the educational sector, hence the assessment of senior secondary school Biology teachers’ and students’ attitude towards COVID-19 in Oyo State, Nigeria. The study adopted a descriptive research survey design with two research questions, and one research hypothesis. The sample size of the study included 620 Biology students (31 students per school) and 20 Biology teachers (1 teacher per school) from 20 senior secondary schools across 5 Local Government Areas in Oyo State. Two research instruments were used to collect data from respondents, these were Biology Teachers’ Attitude towards COVID-19 Questionnaire (r = 0.83) and Biology Students Attitude towards COVID-19 Questionnaire (r = 0.79). The data were analyzed using descriptive statistics such as per centage (%), mean, and standard deviation; and inferential statistics such as Pearson Product-Moment Correlation Coefficient. This study revealed that senior secondary school Biology teachers and students in Oyo State had positive attitude (with 2.58 weighted mean and 2.52 weighted mean respectively) towards COVID-19; a weak positive relationship that is not significant (r = 0.34; p>0.05) exist between them. Conclusively, the study revealed that teachers’ and students’ participants had positive attitude towards COVID-19. This is an assurance that they were prepared in attitude relating to the disease if there should be a resurgence. However, the relationships in attitude between teachers and students towards the disease was not significant, indicating a gap that needed to be filled.
DATA FOR ASSESSMENT OF SENIOR SECONDARY SCHOOL BIOLOGY TEACHERS' AND STUDENTS' CONCEPT KNOWLEDGE OF COVID-19 IN OYO STATE, NIGERIA
(2023-04) Olagunju, M. A.; Okari, D.
The disease caused by Severe Acute Respiratory Syndrome Coronavirus 2 (SARS – CoV-2) called COVID-19 has claimed a lot of lives across the world that the World Health Organization on 11 of March 2020, declared it a global pandemic. The Nigeria Centre for Disease Control (NCDC) has also been updating Nigerians about the pathogenic nature of the virus. Objectives This study assessed senior secondary school biology teachers’ and students’ concept knowledge of COVID-19 in Oyo State, and to show the type of relationship that existed between their concept knowledge. Methods A descriptive survey research design was adopted with two research questions and one research hypothesis. The sample size of the study included 620 Biology students (31 students per school) and 20 Biology teachers (1 teacher per school) from 20 senior secondary schools across 5 Local Government Areas in Oyo State. Two research instruments were used to collect data from respondents, these were Biology Teachers’ COVID-19 Concept Knowledge Test (r = 0.71), Biology Students’ COVID-19 Concept Knowledge Test (r = 0.79). The data were analyzed using descriptive statistics such as per centage (%), mean, and standard deviation; and inferential statistics such as Pearson Product-Moment Correlation Coefficient. Results It was revealed that senior secondary school biology teachers and students in Oyo State had high (63.15% and 61.17% respectively) levels of concept knowledge of COVID-19, however a moderate negative relationship that is not significant (r = -0.47; p>0.05) existed between them. Significance Biology teachers’ and students’ good concept knowledge of COVID-19 was an assurance that they were equipped with requisite concept knowledge of the disease, if there should be a resurgence. However, the not significant relationship between their concept knowledge of the disease, indicated a gap that needed to be filled.
DATA FOR ASSESSMENT OF SENIOR SECONDARY SCHOOL BIOLOGY TEACHERS' AND STUDENTS' PRACTICES RELATED TO COVID-19 IN OYO STATE, NIGERIA
(2023-04) Olagunju, M. A.; Okari, D.
COVID-19 is a disease caused by a virus called Severe Acute Respiratory Syndrome Coronavirus 2 (SARS – CoV-2) which affected all sectors of human endeavours (including the education sector) globally and resulted in the loss of lives. Owing to this, the World Health Organization (WHO) on the 11th of March 2020, declared the disease a global pandemic. In the same vein, the Nigeria Centre for Disease Control (NCDC) disseminated requisite information on appropriate practices relating to the disease to its populace. This study is therefore designed to assess senior secondary school Biology teachers’ and students’ practices related to COVID-19 in Oyo State, Nigeria. The study adopted a descriptive research survey design with two research questions, and one research hypothesis. The sample size of the study included 620 Biology students (31 students per school) and 20 Biology teachers (1 teacher per school) from 20 senior secondary schools across 5 five Local Government Areas in Oyo State. Two research instruments were used to collect data from respondents, these were Teachers’ Practices related to COVID-19 Test (r = 0.9), and Students’ Practices related to COVID-19 Test (r = 0.85). The data were analysed using descriptive statistics such as per centage (%), mean, and standard deviation; and inferential statistics such as Pearson Product-Moment Correlation Coefficient. This study revealed that there were high levels of Biology teachers’ and students’ proactive practices (74.11% and 62.68% respectively) related to COVID-19 that had a strong positive relationship which is significant (r = 0.69; p<0.05) between them. Conclusively, the study revealed that teachers’ and students’ participants had good practices related to COVID-19. It is an assurance that the participants were proactively prepared in relation to the disease if there should be a resurgence. To improve on the current state of Biology teachers’ and students’ preparedness it was therefore recommended that the government should innovate the current senior secondary school Biology curriculum by including contents that will appreciably help teacher and students have necessary knowledge on protective practices regarding the viruses; train teachers on COVID-19; and include Information and Communication Technology in all public schools’ academic activities.
Demographic Factors as Predictors of Open Educational Resources Awareness and Usage among Open and Distance Learning Students in Southwestern Nigeria
(2019-01) Itasanmi, S. A.; Jegede, T. E.; Oni, T. M.
This study assessed the joint and relative contributions of demographic factors (age, sex, marital status, school, and academic level) to the prediction of Open Educational Resources awareness and usage among open and distance learning students in Southwestern Nigeria. The study adopted a descriptive research design of the survey type. Three ODL institutions (University of Ibadan Distance Learning Centre, University of Lagos Distance Learning Institute, and the National Open University of Nigeria, Ibadan Study Centre) were purposively selected. A structured questionnaire titled "OER awareness and usage Questionnaire" was pilot-tested, and an Alpha coefficient of .95 was obtained. Data collected from the study were analyzed using frequency count, simple percentages, and multiple regression analysis. Results of the study revealed that there is a joint contribution of age, sex, marital status, school, and academic level to the prediction of OER awareness and usage. It was further revealed that while school, academic level, and age had a significant relative contribution to the prediction of OER awareness among the students, sex and marital status had no significant relative contribution. Also, sex, marital status, and school have a significant relative contribution to OER usage, but age and academic level of students had no contribution. It was therefore concluded that if all these demographic factors are properly considered in the drive towards increasing OER awareness and usage among ODL students, there is a greater chance that high feet could be achieved both in terms of awareness and usage of open educational resources among the students in order to boost the academic performance and in turn improve productivity level of ODL institutions in the country
Determinants of learners' satisfaction in open distance learning programmes in Nigeria
(2020) Itasanmi, S. A.; Oni, M. T.
This study focuses on examining the relationship, and contribution of teaching and learning experiences, educational resources, technical support service, and infrastructure to the determination of learners' satisfaction in Open Distance Learning programmes in Nigeria. The study is guided with four research questions, and a descriptive research design approach was adopted for the study. A sample size of 719 students was randomly selected from three (3) purposively selected ODL institutions in South-western Nigeria. A semi-structured questionnaire duly validated was used in collecting data for the study. Data collected were analysed using frequency counts, percentages, Pearson Product Moment Correlation, and regression analysis. Results revealed that there is a significant relationship between teaching and learning experience, educational resources, technical support and infrastructure, and general satisfaction of students in ODL programmes. Also, age, sex, and school significantly jointly predict the general satisfaction of students in ODL programmes among other results. It was, therefore, suggested that future studies should consider some other factors that influence learners' satisfaction for the efficiency of the ODL delivery system in Nigeria
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.
Development and Effects of Computer-Based Self-Learning Instructional Puzzles on Junior Secondary School Students’ Learning Outcomes and Retention in Social Studies
(2014) Fakokunde, J. B.
Secondary school students‟ poor academic achievement in social studies has been attributed to the predominance of inappropriate instructional strategies in the teaching and learning of the subject. Scholars have recommended the use of a strategy that provides students with hands-on activities. Researches have shown the effectiveness of Computer-based Self-learning Instructional Puzzles (CSIP) in science related subjects but the use has not been given prominence in social studies. This study, therefore, designed, developed and determined the effects of computer-based self-learning instructional puzzles on Junior Secondary School students‟ learning outcomes and retention in social studies in Osun State. The moderating effects of gender and cognitive style were also examined. The study was in two phases. The first phase was the design and development of the CSIP using CSIP Model. The second phase determined the effects of the package on Junior Secondary School (JS) II students‟ learning outcomes and retention in social studies. This phase adopted pretest-posttest quasi-experimental research design using 2x3x2 factorial matrix. One hundred and forty one JS II students from four purposively selected schools were randomly assigned to CSIP and conventional teaching strategy groups while the treatment lasted 14 weeks. Two research questions were answered and eight hypotheses tested at 0.05 level of significance. The CSIP Instructional Package Evaluation Questionnaire (r = 0.82), Students‟ Attitude towards Social Studies Questionnaire (r = 0.73), Social Studies Achievement Test (r = 0.89), Cognitive Style Checklist, Instructional Package Perception Questionnaire (r = 0.84), Instructional Guide on Computer-based Instructional Strategy and Instructional Guide on Conventional Teaching Strategy were used for data collection. Data were analysed using mean, standard deviation, Pearson‟s product moment correlation, Analysis of Covariance and Scheffe‟s post-hoc test. The design of the package was rated appropriate in terms of functionality and navigation ( ̅ = 3.72), content and graphic evaluation ( ̅ = 3.66) and usability assessment ( ̅ = 3.62). Students‟ acceptance of the instructional package was also rated as follows: Perceived Usefulness ̅ = 3.24) and Perceived Ease of Use ( ̅ = 3.14). The correlation between students‟ perceived usefulness and perceived ease of use was significantly positive (r = 0.49) implying that the perceived usefulness of the package enhanced the use. There was a significant main effect of treatment on students‟ achievement (F(1,128)=162.00; η2 = .559). The CSIP group had a higher achievement mean score ( ̅ = 36.03) than the conventional group ( ̅ = 21.69). There was a significant main effect of treatment on students‟ retention (F(1,128) = 111.85; η2 = .446). The CSIP group had a higher retention score ( ̅= 32.63) than the conventional group ( ̅ = 21.69). There was no significant main effect of gender and cognitive style on students‟ attitude, achievement and retention in social studies. The computer-based self-learning instructional puzzle package was an acceptable strategy to social studies students at Junior Secondary School level and also enhanced their achievement and retention in the subject regardless of sex and cognitive style. Hence, the strategy should be adopted in teaching social studies in classroom.
Development and Utilisation of an Instructional Programme for Impacting Competence in Language of Graphics Orientation (LOGO) at Primary School Level in Ibadan, Nigeria
(2013) Akinyemi, A. L.
Computers enhance the process of understanding when used for teaching and learning. This made the Nigerian Government to introduce computer studies into the basic education curriculum. However, the content and activities in the computer basic curriculum are centred mostly around browsing and clicking and not on programming as many believed that programming is for adults. This study, therefore, developed a Language of Graphics Orientation (LOGO) instructional package and investigated its impact on primary school pupils’ competence in LOGO. It also examined the influence of age, gender, computer literacy and school type on competence in the programme. The study adopted one group pretest-posttest quasi-experimental design. A 20-module instructional package was developed based on Kerr’s model of curriculum development. Three hundred and forty-nine pupils aged 5, 6, 7 and 8years and eight computer studies teachers purposively drawn from two private and two public primary schools participated in the study. Five instruments were used: Achievement Test in LOGO (r =0.70), Teachers’ Perception Scale on LOGO, (r = 0.89), Challenges of Package Usage Scale (r =0.72), Utilization Scale for Package (r = 0.75) and Computer Literacy Scale (r = 0.75). Five research questions were answered and five hypotheses tested at 0.05 level of significance. Data were analysed using descriptive statistics, t-test and analysis of variance. The LOGO instructional package was validated in a pilot study; results showed that the package had a good face and content validity which was measured in terms of coverage, sequence and appropriateness for the pupils as perceived by their teachers. Teachers’ perception during the process of development in terms of conceptualisation was 0.8, identification of basic objectives 0.7, designing of package 0.7, try-out 0.7, revision 0.7 and teacher training 0.7. The instructional package was appropriate for pupils’ age 1.0, presentation of illustrations 0.9 and content sequence 1.0. The difference in the pupils’ pretest (x = 4.10) and posttest (x = 27.88) competence mean scores in LOGO was significant (t = 53.56; df = 348; p <0.05). There was significant effect of age on pupils competence in LOGO (F(3,345) = 45.94 p 0.05). Pupils aged 8years had highest mean competence score (x = 34.20) followed by those of age 7 (x =29.71), 6 (x = 26.96) and 5 (x = 20.53). There was no significant effect of gender on pupils’ competence. Furthermore, there was significant effect of computer literacy on pupils’ competence (t=8.26 df= 347 p 0.05) in favour of pupils with high level of computer literacy (x = 31.54). There was significant effect of school type on pupils’ competence (t = 8.13 df = 347 p 0.05) with private school pupils obtaining higher mean score (x = 31.56) than public school pupils (x = 24.38). The developed Language of Graphics Orientation instructional package enhanced the competence of primary school pupils in computer programming irrespective of age, computer literacy level and school type. It is therefore recommended that LOGO should be included in computer studies curriculum for primary schools as from age six.
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.