DEPARTMENT OF TEACHER EDUCATION
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Item Perceived senior secondary students' level of computer anxiety and competences in Oyo education zone of Oyo state, Nigeria(2020-05) Tiamiyu, Y. B.; Adamolekun, W.; Oni, M. T.; Otunla, A. O.The Nigerian government policy statement on design and development of innovative materials for effective teaching in Nigerian schools is yet to be fully realized because it depends on students' competency in computer and associated technologies. Therefore, this study investigated perceived senior secondary students' level of computer anxiety and competences in Oyo Education Zone of Oyo State, South-West, Nigeria. This baseline study adopted ex-post facto of survey type and purposively selected public secondary schools that are equipped with computer facilities. It involved one hundred and sixty (160) senior secondary schools, one student from four schools including one private school in Iseyin and Itesiwaju Local Government Areas of Oyo Education zone in Oyo State, South-West, Nigeria. Four research questions guided the study with the use of two instruments namely i.e. Students' Computer Anxiety Questionnaire (SCAQ) r=0.86 and Students' Computer Competence Questionnaire (SCCQ) r=0.87. Findings from the study indicated that majority of the participants perceived themselves of having positive disposition to computers, thereby having no computer anxiety. Also, majority perceived that they are skillful in general Window skills, Word processing and presentation software respectively. Therefore, the study recommends exposure of students to practical computer activities during computer studies lessons and effective use of computer facilities where there are provisions. It also recommends adequate provision through the involvement of the parent-teacher association and non-governmental organisations as well as public spirited individuals, where such facilities are lacking.Item Lecturers' assessment of impact of diamond radio on open distance education (ODE) programmes of University of Ibadan(2019-05) Oni, M. T.; Ojokheta, K. O.; Otunla, A. O.The University of Ibadan, established as the pioneer higher educational institution by the colonial masters in 1948 has the responsibility of teaching, research and community service with Lecturers from inception employing different delivery modes in carrying out the mandates. Advancements in Information and Communication Technology (ICT) has led to a lot of developments occurring in teaching and learning which cannot be ignored; especially, the use of Radio broadcasting in facilitating teaching and learning activities in a conventional environment. The Distance Learning Centre (DLC) of the University was established in 1988 and in 2008, the Diamond Radio of the University was commissioned and immediately went into full operation. Just like many other Universities in Nigeria that operate campus radio, the Diamond Radio is not without clearly stated objectives part of which is the provision of teaching-learning interactive forum for relevant departments in the university and especially to enhance the Open Distance Learning programmes. Diamond Radio, which is a community radio has the responsibility of enhancing teaching by providing adequate platform for interaction between the open distance learning students and their respective lecturers, thereby enhancing the dual mode of open and distance education. This study investigates Lecturers’ Assessment of the impact of Diamond Radio on Open Distance Education of University of Ibadan. The study adopted ex-post facto research design of descriptive survey type. It involved two hundred (200) respondents including 58% males and 34% females, who were purposively drawn from the conventional and distance learning lecturers of the University of Ibadan. A structured questionnaire named "Diamond Radio Teaching Learning Activities Assessment Scale (DRTLAAS) was designed and validated at (r=0.98). Findings reveals that majority (70%) believed that that lectures are better delivered by University lecturers using Diamond Radio. Findings affirmed that Diamond Radio facilitates the provision for feedback mechanism especially from students after each lecture (63%>), further, Diamond Radio promotes interaction between lecturers and students in the University of Ibadan (89%). Findings also showed that Diamond Radio operates a standard platform for lecture delivery especially to Distance Learning Students of University of Ibadan (69%>). It was evident that Diamond Radio affords various Departments to participate in open air teaching (79%). Moreover, Students receive lectures regularly through Diamond Radio (66%), again information from the findings showed that students are incorporated into various activities of Diamond Radio (74%). It became clear that Diamond Radio has a standard training platform for students (70%). Findings helped understand that for students who desire to further advance in real world of work in mass communication, Diamond Radio is a good resource channel (67%). Operations of Diamond Radio show expected level of professionalism (72%) and Students are allowed to handle programmes in Diamond Radio (68%)Item Environmental factor as predictors of citizens’ participation in development activities in Ogbomoso town, Oyo state, Nigeria(MedCrave, 2023-07) Oni, M. T.The involvement of citizens in developmental endeavors is crucial to achieving rapid and enduring progress. However, the social context often displays varying attitudes that impact community participation. Despite numerous studies on citizen engagement, there is a shortage of research on how different environmental factors influence involvement in community development. This study, investigated the environmental factors that could predict citizens’ participation in developmental activities in Ogbomoso, Oyo State. The descriptive survey research design was adopted. The simple random sampling was used to select 100 respondents from the community of Ogbomoso North Local Government. The data was analysed using the descriptive statistics of percentage, frequency count and inferential statistics of multiple regression. Environmental factors (leadership impact and involvement in community groups) jointly influenced citizens’ participation in development activities (R = 0.46, p<0.05). These factors accounted for 0.20% of the total variance in citizens’ participation in development activities. The relative contribution of the variables is as follows; Leadership impact (β= 0.36; t = 3.59; p < 0.05) and Involvement in community groups ((β= 0.17; t = -1.68; p >0.05). The result showed that citizens participate in development activities irrespective of their involvement in community groups and leadership greatly influences citizens’ participation in developmental activities. Since leadership determines peoples’ participation in community development projects, it is recommended that community leaders should be exemplary in discharging their duties and also visualise projects that are need-basedItem Students’ assessment of open distance learning programs and services in Nigeria: a comparative description of three selected distance learning institutions(2020) Itasanmi, S. A.; Oni, M. T.; Adelore, O.This study reported students' assessment of open and distance learning programs and services vis-à-vis teaching and learning experience, educational resources, technical support service, and infrastructural facilities in ODL institutions in Nigeria. The study adopted a descriptive survey research design and the participants for the study comprised of 719 students randomly drawn from three purposively selected ODL institutions in Nigeria. A semi-structured questionnaire was used as an instrument for the study. Quantitative data generated from the survey were analyzed using frequency counts, percentages, and analysis of variance (ANOVA) while the qualitative data was content analyzed. The result of the study showed that students enroll in open and distance learning programs majorly as a result of the flexibility in learning. While students relatively rate their teaching & learning experience, educational resources, and available infrastructural facilities in their universities good, they, however, rate technical support services provided in the ODL institutions as being poor. A comparative analysis of the students’ assessment in the three institutions revealed that there exists a statistically significant difference in teaching & learning experiences, available educational resources, technical support services, and infrastructural facilities in the institutions. Based on the findings of the study, some recommendations were madeItem 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 NigeriaItem 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 studiesItem 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 countriesItem 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