DEPARTMENT OF TEACHER EDUCATION
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Item 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 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 EFFECTS OF READERS THEATRE AND RECIPROCAL TEACHING STRATEGIES ON STUDENTS’ LEARNING OUTCOMES IN PROSE LITERARY TEXTS IN IBADAN METROPOLIS, NIGERIA(2017-02) ICHEKU, C. A.Literature-in-English is taught in Nigerian secondary schools to develop students’ literary competence and language proficiency. However, students’ achievement in and attitude to Literature-in-English are below par in Ibadan metropolis. This has been partly attributed to students’ deficiency in prose literature. Earlier studies focused largely on teachers’ and students’ factors influencing students’ learning outcomes in prose literature with little emphasis on interventions that could make students engage and come into literary texts. This study, therefore, determined the effects of Readers Theatre and Reciprocal Teaching strategies on students’ achievement in and attitude to prose literature in Ibadan metropolis, Nigeria. The moderating effects of gender and English language proficiency were also examined. Carl Rogers’s Attribution and I.A.Richards’s Readers response theories provided the framework while the study adopted the pretest-posttest control group quasi-experimental design using a 3×2×3 factorial matrix. Purposive sampling technique was used to select six senior secondary schools in Ibadan metropolis based on the criteria of being co-educational and reading the current prescribed prose literature. An intact class of Senior Secondary School II Literature-in-English students was selected from each school. The resultant six intact classes were randomly assigned to experimental and control groups. One hundred and sixty-nine students (90 males,79 females) participated in the study. The instruments used were: Achievement test in prose literature (r=.79), Students’ attitude to prose literature-in-English Questionnaire (r=.85), English Language proficiency test (r=.81) and instructional guides. Treatment lasted twelve weeks. Data were analyse using Analysis of covariance and Scheffe post-hoc test at 0.05 level of significance. Treatment had significant main effect on students’ achievement in prose literature-in-English (F (2, 152) = 25.63; partial .25). Students in the Readers Theatre had the highest posttest achievement mean score (48.25) followed by Reciprocal Teaching (45.40) and control (19.40) groups. There was no significant main effect of treatment on students’ attitude to prose literature-in-English. English language proficiency had significant main effect on students’ achievement (F (2, 152) = 50.26; partial .40) but not on attitude. Students with high English language proficiency obtained the highest posttest mean score (68.40) followed by those in the medium (42.44) and low (18.95). The interaction effects of treatment and English language proficiency were significant on achievement but not on attitude (F (3, 152) = 32.051; partial .39). The other two-way and three-way interaction effects were not significant on achievement and attitude to prose literature-in-English. Readers Theatre and Reciprocal Teaching strategies were effective in enhancing students’ achievement in prose literature-in-English with Readers Theatre being more effective. Teachers of prose literature-in-English should adopt these strategies in their teaching deliveryItem Effects of mentoring and field study instructional strategies on students’ learning outcomes in climate change concepts in social studies in Lagos state(2016-11) Oyekanmi, O. O.Climate change is an environmental challenge that needs urgent attention. It is for this reason it is taught in Social Studies at the Junior Secondary School level to impart environmental knowledge. Literature was largely descriptive survey on awareness, perception and attitude to climate change without considering instructional interventions. This study determined the effects of mentoring and field study instructional strategies on students’ learning outcomes in climate change concepts in Social Studies in Lagos State. It also examined the moderating effects of gender and school location. The Constructivist, Eco-biological system and Social-learning theories provided the framework. The study adopted pretest-posttest, control group, quasi-experimental design of 3x2x2 matrix. Six public Junior Secondary Schools (JSS) were purposively selected from Lagos Island and Lagos Mainland Education Districts, Lagos State. The justification for the choice of these districts is that Lagos Island schools are mostly bounded by creeks and rivers while Lagos Mainland schools are mainly upland. Six intact JSS classes (one per school) comprising 284 students (143 males and 141 females) were randomly assigned to Mentoring (100), Field study (96) and Conventional (88) strategies. Treatment lasted ten weeks. Instruments used were: Students’ Knowledge of climate change test (r=0.77); Students’ attitude to climate change questionnaire (r=0.96); Climate change reduction practice questionnaire (r=0.96), and Instructional Guides for Mentoring, Field study and Conventional Strategies. Data were analysed using Analysis of Covariance and Scheffe post-hoc test at 0.05 level of significance. Treatment had significant main effects on students’ knowledge of climate change concepts (F(2,271) =11.86, η2=0.08), attitude (F(2,271)=8.74; η2= 0.06), and reduction practices (F(2,271) = 12.72; η2= 0.09). Students in mentoring strategy group had highest mean knowledge score (x ̅=12.35), followed by their counterparts in field study (x ̅=11.88) and control group (x ̅=10.67). For students’ attitude to climate change concepts, (F(2,271)= 8.74; η2= 0.06), control group had highest score (x ̅=42.36), followed by those in field study strategy group (x ̅= 41.67) and mentoring strategy group (x ̅ = 40.08). Field study strategy( x ̅ = 45.57) and mentoring strategy group (x ̅=45.00) scored higher than the control group (x ̅=40.86) in climate change reduction practices.There was a significant interaction effect of treatment and school location on knowledge of climate change concepts (F(2,271) = 3.45; η2= 0.03), and attitude scores(F(2,271) = 4.37;η2= 0.03) of students from Lagos Island and Mainland schools. There was no significant interaction effect of treatment and school location on the climate change reduction practices scores of students from Lagos Island and Mainland schools.The two-way interaction as well as the three-way interaction effects were not significant. Mentoring and field study instructional strategies were effective in enhancing students’ learning outcomes in climate change concepts in Social Studies in Lagos state, Nigeria. Teachers should adopt these strategies for effective teaching and learning of climate change concepts in Social Studies.Item PERSONAL, HOME AND SOCIAL FACTORS AS DETERMINANTS OF FEMALE STUDENTS’ ENROLMENT AND COMPLETION IN UNIVERSITY EDUCATION IN SOUTHWESTERN NIGERIA, 2001-2010(2016) Kayode-Olawoyin, O. B.Female students‘ enrolment and completion in university education in Nigeria was low between 2001-2010. These have been attributed to some personal, home and social factors which have inhibited many females from being enrolled and completing university education in some courses. Previous studies examined the link between these factors and low female enrolment and completion at the primary and secondary school levels without focusing on Science Education, Engineering, Agriculture, Law, Mathematics and Statistics at university level. This study, therefore, examined personal (age, role model with mentorship and feminine inclination), home (mothers‘ education, fathers‘ education, parent‘s socio-economic status and parental support) and social (school environment, socio cultural value, government and non-governmental involvement) factors as determinants of female students‘ enrolment and completion in these universities courses from 2001-2010.The study adopted a causal modelling design with two hypothesised models. Six government-owned universities (one per state) from the south-west were selected. They comprised three states (Adekunle Ajasin, Ekiti State and Olabisi Onabanjo Universities) and three federal (University of Ibadan, Obafemi Awolowo University and University of Lagos). Stratified and purposive sampling techniques were used to select 622 female final and penultimate year students from five courses (Mechanical engineering (37), Civil law (207), Mathematics and Statistics (38), Science Education (164) and Agriculture (176). Role model and mentorship (r=0.75), feminine inclination (r=0.89), parents socio-economic status (r=0.87), parental involvement (r=0.83), school environment (r=0.79), traditional and cultural value (r=0.76) and government and non-governmental involvement (r=0.83) inventories were used to collect data. Key informant interview was also used. Data were subjected to multiple regression, path analysis at 0.05 level of significance and content analysis.The 10 factors had significant joint contributions to female enrolment and completion in university education (F(9,612) =26.46; R2=0.28) and (F(9,612)=15.44; R2=0.20), accounting for 28.0% and 20.2% of their variances respectively. Role model with mentorship (β=.29), school environment (β=.29), had relative contributions to enrolment while parental support (β=.23) age (β=19) and socio-cultural value (β=19) had relative contributions to completion. There was no significant difference between the hypothesised and the reproduced models. The percentage of direct and indirect effects were 55.6% and 44.3% on enrolment while on completion were 67.3% and 38.7% respectively. There were 62 pathways, where eight and 54 exert direct and indirect causative effects on enrolment, and 103 pathways where seven and 96 exert direct and indirect effects on completion. Content analysis revealed that there was attrition despite low enrolment of female students across the courses examined.Role model with mentorship and school environment factors had casual effects on enrolment pattern while parental support, age and socio-cultural values were key determinants of completion of university education among female students in Nigeria. These factors should be taken cognizance of in order to improve female enrolment and completion of courses at the university level