DEPARTMENT OF TEACHER EDUCATION
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Item 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.Item 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.Item 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.Item 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.Item 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.Item 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.