FACULTY OF EDUCATION
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Item Attitude as a correlate of utilization of information communication technology in instructional delivery among social studies teachers in Oyo State(School of Education and Humanities, Babcock University, Ilishan-Remo, Ogun State, Nigeria, 2016) Gbadamosi, T. V.This study investigated the relationship that existed between attitude and ICT utilization level of Social Studies teachers in secondary schools. The study adopted descriptive survey research. A validated questionnaire was used to collect data from 198 respondents drawn from ninety private and public junior secondary schools in Oyo State using multi stage sampling technique. The data collected was analyzed using inferential statistics of Pearson Product Moment Correlation PPMC and t-test at 0.05 level of significance. The study revealed that teachers' attitude towards ICT have a positive but low correlation with ICT utilisation (r = 0.217; N= 198); there was no significant difference between the attitude of male and female teachers towards utilisation of ICT in secondary schools (t(196) = 1.968; D = 0.138); there no significant difference between the ICT utilization ofmale and female teachers in secondary school (t (196) = 0.423; p>0.05; D=0.030). Recommendations were directed toward government assistance in equipping schools with adequate facilities and effective monitoring of schools; ICT use for instructional delivery should be given greater consideration than it currently receives among others.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 Effects of gender and educational trips instructional strategy on pupils environmental attitude in social studies(2011-12) Gbadamosi, T. V.This study assessed the effect of educational trips instructional strategy on primary school pupils' environmental attitude. A pretest-posttest control group quasi-experimental design with a 3x2x2 factorial matrix was used. Participants were 264 primary 5 pupils purposively selected from 12 primary schools in Oyo East, Oyo West, Afijio and Atiba Local Government Areas of Oyo State. Data collected were analysed using Analysis of Covariance (ANCOVA) in testing hypotheses, using pre- test as covariates. The Multiple Classification Analysis (MCA) was used to determine the magnitude of the performance of the various groups. All hypotheses were tested at 0.05 level of significance. The results of the study showed that the treatment significantly had main effect on environmental attitude of pupils. Also, genders do not have significant main effect on environmental attitude of male and female pupils. Implications for curriculum development instructional are presented and recommendations are provided.Item Pre-service teachers’ perception of service-learning instructional strategy in social studies curriculum in South west Nigeria(2014) Gbadamosi, T. V.Nigeria at centenary is riddled with poverty and high illiteracy rate, corruption and corresponding increase in unemployment, ineffective governance and apathy on the part of the citizens among others. As a result of these situations, there seems to be a paradigm shift to envisioning many new approaches to educational system to bridge the gap between the school and community for civic engagement. Some of such new approaches may be captured in service–learning instructional strategy (hands-on teaching and learning strategies that integrate meaningful service and classroom content). Indeed, Nigeria is yet to incorporate the service learning into the academic curriculum, despite its’ effectiveness. This paper, therefore investigated pre-service teachers’ perception of service learning in social studies curriculum. A descriptive quantitative survey method was adopted by using random sampling technique to select three public Universities in South-West, Nigeria. Three hundred (300) Social Studies education students were purposively selected, employing Service-Learning Perception Scale (SLPS). The scale was validated and its reliability coefficient was 0.75 using Cronbach Alpha. The data collected were analysed using percentage and t-test Analysis. The findings revealed that students showed greater willingness to enroll for a course in service-learning, if it would improve their career development, promote their personal and social development among others. Based on these findings, policy recommendations were made such as integration of service learning into university curriculum and clear standard guides that are back up by relevant laws should be put in place for proper implementation for civic engagement.Item Effects of mentoring and field study instructional strategies on students’ learning outcomes in climate change concepts in social studies in Lagos state(2016-11) Oyekanmi, O. O.Climate change is an environmental challenge that needs urgent attention. It is for this reason it is taught in Social Studies at the Junior Secondary School level to impart environmental knowledge. Literature was largely descriptive survey on awareness, perception and attitude to climate change without considering instructional interventions. This study determined the effects of mentoring and field study instructional strategies on students’ learning outcomes in climate change concepts in Social Studies in Lagos State. It also examined the moderating effects of gender and school location. The Constructivist, Eco-biological system and Social-learning theories provided the framework. The study adopted pretest-posttest, control group, quasi-experimental design of 3x2x2 matrix. Six public Junior Secondary Schools (JSS) were purposively selected from Lagos Island and Lagos Mainland Education Districts, Lagos State. The justification for the choice of these districts is that Lagos Island schools are mostly bounded by creeks and rivers while Lagos Mainland schools are mainly upland. Six intact JSS classes (one per school) comprising 284 students (143 males and 141 females) were randomly assigned to Mentoring (100), Field study (96) and Conventional (88) strategies. Treatment lasted ten weeks. Instruments used were: Students’ Knowledge of climate change test (r=0.77); Students’ attitude to climate change questionnaire (r=0.96); Climate change reduction practice questionnaire (r=0.96), and Instructional Guides for Mentoring, Field study and Conventional Strategies. Data were analysed using Analysis of Covariance and Scheffe post-hoc test at 0.05 level of significance. Treatment had significant main effects on students’ knowledge of climate change concepts (F(2,271) =11.86, η2=0.08), attitude (F(2,271)=8.74; η2= 0.06), and reduction practices (F(2,271) = 12.72; η2= 0.09). Students in mentoring strategy group had highest mean knowledge score (x ̅=12.35), followed by their counterparts in field study (x ̅=11.88) and control group (x ̅=10.67). For students’ attitude to climate change concepts, (F(2,271)= 8.74; η2= 0.06), control group had highest score (x ̅=42.36), followed by those in field study strategy group (x ̅= 41.67) and mentoring strategy group (x ̅ = 40.08). Field study strategy( x ̅ = 45.57) and mentoring strategy group (x ̅=45.00) scored higher than the control group (x ̅=40.86) in climate change reduction practices.There was a significant interaction effect of treatment and school location on knowledge of climate change concepts (F(2,271) = 3.45; η2= 0.03), and attitude scores(F(2,271) = 4.37;η2= 0.03) of students from Lagos Island and Mainland schools. There was no significant interaction effect of treatment and school location on the climate change reduction practices scores of students from Lagos Island and Mainland schools.The two-way interaction as well as the three-way interaction effects were not significant. Mentoring and field study instructional strategies were effective in enhancing students’ learning outcomes in climate change concepts in Social Studies in Lagos state, Nigeria. Teachers should adopt these strategies for effective teaching and learning of climate change concepts in Social Studies.