FACULTY OF EDUCATION
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Item Implementing the new social studies curriculum and the challenges for teacher preparation in Nigeria(The Department of Educational Management, University of Ibadan, Ibadan, 2016) Ajiboye, J. O.; Ajitoni, S. O.; Gbadamosi, T. V.Item Teachers' classroom practices and content knowledge as predictors of civic competence of senior secondary school students in Ibadan(Department of Arts and Social Sciences Education, University of Lagos, Akoka, Lagos Nigeria, 2019-09) Gbadamosi, T. V.; Oyetunde, M. O.Abundant literature affirms students' low level of civic competence, especially ai the primary and junior secondary school levels. This study was embarked upon to determine teachers' classroom practices and content knowledge as predictors of senior secondary school students' civic competence (knowledge, disposition, and engagement) in Ibadan. Expo facto research design was adopted for the study with four hundred and fifty (450) students and fifteen (15) Civic Education teachers as participants. The instruments employed were Civic Education Teachers' Classroom Practices Observational Scale (CETCPOS), Measuring Guide for Teachers' Classroom Practices Observational Scale (MGTCPOS), Civic Education Teachers’ Content Knowledge Questions (CETCKQ), Students' Civic Knowledge Achievement Test (SKAT), Students' Civic Disposition Questionnaire (SCDQ), and Students' Civic Engagement Questionnaire (SCEQ). One major research question was raised and answered at 0.05 level of significance. Data were analyzed using mean and Pearson Product Moment Correlation (PPMC). The findings of the study revealed no correlation between students' civic competence and teachers' classroom practices and their civic knowledge. Improved teachers' knowledge in Civic Education and classroom practices were observed, although without effects on the civic competence of students. It was recommended that government, school administrators and parents' factors be subsequently studied, and that evaluation of Civic Education should include behavioural assessment.Item Household participation in domestic waste disposal and recycling: an environmental education implication(Nigerian Association for Educational Administration and Planning (NAEAP), 2010-06) Gbadamosi, T. V.; Ajagbe C. A.; Awolola, O. l.This study examined the factors influencing household participation in waste disposal and recycling focusing educational level, location of residence and income. The study was carried out in four Local Governments Areas in Oyo Metropolitan Area, namely Atiba, Oyo East, Oyo West and Afijio. Three research questions were formulated to provide data for this study. 192 household were sampled for this study. The data collected were analyzed using frequency counts and simple percentages. The findings revealed that there is low level of participation of household in waste disposal and recycling as a result of low level of household awareness on environmental implication of proper waste management. Also, revealed low household participation in waste sorting, disposal and recycling across educational level, income and location of residence. The findings have environmental implications. Therefore, it was recommended that teaching of environmental education should be promoted not only in school but also in informal ways of educating citizens.Item Counselling implications of teaching economics through service learning instructional strategy to enhance entrepreneurship skills(Fafunwa Educational Foundation (FEF) in collaboration with The Faculty of Education, University of Lagos, Akoka-Yaba, Lagos, Nigeria., 2018-09) Gbadamosi, T. V.; Akanni, O. O.It is evident that Nigerian Government is making drastic and pronounced efforts at stemming the tide of unemployment via means such as change and innovation in the curriculum. However, it appears that there is no adequate instructional intervention to develop appropriate knowledge, attitudes and skills in learners for knowledge economy in the schools. Students are restricted to classroom instruction with little or no participation which has resulted in rote learning and memorisation and their attendant effects on learning outcomes. This paper, therefore, explored service learning instructional strategy that is outdoor and activity-based as a means of promoting entrepreneurship skills through effective teaching of economics for alleviating unemployment in Nigeria and its counselling implications. The following were also discussed in the paper: Economics, entrepreneurship, importance of an entrepreneur, characteristics of entrepreneur, economic view of unemployment, causes of unemployment, and counselling implications of effective teaching of economics for boosting entrepreneurship skills for alleviating unemployment. Some recommendations were made such as Economics teachers should employ service learning instructional strategy for effective teaching of Economics, universities should expose Economics students to service learning, and collaborate with industries; management is encouraged to organise on-the-job pedagogical training for Economics lecturers without a teaching qualification, and continuous professional development on innovative instructional strategies for all. Parents are counselled to encourage their ward(s) on the need to discover their entrepreneurial skills and make good use of them to be self-reliant, among others. All these will help to produce graduates that will be relevant beyond 21st century.Item Teaching social studies for relevance, development and sustainable democracy in Nigeria in the 21st century: the challenges and prospect(2018) Ajiboye, J. O.; Amosun, P. A.; Ajitoni, S. O.; Gbadamosi, T. V.Item Influence of security unrest on economic imbroglio in Nigeria: counselling intervention(2013-07) Adesina O. J.; Gbadamosi, T. V.; Akanni, O. O.This research critically looked into the security unrest as a menace of economic imbroglio in Nigeria and counselling intervention. The simple percentage was used to analyse the demographic data while t-test statistical tool was used to test the three null hypotheses that was stated at 0.05 alpha level of significance. Meanwhile the three null hypotheses stated was rejected i.e. there is no significance difference in the security unrest of Nigeria on the basis of ethnic groups was rejected, which shows that ethnic groups culminated into security unrest of the nation. Therefore recommendations were made i.e. the government must be organising conference that would involve the people from the different religions and ethnic groups on the reason why they need to tolerate themselves.Item Using service learning instructional strategy in teaching social studies for improving students’ creativity skills and reducing unemployment(The Department of Adult Education, University of Ibadan, Ibadan, 2019-07) Gbadamosi, T. V.; Ajayi, O. M.This study examined effect of service learning instructional strategy on students’ creativity skill. Three hypotheses were formulated and tested at 0.05 level of significance. The study adopted the pretest-posttest control group quasi experimental design Two local government areas, which include Ibadan North and Akinyele local government were randomly selected from five local government in Ibadan metropolis while two schools were purposively selected in each of the local government. The participant were JSS1 students and a total number of 230 (131 female and 99 male) participants were used. Three validated instruments were used for the study. Namely, Student Creative Skill Scale (r= 0.71); Teachers Instructional Guide for Conventional Strategy and Service Learning Guide. Data collected were analysed using Analysis of Covariance. There was a significant main effect of treatment on students’ creative skill (F (1,219) = 6.166; p<0.05, partial η2 = 0.027). There was no significant main effect of gender on students’ creative skill There was no significant two-way interaction effect of treatment and gender on students’ creative skill (F (1,219) = 0.083, p>0.05, partial η2 = 0.000). It was therefore concluded that service Learning Strategy enhanced student acquisition of creative skill through entrepreneurial related topics in Social Studies. Social studies teachers should adopt this strategy when teaching entrepreneurial related topics.Item Teachers’ professional development as predictor of students’ academic achievement in social studies in Ibadan metropolis(A Journal of the Social Studies Association of Nigeria, 2017-04) Gbadamosi, T. V.; Salaudeen, A. T.The study investigated the extent to which teachers’ professional development programme (teachers’ pedagogical skills, knowledge of subject matter, and curriculum awareness) predict students’ achievement in Social Studies among junior secondary school students in Ibadan Metropolis. A total of 18 teachers were observed in class while teaching and also responded to the questionnaire while 360 JSS2 students responded in the Social Studies achievement test using multi-stage sampling technique. Six validated instruments were used for the study. Data were analysed using descriptive statistics and inferential statistics. The combination of the independent variables proved to have joint contribution to students’ achievement in Social Studies. Teachers’ knowledge of subject matter is the most influential when it comes to students’ achievement in Social Studies, followed by teacher’s pedagogical skills. However, curriculum awareness did not contribute significantly to the prediction model on students’ academic achievements in Social Studies. From the findings, recommendations were made, such as organisation of regular workshop and seminars by the government and professional bodies (such as Social Studies Association of Nigeria (SOSAN)) for the teacher and The study investigated the extent to which teachers’ professional development programme (teachers’ pedagogical skills, knowledge of subject matter, and curriculum awareness) predict students’ achievement in Social Studies among junior secondary school students in Ibadan Metropolis. A total of 18 teachers were observed in class while teaching and also responded to the questionnaire while 360 JSS2 students responded in the Social Studies achievement test using multi-stage sampling technique. Six validated instruments were used for the study. Data were analysed using descriptive statistics and inferential statistics. The combination of the independent variables proved to have joint contribution to students’ achievement in Social Studies. Teachers’ knowledge of subject matter is the most influential when it comes to students’ achievement in Social Studies, followed by teacher’s pedagogical skills. However, curriculum awareness did not contribute significantly to the prediction model on students’ academic achievements in Social Studies. From the findings, recommendations were made, such as organisation of regular workshop and seminars by the government and professional bodies (such as Social Studies Association of Nigeria (SOSAN)) for the teacher and adequate investment on Continuous Professional Development programmes, among others.Item Psycho-social predictors of achievement in multicultural concepts in social studies among secondary school students, in Ijebu South Local Government, Ogun State(The Department of Educational Management, University of Ibadan, Ibadan, 2016-01) Gbadamosi, T. V.; Adebanjo, A. O.This study examined the extent to which psycho-social factors predicted students achievement in Social Studies, adopting a correlational research type and multi-stage sampling technique. Three instruments namely: Teacher Questionnaire (r = 0.89); Student Questionnaire (r = 0.78) and Social studies Achievement Test (KR20 = 0.72) were used to collect data from 350 respondents drawn from ten junior secondary schools in Ogun state. Four research questions were set and answered using multiple regression analysis. Students' self-concept (r = 0.631; P < .05) and Students' peer pressure (0.681; P < .05) have high positive significant relationship with Social studies achievement scores. A statistically significant linear relationship exists between the predictor variables. The predictors accounted for 64.5% of the total variance observed in students' achievement in social studies. Influence of Students' Peer Pressure β = .202; t (324) = 4.104; p < .05) was most influential followed by Students' Motivation (β = .139; t (324) = 3.476; p < .05). Also, Students' Self-concept β = .151; t (324) = 3.292; p < .05) and Teachers' Social Interaction (β = -.833; t (324) = -2.842; p < .05). The result indicated that peer pressure, students' motivation, students' self-concept and teachers' social interaction have a significant predictive ability of academic gains, therefore parents and teachers should watch the kind of friends keeping by their children/ students. Also, students should be highly motivated as this promotes strongly academic gains through adequate rewards and reinforcement in the classroom.Item Attitude as a correlate of utilization of information communication technology in instructional delivery among social studies teachers in Oyo State(School of Education and Humanities, Babcock University, Ilishan-Remo, Ogun State, Nigeria, 2016) Gbadamosi, T. V.This study investigated the relationship that existed between attitude and ICT utilization level of Social Studies teachers in secondary schools. The study adopted descriptive survey research. A validated questionnaire was used to collect data from 198 respondents drawn from ninety private and public junior secondary schools in Oyo State using multi stage sampling technique. The data collected was analyzed using inferential statistics of Pearson Product Moment Correlation PPMC and t-test at 0.05 level of significance. The study revealed that teachers' attitude towards ICT have a positive but low correlation with ICT utilisation (r = 0.217; N= 198); there was no significant difference between the attitude of male and female teachers towards utilisation of ICT in secondary schools (t(196) = 1.968; D = 0.138); there no significant difference between the ICT utilization ofmale and female teachers in secondary school (t (196) = 0.423; p>0.05; D=0.030). Recommendations were directed toward government assistance in equipping schools with adequate facilities and effective monitoring of schools; ICT use for instructional delivery should be given greater consideration than it currently receives among others.