FACULTY OF EDUCATION
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Item 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.Item 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.