DEPARTMENT OF TEACHER EDUCATION
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Item Teacher curriculum-awareness and students' achievement in english oracy skills in Ibadan, Nigeria(2018-06) Akanbi, O. O.; Araromi, M. O.; Kolawole, C. O. O.This study investigated English language teacher curriculum awareness at senior secondary schools in Ibadan, Nigeria. The descriptive design was adopted for the study. The population of the study comprised all Senior Secondary English Language teachers and students in senior secondary schools in Ibadan, Nigeria. Simple random sampling was used to select six local government areas in Ibadan. Three public secondary schools were randomly selected from each local government area making a total of 18 schools, while purposive random sampling method was used to select three English language teachers and 50 students from each school making a total of 54 teachers and 900 students. The instruments used were: Teacher Curriculum Awareness Questionnaire (r=0.93) and Teachers Oral interview Guide for teachers on curriculum awareness (r=0,87). Descriptive statistics of frequency counts, mean and standard deviation were used in analyzing the quantitative data generated from the questionnaire, while qualitative data from oral interview were content-analysed. Results revealed that 63.3 7% of the teachers (mean=2.67) are aware of the English Language curriculum on oracy skill and their awareness is high. It is recommended that curriculum planners and designers should endeavor to make the copies of the English language curriculum available because it is one thing to plan and design the curriculum it is another thing for the curriculum to be readily available for the teachers.Item School Factors as Predictors of Functional Literacy Skills among Public Primary School Pupils in Ondo State, Nigeria(2014) Fagbemi, A. F.Functional literacy is an essential objective of primary education in Nigeria which equips pupils not only with reading and writing skills, but also with numeracy, communication, problem solving and application skills in daily life activities. The inability of many Nigerian primary school pupils to read, write, compute, comprehend and communicate effectively in English Language has been attributed to factors which have direct links with the implementation of the school curriculum and supportive facilities. Further, studies have revealed that school factors have strong effects on pupils‟ acquisition of basic literacy and numeracy skills, but not much attention has been paid to their influence on functional literacy skills among primary school pupils in Nigeria. This study, therefore, investigated the relationship between school factors (curriculum implementation, teacher quality, school location, class size, school library) and pupils‟ functional literacy skills. The study was a survey research of ex-post facto type. Multi-stage sampling procedure was used to select 10 local government areas, 40 public schools (30 urban and 10 rural), 40 primary five teachers and 1106 pupils from the five educational zones in Ondo State. Five instruments used were: Observational Scale on Curriculum Implementation (r=0.81); Observational Scale on Teacher Quality (r=0.82); Functional Reading and Writing Skills Test (r=0.81); Functional Numeracy Skills Test (r=0.80) and School Library Inventory. Six research questions were raised and answered. Data were analysed using descriptive statistics, Pearson‟s product moment correlation and multiple regression. Curriculum implementation was poor (weighted average was 1.48 out of 4.00). Curriculum implementation (r= .22; p < .05), teacher quality (r= .27; p < .05), and school library (r= .08; p < .05) each had significant positive relationship with pupils‟ functional literacy skills. However, school location (r= -.23; p < .05) and class size (r= -.13; p < .05) each, had significant negative relationship with pupils‟ functional literacy skills. Pupils in urban schools performed better than pupils in rural schools. Also, pupils in small classes performed better than those in large classes. The five school factors (curriculum implementation, teacher quality, school location, class size and school library) jointly had significant positive relationship with pupils‟ functional literacy skills (R= .34; F(5, 1100) = 29.43; p< .05). They contributed 11.8% of the total variance to pupils‟ functional literacy skills. The order of relative contributions of the school factors to pupils‟ functional literacy skills was: school location (β= .19), teacher quality (β= .16), class size (β= .11), curriculum implementation (β= .05) and school library (β= .01). Of the five school factors, only three significantly predict pupils‟ functional literacy skills. These were teacher quality (B=.31; t=3.30; p< .05), school location (B= -8.50; t= -6.37; p< .05) and class size (B= -1.51; t= -3.85; p< .05). Teacher quality, school location and class size influenced pupils‟ functional literacy skills. Consequently, teachers need to sharpen their skills in curriculum implementation to enhance pupils‟ functional literacy skills. Qualified teachers, adequate learning materials, classrooms and well equipped libraries should also be provided for effective teaching.Item 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 curricula