FACULTY OF EDUCATION
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Item Availability and use of ICT in South-Western Nigeria Colleges of Education(2011-10) Tella, A.This paper investigated the level of availability and use of ICT in some South-western Nigeria Colleges of Education. The study revealed low level of usage of ICT gadgets and non-availability of some ICT equipments. The data for the study were gathered through a two page questionnaire administered to 200 respondents who were accessible in the School of Education in all the Colleges of Education in the South-Western part of Nigeria. In total, 180 questionnaires were retrieved which represents 90% return rate. At the same time, the data were analyzed quantitatively using SPSS. The results of the survey on College of Education staff on the level of availability, use of and perception of the impact of ICT on teacher education in Nigeria revealed and suggested a low level of usage of ICT gadgets; nonavailability of ICT equipment and that the respondents were disgruntled with the sluggish use and integration of ICT.Item Development and Effect of a Participatory Moral Education Programme on Pre-Service Teachers’ knowledge of and Attitude to Moral Concepts in Social Studies(2012) Kehinde-Awoyele, A. A.Social Studies as a subject is meant to involve pupils in meaningful learning activities to develop good citizenship and attitude to make informed decision on social matter. However, literature abounds that Social Studies is taught in schools using lecture methods which do not promote values and rational habits. This could be attributed to the fact that few studies have been carried out in the area of training of teachers to develop moral education programme. One of the ways by which students could be involved in meaningful learning as well as develop right affective domain is to integrate moral education programme into the learning process. This study, therefore, developed a moral education programme and determined its effect through the participatory approach on pre-service teachers‟ knowledge of and attitudes to moral issues in Nigerian colleges of education. The methodology is in two parts: first the study adopted the participatory approach to develop the moral education programme using Roberts programme development model; and secondly the efficacy of the programme was determined using the pretest- posttest, control group, quasi-experimental design with a 2x2x2 factorial matrix used. Intact classes made up of 308 female, and 160 male pre-service teachers from four colleges of education in Osun, Oyo, Ondo and Lagos states participated in the study. The instruments used were: Moral Knowledge Test (r = 0.78), Moral Attitude Scale (r = 0.85), Participatory Moral Education Programme for experimental group and Modified Conventional Learning Guide for the control group. The treatment lasted for ten weeks. Seven null hypotheses were tested at 0.05 level of significance. Data were subjected to descriptive statistics and analysis of covariance. The development of the moral education programme which involves, workshop, focus group discussion, presentation of posters, moral club by the pre-service teachers allows the enhancement of right conduct, honesty, fairness and skills of collaborative and broad team group activities. There was a significant main effect of treatment on pre-service teachers‟ knowledge of moral education (F(2,465)= 58.24, p <.05) and attitude (F(2,465) = 20.32, p < .05) Participants in the participatory group had higher knowledge mean score (x =10.63) than those in the modified conventional method (x = 8.76). Religion has significant effect on post-test knowledge scores of pre-service teachers‟ (F(2.465) = 17,29, p < .05), and attitude (F (2,465) = 3.70, p < .05). There is no significant effect of gender on pre service teachers‟ knowledge and attitude. However, female students had higher adjusted post-test mean knowledge score (x = 9.70) than the male students (x= 9.66). The participatory approach enabled the pre-service teachers to live in peace and relate better with others regardless of tribe, sex and religion. Participatory Moral Education Programme enhanced both the knowledge and also influence attitudes of Pre-service teachers in moral concepts in Social Studies. It is therefore, recommended that the participatory moral education programme should be used in social studies classrooms by all teachers because it is capable of improving learners‟ knowledge and attitude to moral issues.Item Effects of Bilingual and Peer-Tutoring Instructional Strategies on Pre-Service Teachers’ Learning Outcomes in Yoruba Translation(2014) Adeoye, A. A.English-Yoruba translation, which is a compulsory course for pre-service teachers in colleges of education is an important aspect of Yoruba language studies. However, reports show that there is a gross student under-achievement in it. This has been traced to ineffective strategies adopted in teaching translation to the pre-service teachers; hence the need to adopt strategies that can cater for these deficiencies. Two of such strategies are bilingual and peer-tutoring which are learner-centred and activity-based. The strategies had been employed in the teaching of Social Studies and Mathematics without considering their effects on pre-service teachers learning outcomes in English-Yoruba translation. The moderating effects of pre-service teachers‟ gender and verbal ability were also examined.The pretest-posttest, control group, quasi-experimental research design was adopted. The participants were 300 pre-service teachers in intact classes from six purposively selected colleges of education in Southwestern Nigeria who were randomly assigned to treatment and control groups. Treatment lasted eight weeks. English-Yoruba translation Achievement Test (r = 0.73). Pre-service Teachers‟ Attitude to English-Yoruba Translation Questionnaire (r = 0.76), Verbal Ability Test (r = 0.72) and Instructional Guides for the three strategies were the instruments used. Seven null hypotheses were tested at 0.05 significant level. Data were analysed using Analysis of Covariance and Scheffe post-hoc.Treatment had a significance main effect on achievement in (F (2,228) = 23.78; Ƞ2 = .15) and attitude to (F (2,281) = 112.41; Ƞ2 =.44) English-Yoruba translation. Those exposed to bilingual strategy had higher achievement mean score (=80.83) than those in peer-tutoring (= 77.60) and conventional (=64.40) strategy groups. Verbal ability had a significant main effect on achievement (F (2,281) = 4.10; Ƞ2 =.03) and attitude (F (2,281) = 17.68; Ƞ2 = .11). Students in medium verbal ability group had a higher post-achievement means scores (= 76.52) than those in low (= 73.88) and high (= 67.75) groups. Also, students in medium verbal ability group had a higher post-attitude mean score (= 74.73) than those in low (= 73.55) and high (= 71.68) groups. Gender had no significant main effect on achievement and attitude. Treatment and verbal ability had a significant interaction effect on achievement (F (2,251) = 2.47) and attitude (F (2,481) = 25.03). There was a significant interaction effect of treatment and gender on achievement (F (2,281) = 3.49) and attitude (F (2,281) =4.54). There was no significant interaction effect of verbal ability and gender on achievement and attitude There was a significant interaction effect of treatment,verbal ability and gender on achievement (F (4,281) = 3.07; Ƞ2 =.04) and attitude (F(4,281) = 3.77;Ƞ2 =.05).Bilingual and peer-tutoring instructional strategies were effective in facilitating pre-service teachers‟ accurate English-Yoruba translation. Hence, English-Yoruba translation teachers incolleges of education should adopt the strategies in teaching it