FACULTY OF EDUCATION
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Item Preparing health teachers for health challenges in the twenty-first century(Department of Teacher Education, University of Ibadan, 1999) Moronkola, O. A.; Odelola, J. O.Item Instructional media in enhancing occupational safety/health in engineering workplaces: experience versus qualification(The Nigeria Association for Educational Media and Technology, 1999) Olasunkanmi, I. A.Accidents, the world over, have brought varieties of loss with diverse consequences that made them gain the attention of ILO. This paper has not only considered the concept of and legal positions in occupational safety and health, but also the perception of instructional media as means of enhancing them in engineering workplaces. A total number of 100 workers were used for the study and the result reveals no significant difference between the qualified and less qualified workers, while significant difference existed between the experienced and less experienced. It was deduced that accident rates reduction is possible through adequate provision and utilization of instructional materials in engineering workplaces.Item A CONTINGENCY APPROACH TO EFFECTIVE MANAGEMENT OF A MULTICAMPUS INSTITUTION OF HIGHER TECHNICAL EDUCATION(1995-09) ADIGUN, A. O.This study set out to determine the effectiveness of contingency approach to the management of a multicampus institution of higher technical education in Nigeria. This was with a view to making policy recommendations for more effective management of the tertiary institutions in the Country. Based on the conceptual framework of the contingency approach to management, the study which was carried out before the creation of Osun State from Oyo State in 1991 covered a multicampus institution of higher technical education in Nigeria - The Polytechnic, Ibadan and its satellite campuses at Eruwa, Esa-Oke, Iree and Saki. The descriptive survey research design was adopted for the study. Three sets of questionnaire were used as instrument: The MPQ, the NAMQ and the SVQ were administered to 546 randomly selected subjects from the Academics, Non-Academic and Students population of the institution covered by this study. These were complemented with records at the National Board for Technical Education, Kaduna and The Polytechnic, Ibadan and the responses of all the categories of respondents to oral interview conducted by the researcher. The data collected through the instruments used were analysed with the use of Z-distribution statistical tool to determine the degree of the effectiveness of contingency approach to the management of multi-campus institutions of higher technical education in Nigeria. The findings from the study established that:(a) Contingency as a style may be one leadership style for the effective management of a multicampus institution of higher technical education;(b) There is significant relevance of communication skill of the manager for effective management of a multi-campus institution of higher technical education;(c) There is significant relationship between the ability of the manager to motivate the workers and the organizational goals achievement of a multicampus institution of higher technical education; (d) The contingency approach to management is more effective than the system approach to managing a multicampus institution of higher technical education; The policy implications of these findings for effective management of a multi-campus institution of higher technical education were enumerated and suggestions were made on how a multi-campus institution of higher technical education could be better managed, using contingency approach to management. The highlights of the suggestions include:(a) That the management of multi-campus institutions of higher technical education must be adaptive by placing high premium on contingency approach;(b) Managers of multi-campus institutions of technical education should learn to understand the dynamic changing nature of environmental forces both internal and external facing their institution at a point in time;(c) A clear understanding of the potential of contingency concepts by the leaders and administrators of multi-campus institution of higher technical education is strongly recommended; (d) That the managers of multi-campus institution of higher technical education should learn how to solve their institution's problems based on the situations within the environment;(e) The managers of multi-campus institution of higher technical education must up-date their knowledge with new ideas about effective management through training and self-development.Item A CONTINGENCY APPROACH TO EFFECTIVE MANAGEMENT OF A MULTICAMPUS INSTITUTION OF HIGHER TECHNICAL EDUCATION(1995-09) ADIGUN, A. O.This study set out to determine the effectiveness of contingency approach to the management of a multicampus institution of higher technical education in Nigeria. This was with a view to making policy recommendations for more effective management of the tertiary institutions in the Country. Based on the conceptual framework of the contingency approach to management, the study which was carried out before the creation of Osun State from Oyo State in 1991 covered a multicampus institution of higher technical education in Nigeria - The Polytechnic, Ibadan and its satellite campuses at Eruwa, Esa-Oke, Iree and Saki. The descriptive survey research design was adopted for the study. Three sets of questionnaire were used as instrument: The MPQ, the NAMQ and the SVQ were administered to 546 randomly selected subjects from the Academics, Non-Academic and Students population of the institution covered by this study. These were complemented with records at the National Board for Technical Education, Kaduna and The Polytechnic, Ibadan and the responses of all the categories of respondents to oral interview conducted by the researcher. The data collected through the instruments used were analysed with the use of Z-distribution statistical tool to determine the degree of the effectiveness of contingency approach to the management of multi-Item Records management of a typical state judiciary in Nigeria(Ogun State Chapter of the Nigerian Library Association, 1998-12) Abioye, A. A.; Popoola, S. O.The study is aimed at investigating the management of legal records in Nigeria with special reference to the Oyo State Judiciary. Questionnaire, interviews and direct observation methods were used for data collection. The study revealed that the state judiciary generates and receives records of various types such as case files, probate files, record books, cause books and registers. These records are in paper format. The records life-cycle concept was not applied to the management of the legal records. Also, there was no records retention and disposition schedule, the records centre operations are not performed, records appraisal was never done, and the filing system in use was alpha-numeric and chronological.Item ACTIVE-DIRECTIVE STRATEGY IN THE IMPROVEMENT OF NIGERIAN ADULT-LEARNERS’ TEACHING PERCEPTION AND EFFECTIVENESS(1991-08) ADESINA, O. EThis 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.Item RETENTION AND FAILURE IN DISTANCE EDUCATION: THE EXPERIENCE OF THE NATIONAL TEACHERS INSTITUTE (NTI) KADUNA(1992) ADERINOYE, R. A.This study sets out to determine the factors leading to wastages among distance learners of the Teachers' Grade II Programme of the National Teachers' Institute Kaduna. This is with a view to finding possible solutions to reducing the failure rate and increase the rate of retention. The data collected through the instruments used were analysed with the chi-square and analyses of variance (ANOVA) to determine the influence of the various factors on the failure and retention rate of the Teachers’ Grade II distance learners. The findings from the study established that: i. the educational background of Teachers1 Grade II distance learners were found inadequate and it greatly affected their retention and failure rate. ii. the course materials significantly affected the learners' rate of retention and failure. iii. the facilitator/tutor factor significantly affected the rate of their retention and failure. iv. the environmental variables were not conducive to learners' need and thus significantly affected the subjects' rate of retention and failure. v. the financial inadequacies of the distance learners grossly affected their rate of retention/ failure. vi. the distance learners' are burdened with too much of social responsibilities and this invariably affected their rate of retention and failure. vii. the motivation available to learners was not adequate and it thus affected the rate of retention and failure. viii that factors like boredome, Professional advancement, learners' welfare, external expectation of learners' and their cognitive ability variedly affected the Teachers' Grade II distance learners. Based on the findings, the following suggestions are made on how distance learning System can sustain learners' interest and improved performance that: i. distance learners should understand the basic concepts and attributes of Distance Education. ii. entry qualification of learners for a particular course of study be uniform. iii. the cost of course materials be highly subsidized by the Government or the employers of the learners. iv. distance learners be motivated and encouraged during the course of their programmes through appropriate reward System in the work place. v. qualified and trained course writers on distance learning System be employed to write course materials for the learners. vi. study centres be adequately equipped with support materials to facilitate better learning environment for the learners. vii. course materials be produced and distributed early enough for the learners use. viii. tutorial masters, Supervisors and others involved in any distance learning Programme be promptly paid their honorarium to motivate them. ix. the various Government policies should take into consideration the implication on the working populace.Item UTILITARIANISM AND THE AIMS AND OBJECTIVES OF ADULT EDUCATION(1991) ADESANYA, L. A.Much of what has been said and written on educational aims has been prescriptive; it has asserted not what they are, but what they should be. That happiness has been prescribed indicates that it is an ideal, which finds expression in a natural phenomenon. Because of its natural and comforting illusions, aims such as this carry a persuasive force of positive connotations which encourages varieties of hyperbolically optimistic assumptions about its effects, in order to avoid these assumptions becoming unchallenged fashionable ideas in educational arena, particularly in the realm of adult education, the need for a careful scrutiny arises. Thus in prescribing Utilitarianism as an aim for adult education.; this study has examined the following issues: (1) The meaning of aims and the justification for the formulation of aims in adult education; (2) Some philosophical theories that form the basis of the aims and objectives of adult education; (3) utilitarianism and education; (4) utilitarianism as an aim of adult education; and (5) Problems associated with the achievement of Utilitarianism in adult education. The above examination was carried out using the instrument of philosophical analysis in the following manner: First, major concepts were picked out for analysis in order to understand the principles by which their uses are determined. Thereafter, some crucial themes subjected to critical analysis so as to eliminate psuedo-problems that are likely to arise at the practice and implementation stages. This led to the clarification of the underlying basic assumptions arising there from, so as to put the real issue in clear perspective. Later, a synthesis of all the positive ideas highlighted in the process of our critical analysis of concepts and issues on the topic was drawn together. The result of this exercise was the restatement of the theory of happiness in the context of adult education. Finally, counter-objections to the new statement was raised in the form of unbiased criticism and answers were provided for such objections. The reason for this task is to dig up any ambiguity that may be hidden in the new formulation. It was found out that Utilitarianism is made up of very many component parts of ethical theories that renders it almost an impossible target to be aimed at. The problem with utilitarian doctrine is that it obscures the identification of appropriate goals and standards of achievement in the education of adults. However, the utilitarian doctrine sees man as primarily concerned with the pursuit of happiness and as such regards the maximisation of happiness and the minimisation of suffering as the supreme of social action. Thus, the promise of a psychological well-being as is contained in the utilitarian doctrine is enough a factor that can attract political as well as Our conceptual analysis reveals it as a system of social economic and academic attention and political decision, as offering a criterion and basis of judgement for administrators as well as a system of personal morality. It is claimed that freedom of thought, autonomous decision making and truth are important elements for human happiness. Without freedom, there can be no genuine interaction with environment, no willing involvement in the life of society; and participation will become an irksome imposition, pedagogically, this points to an education oN, involvement, of participation, of activity and an education that involves discovery. Epistemologically, what is to be known and learnt is to be derived from the data of the product of the learner's experience. As such, it is argued that education should not be seen as the privilege of a few, but as the right and the obligation of all. If this is to be achieved, the government has to restructure its present role concerning adult education. It is therefore recommended that adequate financial provision should be made available for the establishment of adult centres for learning. Adult learning calls for distinct methods; as such, efforts should be made to train adult teachers, and access to the adult centres should be based on individual’s interest and not on government selection and finally, the curriculum of the centres should be structured in such a manner as to focus on the well-being of the learners.Item EFFECTS OF ROBINSON'S SQ3R AND SUMMARIZATION TECHNIQUES IN IMPROVING COMPREHENSION AMONG SOME SECONDARY SCHOOL STUDENTS(1990-07) ADESEMOWO, P. O.Poor comprehension ability was identified was identified as an instance of poor study habits leading to under-achievement. The study investigated the effectiveness of Robinson's SQ3R and Summarization study techniques in improving students' comprehension ability. The effects of the two strategies on students' attitudes to their subjects were also investigated. One hundred and forty-four JSS III Nigerian students drawn from two secondary schools in Ibadan were exposed to the treatment programmes. A 3x3 factorial design was adopted with the treatment and control groups occupying the rows and the three levels of mental ability - high, medium, and low - occupying the columns. Three instruments comprising the following were used: 1. Raven's Standard Progressive Matrices 2. Comprehension Tests (a) English Comprehension test, based on passages from "Faster Reading For Better Comprehension" by Dr. S.O. Ayodele, modified and validated by the experimenter. (b) Biology Comprehension test, designed and validated by the experimenter. 3. Attitude test: A slight modification of Aiken and Dreger's 1963 Attitude Scale (revised by Akinboye, 1974) was used to measure subjects' attitudes to (i) English Comprehension (ii) Biology. The data obtained were analyzed, using the Analysis of Covariance (ANCOVA), and t-test derived from the use of the Least Mean Squares and the Standard Error of Means. The six hypotheses tested and the results obtained were (i) There will be no significant difference in the comprehension ability of the treated subjects and the control This hypothesis was rejected as the treated subjects performed better in English Comprehension (F = 20.56; Df 4/135; P<0.05). The result also reported statistically significant differences in the columns (F= 19.14; Df 2/135; P< 0.001) and significant interaction (F= 12.35; Df 4/135; P< 0.05). This indicated that the mental ability of subjects was an important factor in the results obtained. (ii) There will be no significant difference in the Biology comprehension ability of the treated subjects and the control. This hypothesls was rejected: the treated subjects were superior in Biology comprehension (F = 41.77; Df 2/135; P<0.01). Here, too, the interaction between the rows and the columns was significant (F = 9.61; Df 4/135; P< 0.05). (iii) There will be no significant difference in the attitudes to English Comprehension and Biology of treated and untreated subjects. The test of this hypothesis revealed that the two treated groups exhibited better attitudes to English Comprehension and Biology than those in the control group (F = 10.96; Df 4/135; P< 0.5). (iv) There will be no significant difference in the English Comprehension ability of subjects exposed to SQ3R and those exposed to Summarization. The results showed that the SQ3R group performed better in English Comprehension than the Summarization group (t = 9.89; Df 94; P <.001). (v) There will be no significant difference in the Biology Comprehension of the SQ3R and Summarization groups. The results showed that the Summarization group scored higher in Biology Comprehension than the SQ3R group (t = 5.11; Df = 94; P< 0.001). There will be no significant difference in the attitudes to English Comprehension and Biology of the SQ3R and Summarization groups. This hypothesis, too, was rejected: The SQ3R group exhibited better attitudes to English Comprehension and Biology than the Summarization group (t = 3.63; df = 94; P < 0.001). Generally, the results of this study showed that students comprehension ability can be fostered if they are exposed to some useful techniques. Their attitudes to the academic subjects can also be improved. The educational implications of the findings were discussed, and some suggestions were made.Item AN EVALUATION OF INTERNAL EFFICIENCY OF JUNIOR SECONDARY EDUCATICN IN OYO STATE BETWEEN 1986 AND 1990(1995-04) ADEOGUN, A. A.The major problems facing educational system in Nigeria are those of resource allocation and resource utilisation. This study took stock of the resources in the Junior Secondary Schools in Oyo State and evaluated the degree of internal efficiency of Junior Secondary Education. The study focussed on: 1) making a critical analysis of the extent to which resources are made available to Junior Secondary Education in Oyo State; 2) identifying the extent to which the resources are being utilised; 3) finding the extent to which Junior Secondary education graduates are being admitted to technical and teacher training Colleges; 4) determining the extent of wastage rate reduction and improvement in students academic performance during the period; finding the extent to which the System is internally efficient; and 6) identifying causes of inefficiency, and suggesting recommendations for the elimination. To achieve these objectives, five research questions were raised and four hypotheses were tested. In providing answers for the research questions and testing the hypotheses, two sets of instruments: An Evaluation of Efficiency Questionnaire (EEQ I) for Principals and EEQ II for Guidance Counsellors were developed. Information was also collected from the Examinations Department, and also the Statistics Division of the Ministry of Education, Ibadan. For data analsysis, simple percentages were used to determine the growth trend, the reconstructed cohort method was employed to determine the wastage rates and wastage ratios, Chi-square, Spearman's Rank-Order Correlation Coefficients and t-test were used to determine the relationship between the internal and external efficiency of schools under study and to test the hypotheses. The findings show, among other things that: 1) the resources available for Junior Secondary Education in the area under study were not adequate. There were inadequate number of technical and science teachers. Physical and material resources were also inadequate; 2) some technical workshops, technical equipment and teachers were found not to be fully utilised; 3) there were inadequate technical and teacher training Colleges for those aspiring to proceed in technical and teacher training education. Up to 1990, both technical and teacher training Colleges were able to admit 6.3 per Cent of the total population of junior secondary education graduates of Oyo State and 21.7 per cent of the proportion that were not qualified for academic courses; 4) the teaching of most of the technical and vocational subjects had not started; 5) the internal efficiency , of Junior Secondary Education between 1986 and 1990 was: far from being perfect; 6) between 1986 and 1990, the internal efficiency of Junior Secondary Schools showed an improving trend; The wastage ratio decreased from 1.16 in 1988 to 1.07 in 1990 and the wastage rate decreased from 8.7 per Cent in 1988 to 4.7 per cent in 1990; 7) there was a significant relationship in the internal and external efficiency of the schools studied; 8) internal efficiency between schools in the areas of focus had no significant difference; 9) student-teacher ratio was found to be normal in the study area. The average was found to be 21:1.
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