DEPARTMENT OF TEACHER EDUCATION
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Item 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 educationItem Evaluation of Curriculum Implementation of Bachelor of Education Degree in Social Studies in Colleges of Education and Universities of Affiliation in Southwestern Nigeria(2016) Ayandele, A. A.There has been a concern over the non-responsiveness of educational programmes in Nigeria‟s higher institutions to adequately meet social needs. Scholars often lay the blame on poor implementation of curricula, especially social studies. Previous evaluation studies on the products in colleges of education programme showed poor preparation of students without comparing them with their counterparts in the parent universities. This study, therefore, investigated the effectiveness of basic elements of the Social Studies curriculum, the contributions of the Teacher-Related Variables (TRV); qualification, area of specialization, teaching experience, teaching methods, gender and teaching facilities to the Implementation of the Curriculum (IOC) in the Colleges of Education (CoEs) and Universities of Affiliation (UoAs). This is with the view to providing empirical evidence upon which improvement could be made in the preparation of bachelor degree students. The study adopted the descriptive survey design using Stufflebean‟s Context, Input, Process and Product (CIPP) evaluation model. Four colleges of education in Oyo, Osun, Ondo and Lagos states were purposively selected because they run the B.Ed Social Studies on full-time (FT) and part-time (PT) bases. The UoAs and their CoEs are: Ekiti State University – Emmanuel Alayande College of Education, Oyo and Adeniran Ogunsanya College of Education, Lagos. Lagos state University – Osun State College of Education, Ilesha and Obafemi Awolowo University – Adeyemi College of Education, Ondo. Stratified sampling technique was used to select 455 Social Studies students in the CoEs (FT190;PT- 265); UoAs (FT- 110; PT- 120) and their lecturers (CoEs- 47; UoAs - 22). Lecturers‟ Perception of Social Studies Curriculum (r=0.86); Students‟ Perception of Social Studies Curriculum (r=0.74); Teachers Teaching Methods (r=0.70) Social Studies Curriculum Resources (r=0.78) scales, Classroom Teaching Observation Schedule (r=.073) and Social Studies Basic Concepts Test (r=0.78) were used for data collection. Data were analyzed using descriptive statistics, multiple regression and t-test at 0.05 level of significance. The UoAs and CoEs teachers rated the elements of the Social Studies curriculum to be effective with mean scores ( ̅ = 3.02 and ̅ = 2.80) respectively. Students‟ ratings of the elements of Social Studies curriculum in the UoAs ( ̅ = 3.25) and CoEs ( ̅ = 2.96) were effective. For the UoAs resource input availability ( ̅= 1.82) and adequacy ( ̅= 1.81) were obtained in the UoAs while CoEs had ̅=1.72 and ̅ = 1.73 respectively. The TRV and teaching facilities had significant composite contribution to IOC in the UoAs, (F(6,26) = 3.23: R2 = 0.39) and CoEs, (F(6,45) = 3.92:R2 = 0.26) with 39% and 26% respective contributions to the variance of IOC. Teaching experience (β=.08,t= .37) and qualification (β = -.52, t = .2.16) made significant relative contributions to the IOC in the UoAs, while area of specialization (β = -.29, t = 2.05) and teaching facilities (β=.25,t=1.81) contributed significantly in the CoEs. The implementation of bachelor of education degree in Social Studies curriculum was more effective in the universities than colleges of education. There should be provision of adequate facilities for the colleges of education to improve on the implementation of their curriculaItem Effect of Reflective-Reciprocal Teaching Strategies on Pre-Service Teachers’ Achievement in Integrated Science and Science Process Skills in Nigerian Colleges of Education(2013) Agoro, A. A.The low level of performance of pre-service teachers in Integrated Science has been a recurrent problem in science education. Poor instructional strategies employed by lecturers in colleges of education have been adduced as one of the reasons for this low level of performance in Integrated Science. Previous researches have focused on collaborative teaching and self-regulation strategy without considering opportunity for reflection before, during and after lessons which the Reflective-Reciprocal Peer Tutoring (RRPT) addresses. This study, therefore, determined the effect of Reflective-Reciprocal Teaching (RRT) and Reflective-Reciprocal Peer Tutoring strategies on pre-service science teachers‟ achievement in Integrated Science and Science Process Skills. It also determined the moderating effect of mode of entry and numerical ability on the dependent variables. The pretest-posttest, control group, quasi experimental design with a 3x3x2 factorial matrix was used. Three colleges of education were purposively selected from each of the state and federal colleges in Southwestern Nigeria. One intact class of Nigeria Certificate in Education year two was selected from each of the six colleges making a total of 295 pre-service teachers. Six instruments were developed, namely: Pre-service Teachers‟ Achievement Test (r= 0.85); Pre-Service Teachers‟ Science Process Skills Rating Scale (r=0.82), Pre-Service Teachers‟ Numerical Ability Test (r=0.79); Operational Guides for RRT, RRPT and Modified Conventional Teaching Strategy (r=0.75, 0.72 and 0.77 respectively). Seven hypotheses were tested at 0.05 level of significance. Data were subjected to Analysis of Covariance and Scheffé Post-hoc test. Treatment had a significant effect on pre-service teachers‟ achievement in Integrated Science (F(2,276) = 56.15; p<.05) and science process skills (F(2,276) = 33.53; p< 0.05), Pre-service teachers exposed to RRPT obtained a higher achievement score (x=24.8) than those in the RRT ( x = 21.02) and control group ( x = 18.89). For Science Process skills, the RRT group had a higher achievement score ( x = 57.50) than those in the RRPT ( x = 49.28) and control (x = 47.04) groups. Mode of entry and numerical ability had no significant effect on pre-service teachers‟ achievement in Integrated Science and science process skills. The interaction effects of treatment and mode of entry, treatment and numerical ability, as well as the interaction effect of treatment, mode of entry and numerical ability on pre-service teachers‟ achievement in Integrated Science and science process skills were not significant.The Reflective-Reciprocal Teaching and Reflective-Reciprocal Peer Tutoring strategies enhanced pre-service science teachers‟ achievement in Integrated Science and science process skills. When employed by the teachers of the subject, the two strategies could help pre-service Integrated Science teachers to gain more in achievement and science process skills, enhance their professional development and encourage social interaction in the learning environment. These strategies are therefore, recommended for teaching Integrated Science at the college of education level.