FACULTY OF EDUCATION

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Psychosocial determinant of creativity among secondary school students in Saki, Oyo State, Nigeria
(2014) Ofole, N. M.; Ezeokoli, R. N.
Correlational research design was adopted to examine the extent to which psychosocial factors predicted creativity among secondary school students in Saki, Oyo State, Nigeria. Six hundred and seventy-seven respondents (female=312; male=365) whose age ranged from 12 to 22 with mean age of 5.17 drawn using multistage sampling technique participated in the study. Three research questions guided the study. Data collected using Animashaun (2007) was analyzed with Pearson Product Moment Correlation (PPMC) and Multiple Regression at 0.05 level of significance. Results show that emotional intelligence and parental involvement have positive relationship with creativity level (r= 0.194, P<.05) and (r= 0.172, P<.05) respectively, while peer group influence has negative correlation with creativity level. The three independent variables jointly accounted for 21.2% of the variance in the prediction of creativity. There is need for teachers, parents, counselling psychologists and other stakeholders to design activities and leaning experiences that will make new ideas are to be generated, developed and transformed into value.
Principals' Perspectives on Teachers' Creativity in English Language Classroom: A Blind Spot in English Language Education in Nigeria
(2023-06) Fakeye D.O; Aiyede, E. I.
This study investigated the views of selected school principals through in-depth interview on the extent to which English Language teachers exhibited creativity in their classroom practices. The findings of this study highlighted a pressing need for addressing the deficiency in creative teaching among teachers, which directly impacts students' engagement and learning of English Language. While it cannot be controverted that English Language teacher preparation programme in Nigeria produce dedicated and well-qualified teachers, many of these teachers lack creativity in English Language teaching. This is a blind spot in the teaching ofEnglish language that needs attention. Many past studies concentrated more on English Language teachers' lesson preparation and delivery than deployment of creativity as a way of increasing levels of learning outcomes on the part of learners and preparing them with the flexible skills they need for the future. Recommendations were made to inform policy interventions and professional development initiatives, geared towards enhancing the quality of English Language education in Nigeria.
Students’ social entrepreneurship knowledge, skills and attitude, as correlate of innovative social enterprise in University of Ibadan, Nigeria
(Department of Social Work, University of Ibadan, Nigeria, 2020-06) Gbadamosi, T. V.; Orunmuyi, A. A.
The high prevalence of youth unemployment has resulted in a monumental loss in building a great nation. This necessitated the introduction of social entrepreneurship in the University to prepare youth for the future. However, there is little or no report on youth preparedness to take up social enterprising after their exposure to the course. This study, therefore, assessed the students’ social entrepreneurship knowledge, skills, and attitude as correlates with the creation of innovative social enterprise in Ibadan. Four hypotheses were formulated and tested at 0.05 level of significance. The study adopted an ex-post facto design. Fifty (50) Masters students that offered social entrepreneurship course in the Centre for Entrepreneurship and Innovation in the 2018/2019 session were purposively selected for the study. SKT - (r= 0.82), SATO (r= 0.76) and SSS (r=0.78) were used to collect data and analysed using, Pearson Product Moment Correlation. The study revealed that there is a low positive correlation between students’ social entrepreneurship knowledge and students’ creation of innovative social enterprises (r = 0.010; P<0.05); there is a high positive relationship between students’ entrepreneurship skills and creation of innovative social, enterprises (r = 0.936; P<0.05) and high positive correlation between students' entrepreneurship attitudes and creation of innovative Social Enterprises (r = 0.912; P < 0.05). It can be concluded from this study that students’ social entrepreneurship knowledge, attitudes, and skills are key ingredients to promote social enterprise to be self-reliant while developing their communities. Social entrepreneurship should, therefore, be integrated into the University curriculum, to encourage students to think of solutions to challenges facing society while bringing up social innovators and gainfully employment.
Educating creatively gifted students in Ibadan metropolis
(Department of Special Education, Faculty of Education, University of Ibadan, Ibadan, Nigeria, 2019) Adelodun, G. A.||; Asiru, A. B.
Numerous problems confronting the human race require creative interventions in order to make living conditions meaningful, comfortable and impactful. Creative solutions are significantly of utmost necessity because rigours of diverse kinds are meant to be reduced to the barest minimum. However, gifted students whose innovative endowments are expected to be exploited to advantage are uncatered for in Nigerian schools, most especially in Ibadan Metropolis. The creatively gifted students' potentially inventive prowess has not been put to expression simply because appropriate educational or instructional strategies have not been professionally adopted by the school system. The children need differentiated learning experiences and activities, which include brainstorming, bibliotherapy, questioning/lateral thinking approach, synectics, ability grouping, independent study among a host of other techniques. The teacher and resource person who facilitates the education of the children has some pedagogical roles to play to be able to handle the children effectively. The teacher should utilize the recommended instructional strategies to achieve the desired result among the students. The teacher is expected to adopt such instructional packages to meet the learning needs, styles and abilities of creatively gifted students. By virtue of such enrichment, the students can explore their creative instincts.

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