FACULTY OF EDUCATION

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WORLD INITIAL TEACHING ALPHABET VERSUS TRADITIONAL ORTHOGRAPH: THE CONTRASTIVE BEHAVIOURAL PRODUCTS OF TWO CODING SYSTEMS IN ENGLISH FOR NIGERIAN PUPILS
(1969-07) ABIRI, J. O. O.
The nature of spoken and written Language and the various methods used in the teaching of reading were examined (Chapter I). This led to a consideration of the difficulties inherent in the complexities of traditional english orthography and some of the solutions suggested by various writers (Chapter II), including the Initial Teaching Alphabet (i.t.a.) and World initial Teaching Alphabet (w.i.t.a.) both of which have been proposed by Sir James Pitman for use as transitional alphabets in order to postpone children’s confrontation with the irregularities of Traditional Orthography (Chapter III). World Initial Teaching Alphabet was introduced experimentally in 1966 for teaching young children to read English in some schools in Ibadan and Lagos areas of the Western and Lagos States of Nigeria, respectively, in order to discover the effects of using w.i.t.a., as compared with T.O., as an initial teaching medium. Experimental groups learnt to read through w.i.t.a. and then changed to T.O., while control groups read T.O. all the time (Chapter IV). By means of tests, observations, and the analysis of teachers’ reports it was possible to compare the progress and attitudes of experimental and control groups, as well as the influence of sex and intellectual ability on the pupils’ progress. The comparisons were made at four important stages, namely at the beginning of the experiment (Chapter IV), just before the experimental groups transferred to T.O.(Chapter V), about six months after the transition (Chapter VI), and about one year after transition (Chapter VII). Teachers’ opinions on the effects of using w.i.t.a. were also analysed (Chapter VIII). The results obtained indicate that the teachers ere favourably inclined towards the use of w.i.t.a. (Chapter III); that where pupils started learning to read through w.i.t.a. before they had had considerable contact with T.O., it gave them some advantages over those who used only T.O., whereas it gave no such advantages in cases where appreciable contact had been made with T.O. before w.i.t.a. was introduced; that the performances of the experimental, relative to those of the control groups, did not differ markedly after they had transferred to T.O. from their performances before the transition; that the difference between the performances of w.i.t.a.-taught and T.O.- taught pupils appeared to be greater in the rural than in the urban areas; and that w.i.t.a. had salutary effects on the English reading skills of the teachers themselves (Chapter IX).
INDICATORS OF SCIENCE APTITUDE IN SOME NIGERIAN SECONDARY SCHOOL GIRLS
(1973-06) ABOABA, Y.
This thesis investigated some mental, personality and environmental variables among Form One girls in a secondary school as possible predictors of science aptitude. The variables were mental abilities, scholastic ability, interest in science, reading habits, personality traits and home environment. The variables were measured by using selected I-D aptitude tests-from Test Development and Research Office, West African Examinations Council, Lagos, a modified Edwards Personality Preference Schedule (EPPS) and a home background questionnaire. Science achievement was measured by a Science Achievement test, of the multiple-choice objective type, based on the science syllabus of the school for the year, and the normal school examinations. Correlations between the variables and science achievement were computed. Verbal ability, ability to grasp science information, mechanical reasoning, reading ability, ability to do graph work, and high achievement in other school subjects correlated positively and significantly with science achievement in the first year while arithmetical ability, ability to read tables, the environment, parents, professions, personality traits, and interest in science did not. Beyond the first year, correlations became insignificant. The results are explained in terms of the equalising effects of the school environment which tends to overshadow differences due to home environment and previous schooling.
STAFF INTERACTION AND SCHOOL INNOVATIVENESS IN WESTERN NIGERIA SECONDARY SCHOOLS
(1975-07) ADESUA, A. M.
The main purpose of this study is to determine the extent to which the interpersonal relationships among teachers in our secondary schools help or hinder the introduction of educational innovative practices in the direction of encouraging vocational and practical subjects in Nigeria's secondary school curriculum. 557 teachers (these include 30 principals and over 40 heads of departments) were involved in the survey. All the subjects have taught for, at least, six months prior to the period of the survey in the schools that participated. The findings of the study showed 1. that for the total sample of schools used in this study there is no significant relationship between staff interaction and school innovativeness, talking generally. There are however specific identifiable patterns: (i) schools with low staff interaction and low degree of innovativeness (2) schools with high staff interaction and high degree of innovativeness. 2. There is significant difference in the degree of Staff interaction among all-boys, all-girls and co-educational schools. 3. There is no significant relationship between the Personality variables of principals (age and teaching experience) and the degree of staff interaction. 4. There is no significant relationship between the personality variables of teachers (age and teaching experience) and the degree of staff interaction. 5. The Personality variables of principals (age and teaching experience) are not significantly related to the degree of school innovativeness. 6. The personality variables of teachers (age and teaching experience) are not significantly related to the degree of school innovativeness. The study has implications for Nigeria’s educational System. These include the need for the introduction of a comprehensive secondary school system and the evolvement of new teacher education programmes in the country.
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.
A STUDY OF THE EFFECTIVENESS OF LOW VISION AND BLIND BRAILLING ON THE ACADEMIC PERFORMANCE OF SOME VISUALLY HANDICAPPED CHILDREN
(1984) ABOSI, C. O.
This study sought to know whether Braille reading print. The low vision subjects are persons who could rightly be said to be blind but possess residual vision. This group of visually handicapped have been made to adopt braille reading as a means of communication. Since there is no empirical evidence to support either the braille or bold print reading as a better means of communication, it is necessary that the area is empirically studied. English and Mathematics Achievement Tests designed by professionals were used. The internal consistency of the tests were determined by the use of the Split Half Raliability. ('r' for English I = 0.86; English II= 0.83; 'r' for Mathematics I and II = 0.87 and 0.88 respectively). 26 Low Vision Children representing a natural cluster sample from Pacelli school for the blind Lagos were involved in this study. The 2 x 2 factorial design was adopted using Analysis of Covarianco for the analysis of data. The hypotheses tested during this study were: 1. There is no significant difference in the English achievement of low vision subjects who used braille and those who used bold print. 2. There is no significant difference in the English achievement of low vision high academic ability subjects and low vision low academic ability subjects when they use braille and when they use bold print. 3. There is no significant difference in the Mathematics achievement of low vision subjects who used braille and those who used bold print. 4. There is no significant difference in the Mathematics achievement of low vision high academic ability subjects when they use braille and when they use bold print Hypotheses 1, 2, 3 and 4 were tested using Analysis of Covariance (ANCOVA), while the data collected was further analysed using ‘t'-test. Hypothesis 1 was rejected. (F = 55.40, df= 1/22, P 0.01). The low vision high academic ability bold print readers were found to be superior to low vision high academic braille readers in English. (t = 12.51, df= 12,P 0.001). The low vision low academic ability bold print readers were found to be superior to the low vision low academic ability braille readers in English (t = 13.6, df= 10, P 0.001). Hypothesis 2 was rejected. (F = 16.18, df = 1/22, P 0.01). The low vision high academic ability Braille users were found to be superior to low vision low academic ability braille users in English. (t = 7.67, df= 11, P 0. 001 ).The low vision high academic ability bold point users were found to be superior to the low .vision low academic ability bold print users in English. (t = 7.19, df= 11, p 0. 001). Hypothesis 3 was rejected. (F = 35.9, df=1/22,P 0.01). The low vision high academic ability bold print readers were found to be superior to the low vision high academic ability braille readers in Mathematics. (t =17.0, df= 12, P 0.001). The low vision low academic ability bold print readers were found to be superior to the low vision low academic ability braille readers in Mathematics. (t= 5.7, df=10, P 0.001). Hypothesis 4 was rejected. (F = 52.7, df= 1/22, P 0.01). The low vision high academic ability Braille readers were found to be superior to low vision low academic ability braille readers in Mathematics. (t = 16.5, df= 11, P 0.001). The low vision high academic ability bold print readers were found to be superior to low vision low academic ability bold print readers in Mathematics. (t = 21.16, df= 11, P 0.001). Slow maturity in braille reading is among the reasons put forward to explain the trends of the findings. Suggestions arc made for further research.
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.
COMPARATIVE EFFECTIVENBSS OF RELAXATION AND SYSTEMATIC DESENSITIZATION IN THE MANAGEMENT OF SPEECH ANXIETY
(1984-10) ADEOLA, A. O.
An experiment was designed to find out which of relaxation and systematic desensitization was more effective in the management of speech anxiety in Student teachers. A third measure of remediation - cognitive restructuring - was introduced as a control in this study to monitor the effect of cognition on speech anxiety. Its effectiveness was also compared with the other two management measures. A 4 x 2 factorial design was used in this study, The samples were taken from a group of 100 students in the post-school certificate class of a teachers' College. Results indicated that the systematic desensitization and cognitive restructuring procedures proved very effective in significantly reducing speech anxiety in most of the variables used in this study. The variables are the Stimulus response (SRI) inventory (F = 6.10, df = 3/40, P <.01), check-list questionnaire ( = 8.08, df = 3/40, P< .01), the pulse rate differential (F = 8.11, df = 3/40, P <.01 and speech rating (F = 2.48, df = 3/40). The systematic desensitization procedure was however more effective than the cognitive restructuring procedure. T - Values recorded on two of the variables used in the study are 6.41 (SRI) at df = 10 and P<.01, and 2.75 (CLQ) at df = 10 and P<.05. The relaxation measure was not as effective in managing speech anxiety as the earlier two measures. Though it reduced the anxiety level of the subjects, the relaxation measure was not significant even at the .05 probability level.
DIFFERENTIAL EFFECTIVENESS OF MODEL-REINFORCEMENT AND DESENSITIZATION TECHNIQUES IN IMPROVING ACADEMIC PERFORMANCE
(1984-10) ADEDIPE, V. O.
The present study was designed to investigate the relative effectiveness of Model-reinforcement and systematic desensitization group counselling techniques in fostering academic performance. The review of the literature is presented in the following sequence: (i) Dimension of the problem of poor academic performance (ii) Early and significant studies and writings on poor academic performance. (iii) Studies on group counselling in relation to academic performance. (iv) Some efforts and recommendations for the improvement of poor academic performance. The subjects of the study were 144 Form four students (72 boys and 72 girls) randomly drawn from the population of low achieving students of two secondary schools in Ijebu-Ode, Ogun State of Nigeria. One school was for the model-reinforcement group counselling while the other school was for desensitization group counselling. Baseline and criterion data were collected on four variables; namely, pre and post test scores of Self – Appraisal of Academic Ability Scale (SAAAS), Progressive Matrices Test (PMT), English Achievement Test (EAT) and, Mathematics Achievement Test (MAT). The treatment for the experimental subjects was once a week. The data collected were put int. a 3 x 3 x 2 factorial design, where the independent variables included (a) model – reinforcement group counselling for subjects arranged in general, triadic and dyadic groups; (b) desensitization group counseling for subjects arranged in general, triadic and dyadic groups versus no treatment groups, and (c) male subjects versus female subjects. The main effects and interaction were tested in five null hypotheses stating that within reference to “a” “b” and “c” there is no significant difference in academic performance and degree of academic involvement of both the experimental and control groups. The data collected before and after counselling were subjected to analysis of covariance. The results of the study lend support to the conclusions which follow. First, counselling in both model reinforcement and desensitization is more effective than no counseling in improving academic performance - English Achievement Test (F = 68.619, df 1/140, P<.001), Mathematics Achievement Test (F=62.558 , df 1/140, P<.001); and also in increasing the degree of academic involvement - (F = 7.442, df 1/140, P<.001). Second, model – reinforcement group counselling is as effective as desensitization group counseling for improving academic performance - English Achievement Test (F = 0.496, df 2/138, P = NS); Mathematics Achievement Test (F = 2.962, df 2/138 P = NS); and also, no differential effectiveness was found among, the two therapies in increasing the degree of academic involvement (F = 1.852, 2/138, P = NS). Third, that, The group dynamics had no significant effects on the degree of academic involvement of subjects treated under The two group counseling strategies (F = 2.257, 3/138, P = NS). Based on the results and findings of the study, the major implications far counselling were discussed; directions for further research were presented.
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.
URBANIZATION AND DEMOGRAPHIC FACTORS AS INDICES OF HEALTH BEHAVIOUR OF RURAL AND URBAN COMMUNITIES IN OYO STATE, NIGERIA
(1985-06) ADEJUMO, M. A.
The focus of this thesis was to find out the influence of urbanisation and demographic factors on the health behaviour of the rural and urban communities in Oyo State, Nigeria. A knowledge of the local situation on the influence of urbanisation and demographic factors was lacking. The study provided a vital link between foreign researches in this direction and the local situation. Besides, the study provided an insight into the health behaviour pattern of rural and urban dwellers. Thus health planners would be aided in designing programmes to tackle specific health problems in varying cultures from the information in this study. The study was limited to three urban towns in different stages of industrial and population growth. They were Eruwa (pre-industrial town), Osogbo (industrial or urban City) and Ibadan (metropolitan). Two sets of rural settlements were also used for this study. They were the remote rural communities which include Ogboro, Tewure and Imini. The second group was the urban fringed rural settlements which also inelude Oko, Kuta and Erimo. The health behaviour characteristics investigated were avenues sought for treatment during illness, drug use, and nutrition. The demographic factors that were examined as to their influence on the respondents in this study were education, inoome, age, sex and marital status. 983 subjects were selected for this study. The method of selection was based on different proportional representation of each study area in relation to their population. The main research tool in this study was questionnaire. It was designed by the researcher with the assistance of the project supervisor. Pilot testing of the questionnaire was carried out to correct ambiguity in the questionnaire and to improve on the qualities of measurement and discriminability of the questionnaire. The sampling technique employed in the distribution of the questionnaire was clustered sampling. The main statistical tool used in the analysis was chisquare and percentages. The conclusions from the study were that urbanisation and demographic factors influenced the health behaviour of the respondents in respect of avenues.
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.
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.
THE RELATIVE EFFECTIVENESS OF MODELLING AND SHAPING ON ENGLISH LANGUAGE ACHIEVEMENT OF DEAF CHILDREN
(1986-11) ABOSI, O. O.
The present study investigated the relative effectiveness of modelling and shaping on the English language achievement of deaf students. The study also investigated the possible effect of modelling and shaping on the subjects attitudes, and self-concept during English language sessions. The sample was a natural cluster of 45 form four secondary school Nigerian deaf students drawn from a secondary school for the deaf in Ibadan. A 3 x 3 factorial design was adopted. Four instruments namely a Special English language achievement test, an attitude scale, and a self-concept scale were used for the study. The subjects were divided randomly into three groups – the modelling, shaping and control groups. Each group comprised of five students of high, live students of average, and five students of low achievement levels. The three groups were pre and post-tested. The data obtained were analysed by the analysis of covariance and t-test, using the pre-test scores as the covariate and post-test scores as criterion. It was found that both modelling and Shaping programmes significantly improved the EngliSh language achievement of the deaf subjects (F=23.87, df=2/36, P<.01). When the modeling group was compared with the control group with the help of t-test, the modelling group was superior (t=3.13, df=28, P <.001). The shaping group was also found to be superior to the control group (t=2.88, df=28, P <.05). But there was no significant difference between the modelling and shaping programmes in improving the English language of the deaf when the two procedures were compared, although the modelling group had superior adjusted Y-mean score. The average achievement level subjects who used the modelling programme were however superior to their shaping counterparts (t=6.3, df=8, P<.001). The treatment programmes also improved the attitude of the subjects during the study, (F=4.73, df=2/36, P <.05). Although there was no significant difference between the effect of modelling and shaping programmes on the subjects attitude both collectively and at various achievement levels, the modelling high achievers were superior to the shaping high achievers (t=2.31, df=8, P <.05). When the modelling group was compared with the control group, the modelling group was superior (t=3.67, df=28, P<.001). The shaping group was also found to be superior to the control group (t=3.59, df=28, P <.001). Modelling and shaping strategies were found to have significantly influenced the self-concept of the subjects (F=7.52, df=2/36, P<.01). Further analysis showed that the modelling and shaping programmes influenced the self-concept of the subjects equally. But the modelling group was superior to the control (t=2.08, df=8, P<.05). The shaping group was also superior to the control group (t=2.08, df=8, p<. 05). Apart from the modelling low achievers who showed superiority over the shaping low achievers (t=2.96, df=8, P<.05), there was no significant difference between the various modelling achievement levels and their shaping counterparts in self-concept. These findings have important implications for the remediation of deficiencies in underachievement and poor achievement motivation.
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.
IMPACTS OF PERCEIVED SEVERITY OF SICKNESS AND BENEFIT OF TREATMENT ON COMPLIANCE OF LEPROSY PATIENTS IN SOKOTO STATE
(1988-08) ADAMU, A. O.
The purpose of this study was to investigate the impacts of perceived severity of sickness and benefit of treatment in relation to compliance to treatment of leprosy patients in Sokoto State. The study also looked into the interactive effects of perceived severity of sickness and benefit of treatment on compliance of the various groups of leprosy patients in the state. Nine sub-hypotheses were stated to guide the study towards finding an answer to the main hypothesis. Using the cluster sampling technique, 952 randomly selected subjects from Argungu, Sokoto and Zuru administrative divisions of Sokoto State were used for the study. The main research instrument for the study was the structured interview. The interviews were conducted by the researcher with the aid of six selected and trained assistants. The chi-square x(2) was used to test the sub-hypotheses at a significant level of 0.05. The x(2) was however corroborated by the descriptive statistics (percentages). The findings of the study revealed that the higher the level of perceived severity of sickness, the lower the compliance rate. However, with regards to perceived benefit of treatment, the higher the perception, the higher the compliance rate. The percentages for compliance in the case of perceived severity of sickness were 40.4% for those who perceived leprosy very severe, 49.9% and 54.9% for those who perceived leprosy moderately severe and not severe respectively. The percentages for compliance in the case of perceived benefit of treatment were 90.6%, 73.8% and 19% for those who perceived treatment very beneficial, somewhat beneficial and not beneficial respectively. The result showed that those who perceived treatment very beneficial complied to treatment more than those who perceived the disease very severe. Similarly, those who perceived treatment somewhat beneficial were better compilers than those who perceived the disease moderately severe. However, those who perceived the disease not severe were better compilers than those who perceived treatment not beneficial. Based upon the findings of this study, the researcher recommended among other things, a wide and effective public enlightment on the various aspects of leprosy and people should be made to realised that leprosy is curable, it is not a very severe disease, it doesn't kill it only cripples the victim if treatment is delayed
THE RELATIVE EFFECTIVENESS OF COGNITIVE RESTRUCTURING AND STUDY SKILLS TRAINING ON THE ADJUSTMENT TO ACADEMIC FAILURE AMONG A GROUP OF NIGERIAN STUDENTS
(1989) ADEYOJU, C. A.
This study was intended to evaluate the relative effectiveness of two treatment strategies comprising Cognitive Restructuring (CR) and Study Skills Training(SST) with particular reference to adjustment to academic failure among a group of Nigerian students. Three groups of subjects participated in the study. Group I was exposed to CR, Group II was assigned to SST while Group III was used as Control (CT). Altogether, there were 96 subjects. The 96 subjects were grouped into three (3) equal numbers. Each group consisted of 16 internal and 16 external (I - E) subjects. Each group was further sub-divided into equal halves comprising 8 internal and 8 enternal (I - E) subjects. Thus each sub-group had 16 subjects. There were six of these sub-groups. Two were exposed to CR, two assigned to SST while the remaining two were used as Control. This sub-group of 16 subjects was desirable for treatment primarily to facilitate adequate attention from the therapist to individual subjects. It was also to afford each subject as much opportunity as possible to participate meaningfully in the group therapy. The following six (6) Instruments were used for the study: Rotter’s Locus of Control (I-E); Adeyoju1s Adjustment Problems Associated with Academic Failure Inventory, (APAWAFI); Bakare’s Student Problems Inventory, (SPI); Sarason’s General Anxiety Scale, (SGAS); Sarason and Mandeler’s Examinations Anxiety Scale and West African School Certificate and General Certicate of Education, Ordinary Level, English Language Objective Test, all of which were administered prior and after treatments. The CR therapy was administered to experimental Group I while SST was administered on experimental Group II. Group III, i.e. CT was not exposed to any of the treatment strategies. All the three groups were posttested and the data were analysed using Analysis of Covariance (ANCOVA) and tetest. Five hypotheses were tested at .05 level of significance. The results revealed were as follows: The results of hypothesis I showed that there was a significant difference in the level of academic performance of subjects in the different groups. Subjects in the treatment Groups I and II performed significantly The following six (6) Instruments were used for the study: better than those in the CT . However, subjects in Groups II who were exposed to SST performed significantly better than those in Group' I – exposed to CR. Although the two treatment strategies were effective in fostering academic performance among subjects, nevertheless, SST was more efficacious than CR (F = 3.09, df 90, p <0.5). The results of hypothesis II revealed that both treatments were effective in reducing the level of problems associated with academic failure (F= 37.90, df 90, p <0.05). The results in hypothesis III showed that there was significant reduction in the level of student problems of Groups I and II subjects exposed to CR and SST when compared with CT (F = 47.65, df 90, 9<05). The results of hypothesis IV showed that CR and SST proved effective in ameliorating the general anxiety among subjects in study situations (F =126.75, df 90, p <0.01). The results of hypothesis V revealed that CR and SST treatments led to significant reduction in the level of examination anxiety of subjects when compared with those in the CT (F =6 3.71, df 90, p < 0.01). Generally, the two treatment strategies proved effective in academic performance; reducing problems associated with academic failure; ameliorating study problems, general as well as examination anxieties among subjects. However, CR has been found to be consistently more efficacious than SST in the aforementioned psychological problems in study situations. It is therefore apparent in this study, that the cognitive domains of subjects who are being treated for adjustment to academic failure should be explored intensively and conscientiously. For instance, study skills alone had hitherto attracted much attention to the neglect of Cognitive domains of subjects. Suffice it to say that study skills training and cognitive restructuring should be simultaneously and vigorously applied in treating subjects suffering from problems of adjustment to academic failure.
Curriculum development for health professional service training in NFP and its related services
(Mike and Rita Marker, 1989) Asuzu, M. C.; Odor, O. E.; Asuzu, C. C.
RELATIONSHIP BETWEEN SPORTS FACILITIES AND PARTICIPATION IN SPORTS IN SELECTED NIGERIAN UNIVERSITIES
(1989-01) ADESANYA, O. A.
The focus of this thesis was based on the examination of the relationship between sports facilities and sports participation in selected Nigerian Universities. In conducting this research, certain issues were raised. These included the adequacy or otherwise of the available facilities, the maintenance levels of these facilities and the participation levels in sports by both the students and staff of the selected Universities. The null hypothesis stated that there would be no significant relationship between the available sports facilities and sports participation in the selected Nigerian Universities. The main and sub-hypotheses were tested using the Spearman Rank-Order Correlation (r s), the chi-square (x2), and percentages in order to accept or reject the hypotheses. The analyses were based on well presented data on the thirteen universally played sports in Nigerian Universities Games Association (NUGA). The results showed high and positive correlation of the variables. All the sub-hypotheses were accepted. The findings showed that sports facilities in these universities were inadequate and substandard while the maintenance levels of the facilities were unsatisfactory. The participation levels in sports were also found to be low. Based on these findings, it was concluded that there was no significant relationship between the available sports facilities and sports participation in the selected Nigerian Universities. It was therefore recommended that Nigerian Universities should provide adequate and standard sports facilities in their campuses. The maintenance of these facilities should also be a priority to every University. These were considered as vital factors to effective participation in University sports.
PRINCIPAL MANAGERIAL CAPACITY AS A CORRELATE OF TEACHER PRODUCTIVITY IN KWARA STATE SECONDARY SCHOOLS
(1989-08) ONI, J. A.
In Kwara State and in many other States of the Federation, students’ poor academic performances were usually blamed on poor school management by principals and bad teaching by teachers respectively. The final output in terms of General Certificate of Education or West African School Certificate Examination results had always been used as yardsticks for assessing the failure or success of schools. Critics were not mindful of "the process" to the final output. This study had taken cognisance of the principal managerial process that could lead to high teacher productivity in relation to high academic performance of students. Principal managerial, capacity had been seen as his ability to plan, organize, coordinate, motivate, control , administer, supervise and intervene; while teachers’ productivity had been viewed with teachers’ ability for classroom management, lesson delivery, record keeping, assignment gradings, guidance counseling, extra and co-curricular activities designed for the study were Principal Management Capacity Questionnaire (PMCQ) and Teacher Productivity Questionnaires (TPQ). Eighty (80) schools, 80 principals, 576 teachers and 812 students from 11 of the 12 L.G.As. were sampled. Schools sampled were under the dual Controls of the State Ministry of Education and the Kwara State Education Management Board. Part of the design of the instrument was to assess the amount of "supportive aids" or "reinforcement" given by the two Controlling agencies for principal and teacher proper functioning. A pilot study involving 3 Local Government areas, 10 principals, 100 teachers and 200 students, was carried out to standardize the instruments for validity, and reliability. seven (7) study hypotheses with sub-sections were generated. In analysing the result, One way ANOVA with ‘F’ ratio; ’T’ test and Pearson Product Movement Correlation ’r’ were used. Major findings of the study showed that: 1. Principal Managerial Capacity and teacher productivity were rated significantly high. 2. There was a significant relationship between Principal Managerial Capacity and Teacher Productivity. 3. Academic and social aspects of school goals were perceived significantly high. 4. Relative experience and qualifications were regarded by teachers as necessary pre-requisites for appointing principals. 5. Principals, teachers and students recorded very low ratings for the "supportive aids" or "re-inforcement". 6. Teachers in Government secondary schools were perceived as having higher productivity than those in Board schools. 7. Female teachers’ output were rated lower than males. 8. Students’ ratings of their teachers were found to be umbrella" of control table, reliable and valid and could be used in assessing teacher productivity. The findings suggested that principals were capable of high managerial capacity, while teachers we read judged as capable of high, productivity, but were handicapped by lack of "supportive aids" like funding, equipment, staffing, classroom/laboratory adequacy and visits from Board and Ministry. The dual nature of school control was another area identified as creating disharmony among principals and teachers of Government and Board Schools. In view of the findings, there might be need for further research into male/female teacher productivity the effects of the dual' control of secondary schools to determine the suitability or otherwise of bringing all schools under "one umbrella" of control. The research findings are only applicable to Kwara State secondary schools in view of the scope and the design of the study.
Health educational needs assessment and curriculum development for formal adolescent education in human sexuality and family life
(Association of Community Physicians of Nigeria, 1989-10) Asuzu, M. C.; Odor, O. E.; Asuzu, C. C.; Oyejide, C. O.
The experiences from various social and health service centres in Nigeria indicate a rising incidence of sex-related disorders among our youths. Evidence suggest that at the basis of these problems are both ignorance on the part of the youths as well as other deficiencies in adolescent youth development caused by the current industrial ‘development in the country, with is attendant effect on the stability of family life and the erstwhile established (traditional) child upbringing patterns. This study assesses the programme developed over the proceeding 4 years by the authors in response to the above problems in adolescent development in Nigeria. It shows that the present programme meets 88.7% of the sex educational needs of these youths studied, this being 92.5% of all those who answered this particular question in the study. The historical development of the curriculum, programme format, course content and other findings of the study are presented and discussed. Based on the findings, recommendations are made towards the development of locally relevant sex education programmes for the Nigerian and other sociologically similar groups of youths.