FACULTY OF EDUCATION
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Item Comparison of professional self esteem of public and private school mathematics teachers in Ibadan metropolis, Oyo State(Department of Guidance and Counselling, University of Ibadan, 2018-06) Tella, A.Professional self-esteem is the appraisal of one’s cognitive, emotional and behavioural capabilities that makes an individual a true professional in real sense. It is to get to know the real essence of a profession, its perquisite along and competencies of a professional. Professional self-esteem of mathematics teachers varied across the level and location of operations of mathematics teachers especially between public and private primary school in Ibadan metropolis, Nigeria evidenced from reports. This study, therefore, investigated the comparison of public and private junior secondary school mathematics teachers’ professional self-esteem because of the noticeable negative behaviour of mathematics teacher at this level. The study also examined apart from the comparison between professional self-esteem of public and private mathematics teachers in junior secondary schools, the differential in professional self-esteem of urban and rural mathematics teachers. The study was anchored on social learning theory by Bandura, while survey design was adopted. Multistage sampling procedures was used. First, all junior secondary schools and mathematics teachers in Ibadan metropolis were enumerated. Schools were then stratified into public and private and also into urban and rural schools. Simple random technique was used to select 150 mathematics teachers from 50 junior secondary schools (Private - 49 and Public - 101). Mathematics Teachers Professional Self-Esteem Scale (r = 0.81) was used to collect data. The data gathering lasted four weeks by the investigator with the assistance of three research assistants. Data were analysed using frequency count, mean, standard deviation and sampled t-test at 0.05 level of significance. Qualitative data were content analysed after observing five sessions of focus group discussions with the 25.0% of selected teachers. The results revealed a significant mean difference between public (x = 41.35) and private (x = 29.27); urban (x = 25.41) and rural (x = 21.69); male (x = 6137) and female (x" = 49.53) professional self-esteem of mathematics teachers. The professional self-esteem was higher in term of public, urban, and male mathematics teachers. Mathematics teachers’ professional self-esteem should be sustained and strengthened through incentives, good reward system, marking allowances, teacher gender sensitivities, prompt and timely promotion as at when due.Item Towards unifying gender disparity/gap in STM: the roles of ‘CAT’ and ‘SEIT’ in enhancing the career interest of female and women in male dominated studies/occupations(2012-11) Tella, A.This study describes gender differences in student achievement in the academic areas of science, mathematics and technology (SMT). The literature indicates consistent patterns of gender differences in SMT in which males generally performed better than their female counterpart. The study suggests, career awareness training and self-efficacy intervention techniques in enhancing the career interest of female students in male dominated subjects or occupations and the conditions for enhancing female’s career interest in male dominated subjects/disciplines should be incorporated into the SMT curriculum.Item In our match towards scientific and technological advancement, we need nothing short of good performance in mathematics at all levels of schooling. In an effort to achieve this, this study investigated the impact of motivation on students’ school academic achievement in mathematics in secondary schools using motivation for academic preference scale (α = 0.82) as a measuring instrument and achievement test in mathematics (ATM) Two hypotheses were tested for significant at 0.05 margin of error using t-test and analysis of variance (ANOVA) Results showed that gender difference were significant when impact of motivation on academic achievement was compared in male and female students. Also other result indicates significant difference when extent of motivation was taken as variable of interest on academic achievement in mathematics based on the degree of their motivation. Implications, suggestions and recommendations on students, parents, government, counsellors, educational stakeholders, etc were discussed.(MOMENT Kazim Karabekir Cad., Ankara-Turkey, 2007-04) Akinsola, M. K.; Tella, A.; Tella, A.Procrastination is now a common phenomenon among students particularly those at the higher level. And this is doing more harm to their academic achievement than good. Therefore, this study examined the correlates between academic procrastination and mathematics achievement among the university mathematics undergraduate students. The study used a total sample of 150 part 3 and 4 students in the department of mathematics and mathematics education students in the university of Ibadan and university of Lagos, Nigeria. The 35 items academic procrastination scale developed and validated by Tuckman (1991) was used for the collection of data, in conjunction with the subjects GPA scores till date in mathematics. Findings indicates that: a significant correlation was found in the academic procrastination and academic achievement of the subjects in mathematics, significant difference also exists in the levels of procrastination and mathematics achievement of the subjects, with low procrastinators performing better than the moderate and the high procrastinators. Results further reveals the subjects procrastinate the same way irrespective of their gender. Implications of procrastination on academic achievement of students at all levels generally and some effective ways of remediation of procrastination were suggested.Item Effects of gender and educational trips instructional strategy on pupils environmental attitude in social studies(2011-12) Gbadamosi, T. V.This study assessed the effect of educational trips instructional strategy on primary school pupils' environmental attitude. A pretest-posttest control group quasi-experimental design with a 3x2x2 factorial matrix was used. Participants were 264 primary 5 pupils purposively selected from 12 primary schools in Oyo East, Oyo West, Afijio and Atiba Local Government Areas of Oyo State. Data collected were analysed using Analysis of Covariance (ANCOVA) in testing hypotheses, using pre- test as covariates. The Multiple Classification Analysis (MCA) was used to determine the magnitude of the performance of the various groups. All hypotheses were tested at 0.05 level of significance. The results of the study showed that the treatment significantly had main effect on environmental attitude of pupils. Also, genders do not have significant main effect on environmental attitude of male and female pupils. Implications for curriculum development instructional are presented and recommendations are provided.Item Social studies students’ awareness and knowledge-of sexuality education in Abeokuta: implications for 2030 education agenda(Faculty of Education, University of Ibadan Ibadan, Nigeria, 2019) Gbadamosi, T. V.; Arikpo, B.The study examined social studies students' awareness and knowledge of sexuality education in public junior secondary schools in Abeokuta North Local Government Area of Ogun State. The design for the study was a descriptive survey type. The population of the study was all social studies students in public secondary schools in Abeokuta North Local Government Area of Ogun State. Five (5) public junior secondary schools were selected in the study area through random sampling. 90 JSS3 students were purposively selected from each school because they had been exposed to the concept of sexuality through social studies and were more mature. A total of444 respondents (155 males and 289 females) participated in the study. The instruments used were Students’ Awareness of Sexuality Education Questionnaire (0.87) and Students’ perception of Sexuality Education Questionnaire (0.83). Two research questions were raised and answered. Data collected were analysed using the descriptive statistics of mean, standard deviation, frequency count and simple percentage. The findings revealed that public secondary school students were moderately aware of sexuality education, and that they possessed an average level of knowledge of sexuality education. Based on these findings, it was recommended that new strategies and topics on sexuality education be included in the social studies curriculum by the state and federal ministries of education. Also, that, governments and non-governmental organizations should organise public enlightenment campaigns to further strengthen sexuality education programmes to correct misconceptions about it.Item Reading habit and gender as predictors of adult learners’ performance in english language in literacy centers in Oyo state, Nigeria(2024-06) Akinyooye, F. E.; Popoola, D. I.Reading is an effort to understand the writer's message for development on a personal level and professional achievement. As a result, psychologists view it as a complex cognitive process where meanings are constructed from texts. The current study was carried out in literacy centres in Oyo State, Nigeria, to ascertain the associations between adult learners' academic accomplishment in English language, gender, and reading habits. A descriptive survey design was used in the study. The study employed a purposive sampling technique to choose 120 participants from literacy centers located in the city of Ibadan. Data were gathered using the Reading Habits Questionnaire (RHQ) and the English Language Achievement Test (ELAT). Descriptive and inferential statistics were used to analyze the responses. The empirical findings indicated that reading habit (β = -0.097; t = -0.277; p 0.783 > 0.05) and gender (β = -0.526; t = -1.577; p 0.119 > 0.05) have negative and insignificant relationship with adult learners’ academic performance. The results also indicated reading habit and gender jointly accounted for 0.04% of the total variance in the dependent variable (adult learners’ performance in the English language) among adult learners in literacy centers in Oyo State. Lastly, the findings revealed that age significantly influences adult learners ’ performance in the English language (F3,17 = 2.46; P<0.05). It is implied that adult educators should design these kinds of projects and assignments with reflective thinking in mind, taking into account the importance of reading habits for academic success. In addition, facilitators could collaborate to develop schedules for library instruction to help adult learners develop a reading habit.Item Learners’ motivation, gender and oral english performance among high-ability students in Ibadan, Nigeria(Positive Psychology Association, Nigeria with headquarters in Department of Guidance and Counselling, University of Ibadan, Nigeria, 2020) Adelodun, G. A.; Asiru, A. B.This study examines predictive influence of motivation and gender on Oral English performance among students noted for high ability in Ibadan. Oyo State. The study adopted a descriptive survey of correlation type. Purposive sampling technique was used in selecting four public and private secondary schools in Ibadan North and Akinyele Local Government Areas with an aggregate number of 258 high-ability students. Instruments utilised were: English Language Screening Achievement Test (r=0.72). Achievement Test on Oral English (r=0.84) and Academic Motivation Questionnaire (r=0.84). Data were analysed, using Pearson Product Moment Correlation, Independent t-test and Multiple Regression Analysis. Learners’ motivation predicts Oral English performance among high-ability students (r=.54l. n=258. p<.05), but gender does not predict Oral English performance among the students (Crit-t 1.96, Cal. T = 0.097, p>.05). There is a joint contribution of learners’ motivation and gender to the prediction of Oral English performance (F(5 41) ='52.872, R2 = 0.54, p<.05) among the respondents. Intrinsic and extrinsic motivation of high-ability male and female learners should be meticulously worked upon by all stakeholders involved in the Oral English instruction of students noted for superior ability in our schools.Item Academic self-efficacy and gender as determinants of performance in english discourse writing among high-achieving students in Ibadan, Oyo State(2015-10) Adelodun, G. A.; Asiru, A. B.The study was carried out to delve into academic self-efficacy and gender as determinants of performance in English discourse writing in Ibadan, Oyo State. Descriptive survey design was adopted for the study. Purposive sampling technique was used to select 40 male and female high achieving students. Three validated instruments which are English Language Essay Screening Test (r = 0.82), English Language Essay Achievement Test (r = 0.76) and Adapted Academic Self-efficacy Scale (r = 0.76) were utilized in the study. Three research questions were answered using Pearson Product Moment Correlation and Multiple Regression Analysis. The findings revealed that academic self-efficacy had a positive relationship with performance in English discourse writing while gender had no significant correlation with the dependent variable. The independent variables had no joint effect on the dependent variable (R = .231, adjusted R2 = 0.54, P>.05). On the basis of these findings, it is recommended that educational guidance services should be made mandatory in schools as educational stakeholders should equally focus on the affective construct (self-efficacy) of high-achieving students.Item Gender difference as a major determinant of creative behaviour among junior secondary school students in Oyo, Osun and Ogun States, Nigeria(2011-06) Adelodun, G. A.It is interesting to note that the government of Nigeria has become increasingly aware of the need to nurture creative Nigerian children. Government awareness has been partly informed by the need to implement the National Policy on Education, including the aspect that has to do with special education. It. should be borne in mind that one of the objectives of special education as stipulated in the National policy on Education is that opportunities will be provided for creative children to develop at their own pace in the interest of the nation's economic and technological development. This awareness has been further reinforced by Government's pronouncements on the need for the education of creative Nigerian. There is a strong argument in the literature that creative people are capable of launching the society into the much-desired technological age and that creativity is a highly valued behaviour. There is also very strong evidence in the literature that certain factors determine creative behaviour (Sylvia, 2000). According to Sylvia, some of the factors that determine creative behaviour include: Peer pressure, Attitudinal disposition of teachers and Gender. For the purpose of this study, attention was focused on Gender difference as a major determinant of creative behaviour. The study adopted 'ex-post facto' research design. Stratified random sampling technique was used for the selection of 1,800 respondents out of 2,620 representing 69 percent of the total population. The mean age for the participants was 13.49 years. Data were collected using two valid and reliable research instruments namely: Ibadan Creativity Assessment Scale ( ICAS) a — 0.76 and Creative Behaviour Determinant Scale ( CBDS) a = 0.84. The data were analysed using t-test. The findings showed that there was no significant difference between male and female students and their creative behaviour (t=13; df=1798; p >. 05).Item Effect of problem-solving Skills and gender on emotional stability among students with hearing impairment in Ibadan Oyo State(2021) Isaiah, O. O.This study examined the effect of problem-solving strategy and gender on the emotional stability among students with hearing impairment in Ibadan, Oyo state. The Pretest-posttest control group, quasi experimental design was adopted for the study. Two secondary schools were purposively selected from Ibadan. Thirty-two students with hearing impairment hearing loss were selected for the study. The participants were assigned to experimental and control groups. Those in the treatment group were exposed to problem-solving strategy while those in the control group were not. The treatment lasted eight weeks. The instrument used for data collection was Cattell’s Jr. High School Personality Questionnaire (HSPQ)(r=0.80). Data were analysed using Analysis of Covariance. The hypotheses were tested at 0.05 level of significance. The finding revealed a significant main effect of treatment on emotional stability of the participants (F (1.58=7.532, p<0.05). Gender has no significant main effect on the emotional stability of the participants. There was no interaction effect of treatment and gender on emotional stability of the participants.