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.
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
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.
Adjustment programmes for adults with acquired hearing loss during the period of global economic melt down
(National Centre for Exceptional Children, 2011) Isaiah, O. O.; Ezele, N. E.
Administrative and infrastructural factors affecting library and information science educators’ actual use of educational support systems for teaching in Nigerian universities
(Sage Publications, 2019) Akinde, T. A.; Adetimirin, A. E.
This research assumes that administrative and infrastructural factors may explain the low use of educational support systems (ESS) for teaching by library and information science (LIS) educators in Nigerian universities. The literature has focused on the adoption of different types of educational technologies and their use by teachers and students with little consideration for the LIS educators’ actual use of ESS for teaching and the effect of institutional support on the use of these systems. Thus, the study seeks to determine the user percentage of ESS for teaching, how the educators actually use ESS for teaching, the nature of administrative and infrastructural support they receive while teaching with ESS and whether the two factors correlate with and predict the actual use of ESS for teaching. A descriptive survey design was adopted and data were collected through a questionnaire. The results indicate that many of the LIS educators did not use ESS for teaching and that their actual use of ESS for the instructional activities highlighted in the study was low and below average. Moreover, the educators were found to have received minimal administrative and infrastructural support. The two factors were also found to have significant positive correlations and a significant and positive joint influence on the actual use of ESS for teaching with a joint contribution of 14.7%. Analysis of their relative contributions to the prediction of actual use revealed that, although the two support factors contributed positively, only infrastructural support contributed significantly at 0.05 level of significance. It was therefore recommended that for administrative support to be meaningful, adequate infrastructural facilities should be provided for an appreciable and sustainable use of ESS for teaching.
ADMINISTRATIVE AND SOCIAL DETERMINANTS OF STUDENTS’ SPORTS PARTICIPATION IN SECONDARY SCHOOLS IN KWARA STATE, NIGERIA
(2014-07) MOMOH, D. M.
Participation in sports is of immense benefit to the soundness of an individual mental and social wellness, particularly youngsters. Recently there has been great involvement of youngsters in school games arising from the high administrative supports and social values attached to sports. Previous studies on documentation youngsters’ participation in sports had focused more on other factors (such as demographic and personal) rather than administrative and social. This study, therefore, investigated the importance of administrative (facilities, equipment, funding, schedulling, administrative style and personnel) and social (peer influence, parental influence, gender, religious beliefs and cultural beliefs) factors on students’ sports participation in private and public secondary schools in Kwara State, Nigeria. The descriptive survey research design was adopted. The stratified random sampling technique was used to select 2,560 students and 64 teachers from public (16) and private (16) secondary schools. Five instruments were used: Administrative Determinant Questionnaire for Students (r=0.82) Social Determinant Questionnaire for Students (r=0.76), Administrative Determinant Questionnaire for Teachers (r=0.73), Social Determinant Questionnaire for Teachers (r=0.76), and Students’ Sport Participation Questionnaire (r=0.73). Four research questions were answered and six hypotheses tested at 0.05 level of significance. Data were analysed using Pearson’s product moment correlation and multiple regression. Administrative and social factors significantly determined participation in sports for students (F (6, 2553) = 968.15) and for teachers (F (6, 57) = 31.06). These contributed 69.0% and 71.0% to the variance of sports participation respectively. The relative contributions of administrative factors among the students were: schedulling (β=0.447), equipment (β=0.444), facilities (β=0.314), funding (β=0.301), personnel (β=0.27) and administrative style (β=0.059). Relatively, also the social factors contributions among the students were: peer influence (β=0.058), parental influence (β=0.076), religious beliefs (β=0.094) and cultural beliefs (β=0.065). Gender was not significant. The relative contributions of independent variables among the teachers: administrative factors (equipment (β=0.648), facilities (β=0.528), schedulling (β=0.299), funding (β=0.244)) and social factors (peer influence (β=0.222), parental influence (β=0.166), gender (β=1.76) and cultural beliefs (β=0.172)) However, administrative style, qualified personnel and religious beliefs were not significant. Sport participation had significant relationships with the independent variables as follows: equipment (r=-.584), schedulling (r=-.407), funding (r=-.348), peer influence (r=-.332), gender (r=-.249), cultural beliefs (r=-.245), religious beliefs (r=-.184), personnel (r=-.139), facilities (r=-.119), administrative style (r=-.112) and parental influence (r=-.030). Significant difference existed between students’ sports participation in public ( =33.16) and private ( =32.47) secondary schools. Schedulling, equipment, facility and funding are the most potent factors that determined sports participation in private and public secondary schools. Therefore, sports equipment and facilities should be made more available and well managed to promote sports participation among secondary school students. Besides, more sports personnel who are administratively qualified should be recruited while more peer interactions are encouraged among the students.
Administrators and teachers’ perception on predictors of successful implementation of inclusive education for students with learning disabilities in Oyo state, Nigeria
(The International Association of Special Education, 2013) Lazarus, K. U.
Adoption of koha software in universities in South-west, Nigeria
(Tai Solarin University of Education Press, Ijebu-Ode, 2016) Adetimirin, A.
This article investigated the reasons for the adoption, purpose, functional modules and challenges of KOHA software in some universities in South-west Nigeria. Six universities were selected based on ownership (federal, state and private) and librarians in charge of the software were interviewed. Results revealed that KOHA was adopted because it was free and easy to use and the purpose was to improve service delivery to users. The cataloguing module was found to be the common module in the universities and the major challenges to its use were irregular power supply and inadequate technical support. For maximum benefit of using KOHA software in these libraries, alternative power supply and training for the librarians must be strongly considered.