FACULTY OF EDUCATION

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70 Years of Adult Education Researches @ Ibadan
(Department of Adult Education University of Ibadan Ibadan, 2019) Kester, K.O.; Odiaka, S. I.; Akinyooye, F. E.
70 years of adult education researches at Ibadan
(2019) Kester, K. O.,; Odiaka, S. I.; Akinyooye, F. E.
A contextual analysis of the emergence of social studies education and the advancement of cybercrime (yahoo- yahoo) in the Nigerian society
(Social Studies Educationists Association of Nigeria, 2020-06) Omoniyi, T. O.; Salaudeen, T. A.
Technology has merged nations of the world into a global village and has made the socioeconomic and cultural activities of many nations are easily accessible. With its advent, there has been positive internet revolution as well as many maladies and atrocity which threaten social order and tranquility enjoyed in the society. Nigeria is now known as hotspot for cybercrimes with new waves of engaging in criminalities. The focus of Social Studies discipline is to correct the abnormalities in the society as well as create a new reaction to the inadequacies of past practices with particular reference to inculcation of desirable norms, skills, knowledge, values and rights attitudes for sustenance of individual and societal growth But with the emergence of the discipline and its lofty objectives, the menace of cybercrime is still unmatched by every standard and measure. Findings show that most Nigerian youths are now rooted and grounded in criminality and have vast experience in defrauding people using the internet mechanism. However, it is not peculiar to Nigeria alone in Africa or the world at large but its embrace is significantly greater than what anyone can ever imagine. The study carefully perused qualitatively literature in journals, textbooks, and oral interviews. The study therefore recommends that Social Studies as a school discipline on corrective journey must live up to expectations in terms of national orientations, incorporation of cybercrime concepts, themes and topics in creating teenagers and youths awareness of the nefarious act, advocating dignity of labour and de-emphasizing the get-rich-quick syndrome. It also advocate for strong measures, viable policies and programmes on poverty reduction and eradication mechanism which must be judiciously backed by actions and measure. The study finally reminded that unemployment has to be dealt with to get rid of this cybercrime.
A qualitative study of teachers’ perception on the need for reviewing the senior secondary school economics curriculum in Kosofe Local Government, Lagos State
(2020-12) Gbadamosi, T. V.; Omosunlade, O. S.
Nigeria is faced everyday with economic crisis and challenges, despites the teaching and learning of economics as a subject in secondary schools and tertiary institutions. There was a need to investigate the state of the curriculum used, especially at the secondary level. Thus, this paper examined the perception on the need for reviewing the senior secondary school economics curriculum. The study was guided by two research questions. The phenomenology qualitative research approach was adopted. Five public secondary schools in Kosofe Local Government Area, Lagos State were selected using the simple random sampling technique. Ten Economics teachers were purposively selected from the schools for the study. Interview sessions were conducted using 'Interview Guide on the Perception of Teachers about the Economics Curriculum (IGPTEC)'. Thematic approach was used to analyse the data collected. Findings revealed that, current Economics curriculum content has not been updated since year 2008, teachers 'privy to the curriculum opined that there is a need for the integration of recent economic issues such as SDGs 2030, SMEs drive, enlighten about agriculture's impact on Nigerian economy. Hence, it was recommended that Economics curriculum needs to accommodate recent economic realities in order to achieve positive changes peculiar to economic concepts
A survey of strategies of implementing national orientation agency’s value programme in secondary schools in Osun State, Nigeria
(WAEF & GTRG, Abidjan Cote’D’Ivoire &, Nigeria, 2023-03) Ajogbeje, O. O.; Gbadamosi, T. V.
This study examines the various strategies of implementing National Orientation Agency (NOA)'s moral value programme in secondary schools in Osun State. The study also examines the variation in the use of these strategies to determine their effectiveness on the implementation of the programme. Descriptive survey research design was adopted for the study which was guided by two research questions. The population for the study comprises of all NOA staff and secondary schools teachers in Osun State; while purposive sampling technique was used to select one hundred and twenty participants for the study. The instrument for the data collection was a constructed ten items structured questionnaire related to the strategies and the frequency use of these strategies were designed for the study. The instrument was subjected to face and content validity by Social Studies experts for scrutiny and review and validated two weeks before administration and its reliability was determined through Cronbach Alpha which yielded a co-efficient of 0.89. The data collected were analysed using descriptive statistics of frequency counts, percentage scores, mean and ranking order. The study revealed among others that most of the frequently used strategies were not appropriate for implementing the programme while appropriate strategies were seldomly used or not used at all. The study therefore recommended that NOA's staff should frequently use the appropriate strategies for implementing their programme so as to inculcate moral values into secondary schools students in Osun State.
Abandoning wealth for scarcity": a critical discourse of youth's orientation of rural-urban migration in Southwestern Nigeria
(Department of Educational Management, University of Ibadan, 2024) Omoniyi, T. O.; Matthew, A. M.
This study critically examined the underlying factors driving this migration trend and its socio-economic implications. The study adopted mixed methods research design. Population comprised all youths in Southwestern Nigeria. The multi-stage sampling procedure was adopted. From each of the state simple random sampling was used to select three Local Government Areas (LGAs) each. Purposive sampling technique was used to select 35 participants from each of the LGAs making a total of 315 participants. The participants were purposively selected based on some criteria which are - he/she must have migrated to current location, must be within the age range of 30 and 49 years old; must be willing to participate in the study. In-depth interviews were conducted with key participants (two per LGA). Data collected were analysed using descriptive statistics and thematic analysis. Findings showed that youths have positive orientation towards rural-urban migration and are not aware of potentials in rural areas; the Lack of infrastructure development in rural areas, lack of, support system and healthcare were rated as factors predisposing rural urban migration. It is also discovered that there was persistent decline in the population of the host communities, even the available ones comprise of aged men and women, people are running away from farming. Results show various plausible solutions however, recommended that youths need to explore rural wealth with modern technological approach. There is need for critical investments in rural community for multiple wealth creation and development.
Academic self-efficacy and gender as determinants of performance in english discourse writing among high-achieving students in Ibadan, Oyo State
(2015-10) Adelodun, G. A.; Asiru, A. B.
The study was carried out to delve into academic self-efficacy and gender as determinants of performance in English discourse writing in Ibadan, Oyo State. Descriptive survey design was adopted for the study. Purposive sampling technique was used to select 40 male and female high achieving students. Three validated instruments which are English Language Essay Screening Test (r = 0.82), English Language Essay Achievement Test (r = 0.76) and Adapted Academic Self-efficacy Scale (r = 0.76) were utilized in the study. Three research questions were answered using Pearson Product Moment Correlation and Multiple Regression Analysis. The findings revealed that academic self-efficacy had a positive relationship with performance in English discourse writing while gender had no significant correlation with the dependent variable. The independent variables had no joint effect on the dependent variable (R = .231, adjusted R2 = 0.54, P>.05). On the basis of these findings, it is recommended that educational guidance services should be made mandatory in schools as educational stakeholders should equally focus on the affective construct (self-efficacy) of high-achieving students.
Academic self-efficacy, learning styles and motivational factors as correlates of academic achievement of high ability secondary school students in Owerri, Imo State
(2022-03) Adelodun, G. A.; Ibeabuchi, G. I.
The academic achievement of students is an important indicator of the academic success in school. Some high-ability students exhibit a discrepancy between their potential and achievement thereby demonstrating negative abilities and low achievement in their academic pursuit. It has however been noted that some cognitive and psychological factors such as academic self-efficacy, learning styles and motivational factor contribute to superlative performance of high- ability students. This study, therefore, investigated the relationship among academic self-efficacy, learning style, motivational factor and academic achievement of high-ability students in senior secondary schools Owerri, Imo State, Nigeria. This study adopted a descriptive survey research design of correlational type. Multi-stage sampling technique was used to select 240 respondents with high-ability from the sampled schools in Owerri, Imo State. Inferential Statistics of Multiple Regression Analysis (MRA) and Pearson Product Moment Correlation, (PPMC) were used for data analysis. The instruments used in the study are Slosson Intelligence Test (SIT), English Language and Mathematics Achievement Test (ELMA), Student’s Academic Record (STAR), Motivational factor Scale (MAS), Academic Self-efficacy Scale (ASS) and Leaming Style Scale (LSS). The result showed that there is a significant relationship among academic achievement of high-ability students and academic self-efficacy (r=.554, p(.000)<.05), motivational factor (r=.720, p(.000)<05), and learning styles (r=.717, p(.000)<.05) respectively and are related to academic achievement among high-ability students in Owerri: Hence, there is a positive significant relationship between the independent variables and the dependent variable. This implies that academic self-efficacy, motivational factor, and learning styles improve academic achievement. Therefore, it was recommended that teachers of high-ability students should expose their students to the relevance of academic self-efficacy, learning styles and motivational factor to the academic achievement of high-ability students.
Academic staff’s motivation for online teaching in Nigerian universities: empirical evidence from the University of Ibadan
(2022-07) Itasanmi, S. A.; Oni, M. T.; Ekpenyong, V. O.; Ajani, O. A.; Omorinkoba, O. G.
This study investigated the academic staff’s motivation for online teaching in Nigerian universities using a mixed-methods case study research design. The main instrument used for this study was a questionnaire named ‘Academic Staff’s Motivation for Online Teaching Survey (SMOTS)', which was complemented by in-depth interviews. A total of 195 academic staff across various academic faculties and units in the University of Ibadan participated in the study. Data analysis was done using frequency count, simple percentages, mean and standard deviation, while the in-depth interviews were thematically analysed. The result of the study revealed that the majority of the academic staff have not taught using online platforms before and their frequency of online teaching consideration is occasional. Additionally, they have a high perception of online teaching in terms of helping to learn new technology and encouraging intellectual challenges. The academic staff indicated that individual training opportunities, personal decisions and group training opportunities are among the major resources that can motivate them for online teaching. Likewise, the introduction to new technology for teaching, institutional expectation, and students’ enrolment are the major external motivating factors for online teaching. It was further revealed that most of the academic staff feel motivated to teach online. However, erratic power supply, work overload, and limited knowledge of e-learning stand as major hindrances to online teaching adoption among academic staff. This study has discovered the need for Nigerian university managements to vigorously embark on capacity building of academic staff for online teaching. This will help them to cultivate or enhance basic information and communication technology skills and other essential competencies needed to manage online learning environments
Academic Staff’s Motivation for Online Teaching in Nigerian Universities: Empirical Evidence from the University of Ibadan
(International Journal of Learning, Teaching and Educational Research, 2022-06-01) Isantanmi, A.S.; Oni, T.M; Ekpenyoung,O.V; Ajani, A.O; Omorinkoba, G.O
This study investigated the academic staff’s motivation for online teaching in Nigerian universities using a mixed-methods case study research design. The main instrument used for this study was a questionnaire named ‘Academic Staff’s Motivation for Online Teaching Survey (SMOTS)', which was complemented by in-depth interviews. A total of 195 academic staff across various academic faculties and units in the University of Ibadan participated in the study. Data analysis was done using frequency count, simple percentages, mean and standard deviation, while the in-depth interviews were thematically analysed. The result of the study revealed that the majority of the academic staff have not taught using online platforms before and their frequency of online teaching consideration is occasional. Additionally, they have a high perception of online teaching in terms of helping to learn new technology and encouraging intellectual challenges. The academic staff indicated that individual training opportunities, personal decisions and group training opportunities are among the major resources that can motivate them for online teaching. Likewise, the introduction to new technology for teaching, institutional expectation, and students’ enrolment are the major external motivating factors for online teaching.
Access barriers to higher education among Nigerian households
(John Archers, 2021) Isuku, E.J.; Nwafor, E.; Olowookere, I.
Access to literacy skills training as a pathway to better jobs for poor urban youths
(Department of Adult Education University of Ibadan, Ibadan, 2019) Edeh, J. O.; Omokhabi, A. A.
Literacy skill are all the skills needed for reading and writing. Literacy is not merely the ability to read and write, but is a major vehicle for holistic social change and community development. Youths are very important stakeholders in any society. They are not only the future hope of Nigeria, but also major stakeholders and very useful resources in nation building. There is a great need for youths, especially the urban youths to engage in a form of education that seeks to equip them with capacities, skills, knowledge and understanding in specific skills to enable them become productive citizens of their nations and also to enable the them live productive and meaningful lives. This study therefore aims at examining access to literacy skills training as a pathway to better jobs for poor urban youths. Literacy skill training emerged as a proactive response to the practical needs of and challenges facing poor households. It promotes literacy among learners through developmental activities that address their basic and practical needs, thus helping them to break out of the cycle of poverty. The study concludes and recommends that access to literacy skill and training will make urban youths to be self-reliant, therefore government and private sectors should seek the promotion of skills acquisition.
Access to public archives: a right or a privilege?
(Ogun State Chapter of the Nigerian Library Association, 2002) Abioye, A. A. A.
This paper traces the evolution of access to public archives. it takes a look at the concept of liberalization of access, particularly the perceived citizen's right of access. It critically examines the various conditions of access in the light of which it concludes that access to public archives is a privilege rather than a right.
Access to public archives: a right or a privilege?
(Ogun State Chapter of the Nigerian Library Association, 2002) Abioye, A. A. A.
This paper traces the evolution of access to public archives. It takes a look at the concept of liberalization of access, particularly the perceived citizen's right of access. It critically examines the various conditions of access in the light of which it concludes that access to public archives is a privilege rather than a right.
Access, Acquisition and Utilisation of Basic Literacy Education as Determinants of Life-Improvement Skills of Rural Adult Learners in Oyo and Ondo States, Nigeria
(2012) Olojede, A. A.
The need to expand adult learning programmes for individual in order to function has made the issues of access, acquisition and utilisation of basic literacy education germane in developing countries. Nigeria has been involved in various basic educational activities aimed at increasing access to literacy education for the enhancement of learners‘ daily living by establishing State Agencies for Adult and Non-Formal Education. However, there is a dearth of empirical studies that show the extent to which the expanded access to basic literacy education has influenced life improvement skills of the beneficiaries. This study, therefore, examined the influence of access, acquisition, and utilisation of basic literacy education on life-improvement skills of rural adult learners in Oyo and Ondo states, Nigeria. Survey research design of ex-post facto type was adopted. A total of 1,310 adult learners (Oyo: 579, Ondo: 731) were selected through stratified and simple random sampling techniques. Literacy Access Questionnaire (r = 0.81), Literacy Acquisition Questionnaire (r = 0.79), Literacy Utilisation Questionnaire (r = 0.75) and Life-improvement Skills Scale (r = 0.84) were used for data collection. These were complimented with six sessions of Focus Group Discussion (FGDs) with adult learners. Five research questions were answered and three hypotheses tested at 0.05 level of significance. Data were analysed using percentage, t-test, Multiple regression and context analysis. Access was expanded by annual average of 15.04% and 35.07% in Oyo and Ondo states respectively. The existing curriculum met the life-improvement skills need of more than 80.0% of the beneficiaries. Significant relationship existed among acquisition and utilisation of basic literacy skills and life-improvement skills of beneficiaries (R=0.24, p < 0.01). The linear combination of access, acquisition and utilisation of basic literacy skills was significant (F (3, 1306 =351.525, p < 0.05) and contributed 42.17% to the variance of dependent measures. Access, acquisition and utilisation of basic literacy skills influenced life-improvement skills as follows: family and home management skills (β = 0.41; p < 0.05), health/hygiene management skills (β = 0.34; p < 0.05), income generation skills (β = 0.30; p < 0.05), social relation skills (β = 0.29; p < 0.05), numeracy skills (β = 0.27; p < 0.05), reading skills (β = 0.25; p < 0.05), writing skills (β = 0.23; p < 0.05), speaking skills (β = 0.21; p < 0.05), conflict resolution and negotiation skills (β = 0.18; p < 0.05). Significant differences existed in the access, acquisition and utilisation of the literacy skills in the two states (t = 2.82, df = 1308, p < 0.05). The FGD also shows that the beneficiaries used skills acquired for their life-improvement activities and they want further improvement opportunities. Access, acquisition and utilisation of basic literacy skills influenced life-improvement skills of rural adult learners. There is the need for improved funding of basic adult literacy and organisers of adult literacy programmes needs to work collaboratively with learners in developing curriculum that meets their basic life-improvement needs as well as increase post literacy activities that will help in sustaining the skills acquired.
Accessibility and use of records in educational policy-making in selected ministries of education in South-west, Nigeria
(Information Technology Application Group (ITAG) International, 2017-09) Abioye, A.; Onwuka, M.
Purpose: This study investigated accessibility and use of records for educational policy making by senior civil servants in selected state ministries of education in South-West, Nigeria. Design/Methodology/Approach: The descriptive survey research design was adopted for the study. The population of the study consisted of 1,205 senior civil servants in Ministries of Education in South-west, Nigeria out of which a sample size of 241 respondents was derived. A questionnaire was used for data collection. The data collected through the questionnaire were complemented with interview conducted with a Director, Deputy Director and a senior officer in Lagos State, Ogun State and Osun State by the researchers. The data collected with the questionnaire were analyzed using descriptive statistics, Pearson correlation and regression analysis while content analysis of the recorded interviews was made. Findings: The study revealed that accessibility and use of records significantly predicted educational policy making (R2=.055, F (2,240) = 6.898, p<-05) with 5.5% explanation of the variability of the dependent variable. It also revealed that records needed for educational policy making include academic records of students, annual reports from schools, inspection reports and yearly approved estimates. It identified politics, power supply and bureaucratic system as the major constraints to timely accessibility and use of records. Implication: The study has implication for the management of records in the public sector. Suggested solutions to the challenges in the accessibility and use of records include putting in place mechanisms to remove or reduce the constraints to timely accessibility and use of records for educational policy making, setting standard for formulating, implementing and sustaining educational policies made and considering continuity in the established policies. Originality/Value: the originality of this study lies in the finding that accessibility and use of records significantly predicted educational policy making.
Achieving unity in a multicultural nation through multicultural literacy and meta-language approach
(International Development in Africa Committee, a standing committee of International Reading Association, 2008) Odiaka, S. I.
ACTIVE-DIRECTIVE STRATEGY IN THE IMPROVEMENT OF NIGERIAN ADULT-LEARNERS’ TEACHING PERCEPTION AND EFFECTIVENESS
(1991-08) ADESINA, O. E
This study investigated the relative effectiveness of active-directive learning strategy over lecture method in enhancing the satisfaction, self-concept and cognitive performance of adult learners. One hundred adults; holders of Teachers’ Grade Two Certificate with a minimum of five years experience were selected by cluster sampling. The age-range was between twenty-eight and fifty years. Using a 2x 2 factorial design, fifty adult learners were exposed to the experimental Programme while fifty others served as the control. Three psychological instruments namely - Akinboye Self-Concept Scale with a coefficient alpha of =0.75, Adult Learner Perception of Programme Scale (&=0.98) and Teaching Effectiveness Scale (&=0.89) were validated and used as criterion measures. They were administered before and after treatment. Nine hypotheses were tested at 0.001 level of significance. The following results were obtained: (i) Treated subjects showed no main significant increase in self-concept compared with untreated subjects. (F = 0.71; df = 1/98, NS). (ii) Results from t-test analysis indicated that the experimental subjects improved significantly on self-concept. There was a significant increase in the self- concept of high self-concept active-directive group compared with the high self-concept control group. (t = 9.62, p < . 001, df = 47) The high self-concept active-directive strategy was superior to the low self- concept control (t = 14.53, p. < 001, df = 49). Treated subjects showed significant increase in satisfaction as measured by the perception of programme scale. (F = 9.48, df = 1/96, p < 001), (t = 87.92, df = 47, p < . 001), (t = 86.19, df=49, p< .001), (t = 77.99, df= 49, p < .001). There was a significant increase in the cognitive performance of treated subjects (F = 17.64, df = 1/96, p < 001). Active-directive was significantly superior to the control. (t = 19.63; df= 47, p< .001), (t = 12.02, df = 49, p < .001), (t = 11.04, df=49, p< .001). Active-directive Learning Strategy proved to be effective in enhancing the cognitive attainment and satisfaction of learners. The relevant implications in the instruction and training of adult learners were discussed. Recommendations were also made for adult educators who are concerned with skill-building effectiveness and for extension workers.
Adapting virtual resource materials in community development delivery in the new normal world
(John Archers, 2021) Osu, U. C.
Adequacy and teachers’ utilisation of school library media resources and curricula delivery in secondary school social science subjects
(The Department of Arts and Social Sciences Education, The Department of Early Childhood and Educational Foundations, The Department of Science, Mathematics and Technology Education Faculty of Education, University of Ibadan, 2017) Olaojo, P. O.