FACULTY OF EDUCATION
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Item Home environment as correlates of primary school pupils’ literacy skills development in Ibadan metropolis(2022-03) Amosun, M. D.; Ogunyebi, T. C.Abstract: One serious problem currently facing primary education in Nigeria is illiteracy. An alarmingly high percentage of primary school children are not learning to read, that is, they cannot use reading as a tool of learning, a problem which is also synonymous to writing. Researchers have also identified factors such as teachers’ quality, school factor and availability of reading materials, foreign language usage, as factors that could be responsible for such marred development of literacy skills in children. However, most studies on the influence of home language on children’s literacy skills were all foreign studies. In view of these, this study investigates home environment as correlate of literacy skills of primary pupils in Ibadan metropolis. The study adopted a correlational survey research design. Simple random sampling technique was used to select one and twenty (120) primary three pupils. Pupils reading assessment (0.92), Pupils’ Home-environment and literacy Questionnaire (0.70) as well as Writing assessment scale (0.91) were the instruments used in the study. Two research question were answered using inferential statistic of Pearson product movement correlation. The findings revealed that there is a significant positive relationship between home environment and reading skills of pupils. (r=0.30; p<0.05), but no significant relationship between home environment and writing skills (r=-0.04; p>0.05). The study recommended that effort must be made on the part of the parents to ensure that their home environment is such that facilitates and stimulates the literacy skills of their childrenItem Mapping a Multiple Frameworks for Financing Literacy in Nigeria(2019-07) Ojokheta, K.O.; Omokhabi, S. U.UNESCO (2009) contends that “literacy is still one of the most neglected education goals in many countries, especially among the poorest nations”. This is reflected in the poor financial allocation to it in many poorest nations, especially African countries with particular reference to Nigeria. Besides, there is a lack of a holistic framework for financing literacy in the country. This paper, therefore, advocates the urgent need for the adoption of multiple sources of financing literacy in Nigeria and therefore maps out the framework for achieving this advocacy. The paper begins with the discussion on problems of financing literacy in Nigeria. It provides justification for multiple sources of financing literacy in the country and thereafter discusses the experiences of other lands in financing literacy. The framework for achieving multiple sources of financing literacy in Nigeria is also discussed. The paper was rounded-off with the submission that financing literacy in Nigeria should be the business of all. Therefore, no one should be left out in financing literacy to ensure its sustainability in Nigeria