DEPARTMENT OF ADULT EDUCATION
Permanent URI for this communityhttps://repository.ui.edu.ng/handle/123456789/468
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Item Community-based instructional strategies, school location, and primary school pupils’ environmental knowledge(2015) Ajitoni, S. O.; Gbadamosi, T. V.The environmental issues we face as individuals and as a society are pervasive and ingrained in our cultural ways of being so that we can no longer look to science and technology to solve these problems alone. Instead, educators have been charged with providing students with environmental education through community-based service learning and educational trips. This study investigated the effects of these two community-based instructional modes relative to traditional instruction and any moderating effect of school location on primary school pupils’ environmental knowledge in Oyo Metropolis, Nigeria. The study adopted a pretest-posttest quasi-experimental design. The Environmental Knowledge Test was used to elicit responses from 264 primary-5 pupils across 12 schools. There was a significant main effect of instruction on pupils’ environmental knowledge and significant interaction effect of treatment and school location. This suggests that curriculum developers and planners should promote service learning and educational trips for effective teaching and learning of social studies.Item Effects of gender and educational trips instructional strategy on pupils environmental attitude in social studies(2011-12) Gbadamosi, T. V.This study assessed the effect of educational trips instructional strategy on primary school pupils' environmental attitude. A pretest-posttest control group quasi-experimental design with a 3x2x2 factorial matrix was used. Participants were 264 primary 5 pupils purposively selected from 12 primary schools in Oyo East, Oyo West, Afijio and Atiba Local Government Areas of Oyo State. Data collected were analysed using Analysis of Covariance (ANCOVA) in testing hypotheses, using pre- test as covariates. The Multiple Classification Analysis (MCA) was used to determine the magnitude of the performance of the various groups. All hypotheses were tested at 0.05 level of significance. The results of the study showed that the treatment significantly had main effect on environmental attitude of pupils. Also, genders do not have significant main effect on environmental attitude of male and female pupils. Implications for curriculum development instructional are presented and recommendations are provided.