FACULTY OF EDUCATION

Permanent URI for this communityhttps://repository.ui.edu.ng/handle/123456789/264

Browse

Has files: YesSubject: search.filters.subject.Secondary education

Search Results

Now showing 1 - 4 of 4
  • Thumbnail Image
    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.
  • Thumbnail Image
    Item
    Budgetary allocation and quality of secondary education in Oyo State, Nigeria
    (2019-06) Isuku, E. J.; ldowu, B. T.
    This study investigated the impact of budgetary allocation and quality of secondary education in public secondary school in Oyo state. Nigeria. The study employed descriptive survey research design. The population of the study comprised all the public secondary schools principals and teachers in Oyo State and Ministry of Education staffs (TESCOM officers). The study adopted multi-stage sampling procedure. The sample size of the study comprised 30principals. 420 teachers and 50 TESCOM officers which mode up a total of 500 respondents from 8 local governments of the state and 30 secondary schools. Six (6) research questions were raised and answered and Data were analyzed using descriptive statistics. The study findings indicated that quality of secondary education in Oyo State is low. There was fluctuations in budgetary allocations to education; within its components (infrastructural facilities. furniture and flitting’s, staff recruitment. wages and salaries, and teaching-learning materials) and in its totals under the years reviewed (2011-2017). The study finding revealed that budgetary allocation has not promoted that quality of furniture and fittings in Oyo State. Budgetary allocation has not improved the quality of teachers in Oyo State. Budgetary allocation has not improved teaching-learning materials in Oyo State. In light of findings, the study forwarded the following recommendations. Government should make effort to improve secondary education budgetary allocation by adopting a policy of proactive investment in secondary education. Government should have that political will and test 26%funding of education using annual budget of nation's resource for at least five years and assess the impact amongst others
  • Thumbnail Image
    Item
    Perception of secondary school counsellors on their leadership roles in the education of students with special needs in Lagos State, Nigeria
    (Department of Lifelong and Continuing Education, University of Lagos, Akoka Lagos, Nigeria, 2017) Lazarus, K. U.
    The knowledge of whether secondary school counsellors envision themselves as leaders in the educational setting and the extent to which this perspective has been transformed to functional leadership practices is unclear. However, educators recognize the unique position occupied by guidance counsellors and the essential roles they play especially, in the education of persons with special needs. This study therefore, examined secondary schools counsellors’ perceptions of their leadership roles in the education of persons with special needs. It also investigated if any difference exists in secondary school counsellors’ perceptions of their leadership roles and some selected variables of age, gender, experience, or school status. The study adopted descriptive research, design. The sample of the study comprised (40) (that is, thirty-four (34) females and six (6) males), professional secondary school counsellors, from 40 (that is, 30 public and 10 private) secondary schools who are also members of the Lagos State Chapter of the counselling Association of Nigeria (CASSON). The respondents were selected using a stratified random sampling technique and purposive sampling. All respondents have some knowledge of special education. The respondents were purposively selected from four education districts of Lagos State out of six. Four hypotheses were formulated, while a self-developed questionnaire on counsellors’ perception, of their leadership roles was the main instrument for data collection. The data collected were analyzed using t-test. The results of the study indicated that respondents see themselves as leaders in the education sector irrespective of counsellors’ age, gender, years of experience and school status (public or private). Based on the findings, recommendations were made which include that guidance counsellors should engage in functional leadership practices in order to positively impact achievement of all students especially those with special needs.
  • Thumbnail Image
    Item
    Perception of secondary school counsellors on their leadership roles in the education of students with special needs in Lagos State, Nigeria
    (Department of Lifelong and Continuing Education, University of Lagos, Akoka Lagos, Nigeria, 2017) Lazarus, K. U.
    The knowledge of whether secondary school counsellors envision themselves as leaders in the educational setting and the extent to which this perspective has been transformed to functional leadership practices is unclear. However, educators recognize the unique position occupied by guidance counsellors and the essential roles they play especially, in the education of persons with special needs. This study therefore, examined secondary schools counsellors’ perceptions of their leadership roles in the education of persons with special needs. It also investigated if any difference exists in secondary school counsellors’ perceptions of their leadership roles and some selected variables of age, gender, experience, or school status. The study adopted descriptive research, design. The sample of the study comprised (40) (that is, thirty-four (34) females and six (6) males), professional secondary school counsellors, from 40 (that is, 30 public and 10 private) secondary schools who are also members of the Lagos State Chapter of the counselling Association of Nigeria (CASSON). The respondents were selected using a stratified random sampling technique and purposive sampling. All respondents have some knowledge of special education. The respondents were purposively selected from four education districts of Lagos State out of six. Four hypotheses were formulated, while a self-developed questionnaire on counsellors’ perception, of their leadership roles was the main instrument for data collection. The data collected were analyzed using t-test. The results of the study indicated that respondents see themselves as leaders in the education sector irrespective of counsellors’ age, gender, years of experience and school status (public or private). Based on the findings, recommendations were made which include that guidance counsellors should engage in functional leadership practices in order to positively impact achievement of all students especially those with special needs.