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 Community-based instructional strategies, school location, and primary school pupils’ environmental knowledge(2015) Ajitoni, S. O.; Gbadamosi, T. V.The environmental issues we face as individuals and as a society are pervasive and ingrained in our cultural ways of being so that we can no longer look to science and technology to solve these problems alone. Instead, educators have been charged with providing students with environmental education through community-based service learning and educational trips. This study investigated the effects of these two community-based instructional modes relative to traditional instruction and any moderating effect of school location on primary school pupils’ environmental knowledge in Oyo Metropolis, Nigeria. The study adopted a pretest-posttest quasi-experimental design. The Environmental Knowledge Test was used to elicit responses from 264 primary-5 pupils across 12 schools. There was a significant main effect of instruction on pupils’ environmental knowledge and significant interaction effect of treatment and school location. This suggests that curriculum developers and planners should promote service learning and educational trips for effective teaching and learning of social studies.Item School Factors as Predictors of Functional Literacy Skills among Public Primary School Pupils in Ondo State, Nigeria(2014) Fagbemi, A. F.Functional literacy is an essential objective of primary education in Nigeria which equips pupils not only with reading and writing skills, but also with numeracy, communication, problem solving and application skills in daily life activities. The inability of many Nigerian primary school pupils to read, write, compute, comprehend and communicate effectively in English Language has been attributed to factors which have direct links with the implementation of the school curriculum and supportive facilities. Further, studies have revealed that school factors have strong effects on pupils‟ acquisition of basic literacy and numeracy skills, but not much attention has been paid to their influence on functional literacy skills among primary school pupils in Nigeria. This study, therefore, investigated the relationship between school factors (curriculum implementation, teacher quality, school location, class size, school library) and pupils‟ functional literacy skills. The study was a survey research of ex-post facto type. Multi-stage sampling procedure was used to select 10 local government areas, 40 public schools (30 urban and 10 rural), 40 primary five teachers and 1106 pupils from the five educational zones in Ondo State. Five instruments used were: Observational Scale on Curriculum Implementation (r=0.81); Observational Scale on Teacher Quality (r=0.82); Functional Reading and Writing Skills Test (r=0.81); Functional Numeracy Skills Test (r=0.80) and School Library Inventory. Six research questions were raised and answered. Data were analysed using descriptive statistics, Pearson‟s product moment correlation and multiple regression. Curriculum implementation was poor (weighted average was 1.48 out of 4.00). Curriculum implementation (r= .22; p < .05), teacher quality (r= .27; p < .05), and school library (r= .08; p < .05) each had significant positive relationship with pupils‟ functional literacy skills. However, school location (r= -.23; p < .05) and class size (r= -.13; p < .05) each, had significant negative relationship with pupils‟ functional literacy skills. Pupils in urban schools performed better than pupils in rural schools. Also, pupils in small classes performed better than those in large classes. The five school factors (curriculum implementation, teacher quality, school location, class size and school library) jointly had significant positive relationship with pupils‟ functional literacy skills (R= .34; F(5, 1100) = 29.43; p< .05). They contributed 11.8% of the total variance to pupils‟ functional literacy skills. The order of relative contributions of the school factors to pupils‟ functional literacy skills was: school location (β= .19), teacher quality (β= .16), class size (β= .11), curriculum implementation (β= .05) and school library (β= .01). Of the five school factors, only three significantly predict pupils‟ functional literacy skills. These were teacher quality (B=.31; t=3.30; p< .05), school location (B= -8.50; t= -6.37; p< .05) and class size (B= -1.51; t= -3.85; p< .05). Teacher quality, school location and class size influenced pupils‟ functional literacy skills. Consequently, teachers need to sharpen their skills in curriculum implementation to enhance pupils‟ functional literacy skills. Qualified teachers, adequate learning materials, classrooms and well equipped libraries should also be provided for effective teaching.