DEPARTMENT OF EARLY CHILDHOOD AND EDUCATIONAL FOUNDATIONS

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Academic Staff’s Motivation for Online Teaching in Nigerian Universities: Empirical Evidence from the University of Ibadan
(International Journal of Learning, Teaching and Educational Research, 2022-06-01) Isantanmi, A.S.; Oni, T.M; Ekpenyoung,O.V; Ajani, A.O; Omorinkoba, G.O
This study investigated the academic staff’s motivation for online teaching in Nigerian universities using a mixed-methods case study research design. The main instrument used for this study was a questionnaire named ‘Academic Staff’s Motivation for Online Teaching Survey (SMOTS)', which was complemented by in-depth interviews. A total of 195 academic staff across various academic faculties and units in the University of Ibadan participated in the study. Data analysis was done using frequency count, simple percentages, mean and standard deviation, while the in-depth interviews were thematically analysed. The result of the study revealed that the majority of the academic staff have not taught using online platforms before and their frequency of online teaching consideration is occasional. Additionally, they have a high perception of online teaching in terms of helping to learn new technology and encouraging intellectual challenges. The academic staff indicated that individual training opportunities, personal decisions and group training opportunities are among the major resources that can motivate them for online teaching. Likewise, the introduction to new technology for teaching, institutional expectation, and students’ enrolment are the major external motivating factors for online teaching.
The astute role of religion as a tool for sustainable national development through social studies education in Nigeria
(Constelations Books, Mokola, Ibadan, 2017) Amosun, M. D.; Opoola, A. F.
Attitude of male in-service and preservice early childhood teachers towards working in preschool centres in Ibadan, Nigeria
(Research Synergy Foundation, 2021) Amosun, M.; Ogunniyi, L.; Ogunbiyi, F.
Preschool Education provides the foundation for all-around development, enables the child to understand various issues and fit in well into society. Although it is the duty of both male and female early childhood educators to help children develop holistically, statistics have shown that more female caregivers work in preschool centers across the country than males. Even in some foreign countries, this problem remains the same. However, researchers have tried to identify the cause of this gender inequality or disparity but have only sampled the opinion of others about this without adequately considering the attitude of the male early childhood educators. Hence, this study aimed at investigating the attitude of male early childhood educators towards working in preschool centers in Ibadan. The study adopted a mixed-method research approach, and the design is an explanatory triangulation of QUAN + QUAL type. A proportional stratified sampling technique was used to select 150 in-service and 150 pre-service male early childhood educators from the 3 local government areas selected. One instrument was used to gather the quantitative data. Interviews of in-services and pre-service early childhood educators also form a source of qualitative data. The study found out that the attitude of early childhood educators is not encouraging. It also found out that there is no significant difference between in-services and pre- service early childhood educators in their attitude towards working in a preschool. It was recommended that investment should be made into early childhood education levels so as to make the salary attractive for most male educators.
Balancing the Grind: Social Media Entrepreneurship and Academic Success among Nigerian Undergraduates
(International Journal of Education and Development using Information and Communication Technology, 2025-03-23) Oni, T.M; Osu,C.U.; Babatunde.T
Economic challenges in Nigeria have prompted many undergraduate students to engage in social media entrepreneurship for financial sustainability. Platforms like Facebook and Instagram provide cost-effective business opportunities. While this entrepreneurship offers benefits, it raises concerns about its impact on academic performance, especially as students often multitask between business and studies. Grounded in the Uses and Gratifications Theory, this study investigated the relationship between social media entrepreneurship and the academic performance of undergraduates. A descriptive survey research design was employed, using a randomly selected sample of 200 students from five faculties: Education, Arts, Sciences, Law, and Social Sciences at the University of Ibadan. The instrument used for data collection was the Social Media Entrepreneurship and Academic Performance Questionnaire (SMEAPQ), which included structured items eliciting responses on the social media platforms used for entrepreneurial activities, the types of social media businesses engaged in, the influence of motivation on entrepreneurial engagement, and the impact on academic performance. The reliability of the questionnaire was established through a pilot test, yielding a coefficient of 0.75. Data were analysed using both descriptive and inferential statistics. Specifically, Pearson Product-Moment Correlation (PPMC), t-tests, and means were utilized. The findings revealed that undergraduates primarily use WhatsApp (X̄=3.59), Instagram (X̄=2.97), and Telegram (X̄=2.87) for entrepreneurial ventures, focusing on influencer marketing (X̄=3.31), web development/coding (X̄=3.24), affiliate marketing (X̄=3.19), and e-commerce (X̄=3.05). A significant positive relationship was found between undergraduate motivation and engagement in social media entrepreneurship (r=.222; p<0.05), aligning with the Uses and Gratifications Theory. Additionally, a significant positive association was observed between engagement in social media entrepreneurship and undergraduates’ academic performance (r=.236; p<0.05). The study revealed that female students had better engagement in social media businesses than male students (t(195) =-3.76; p<0.05). There is a need for targeted support to help students balance business and academics, in order to foster both financial independence and academic success.
Comprehensive basic education: a means for enhancing disadvantaged children access to education and sustainable development in Nigeria
(2010-04) Amosun, M. D.
Education is a right for all, especially for children because through education, children acquire relevant knowledge, skills and increased capacity for work which are required for national development. It is the key with which the door of literacy is opened while simultaneously closing the gate of ignorance, poverty and diseases that could plaque a nation. It will be disadvantageous therefore, if a category of children called disadvantaged children are deprived of their right to education which is capable to make them live happily among others in the society, earn their livelihood and contribute significantly to national advancement. This paper, therefore, looks at disadvantaged children, their right to basic education, the gains that could be derived in educating them as well as steps to enhancing their access to education.
Developing listening skill in children for communication, interaction and learning
(The Department of Teacher Education, University of Ibadan, 2010) Oduolowu, E.; Amosun, M. D.
It is obvious that of all the language skills that children develop, listening is the one developed earliest and practised most frequently. As much as 80 percent of the information learners obtain is the result of listening, yet listening has suffered much neglect, and taught least often in the classroom and had been referred to as the neglected or forgotten language art, in spite of the benefits that can accrue from it. Where listening and speaking are taught, both skills are viewed and taught as a different discrete skills. However, 1980s and 1990s have witnessed a paradigm improvement in the teaching of listening and speaking skills with the integration of both listening and speaking skills as one communicative process called oral communication or oral language. This paper examined the concept of listening skill, its development as interactive and communicative processes in children, the benefits that both listening and speaking skills have on children’s language, intellectual, social, academic and emotional development. Problems militating against development of listening skill were also identified and suggestions on how to help children develop their oral communication were made.
Differential effects of small-group and whole-class instructions on primary pupils’ academic achievement in english language
(2021-06) Amosun, M. D.
Achievement is taken as the major goal for which classroom is set up. This is because society frowns at any classroom effort that does not lead to pupils’ high achievement. Hence, the reason society may hold both home and school factors responsible in this regard among others. In order to improve pupils’ academic achievement, educationists continue to encourage teachers to change their methods to bring about quality learning and achievement. This study therefore investigated effects of two different teaching strategies among primary school pupils. The research design employed was the pre-test, post-test control group quasi-experimental design. Two research hypotheses were formulated and tested at 0.05 level of significance. The participants (58 males and 42 females) were drawn from randomly selected primary five classes in public schools in Ibadan North Local Government Area of Oyo State. The instrument used to collect the data was English Language Achievement Test (ELAT). The data collected were analysed using descriptive statistics which includes mean, standard deviation while inferential statistics includes use of t-test. The result revealed significant main effect on pupils' performance on English Language achievement test. However, there was no significant difference in the performance of male and female pupils. Based on the findings, it was recommended that the use of small group instruction should be adopted in primary school to enhance the teaching and learning of English Language among others.
Early childhood educators’ awareness of and disposition to children’s emotional wellbeing for life-long learning in Oyo State, Nigeria
(Department of Early Childhood and Educational Foundations, 2019) Amosun, M. D.
Education in Nigeria beyond the twenty first century: knowledge, intelligence and sustainable development
(The Department of Teacher Education Faculty of Education, University of Ibadan, 2016) Meroyi, S. I.
Education, work and value
(Philosophy of education association of Nigeria, 2006) Meroyi, S. I.
Educational reforms and social harmony: Nigeria's perspective
(Saniez Books, 2007) Meroyi, S. I.
Effect of early childhood education programme on cognitive development of young children in Oyo State
(2015) Amosun, M. D.
The study investigated the effect of early childhood education on primary school pupils’ cognitive achievement. Two hypotheses were postulated. The sample consisted of one hundred public primary two school pupils randomly selected from six schools within Akinyele Local Government Area in Ibadan, Oyo State, Nigeria. Fifty of the sampled pupils had preschool education and fifty pupils did not attend pre-school. The two validated instruments used to collect the data were English Studies Achievement Test (ES AT)=.62 and Mathematics Achievement Test (MAT)=.71 respectively to assess the cognitive ability of the pupils. The data collected were analyzed using t-test. The study found that pupils who attended preschool performed better in English Language (t=5.07, df=98;p<0.05 ) and Mathematics ( t=4.06, df=98;p<0.05) tests than pupils who did not attend pre-school. It is therefore recommended among others that parents and all education stakeholders should invest confidently in this level of education and take full advantage of pre-school programme and facilities for their children’s development and life-long learning.
Effect of friendship status on primary school pupils’ attitude towards schooling and academic achievement in Oyo state, Nigeria
(Centre for Democracy, Research and Development (CEDRED), Nairobi, Kenya, 2017) Amosun, M. D.
The importance of both attractive school and classroom contexts as social environment and optimum conditions for effective learning is acknowledged by all educators. The reason is that classroom interaction plays vital roles in the social and academic development of primary school pupils through formation of friends which is common among them. However, literature has shown that lack of positive peer interaction among primary school pupils is prevalent in Nigeria primary schools and this problem has been hindering positive peer relationship like friendship which is capable of enhancing social, attitudinal, emotional and academic development of the pupils. In fact, it has been observed that for pupils who are not acknowledged by their peers for being friendly, sociable, kind, competent, willing to help and supportive as they do to popular and friendly pupils, school can be a very unpleasant place because friendship continues to impact pupils’ attitude towards schooling and academic achievement throughout childhood. Thus, a single friendship in the classroom can be sufficient to contribute to the pupils’ overall well-being in school as well as future, lifelong development of the pupils and the society. This study therefore investigated the effect of friendship status on primary school pupils’ attitude towards schooling and academic achievement. The study design is survey research of the ex-post facto type. Five hundred and eighty seven (587) public primary school pupils randomly sampled from fourteen primary schools participated in the study. One research question was raised and answered. Four instruments were developed and validated to gather the data. Data collected were analyzed using Analysis of Variance (ANOVA). The results showed significant difference in the attitude of pupils towards schooling. The researcher concluded that friendship status is an essential determinant of pupils’ attitude towards schooling and recommendations were made that could promote pupils’ attitude towards schooling and academic achievement and by extension societal development.
Effectiveness of Socio-Constructive Collaboration Strategy on Post- Covid Primary School Children’s Learning Outcome in National Values
(2024-07-09) Majebi, I.O; Oni, J.T; Seun-Dipe,S.; Babarinde, K; Oduoluwa, A.E
This study adopted socio-constructive collaboration strategy to enhance pupils’ learning outcome (social and cognitive skills) in national values after resumption from the compulsory closure of school for 6months. Quasi-experimental design was employed. Three hypotheses were raised and tested at 0.05 level of significance. 480 Primary one pupils from four public primary schools assigned to experimental and control within two local governments across four states participated in the study. The research spanned 15weeks. Validated instruments; Primary Pupils’ Achievement Test in National Values (PPATNV) and the Primary Pupils’ Social Skills Rating Scale (PPSSRC) were used to measure outcomes. Additionally, a Socio- constructive Pedagogical Instructional Guide (ScPIG) steered the delivery of the teaching and learning activities during the experiment. The study employed a statistical technique called analysis of covariance (ANCOVA) combined with a post-hoc test, especially the Bronfenbrenner test to analyse the pupils’ learning outcome. The results revealed significant positive effects of the intervention on both social skills and cognitive abilities (p<0.05) of pupils. Interestingly, school location also influences social skills. Furthermore, the intervention demonstrably improved students’ national values performance (p<0.05). The study concludes that a socio-constructivist collaborative teaching strategy significantly enhances pupils learning outcomes in areas related to social skills and cognitive development (national values comprehension). These findings suggest the potential benefits of adopting such strategies in primary school education for fostering well-rounded development in young learners
Efficacy of think-aloud strategy on the cocktail party effect of pupils with auditory processing disorders
(Taylor & Francis, 2022) Adewunmi, A. T.; Olusanya, O. A.; Amosun, M. D.; Osisanya, A.
EVOLUTION, PRACTICES AND CHALLENGES OF THE UNDERGRADUATE DISTANCE EDUCATION PROGRAMMES IN DUAL-MODE FEDERAL UNIVERSITIES IN SOUTH-WESTERN NIGERIA, 1974-2014
(2019-03) OYESOMI, T.A
Distance Education Programme (DEP) was introduced in the 1970s by some Nigerian universities as an alternative mode to the conventional delivery. However, reports have shown that the programme has been bedevilled by low quality learning, unethical practices and mismatch between policy and practice. Previous studies focused on enrolment, retention and analyses of some factors for motivating distance learners with less attention paid to evolution, practices and challenges of the programmes. Therefore, this study was designed to investigate the evolution, practices and challenges of the undergraduate DEP in dual-mode federal universities in South-Western Nigeria, 1974-2014. Cognitive Dissonance, Independent Study and Transactional Distance Learning theories provided the framework, while historical and descriptive survey methods were adopted. The DEP of the three accredited dual-mode federal universities in South-Western Nigeria were enumerated, namely University of Lagos Distance Learning Institute (DLI), University of Ibadan Distance Learning Centre (DLC) and the Obafemi Awolowo University Centre for Distance Learning (CDL), Ile-Ife. Primary data included oral interviews with the centre / institute directors and archival materials of the National Universities Commission (NUC) and sampled institutions, while secondary sources included relevant textbooks, journal articles, bulletins, periodicals and unpublished Ph.D theses. Questionnaires were administered to the 77 tutors, 102 administrative staff and 959 distance learning students that were purposively selected based on their experience. Historical and descriptive methods were employed for data analyses The DEP began in 1974 with the establishment of the University of Lagos Correspondence and Open Studies Unit which eventually transmuted to DLI in 1997. The University of Ibadan External Studies Programme later changed to the Centre for External Studies in 1988 and became DLC in 2002, the same year the CDL was established in Ile-Ife. Although the institutions ran DEP on part-time basis between 2002-2009, accreditation of courses by the NUC in 2011 transited the programmes to full-fledged practice. The period 2009-2014 featured improved institutional commitment, better compliance with the NUC guidelines, general increase in enrolment and a reduction of face-to-face interactions. The DLI, DLC and CDL organised orientation programmes for new students and packaged instructions into tablets, but conducted interactive sessions respectively at weekends, week days and two weeks to examinations. The weighted mean across the centres / institute was high against > 2.50 threshold in term of Capacity Development (CD), Learner Support Services (LSS) and Quality Assurance (QA) respectively. The mean values of DLI, DLC and CDL on CD, LSS and QA are (2.98 + 0.75; 2.84 + 0.85; 3.35 + 0.83), (3.10 + 0.75; 2.89 + 0.74; 3.35 + 0.50 and (3.08 + 0.85; 2.92 + 0.87 3.41 + 0.90) respectively. Despite constraints of low internet bandwidths and erratic power supply in the Universities, the undergraduate DEP had transformed from correspondence to a technologically-driven mode. Within the four decades of existence, the undergraduate Distance Education Programmes in dual-mode federal universities in South-Western Nigeria had witnessed better regulatory framework and improved productivity in spite of infrastructural constraints. To enhance better practice of the programmes, all stakeholders should be more committed.
Existential philosophical idea of choice in education: implications for educational practices in Nigeria
(2019) Meroyi, S. I.
This paper attempted an examination of the importance of choice in educational theory and practice. Using the philosophical method, the paper critically analysed the concept of choice in the existentialist philosophy with particular reference to the practice of education as well as the shortcomings of the school of thought. The paper established that a System of education based on the existentialist concept of choice will make learners realise that their choices make them creators of their own world; they will be able to engage in prior deliberations to make meaningful decisions, it will encourage the spirit of self-reliance through personal involvement in practices, and develop ability to apply critical thinking. It was suggested that in order to achieve liberal education, critical pedagogy should be employed by teachers as well as other agents of education to ensure that learners make informed and valuable choices in life
Existential philosophical idea of choice in education: implications for educational practices in Nigeria
(2019) Meroyi, S. I.
This paper attempted an examination of the importance of choice in educational theory and practice. Using the philosophical method, the paper critically analysed the concept of choice in the existentialist philosophy with particular reference to the practice of education as well as the shortcomings of the school of thought. The paper established that a System of education based on the existentialist concept of choice will make learners realise that their choices make them creators of their own world; they will be able to engage in prior deliberations to make meaningful decisions, it will encourage the spirit of self-reliance through personal involvement in practices, and develop ability to apply critical thinking. It was suggested that in order to achieve liberal education, critical pedagogy should be employed by teachers as well as other agents of education to ensure that learners make informed and valuable choices in life
Exploring Relationship between Social Media Use and Antisocial Behaviour among Tertiary Institution Students: An Investigative Study of Influencing Factors
(African Scientific Research and Innovation Council Plot 114 Yakubu Gowon Crescent Asokoro Abuja, Nigeria, 2023-07-21) Oni, T.M; Osu,C.U
This study explored the relationship between social media use, antisocial behaviour and its impact on tertiary institution students. The influencing factors were examined. The prevalent types of antisocial behaviour on social media platforms among students in tertiary institutions, contributory factors to the development of antisocial behaviour, the average hours spent by students on social media per day, as well as the difference between male and female students in their use of social media to facilitate online harassment in tertiary institutions were identified.
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 children