INSTITUTE OF EDUCATION
Permanent URI for this communityhttps://repository.ui.edu.ng/handle/123456789/1867
Browse
433 results
Search Results
Item 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.Item TEAM TEACHING MODELS AND PRIMARY SCHOOL PUPILS’ LEARNING OUTCOMES IN MATHEMATICS IN OYO, NIGERIA(2018-08) AKUJIEZE, M.OLiterature in mathematics education shows that the teaching methods being applied by many mathematics teachers are teacher-centered. Furthermore, the methods do not relate classroom activities to out of class real life experiences. Most often, low-achieving secondary school students (LASSS) do not gain from the method of instruction and consequently develop poor attitude towards mathematics, particularly in the area of Geometry. It is on the basis of this that the study examined the extent to which Out-of-Class-Activity (OCA) and Group Counselling Strategies (GCS) enhance learning outcomes in Geometry among LASSS in Ibadan, with students’ mathematics self-efficacy (MSE) and gender as moderator variables. A pretest, posttest control group experimental design with 3x2x2 factorial matrix was adopted for the study. Multistage random sampling technique was used to select 110 LASSS from six Junior Secondary Schools in three Local Government Areas in Ibadan. These students were distributed into three groups viz: Group I (OCA), Group II (GCS) and Group III (Control). Four validated instruments: Students’ Selection Test (r = 0.70); Achievement Test in Geometry (ATG) (r = 0.81); Mathematics Self-Efficacy Scale (r = 0.85); and Geometry Attitude Scale (GAS) (r = 0.73) were used to collect data. Seven hypotheses were tested at 0.05 level of significance. Data were analysed using Mean, Standard Deviation, and Analysis of Covariance. There was a significant main effect of treatment on achievement in Geometry (F (2, 97) = 35.77, p < 0.05) and attitude towards Geometry (F (2, 97) =108.21, p < 0.05). In ATG, OCA Group performed best ( = 19.10; SD =3.99) followed by GCS ( = 19.03; SD = 3.57), while Control Group performed worst ( = 12.58; SD = 3.75). In Geometry Attitude Scale, Out-of-Class-Activity group performed best ( =220.20; SD =28.58) followed by GCS ( =205.87; SD = 21.86), while Control Group performed worst ( = 157.92; SD = 27.40). Mathematics Self-Efficacy had statistically significant effect on achievement in Geometry (F (1, 97) = 4.07, p < 0.05), but no significant effect on attitude towards Geometry. Students who held strong beliefs in their abilities performed better ( = 17.27; SD = 5.13) than those who did not believe in their abilities ( = 16.05; SD = 4.58.). There was no significant difference between the male and female students in their achievement in and attitude towards Geometry. There were no significant 2 and 3-way interaction effects of treatment, gender and MSE on learning outcomes in Geometry. This implies that the effects of treatments on learning outcomes in Geometry can be generalised across male and female and students with low and high levels of mathematics self-efficacy. Both Out-of-Class-Activity and Group Counselling strategies were effective in enhancing learning outcomes in Geometry among low-achieving secondary students. Based on the efficacy of the interventions, mathematics teachers, counsellors and school administrators should employ these strategies in enhancing learning outcomes in Geometry among students.Item TEAM TEACHING MODELS AND PRIMARY SCHOOL PUPILS’ LEARNING OUTCOMES IN MATHEMATICS IN OYO, NIGERIA(2019-08) OYEGOKE, D.AMathematics is taught at the primary schools to enable pupils apply its skills to solve daily problems. There is evidence that pupils have phobia for and poor performance in Mathematics. This has been attributed to teachers’ non-use of effective teaching methods such as the team teaching models. Previous studies have focused largely on individual teaching methods with little attention paid to the use of Collaborative Team Teaching (CTT) and Alternative Team Teaching (ATT) models in improving pupils’ learning outcomes in Mathematics. The study, therefore, was designed to investigate the effects of CTT and ATT on pupils’ Achievement in Mathematics (AM), Interest in Mathematics (IM) and Dexterity in Mathematics (DM). The moderation effects of Pupils’ Learning Styles (PLS) and Pupils’ Self-efficacy (PS) were also examined. Tuckman’s Team and Activity Learning theories served as the framework. Explanatory sequential mixed methods design (QUAN qual) with dominant quantitative component (QUAN-dominant) was adopted in the study, while the quantitative aspect used 3x3x3 factorial matrix. Both simple random and homogenous purposive sampling techniques were used. Simple random sampling technique was used to select three Local Government Areas (LGAs) in Oyo. From each LGA, three public primary schools were randomly selected and an intact class of primary V pupils was adopted from each school. The classes were assigned to CTT (143), ATT (129) and control (129) groups, while treatment lasted for five weeks. Homogenous purposive sampling method was used to select 72 pupils, 12 primary five Mathematics teachers and 6 head teachers. Instruments used were AM (r=0.78) and DM (r=0.82) tests; IM (α=0.87), PLS (α=0.84) and Mathematics Self-efficacy (α=0.82) scales and instructional guides. These were complemented with 12 focus group discussions with pupils and 18 in-depth interview sessions with six headmasters and 12 Primary V Mathematics teachers. Data were analysed using Analysis of covariance, Sidak post-hoc test at 0.05 level of significance, while qualitative data were content-analysed. There were significant main effects of treatment on AM (F(2,374)=62.85, partial ɳ2=0.25) and IM (F(2,374)=29.86, partial ɳ2=0.14) but none on DM. Pupils in the ATT (21.09) had the highest mean score in AM, followed by pupils in CTT (12.13) and control (9.84) groups. Pupils in ATT (42.82) had the highest mean score in IM, followed by pupils in control (28.15) and CTT (27.83). There was no significant main effect of PLS on AM, IM and DM. The PS had no significant main effect on AM, IM and DM. The two-way and three-way interaction effects were not significant. Collaborative and alternative team teaching models made learning easier; provided clear understanding of the content; enhanced close interaction between pupils and teachers; and engendered innovation and creativity. Challenges associated with collaborative and alternative team teaching models included inferiority or superiority complex and conflicts among teachers. Solutions to the challenges were planning, monitoring, supervision, communication and mutual understanding. Both collaborative and alternative team teaching models improved pupils’ achievement in mathematics, while only alternative team teaching model aroused pupils’ interest in Mathematics. Primary school teachers should employ these models in teaching mathematics.Item Institutional readiness factors and the adoption of remote learning platforms among university stakeholders in Nigeria during COVID-19 pandemic(2021) Junaid, I. O.The advent of COVID-19 pandemic has brought the new normal, not only in social interactions but also in teaching-learning activities. It caused the sudden change by most education institutions to remote learning platforms as a result of state configuration policies that prohibited social gathering and enforced social distancing. Lack of empirical findings on responses of higher education stakeholders to the adoption of remote learning platforms during COVID-19 pandemic created an impetus to examine institutional readiness factors and the adoption of remote learning platforms among public and private universities’ stakeholders. This descriptive survey design used a total population of all academic staff of universities in the Southwest Nigeria. One hundred and sixty eight (168) participants were randomly sampled across states in the Southwest using a validated on-line instrument designed on “Google form” and which had a Cronbach Alpha coefficient of (r=0.70). Data collected was analysed using blinder Oaxaca decomposition procedure of Stata. The result revealed that the tendency to adopt the remote learning platform by both private (F(4, 41) =3.15, p<0.05) and public F(4, 113) =2.93, p<0.05) stakeholders was significant. The level of readiness of public institutions’ stakeholders in terms of facilities, training, self-efficacy and perceived usefulness of remote platforms was not significant while the self-efficacy of private stakeholders was significant (ß = .063, t =2.16, p<0.05). The result informed the need for more trainings and provision of facilities for optimum readiness for any future emergency like COVID-19 pandemic.Item Determinants of academic staff readiness for the adoption of online teaching-learning platforms in African universities during COVID-19 pandemic(Positive Psychology Association, Nigeria with headquarters in University of Ibadan, Nigeria, 2021-06) Junaid, I. O.; Ojetunde, S. M.Effective teaching-learning activities require considerable preparation in terms of knowledge of the content, pedagogical skills and provision of relevant instructional materials. The proliferation of Information and Communication Technology (1CT) and its adoption for teaching raised issues on the expected level of ICT efficacy, needed by lecturers for effective use of modem technologies for teaching. This situation was fueled by the advent of COVID-19 pandemic which warranted institutions at all levels to adopt online/remote teaching-learning platforms as the alternative means of continue education activities while learners are still at home due to the social distance policy. Using remote platforms has raised questions about its effectiveness as there was no prior training for lecturers and how their personal characteristics would promote the adoption of remote platforms have not been established. This creates impetus to examine institutional readiness determinants using staff personal characteristics as a test case. Ex post facto design was adopted for the study. The population comprised lecturers from Higher institutions who responded to an online questionnaire using "Google forms" (research instrument) titled Higher Institutions Academic Staffs Readiness (H1ASR, r=0.91) from which 173 lecturers from higher institution in Africa were purposively selected. Data collected were analysed, using Ordinary Least Square regression and O-probit at 0.05 level of significance. Results revealed that joint contributions of independent variables (gender, academic cadre and self-efficacy) was significant (R(2)=0.204, F-test=3.475. p<0.05); staff academic cadre (β= -2.295, t=-1.88, p<0.05) and self-efficacy (β= -1.914, t=2.00, p<0.05) made significant contributions but no significant contribution was made by gender (β= -.426, t= -1.17, p>0.05). It is recommended that external factors such as, internet facilities and bandwidth, alongside academic staffs personal characteristics, should he given high level of consideration.Item Undergraduates’ entry requirements and student personal variables as determinants of academic performance in Faculty of science, University of Ibadan(Institute of Education, University of Ibadan on behalf of Participating West Africa Universities and Ministries of Education, 2020) Isunueo, B. O.; Junaid, I. O.First year university undergraduates' performance has not been in tandem with achievement in entry requirements (Senior Secondary Certificate Examinations results, scores in Unified Tertiary Matriculation Examinations and Post-Unified Tertiary Matriculation Examination). Thus, undergraduates with good grades in SSCE results, high scores in UTME and Post-UTME lost their admissions due to poor performance in their first-year examinations. Past studies on causes of poor performance have focused largely on assessing the cognitive domain with little attention paid to students' other personal variables: interest in university education, mental ability, career aspiration and gender. This study examined the adequacy of the entry requirements students' personal variables and academic candidates' capability in determining first year students' performance in the Faculty of Science, University of Ibadan. Purposive sampling technique was used to select six out of the eleven departments in the faculty. The instruments used were Undergraduates' Career Aspiration, Undergraduates' Interest in University Education^ Questionnaires and Mental Ability Test. Data were analysed using path coefficients at p < 0.05 level of significance and covariance based structural equation modelling. Modelling the variables revealed that 9 out of 27 paths were significant and true predictors of undergraduates' academic performance in the first academic year. While the direct and indirect path coefficients of mental ability on academic achievement were not significant and consequently eliminated from the model. Interest in university education, career aspiration, gender alongside performance in SSSE, UTME and Post-UTME were important in determining academic performance of first year science undergraduates in the University of Ibadan. Therefore, criterion on students' personal variables should be included in assessing candidates' capability for academic study.Item Design and validation of geography attitudinal scale(2020) Ayoola, E. B.; Falaye, F. V.; Junaid, I. O.The aim of this study is to design, develop, validate and conduct reliability test of a questionnaire evaluating attitudes of students towards Geography. The questionnaire was analyzed using SPSS software version 21.0. The coefficient of crombach’s Alfa obtained from the instrument was 0.82. The instrument was also validated using exploratory factor analysis. It was observed that the underlying factors had total variance of 50.418% in the attitude of the students. Conclusively, the attitude Questionnaire towards Geography was found to be an appropriate instrument for a good study and measurement of student’s attitude towards Geography.Item Effects of mastery learning and individualised strategies on students’ learning outcome in social studies in Lagos State(Department of Guidance and Counselling, University of Ibadan, 2019-06) Junaid, I. O.The study investigated the effects of mastery learning and individualised instructional strategies on students' achievement in Social Studies in Lagos State. The study adopted pre-test – post-test control group in a quasi-experimental design, while a multi-stage sampling technique was employed to select a sample of 150 students for the study. Four validated instruments, namely: Mastery learning and Individualised-instructional Strategy Questionnaire (r = 0.74); Socio-economic Background Questionnaire (r = 0.86); Students' Self-Efficacy Questionnaire (r = 0.64) and Social Studies Achievement Test (r = 076) were used to gather information in this study. Data obtained were analysed using Analysis of Covariance (ANCOVA) at 0.05 level of significance. The main effect of treatment was significant on students' achievement in social studies (F (3, 1231) = 8.971; P < 0.05). The interaction effect of treatment and socio- economic background was significant on students' achievement in social studies (F (4,123) = 5.794; P < 0.05). The second-order interaction effect of treatment, socio-economic background and self-efficacy was significant on students' achievement in social studies (F (2,123) = 6.360; P < 0.05). The results indicated a significant main effect of treatment on students' achievement in Social Studies. The study thus recommends that social studies teachers should be encouraged to employ mastery learning teaching strategy in the teaching-learning process in order to enhance desirable learning outcomes while students should be motivated to develop self-efficacy as this would help them become efficient in their studies.Item Innovative teaching strategies, school quality as predictors of students’ achievement in junior secondary school civic education in Abeokuta metropolis(Department of Educational Management, University of Ibadan, 2017-06) Junaid, I. O.; Olaniran, N.The research investigated innovative teaching strategies, school quality as predictors of students' achievement in junior secondary school civic education in Abeokuta metropolis. Multistage sampling techniques were adopted in selecting two Local government Areas in Abeokuta, five hundred (500) students offering Civic Education and thirty (30) teachers. Four research questions were raised and answered with three validated instruments; Innovative Teaching Method Questionnaire (r =.69); School Quality Questionnaire (r =. 75); Civic Education Achievement Test (CEAT), guided the study. Data obtained were analysed using Pearson Product Moment Correlation and multiple regressions at 0.05 level of significance. Results indicated that relationship exists between innovative teaching strategies and students' achievement in civic education (r = .169, p < 0.05(.017)). Also, the finding revealed that school quality was significant on students' achievement in civic education (r = .312, p < 0.05(.000)). Apart from, the earlier mentioned findings all the variables jointly explained 10% of the variance observed in students' achievement in civic education. Further, results showed, that school quality (6 - .288, t 4.156, p < 0.05(.000) contribute positively significant in the prediction of students' achievement in civic education. However, innovative teaching strategies (6 = 0.100, t 1.435, p > 0.05(.153)) contributed positively but insignificantly in the prediction of students' achievement in civic education. This is an indication that school quality actually predicted students' achievement in civic education. The paper therefore recommended that: teachers should be exposed to available innovative teaching strategies through workshop and seminars to ensure desirable students' achievement in civic education.