FACULTY OF EDUCATION
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Item Economics pre-service teachers’ knowledge and practices of reflective teaching as predictors of teaching skills in Ibadan(2021) Gbadamosi, T. V.The study investigated pre-service Economics teachers’ knowledge, perception, and practices of reflective teaching as predictors of teaching skills. The study adopted an ex-post facto design. All Economics pre-service teachers in the University of Ibadan, Ibadan Oyo State, Nigeria were the population. Purposive sampling was used to select departments offering Economics as their teaching subject. In all, a total of Forty-five (45) pre-service teachers participated in the study. Four validated research instruments: Knowledge of Reflective Teaching Test (KRTT) (K-R20=0.87), Pre-service Teacher’s Use of Reflective Practice Questionnaire-PTURPQ (α=0.79), and Teacher’s Classroom Practice Observational Rating Scale (TCPORS) (T=0.770); and Instructional guide for observers (IGO) were used to collect data for this study. The data collected were analysed using Multiple Regression Analysis. Findings of the study revealed that majority of the pre-service Economics teachers had moderate knowledge of reflective teaching, few had low knowledge of reflective teaching and very few had high knowledge of reflective teaching. Also, pre-service teachers’ teaching skills were not significantly affected by knowledge of reflective teaching. The result also revealed that many of the pre-service teachers used reflective teaching occasionally. There was high positive correlation between pre-service teachers’ practice of reflective teaching and teaching skills. Therefore, it is recommended that Pre-service teachers should ensure that their knowledge of reflective teaching is updated and ensures continuous positive perception and use of reflective teaching for improved teaching skills.Item Students’ social entrepreneurship knowledge, skills and attitude, as correlate of innovative social enterprise in University of Ibadan, Nigeria(Department of Social Work, University of Ibadan, Nigeria, 2020-06) Gbadamosi, T. V.; Orunmuyi, A. A.The high prevalence of youth unemployment has resulted in a monumental loss in building a great nation. This necessitated the introduction of social entrepreneurship in the University to prepare youth for the future. However, there is little or no report on youth preparedness to take up social enterprising after their exposure to the course. This study, therefore, assessed the students’ social entrepreneurship knowledge, skills, and attitude as correlates with the creation of innovative social enterprise in Ibadan. Four hypotheses were formulated and tested at 0.05 level of significance. The study adopted an ex-post facto design. Fifty (50) Masters students that offered social entrepreneurship course in the Centre for Entrepreneurship and Innovation in the 2018/2019 session were purposively selected for the study. SKT - (r= 0.82), SATO (r= 0.76) and SSS (r=0.78) were used to collect data and analysed using, Pearson Product Moment Correlation. The study revealed that there is a low positive correlation between students’ social entrepreneurship knowledge and students’ creation of innovative social enterprises (r = 0.010; P<0.05); there is a high positive relationship between students’ entrepreneurship skills and creation of innovative social, enterprises (r = 0.936; P<0.05) and high positive correlation between students' entrepreneurship attitudes and creation of innovative Social Enterprises (r = 0.912; P < 0.05). It can be concluded from this study that students’ social entrepreneurship knowledge, attitudes, and skills are key ingredients to promote social enterprise to be self-reliant while developing their communities. Social entrepreneurship should, therefore, be integrated into the University curriculum, to encourage students to think of solutions to challenges facing society while bringing up social innovators and gainfully employment.Item Pre-service teachers’ perception of service-learning instructional strategy in social studies curriculum in South west Nigeria(2014) Gbadamosi, T. V.Nigeria at centenary is riddled with poverty and high illiteracy rate, corruption and corresponding increase in unemployment, ineffective governance and apathy on the part of the citizens among others. As a result of these situations, there seems to be a paradigm shift to envisioning many new approaches to educational system to bridge the gap between the school and community for civic engagement. Some of such new approaches may be captured in service–learning instructional strategy (hands-on teaching and learning strategies that integrate meaningful service and classroom content). Indeed, Nigeria is yet to incorporate the service learning into the academic curriculum, despite its’ effectiveness. This paper, therefore investigated pre-service teachers’ perception of service learning in social studies curriculum. A descriptive quantitative survey method was adopted by using random sampling technique to select three public Universities in South-West, Nigeria. Three hundred (300) Social Studies education students were purposively selected, employing Service-Learning Perception Scale (SLPS). The scale was validated and its reliability coefficient was 0.75 using Cronbach Alpha. The data collected were analysed using percentage and t-test Analysis. The findings revealed that students showed greater willingness to enroll for a course in service-learning, if it would improve their career development, promote their personal and social development among others. Based on these findings, policy recommendations were made such as integration of service learning into university curriculum and clear standard guides that are back up by relevant laws should be put in place for proper implementation for civic engagement.