FACULTY OF EDUCATION
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Item Assessment of factors contributing to flood disaster in Ibadan metropolis: implication for environmental health education(2015) Odelola, J. O.; Akinola, C. O.Climate change has brought with it some forms of extreme weather events One of such is heavy rainfall which often leads to flood In recent times, flood disaster has been a regular occurrence destroying lives and property This study was earned out to identify and assess contributing factors to flood disaster in Ibadan metropolis The study investigated the contributions of variables such as heavy rainfall, drainage system, waste disposal arrangement, the dumping of refuse inside waterways the role of environmental health officers and level of adherence to the city masterplan. Expost facto research design was adopted for the study The population composed all residents of Ibadan metropolis The sample consisted of seven hundred and fifty (750) respondents were sampled from flood affected areas in five Local Government Areas of Oyo State, Nigeria. The instrument used was self-constructed questionnaire with 0.78 reliability co-efficient. The data obtained were analyzed using frequency counts, percentages and inferential statistics of regression The findings revealed that dumping of refuse inside waterways, attitude of environmental health officers, heavy rainfall drainage system and poor adherence to city master-plan contributed io flood disaster in Ibadan metropolis. Among the factors that contributed significantly are heavy rain and dumping of refuse inside waterways. It is implied from the findings that there is urgent need for environmental health education for the population in order to encourage proper disposal of waste among residents of Ibadan metropolis.Item Quality control in manuscript acquisition and assessment as prerequisites for quality book production in South-West, Nigeria(Delmas Communications Ltd., 2016-05) Akangbe, C. A.; Oladele, O. S.Book production is a complex process which requires a multiplicity of skills, expertise and input from different professionals. Many books published in Nigeria are low in quality in terms of content and physical appearance when compared with foreign publications. Consequently, most book users prefer imported books. The crucial factor of content quality therefore constituted the problem of this research. The study focused on quality control in manuscript acquisition and assessment for book production in South-West Nigeria. The study adopted survey method using the questionnaire as the main instrument for data collection. The study population was 62 publishing firms in South-West Nigeria as listed in the registered members’ directory of the Nigerian Publishers Association (NPA) published in December, 2014 while the sample for the study was 50 %. Findings showed that many publishing firms did not employ writing workshop approach for manuscripts acquisition; many also relied on external assessors to determine the viability of manuscripts without providing evaluation criteria. The study recommended that publishers in South-West Nigeria should incorporate Quality Control (QC) measures into manuscript acquisition and assessment for quality enhancement and profitability.Item Pre-school teachers’ knowledge of early childhood assessment and domains of learning commonly assessed in Ondo West Local Government Area, Ondo State, Nigeria(2018) Amosun, M. D.; Olabisi, T. B.Children have unique nature and characteristics. Because of this, regular and holistic assessment of their learning and development is necessary. This could be done through observation, administration of standardized and teacher-made assessment instrument and children work. For assessment of pre-school children to be done effectively, teachers at this level of education need to have good knowledge of what early childhood assessment is all about. This study, therefore, examined pre-school teachers’ knowledge of early childhood assessment and domains commonly assessed in early childhood education centres in Ondo West Local Government Area of Ondo State. The study adopted descriptive survey design. The sample for the study comprised one hundred preprimary school teachers selected from both public and private schools through the use of purposive sampling. "Test on Teachers’ Knowledge of Early Childhood Assessment” (r=0.79) and “Checklist on Domains Commonly Assessed by Pre-school Teachers” (r=0.80) were instruments used for the study. Data collected were analysed using percentage, mean and standard deviation. Findings from the study revealed that the pre- primary school teachers’ level of knowledge on early childhood assessment in Ondo West Local Government Area was low (x = 38.71; SD = 16.31). Cognitive domain was the one most commonly assessed by the pre-primary school teachers (x = 3.40); with less emphasis on the assessment of other developmental domains which are the physical (x=1.58), social (x=1.60) and emotional (x=1.46). The implication is that, since the pre-schoolers are not properly assessed in all the domains of development through the use of appropriate assessment tools, they will not have the advantage of experiencing holistic development. It was, therefore, recommended that Pre-service ECE teacher education programmes should be reviewed such that teachers-in-training can acquire appropriate knowledge and skills in ECE assessment. School heads and owners should also organize in-service training, seminars and workshops on assessment in early childhood education periodically so as to train and expose the pre-primary school teachers to contemporary assessment practices in early childhood education.Item Pre-school teachers’ knowledge of early childhood assessment and domains of learning commonly assessed in Ondo West Local Government Area, Ondo State, Nigeria(2018) Amosun, M. D.; Ayoola, N. O.Children have unique nature and characteristics. Because of this, regular and holistic assessment of their learning and development is necessary. This could be done through observation, administration of standardized and teacher-made assessment instrument and children work. For assessment of pre-school children to be done effectively, teachers at this level of education need to have good knowledge of what early childhood assessment is all about. This study, therefore, examined pre-school teachers’ knowledge of early childhood assessment and domains commonly assessed in early childhood education centres in Ondo West Local Government Area of Ondo State. The study adopted descriptive survey design. The sample for the study comprised one hundred preprimary school teachers selected from both public and private schools through the use of purposive sampling. "Test on Teachers’ Knowledge of Early Childhood Assessment” (r=0.79) and “Checklist on Domains Commonly Assessed by Pre-school Teachers” (r=0.80) were instruments used for the study. Data collected were analysed using percentage, mean and standard deviation. Findings from the study revealed that the pre- primary school teachers’ level of knowledge on early childhood assessment in Ondo West Local Government Area was low (x = 38.71; SD = 16.31). Cognitive domain was the one most commonly assessed by the pre-primary school teachers (x = 3.40); with less emphasis on the assessment of other developmental domains which are the physical (x=1.58), social (x=1.60) and emotional (x=1.46). The implication is that, since the pre-schoolers are not properly assessed in all the domains of development through the use of appropriate assessment tools, they will not have the advantage of experiencing holistic development. It was, therefore, recommended that Pre-service ECE teacher education programmes should be reviewed such that teachers-in-training can acquire appropriate knowledge and skills in ECE assessment. School heads and owners should alsoorganize in-service training, seminars and workshops on assessment in early childhood education periodically so as to train and expose the pre-primary school teachers to contemporary assessment practices in early childhood education.