INSTITUTE OF EDUCATION

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Assessment of resources and instructional materials status in the teaching of mathematics in southwestern Nigeria
(EuroJournal Publishing, Inc., 2010) Afolabi, S. S.; Adeleke, J. O.
Instructional materials are vital to teaching-learning process. It is potent in reducing abstraction that characterizes Mathematics concepts. However, research reports have shown that these materials are grossly unavailable in most schools. Few available ones are either inadequate or underutilized. This paper is a case study of availability, adequacy and utilization of Mathematics instructional materials in southwestern Nigeria. Two (2) schools were randomly selected in each of the 3 senatorial districts of each state, making a total of 36 schools. The findings revealed 34.5%, 18.0% and 22.5% availability, adequacy and utilization rates of instructional materials respectively. The teachers know little implications of the use of instructional materials. Various means of improvisations and sourcing for these instructional materials were recommended. It was also recommended that the teachers should be trained in the appropriate use of instructional materials.
Assessment of the pattern of SS1 students pre-level mathematics cognitive and content achievement
(2018-06) Adeleke, J. O.; Ariyo, S. O.
This study investigates cognitive and content pattern of SS1students' pre-level Mathematics achievement. The study also investigated gender role on the pattern of cognitive and content of SS1 pre-level mathematics achievement. A total of 355participants were drawn from six public secondary schools across two randomly selected local governments in Ibadan Metropolis in Oyo State. The instrument has a reliability of 0.74. Three research questions were answered. Results obtained indicated that SS1 students demonstrated highest strength in geometry and mensuration ( x = 46.45) algebraic processes ( x = 37.05), statistics and probabilities ( x = 33.27) are the contents that students are still finding most difficult Students performed poorly on questions that required higher order thinking ( x = 40.04) but found questions that tested recall ability quite easy ( x = 45.35). The way both male and female SS1 students performed based on content and levels of cognition does not differ significantly al 0.05 level of significance. Teachers should explore the findings to identify areas of mathematics that demand more efforts for improved performance
Assessment strategies for promoting higher order thinking skills in public secondary schools
(Instituteof Education, Obafemi Awolowo University, Ile- Ife, 2005) Yoloye, T. W.; Aimakhu, U. V.; Adeleke, J. O.
In an increasingly complex and specialized society, it is imperative that individuals think critically and creatively.This kind of thinking is required to achieve ther outcomes as stated in the Nigerian National Policy on Education. This stucfy aimed at finding out how teachers in Nigerian public secondary schools use assessment to promote higher order thinking in learners. The study also critically examined the assessment strategies and tools used by secondary school teachers and the questioning methods they adopt their classrooms. The study looked into how teachers planned and organized tasks that promote critical thinking. Attempts were made to establish relationship among gender, education qualification and teaching , experience of teachers in their ability to use assessment to promote higher order thinking in thier classroom interaction. The study investigated secondary school teachers' knowledge of assessment strategies that promote higher order thinking in learners. Three hundred teachers randomly selected from twenty public secondary schools within the eleven local government areas in Ibadan metropolis were involved. The sample comprised if 154 male teachers and 146 female teachers. One instrument; Assessment Practice Questionnaire was developed and used by the researcher to derive information from teachers in secondary schools. The results showed that teachers have limited knowledge about alternative assessment strategies that promote higher order thinking. The assessment strategies employed by teachers are mainly traditional assessment strategies. It seemed, that higher order thinking like application, analysis and evaluation were rarely used.
The basic of research and evaluation tools
(Somerest Ventures, Lagos, 2010) Adeleke, J. O.
Cognitive entry characteristics in mathematics and teaching effectiveness as correlates of students' achievement in quantitative chemistry in rivers state, Nigeria
(2018) Mitee, T. L.; Obaitan, G. N.; Adeleke, J. O.
Past studies have attributed poor performance of students to teachers ' and students' characteristics. However, no study seems to have related these characteristics to students' achievement in quantitative chemistry. This study therefore investigated the extent to which cognitive entry characteristics in mathematics and teaching effectiveness correlated with students' achievement in quantitative chemistry. The study adopted descriptive research design. Simple random sampling was used to select 3 local government areas (LGA) in Rivers State, 10 schools from each LG A and a Science class consisting of all chemistry students from each school. A total of 1652 students participated in the study. Instruments for data collection included: CEC in Mathematics Test, Students' Rating of TE and Quantitative Chemistry Achievement Test. Data was analysed using multiple regression. There was a positive and significant composite contribution of CEC in mathematics and TE to students’ achievement in quantitative chemistry (R= .27, R2 = .074, F(2, l649)= 66.310, p < 0.5). The CEC in mathematics contributed more (β = .262, t = 11.065, p< .05) than TE (β = . 066, t = 2.784, p < . 05). The study recommends that Chemistry students should be encouraged to improve on their CEC in mathematics needed to learn quantitative chemistry topics by revising their previous lessons. Chemistry teachers should be encouraged to attend seminars, conferences and workshops to improve on their teaching effectiveness
Complimentary roles of religious institutions on the fight against examination malpractices in Nigeria
(Institute of Education, Univeristy of Jos, Jos, Nigeria., 2009-06) Adeleke, J. O.
The campaign and the fight against examination malpractices have become the matters demanding a 'clarion call'. This study therefore investigated the roles that religious institutions play in the fight against examination malpractices in Nigeria. Three hundred respondents comprising students and adults from the Northern; Southern, and Eastern parts of on religious groups with which they associate. They also provided information on their religious leaders, how committed they are to religious activities and how aggressive they are on their fight against examination malpractices. The instrument used for data collection was Roles of Religious Institutions on the Fight Against Examination Malpractices Questionnaire (RRIFAEMQ). The Cronbach Alpha Reliability Coefficient estimated on RRIFAEMQ was 0.81. The data collected was analysed using descriptive statistics (frequency counts and cross tabulation). Compound bar charts were also used to present the results. It was found in the study that a good number of Nigerians are still not aggressive in their fight against examination malpractices. Greater percentage of Nigerians who received high quality moral instruction from their affiliated religious groups are very aggressive in their fight against examination malpractices. It was also found that greater percentage of Nigerians who are very close to their religious leaders and committed to religious activities are very aggressive in their fight against examination malpractices. Based on the findings of this study, it was recommended that, religious leaders should rise up to their responsibilities through sound moral teaching instead of running after monetary gains from members. Government should encourage moral instructions through religious institutions and media. 'Catch them young' approach should be employed too by integrating religious instructions into the school curriculum at all levels. There is a better future for Nigeria if special attention is paid to the above recommendation
Contributory influence of pre admission qualifications and demographic factors of federal colleges of agriculture students on their attitude towards mathematics courses.
(The Faculty of Education Univeristy of Lagos Akoka-Lagos, Nigeria, 2013-01) Adeleke, J. O.; Appah, O. R.
Over the years many researchers have sought to find out the factors that affect students' attitude towards mathematics To some students, mathematics is a difficult subject which ought not to be made compulsory. Despite the importance of mathematics in the colleges of agriculture, the attitude of the students to mathematics has not changed significantly. The observed attitude is likely explainable by the students' demographic factors and their pre admission qualification. This study, therefore, investigated students' demographic factors (i.e sex of the student, age of the students, father's highest qualification, mother's highest qualification, father's occupation, mother's occupation) and pre admission qualification and unified tertiary matriculation examination score) as predictors of their attitude towards mathematics This study is a survey type that adopted correlational approach. Four hundred and four (404) students of the colleges that sat for 2010 UTME and were admitted into Federal College of Forestry Ibadan and Federal College of Animal Health and Production Technology Ibadan were used for this study. Data was collected using Score Sheets for UTME SSCE scores. and Attitude Towards Mathematics Questionnaire (Cronbach Alpha Reliability Coefficient = 0.87).The data collected was analysed using multiple regression. The result showed that the students' demographic factors and the pre admission qualification jointly accounted for 5.5% of attitude towards mathematics. The findings of this study also revealed that among all the independent variables, only UTME scores (β= .170; t = 3.401; p
Effect of language of instruction and pupils' attitude on the performance of primary school pupils in mathematics
(The Faculty of Education Univeristy of Port Harcourt, Port Harcourt, Nigeria, 2013-03) Adeleke, J. O.
This study investigated the effects of language of instruction, numerical ability and pupils' attitudes on the achievement of primary school pupils in mathematics. The study is quasi-experimental, using a 3 x 2 x 2 factorial design. Multistage sampling technique was adopted in selecting six Primary schools from three randomly selected Local Government Areas in Oyo central Senatorial zone of Oyo state where intact class of primary five pupils were used. The data collected were analysed using Analysis of Covariance. Seven research questions were stated and answered with significance level set at 0.05. The findings showed that there is significant main effect of treatment on pupils' achievement in mathematics, the pupils that were taught with Yoruba language performed better in Mathematics than the group that was taught with English language only and the group taught with combination of Yoruba and English languages. However, numerical ability and pupils' attitude did not significantly contribute to students' mathematics achievement in this study. It is therefore recommended that government should formulate and enforce a policy that, mother tongue or the language of immediate environmnet should be the language of instruction in mathematics class for all primary school pupils in order to lay good foundation for this subject right from primary school. Mathematics textbooks should be written either in the pupils' mother tongue (MT) or language of immediate community (LIC)
Effect of students' subject areas on psycho-cognitive outcomes in mathematics
(The Institute of Education, University of Ibadan on behalf of participating West Africa Univeristies and Ministries of Education, 2007 05) Adeleke, J. O.
This study examined the 'effect of Students' Subject Specializations on their Psycho-Cognitive outcomes '. Three hundred andfour students selected through purposive sampling using homogeneous approach needs than other students. The commercial students were found constituted the sample for the study. They provided data on their subject areas, psychological and cognitive outcomes in mathematics. The data collected was analyzed using ANOVA and Post hoc test (multiple comparison) to test the significance of the differences at the 0.05 level of significance. All the null hypotheses were rejected. The cognitive, ego-enhancing, and affiliative needs as well as achievement of students in mathematics were found to be significantly affected by their subject areas. Also, science students were found to have higher cognitive and ego-enhancing to be better in affiliative needs and academic achievement in mathematics than science and art students Based on the findings of this study, it is recommended that apart from classroom teaching, mathematics teachers should organize various mathematics oriented activities that will boost cognitive, ego-enhancing and affiliative needs of their students
Effective teaching of secondary school mathematics through mastery learning strategy
(Department of Human Kinetics and Health Education, University of Ibadan. Nigeria, 2011) Adeleke, J. O.
Over the years, mathematics had been a most dreadful subject at all levels of education. The phobia students have for the subject might not be unconnected with the teaching strategies which the subject teachers have been using. This paper attempted to present Mastery Learning Strategy (MLS) as a strategy that teachers can use to assist learners to learn mathematics. Recommendations on how to overcome envisaged problems while using the strategy and how to adapt the strategy for usage were given
Effects of cognitive entry characteristics and gender on students' cognitive achievement in bearing.
(Instituteof Education, Obafemi Awolowo University, Ile- Ife, 2008) Adeleke, J. O.
There are evidences that showed that most Nigerian Students tend to dread and fail mathematics. Bloom (1981) Bloom theory of learning (Based on mastery learning studies) tends to suggest that this needs not be, he asserts that if students enter into learning situation with adequate level of Cognitive Entry Characteristics (CEC), most students are assure of high degree of learning. Under this situation according to him aptitude ceases to predict achievement. This study sought to see the application of Bloom's (1981) theory to learning of bearing under an Experimental 'setting. This study used a quasi experimental research type to find the effect of CEC on students' Cognitive achievements in bearing. Two hundred and twenty seven SS2 students were involved. The sample was drawn using multi-stage sampling technique to select tvvo public co-educational secondary schools each, from two selected Local Government reas in Ibadan Metropolis. The instruments used for data collection were the,' Mathematics Achievement Test, with reliability coefficients of 0.75 and Diagnostic Tests. The data collected were analysed using ANCOVA to find the effect ofCEC and gender on students' cognitive achievement. The study found out that at 0.05 level of significance, CEC and gender with f-ratios of 79.832 and 7.045 respectively have significant main effects on Students .Cognitive achievement in bearing. CEC and gender however, have no significant interaction effect on cognitive achievement of students in bearing. The results support the theory of Bloom (1981) that students with adequate level of CEC tend to achieve high degree of learning. This tends to suggest that failure rate in mathematics can be reduced if teachers ensure that students come into learning situation with necessary CEC.
Effects of communal conflict on enrollment, attendance and achievement of primary school pupils in Rivers State
(Faculty of Education, University of Ibadan, 2015-06) Opiki, O. C.; Adeleke, J. O.
Insecurity is a factor that has potency, capable of affecting various activities and engagements in a community or nation adversely. Enrolment, attendance and learning outcomes in schools, located in the areas ravaged by communal conflicts are not equally exempted. This study therefore, investigated the effects of communal conflict on enrollment, attendance, and achievement of primary school pupils in Rivers State. This study adopted a non-experimental research design of the causal comparative type. Stratified random sampling technique was used to select 10 conflict affected and 10 non-affected primary schools in Rivers State. Then 200 primary five pupils and 10 teachers and 10 head teachers from each stratum making a total of 440 subjects in all. School Record Sheet, English language(r=.88) and Mathematics(r=.84) Achievement Tests were used for data collection. Both Descriptive and Inferential Statistics were adopted for data analysis. The findings revealed that total enrolment in the affected schools dwindled, attendance reduced drastically and educational facilities were grossly unavailable in the conflict affected area. Unaffected schools experienced increased enrolment and attendance yearly during the four years under study. There was significant difference in the academic achievement t(324, 025)= 7.198, p< 0.05 between the affected and unaffected primary schools. It was recommended that educative approach should be employed by grassroot government in the state to enhance peaceful coexistence. This will provide enabling environment for schooling of the young ones. Non-Governmental Organizations as well as media should also direct significant effort towards educating communities on effect of conflict.
Enhancement potency of math club activities on junior secondary school students' mathematics learning
(The West African Examinations Council Research, 2013-03) Adeleke, J. O.
Mathematics has been described as a precision tool used by all scientists in their search for clear understanding of the physical world. It plays a pivotal role in enabling science and technology contribution to national development. To be precise, it several and varied applications in all fields of human endeavours can never be over emphasised. Considering the importance of the causes of this is the way and manner in which the subject is being presented to the students. This is the more reason why a study of this nature is being carried out to see how a social based strategy (math club activities) can be used to enhance students' attitude towards and achievement in mathematics. The study adopted quasi-experimental design and used purposive sampling method to select four (4) public schools for the study (2 experimental and 2 control groups). Intact classes were used as control groups while only members of math club formed the participants in the experimental group. In all, 204(104 male, 100 female) J. S 2 students were used for the study. Four (4) research instruments were used for the study, Mathematics Achievement Test(MAT), Student Mathematical Attitude Scale (SMAS). General Intelligence Test (GIT) and Treatment Package(TP). The treatment lasted for four weeks and the data collected was subjectd to Analysis of Covariance (ANCOVA) using SPSS software. The result of study shows that there was a significant main effect of treatment (Math Club Activities) on students' achievement in mathematics F(1.195)=35.614,p<.05 and attitude towards mathematics F=1.195)=15.457,p<0.5. However, the effect of gender on students' achievement and attitude towards mathematics was not statistically significant. Based on the result of the findings, it was revealed that involvement of students in math club activities has greatly influencedn students' achievement in and attitude towards mathematics. Therefore stakeholders in mathematics education should exploit the maximum benefits embedded in math club to improve achievement in and attitude of students towards mathematics.
Enhancing rural public primary school teachers' information and communication technology (ICT) knowledge through holiday skill development programme
(2009) Adeleke, J. O.
The use of information and Communication Technology (ICT) within the four walls of classroom is posing challenges to praticing teachers. This study therefore, investigated the impact of skill development programme organised for rural public primary schools on their ICT knowledge acquisition. The impact of the level of educational qualification attained on ICT knowledge acquisition was also investigated. The study was an experimental study which adopted single group pretest postest research design. Six hundred and thirty six primary school teachers randomly selected from seven rural local government area (LGAs) in Nigeria were used. The instrument used for data collection was ICT Test ( KR20=0.7). The data generated was analysed using paired t-test , analysis of covariance and Scheffe post hoc test. It was found in the study that the skill development programme has significant main effect on rural primary school teachers' knowledege acquisition on ICT (p<0.05). The level of educational qualification was slso found to have significant effect on the ICT knowledge acquisiton of the teachers (p<0.05). The knowledge of ICT is needed to be enhanced in teachers becuase in a teacher can only make use of the skill he/ she possessess. ICT is known to promote effective teaching and also enhances the involvement of the study and withdrawn learners. It is therefore imperative to equip all the rural teachers with ICT skill through periodic skill development programmes. This will improve the lot of their pupils.
Examiners' malpractice dispositions: paradigm of assessment quality
(The Society for Psychology in Sports and Human Behaviour, 2011-06) Adeleke, J. O.; Oluwatayo, G. K.
Quality of certificates awarded by any examining body is determined by the adequacy of its examination processes, which include: test development, examination conduct, marking exercise and score collation. Apart from score collation stage, external individuals are usuallybrought in, 'at other stages, and the disposition of such people can either make or mar the process: This study therefore investigated disposition of the examiners for both the West African Examinations Council (WAEC) and NationaI Examimition Council (NEeD) towards Examinationrnal practice. Efforts were also made to determine the factors that can influencesuch disposition significantly among examiners' and school variables. Cluster sampling technique was employed to Select seven hundred and sixty three examiners during WAEC and NECO marking Exercise from three Geo-Political Zones in Nigeria. A questionnaire Marking exercise (Cronbach Alpha Reliability Coefficient = 0.60) and Examiners Disposition to Malpractice (Cronbach Alpha Reliability Coefficient = 0.83). The result shows that, above 30 percent of the sampled examiners indicated 'poor incentive' and 'attitude of officials of the examining bodies' as the major reasons for not reporting cases of examination malpractice comprising two subscales, Attitude Towards (missing sentences) sampled examiners had poor disposition towards reporting malpractice cases. Among he ten examiners and Examiners' school variables regressed against examiners' disposition, they all had composite influence on Examiners' disposition (R=.269; Adjusted R2:.055; F(5.5I 7)=4·05;p<.05). It was however found that, only Examined;' attitude to marking (β=230; t=5.391; P
Gender role on topic preference of senior secondary school students in mathematics
(The West African Examinations Council Research, 2007-04) Adeleke, J. O.
This study investigated the topic preference of senior secondary school students in mathematics and role gender plays on their preferences. Six hundred and forty senior secondary school II students selected through multi stage sampling were used.They provided data on thier preferred topics in mathematics by giving positions to the nine major mathematics topic in the senior secondary schools syllabus. they equally indicated their gender. The data collected was analyzed using descriptive statistics(frequency, cross tabulation). chi square test was also used to test the impact of gender on student's topic preference at the 0.05 level of significance. Number and numeration, algebraic process and statistics were found to be most preferred mathematics topic while bearing, probability and mensuration were most likely disliked mathematics topics among senior secondary students. Male and female students are found to be different in their preference for mathematics topics.It was also found that many males preferred number and numeration, algebraic process, mensuration and construction than thier female counterparts whereas many female students preferred plane geometry, trigonometry, bearing, statistics and probability than male students. Based on the findings og this study, it was recommended that mathematics teachers should organize various result oriented classroom activities, initiate strategies and innovations especially on the topic identified as disliked mathematics topics, that will boost interest of thier students. School counselors also should make use of these findings especially the gender impact on the students' preferences for mathematics topics to assist students overcome the dislike they have for some topics.
Holiday rural teachers' skill development programme and their geometry knowledge
(2009-08) Adeleke, J. O.
Geometry being an important aspect of Mathematics at all levels of education demands in - depth knowledge from mathematics teachers for effectiveness of its teaching ince knowledge is dynamic, rural teachers need to up - date their knowledge both on the subject they teach and the pedagogy found to be effective. This study therefore, investigated the impact of skill development programme organized for rural Primary School teachers on their Geometry context knowledge. The effects of years of teaching and highest qualification on Geometry content knowledge of the teachers were also investigated The study being an experimental tudy adopted single group pretest-post test research design. Two hundred and orty one rural public schools participated in the study. A teacher was randomly selected from each of the two hundred and forty one public primary schools existing in the three selected Rural Local Government Areas in Oyo State. The instrument used for data collection was Geometry Content Test (KR20= ). The data collected was analysed using paired t - test and analysis of covariance. It was found in the study that the skill development programme has significant paired t - test and analysis of covariance. It was found in the study that the skill development programme has significant main effect on rural primary school teachers' knowledge of Geometry content (P<0.05). Teacher's years of teaching and highest educational qualification were found not to have significant effect on Geometry Content knowledge. Adequate knowledge of Geometry is needed to promote effective mathematics teaching in public primary schools. Such adequacy can only be ensured through periodic skill development training programme for teachers. It is therefore imperative to equip all rural public primary school teachers with adequate Geometry Content Knowledge via skill development programme and until this is done,inadequacy found in geometry teaching in primary schools will remain a menace
Implementation challenges of the 9-year basic education curriculum in Nigeria:implications for planning, policy and law
(2012-05) Adeleke, J. O.; Fabunmi, M.; Ojeleye, J. A.
This study investigated implementation challenges of the new 9-year Basic Education Curriculum in Nigeri-a.Three hundred and fifty one primary school teachers that were selected from all the Local Government Areas of Osun State were used for the study. They provided information on the availability and quality of teachers for the newly introduced subjects at the primary school level. Curriculum Implementation Questionnaire [CIQ] was used to generate data for the study. The Cronbach alpha reliability coefficient estimated on CIQ was 0.65. Descriptive statistics was adopted to analyse the data. It was found that majority of primary school teachers in the state have the Nigeria Certificate in Education [NCE] as their minimum qualification, and majority of them had taught for more than ten years. Majority of the sampled teachers were not aware of the introduction of Computer Studies, Civic Education and Life Skills. They also indicated that there were no teachers for the newly introduced subjects [Basic Science and Technology, Computer Studies, Civic Education and Life Skills in their schools. The findings of this study clearly revealed complete lack of the required subject teachers in most schools. In order for the implementation of the new curriculum to achieve the desired success, there is an urgent need to adopt some planning, policy and legal measures.
Instructional material improvisation for enhanced mathematics learning
(Society for the Promotion of Academic and Research Excellence (SPARE), 2013) Adeleke, J. O.
Measurement, design and statistical methods in behavioural research
(2017-02) Adeleke, J. O.