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Item Towards the resuscitation of the use of traditional songs and educative media jingles to boost morals in Nigerian schools(2025) Abijo, J. A.This diopter investigated the complexity of modem Nigerian youth and morality in die context of social networks. Idealism, energy and ambitions fo r desired change have been observed as features of the conflict between the youth and the society. However, the moral standards of young people and their general ethical tendencies are perceived as portraying a dark image of today and future generations. Young people in particular are increasingly divorcing themselves from the enduring cultural principles; the change is further amplified by the social networking sites. It has been postdated that technology has a great influence on the realms of morality due to heightened violence sexual perversion and materialism by youths. The study focused on the role c f education, family and other social institutions to address die moral issue but disagrees with their irrelevance in checking die deterioration. Furthermore it examined historical values of using jingles to improve the moral standards cf die society and the challenge cf preserving them in the knowledge economy and in die present era of high-tech innovations. Reflecting on the causes and symptoms of moral degeneration, the chapter argued for a renewed focus on methods of imparting moral lessons that are likely to influence positive moral character among the youth with a view to transforming them into responsible adult citizensItem Home language and other socio-cultural factors as correlates of yoruba language achievement of jss3 students of oyo state private secondary schools, Nigeria(Education Dialogue Association, 2024) Abijo, J. A.The purpose of this study was to examine Home Language and other socio-cultural variables as correlates of JSS 3 students' Yoruba Language achievement in Oyo State private secondary schools, the study adopted a correlation research design. The target population consisted of all junior secondary III students in Oyo state private schools. A sample size of 1287 respondents was drawn using simple random sampling technique. A fifty items Yoruba Language achievement test and students' questionnaire were the instruments used for the study. The study was guided by four research questions. Mean, Standard deviation and multiple regressions were used to answer the research questions. The findings shows that the overall model of the predictor variables ( age, gender, socio economic status peer group) interaction is not effective in predicting student achievement in Yoruba Language . F(2405=3.149, P<0.05), this implies that the combination of the predictors variables is statistically significant at P<0.05 which indicates that the obtained regression resulting from a set of four predictors age,gender, socio economic status and peer group interaction allows reliable prediction of students achievement in Yoruba Language Home Language and the socio-cultural variables of age, gender, social-class and peer group interact together to correlate with Yoruba Language Achievement of JSS III students in Oyo state private schools. Both the child's home language and English language should be taught at the very basic level of education with the structure and intricacies of both exposed sequentially, from simple to complex. Children should be alloyed to belong to legitimate groups to encourage ease in language use, teachers should vary in their teaching methods to accommodate learners of all age and abilities, both males and females should be encouraged in their educational endeavours, teachers should identify specific challenges of learners from poor homes as well as those from rich homes, continuous training and re-training of teachers of Yoruba Language should be considered a priorityItem Teacher professional development and pedagogical skills as correlates of secondary school students' achievement in english language in Ibadan metropolis(2016) Babatunde, E. O.; Abijo, J. A.The study examined the contributions of teachers' professional development and pedagogical skills on secondary school students' achievement in English Language. It also investigated the nature and direction of relationship among teacher professional development, pedagogical skills and students' achievement in English Language. The study determined which variable (teacher development or pedagogical skills) significantly predict student's achievement in English language. This is a correlational study with the targeted population of all secondary school students in Ibadan metropolis. Two educational zones were purposively selected out of which ten secondary schools were randomly selected, 24 participants were also selected from each of the schools to make a total sample of 240 participants. Two instruments were used for data collection in the study namely; “English Language Achievement Test (ELAT)” r=0.85 and “Teachers' development and Pedagogical Skills Scale (TDPSS) ” r=0.75. The findings revealed that both teacher professional development and pedagogical skills jointly and significantly contributed to student's English Language achievement F(2,37)=6.797, p<0.05, Furthermore, only pedagogical skills relatively and significantly predicted student's English Language achievement; Pedagogical Skills fl --.56), t(-3.382) = .002, p=.005, Teacher development fi =.085, t(.5l2)= .612, p=.005. The outcome of the study revealed that teacher development and pedagogical skills could determine and predict student's achievement in English Language. Hence, it was recommended that secondary school English teachers should adopt different pedagogical skills when teaching to improve achievement in English LanguageItem Input modification in the teaching of english language among federal university lecturers in South-West, Nigeria(2020-03) Azeez, F. A.; Odinko, M. N.; Abijo, J. A.This study investigated input modification in the teaching of English Language among federal university lecturers in South-West, Nigeria. The study examined English grammar and phonology classes. The study made use of Descriptive survey design. The population of the study comprised undergraduate English Language lecturers and their students in South-West, Nigeria. Purposive sampling technique was used to select fifteen (15) English Language lecturers taking English Grammar and phonolo'gy and 350 students in South-West, Federal Universities in Nigeria. Three research questions were answered. Data were collected using Lecturer Classroom Interaction Sheet (LCIS) with reliability co-efficient of 0.76 and Students’ Rating of English Language Lecturer Input Modification (SRELLIM) with reliability co-efficient of 0.82. Data was analyzed using descriptive statistics and T-test. The result of the lecturers’ input simplification practices revealed that lecturer explaining new vocabulary is the most frequently used (27%). This is followed by lecturer using basic vocabulary that matches learners’ language and lecturer explaining an idea using more than one word which have the same proportion of 26.1%. The study also revealed that elaborating self-utterance to make the meaning clear is the most (54.6%) frequently used input elaboration pattern. This is followed by modifying learners’ utterance which amounts to a percentage of 17.0%. The study further revealed a significant difference in score between the two groups of lecturers with t (87) = .00, p < .05, two-tailed where experienced lecturers with (M = 104.33, SD = 24.68) scoring higher than inexperienced lecturers (M = 81.15, SD = 15.58). Also, there was a significant difference in score between the two groups of lecturers with t (348) = .00, p < .05, two-tailed where Ph. D holders (M - 104.33, SD =24.68) scoring higher than MA holders (M = 81.15, SD = 15.58). The study then recommends that Lecturers should be able to use a variety of input modification patterns and adapt the specific patterns that suit the learners they are teachingItem Vocabulary and reasoning abilities as correlates of secondary school students’ achievement in Yoruba esssay writing in Osun State, Nigeria(2022-06) Abijo, J. A.This study examined vocabulary and reasoning abilities as correlates of secondary school students ’ achievement in Yoruba essay writing in Osun State, Nigeria. The study adopted ex-post facto design of survey research type. The target population for the study comprised public and private senior secondary school II students. Simple random sampling technique was used to select four hundred students from ten secondary schools. The three instruments used for data collection are: Vocabulary Ability Test (r=0.82'), Reasoning Ability Test (r=0.89) and Yoruba Essay Writing Achievement Test (r=0.87). The study data was analyzed using the Pearson Product Moment correlation and Multiple regression analysis. Findings of the study revealed that the independent variables (vocabulary ability, reasoning ability) jointly predicted students' achievement in Yoruba essay writing (F(2,297) = 7.968; p<0.05). Furthermore, vocabulary ability contributed most with (ft = 0.158; t = 3.684; p<0.05) while reasoning ability did not contribute significantly to the model (f = 0.025; t = 0.498; p>0.05). The study recommended that vocabulary and reasoning abilities of the students should be given attention to by the teachers and parents, through thought-provoking ideas and questions. Schools should also encourage their students to participate in essay writing competitions organized within and outside the school premisesItem Environnmental and personality factors as correlates of students’ achievement in yoruba language essay writing in Oyo State(2021-06) Abijo, J. A.Yoruba language essay writings have attracted the interest of linguists and language educators, as observations reveal that construction of meaningful expression has become a challenge among secondary school students in recent times. Ongoing research attention has consequently been focused on a myriad of factors that could possibly explain students ’ achievement. This research, therefore, investigated environmental and personality factors as correlates of students ’ achievement in Yoruba essay writing in Oyo State. The study used survey research type of ex-post facto design; where three hundred (300) students were drawn through a multi-stage sampling procedure, from three educational zones in Oyo State. Three instruments were used to gather information: Environmental Factors Questionnaire (r=0.75); Personality Factors Questionnaires (r=0.80); and Yoruba Language Essay Writing Achievement Test (YLEWAT) (r=0.86). The data obtained were analyzed using Pearson Product Moment Correlation and Multiple regression analysis. Results of the study showed that a relationship exists between environmental variables (physical environment and classroom environment) and students’ achievement in essay writing (r=0.482, p<0.05; and r = 0.218, p<0.05, respectively). Also, all the personality variables were significantly related to achievement in Yoruba essay writing ((.r=0.140, p < 0.05); (r=0.136, p < 0.05); (r=0.144, p < 0.05) for attitude, self-efficacy and gender respectively). Furthermore, all the variables jointly explained 27.3 of the variance obser\>ed in students' achievement in Yoruba essay writing. And only the environmental variables contributed to the prediction of students ’ achievement in Yoruba essay writing (/3 = 0.433; t = 8.172; p<0.05 and ft = 0.123; t = 2.300; p<0.05, respectively for physical and classroom environments). The study recommended, among other things, that School administrators, government and parents should provide an enabling environment for the students to motivate them for learning.Item Environmental and personality factors as correlates of students’ achievement in Yoruba language essay writing in Oyo state(2021-06) Abijo, J. A.Abstract Yoruba language essay writings have attracted the interest of linguists and language educators, as observations reveal that construction of meaningful expression has become a challenge among secondary school students in recent times. Ongoing research attention has consequently been focused on a myriad of factors that could possibly explain students ’ achievement. This research, therefore, investigated environmental and personality factors as correlates of students ’ achievement in Yoruba essay writing in Oyo State. The study used survey research type of ex-post facto design; where three hundred (300) students were drawn through a multi-stage sampling procedure, from three educational zones in Oyo State. Three instruments were used to gather information: Environmental Factors Questionnaire (r=0.75); Personality Factors Questionnaires (r=0.80); and Yoruba Language Essay Writing Achievement Test (YLEWAT) (r=0.86). The data obtained were analyzed using Pearson Product Moment Correlation and Multiple regression analysis. Results of the study showed that a relationship exists between environmental variables (physical environment and classroom environment) and students’ achievement in essay writing (r=0.482, p<0.05; and r = 0.218, p<0.05, respectively). Also, all the personality variables were significantly related to achievement in Yoruba essay writing ((.r=0.140, p < 0.05); (r=0.136, p < 0.05); (r=0.144, p < 0.05) for attitude, self-efficacy and gender respectively). Furthermore, all the variables jointly explained 27.3 of the variance observed in students' achievement in Yoruba essay writing. And only the environmental variables contributed to the prediction of students ’ achievement in Yoruba essay writing β = 0.433; t = 8.172; p<0.05 and β = 0.123; t = 2.300; p<0.05, respectively for physical and classroom environments). The study recommended, among other things, that School administrators, government and parents should provide an enabling environment for the students to motivate them for learningItem Effect of multimodal assessment packages on senior secondary school students' english listening proficiency in Ibadan metropolis Oyo State, Nigeria(2023-06) Abijo, J. A.; Yusuf,S O.The study determined the effect of curriculum-based multimodal technique on the listening skills proficiency among secondary school students in Ibadan metropolis. The quasi experimental design was adoptedfor this study. The instruments were Oral-based tests with reliability co-efficient of 0.89, Paper- based tests with reliability co-efficient of 0.70. A total of200 students were randomly selectedfrom public and private schools in Ibadan metropolis and were examined. Half of the students (100) are from public-based secondary schools while the remaining 50% (100) are from private schools. Analysis of variance was used in analysing the main and interaction effects of the data collected. The results revealed that there was no significant different in the overall listening skill proficiency of the students based on either of the school or test type. However, there exists a strong interaction between these independent variables. Students from public schools performed better in Oral-based test (ORT), while private school students tends to have better performance in paper- based tests (PBT). The public school students with a mean performance score of79.38%performed better than the private school students (x— 78.5%) in term of the overall average in the conducted tests Based on thefindings, the new (ORT) technique ofassessing listening skill should be adopted by teachers and all public examining bodies in Nigeria in assessing students listening proficiencyItem EVALUATION OF ADULT AND NON-FORMAL EDUCATION PROGRAMME IN OYO STATE, NIGERIA(2011-05) ADEDEJI, O.TThe challenge of high rate of illiteracy in the developing nations necessitated the establishment of Adult and Non-Formal Education Programme. The programme is to organise literacy training, develop the trainees’ attitudes and commitments towards active participation in the development of their locality, improve the trainees’ job performance and standard of living as well as promote functional literacy in health education. Although Oyo State established the programme in 1988, there is no record that it has been empirically evaluated. Hence the study evaluated the programme to ascertain the achievement of the set objectives and the effect of trainees’ academic needs, trainers’ experience and qualification, training facility and training strategy on the trainees’ achievement in communication, numeracy, social studies and health education. The study adopted a survey research design. Multistage and proportionate stratified sampling were used to select 780 trainees, 30 trainers from 3 strata (Basic, Post Basic and Advanced literacy) and 40 primary six pupils spanning 10 local government areas of Oyo State. The four instruments used for data collection were: Adult and Non-Formal Education Trainees’ Questionnaire (r=0.80), Adult and Non-Formal Education Teachers’ Questionnaire (r = 0.83), Classroom Interaction Scale (r=0.62), Adult and Non-Formal Education Programme Achievement Test (r=0.75). Three research questions were answered and one hypothesis was tested. Data were analysed using descriptive statistics, t-test and multiple regression. The objectives of the programme were achieved to a great extent: literacy trainings (78.8%), trainees’ job performance (93.6%); trainees’ participation in the development of their environment (99.6%); trainees’ standard of living (97.1%) and functional literacy in health education (87.2%). Trainees academic needs, trainer’s experience and qualification, training facility and training strategy had composite effect on the achievement in communication [F(5,774)=3.03; p<0.05], numeracy [F(5,774)=12.27; p<0.05] social studies [F(5,774)=4.83; p <0.05] and health education [F(5,774)=8.96; p<0.05]. Training strategy (β=0.37, t=11.19, p<0.05), training facility (β=0.15; t=3.23; p<0.05), and trainers experience (β=0.11, t=3.06, p<0.05) contributed significantly to the trainees achievement in communication. In numeracy, trainer’s qualification (β=0.15, t=3.94, p<0.05) training strategy (β=0.12, t=3.47, p<0.05) trainees need (β=0.10; t=1.99, p<0.05) and trainers experience (β=0.08; t=-2.27, p<0.05) contributed significantly. Training facility (β=0.12, t=2.54, p<0.05) and trainers’ strategy (β=0.11, t=2.98, p <0.05) contributed significantly to the achievement in social studies. Health education showed that, facilities (β=0.19; t=4.15; p<0.05), training strategy (β=-0.13, t=-3.81, p<0.05), trainers’ qualification (β=-0.11, t=-2.90, p<0.05) and trainers experience (β=-0.08, t=-2.15; p<0.05) contributed significantly. There was no significant difference between the achievement of advanced literacy trainees and that of primary six pupils in communication, social studies and health education. However numeracy achievement of advanced literacy trainees was statistically different from that of primary six pupils (t=4.41; p<0.05). The programme, to a great extent has contributed towards the promotion of functional literacy in Oyo State. Government should therefore continue to encourage and support all aspects of the programme. Specifically, seminars and workshops should be organised for the trainers to improve their teaching skills.Item COMPARATIVE EFFECTIVENESS OF TWO PROBLEM-SOLVING TEACHING APPROACHES ON SENIOR SECONDARY SCHOOL STUDENTS’ ATTITUDE TO AND ACHIEVEMENT IN PRACTICAL CHEMISTRY(2015-06) APARA, O.MIt has been observed that many secondary school students in Nigerian perform poorly in chemistry. This may be attributed to the teaching methods used by their teachers as well as inadequate provision of practical materials and activities. Very often, students only observe experiments, copy notes and draw diagrams during chemistry lessons. Studies have revealed that students do not actively and effectively take part in practical chemistry exercises and this may be part of the reasons for their poor performance in the subject. This study, therefore examined the extent to which Laboratory Problem-Solving Model (LAPSOM) and Hands-on, Minds-on Problem-Solving Model (HAMPSOM) improved students’ attitude to and achievement in practical chemistry. It further determined the moderating effects of chemistry process skills and class size. A pretest-posttest, control group quasi experimental design with a 3 x 2 x 2 factorial matrix was used. From the eight educational zones in Oyo State, three were randomly selected from Ibadan and Oyo towns. Three Local Government Areas (LGAs) were chosen based on the geographical location from each of the selected zones. Nine public senior secondary schools were randomly chosen from the selected LGAs. Nine intact classes of 359 students participated and were assigned to LAPSOM, HAMPSOM and control groups. Treatment lasted six weeks. The instruments used were: Chemistry Achievement Test (r=0.79), Students’ Attitude to Practical Chemistry Scale (r=0.85), Chemistry Process Skills Rating Scale (r=0.78). LAPSOM, HAMPSOM, and Conventional Method. Seven null hypotheses were tested at 0.05 level of significance. Data were analysed using ANCOVA. There was a significant main effect of the treatments on students’ achievement in practical chemistry (F(2,346)=13.03, η2=0.070, R2=.176). Students exposed to HAMPSOM performed better (x=20.02) than those in LAPSOM (x=18.64) and the control group (x=15.09). There was no significant main effect of the treatments on students’ attitude to practical chemistry. Both high and low chemistry process skills had significant effect on students’ achievement in practical chemistry (F(1,346)=10.15, η2=0.029, R2=.176). Students exposed to HAMPSOM with high skill performed best (x=47.16) followed by those exposed to LAPSOM (x=40.79) and control (x= 40.29). Chemistry process skills had no significant effect on students’ attitude to practical chemistry. Large and small class sizes had significant effect on students’ achievement in practical chemistry (F(1,346)=14.54, η2=0.04, R2=.176) but students in small class performed better (x=19.43) than those in large class (x=16.38). There was no effect on students’ attitude to practical chemistry, even though students in large class had better attitude (x=92.17) than those in small class (x=90.65). There was a significant interaction effect of treatments and chemistry process skills on students’ attitude to practical chemistry (F(2,346)=3.31, η2=0.019, R2=.032) and also students’ achievement in practical chemistry (F(2,346)=5.11, η2=0.029, R2=.176). The other two-way and three-way interactions had no significant effects on both. Hands-on and Minds-on problem-solving approach had greater impact than Laboratory problem-solving approach on students’ attitude to and achievement in chemistry. Teachers should therefore employ Hands-on and Minds-on problem-solving approach in teaching chemistry.