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 THE RELATIVE EFFECTIVENESS OF COGNITIVE RESTRUCTURING AND STUDY SKILLS TRAINING ON THE ADJUSTMENT TO ACADEMIC FAILURE AMONG A GROUP OF NIGERIAN STUDENTS(1989) ADEYOJU, C. A.This study was intended to evaluate the relative effectiveness of two treatment strategies comprising Cognitive Restructuring (CR) and Study Skills Training(SST) with particular reference to adjustment to academic failure among a group of Nigerian students. Three groups of subjects participated in the study. Group I was exposed to CR, Group II was assigned to SST while Group III was used as Control (CT). Altogether, there were 96 subjects. The 96 subjects were grouped into three (3) equal numbers. Each group consisted of 16 internal and 16 external (I - E) subjects. Each group was further sub-divided into equal halves comprising 8 internal and 8 enternal (I - E) subjects. Thus each sub-group had 16 subjects. There were six of these sub-groups. Two were exposed to CR, two assigned to SST while the remaining two were used as Control. This sub-group of 16 subjects was desirable for treatment primarily to facilitate adequate attention from the therapist to individual subjects. It was also to afford each subject as much opportunity as possible to participate meaningfully in the group therapy. The following six (6) Instruments were used for the study: Rotter’s Locus of Control (I-E); Adeyoju1s Adjustment Problems Associated with Academic Failure Inventory, (APAWAFI); Bakare’s Student Problems Inventory, (SPI); Sarason’s General Anxiety Scale, (SGAS); Sarason and Mandeler’s Examinations Anxiety Scale and West African School Certificate and General Certicate of Education, Ordinary Level, English Language Objective Test, all of which were administered prior and after treatments. The CR therapy was administered to experimental Group I while SST was administered on experimental Group II. Group III, i.e. CT was not exposed to any of the treatment strategies. All the three groups were posttested and the data were analysed using Analysis of Covariance (ANCOVA) and tetest. Five hypotheses were tested at .05 level of significance. The results revealed were as follows: The results of hypothesis I showed that there was a significant difference in the level of academic performance of subjects in the different groups. Subjects in the treatment Groups I and II performed significantly The following six (6) Instruments were used for the study: better than those in the CT . However, subjects in Groups II who were exposed to SST performed significantly better than those in Group' I – exposed to CR. Although the two treatment strategies were effective in fostering academic performance among subjects, nevertheless, SST was more efficacious than CR (F = 3.09, df 90, p <0.5). The results of hypothesis II revealed that both treatments were effective in reducing the level of problems associated with academic failure (F= 37.90, df 90, p <0.05). The results in hypothesis III showed that there was significant reduction in the level of student problems of Groups I and II subjects exposed to CR and SST when compared with CT (F = 47.65, df 90, 9<05). The results of hypothesis IV showed that CR and SST proved effective in ameliorating the general anxiety among subjects in study situations (F =126.75, df 90, p <0.01). The results of hypothesis V revealed that CR and SST treatments led to significant reduction in the level of examination anxiety of subjects when compared with those in the CT (F =6 3.71, df 90, p < 0.01). Generally, the two treatment strategies proved effective in academic performance; reducing problems associated with academic failure; ameliorating study problems, general as well as examination anxieties among subjects. However, CR has been found to be consistently more efficacious than SST in the aforementioned psychological problems in study situations. It is therefore apparent in this study, that the cognitive domains of subjects who are being treated for adjustment to academic failure should be explored intensively and conscientiously. For instance, study skills alone had hitherto attracted much attention to the neglect of Cognitive domains of subjects. Suffice it to say that study skills training and cognitive restructuring should be simultaneously and vigorously applied in treating subjects suffering from problems of adjustment to academic failure.Item THE DEVELOPMENT OF GOVERNMENT POLICY ON TECHNICAL EDUCATION IN NIGERIA, 1960-1980(1986-10) ADETUYIBI, A. O.Chapter three delves into the moves made by the Nigerian Government to evolve a plan for action in the provision of technical education having now fully realised the shortcomings of the policy it had pursued up till the time of independence in 1960. The fourth chapter examines the policy pursued by the government on technical education between 1970 and 1980 in order to meet the manpower needs of Nigeria foreshadowed by Ashby. For the first time, a National Policy on education was produced by the government as a means of giving direction to educational development in the country. In the next two chapters, an attempt is made to review and evaluate the practice of the policy maintained by the government by considering its implementation measures of the points highlighted in the policy statements enunciated during the period under study. The concluding chapter summarizes the government's achievements and shortcomings in putting into practice its formulated policies on technical education.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 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 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.