INSTITUTE OF EDUCATION

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A collaborative approach to graduate preparation in higher institutions for global economy in Nigeria
(Serials Publications, New Delhi, India, 2014-06) Babatunde, E. O.; Elemide, B. O.
As the world becomes a global village, one expects that a young graduate will, exhibits, integrate and apply the knowledge-of technology effectively to solve societal problems. Barents, employers, and people at the corridor of power are interested in the quality of output provided by the universities. All of these expectations fall short in the quality of graduates that are- turned out in Nigeria. Institutional -leaders who hire hew graduates for various positions, 'analysts of higher education, and potential administrative staff raise questions about the appropriateness of graduate preparation for the changing workplace contexts. Without doubt, individuals expected to replace retiring workforce must demonstrate a wider array of talents than their predecessors, as well as higher levels of productivity. In this context, the experiences of these new graduates are characterized by stress, pressure, inefficiency ineffectiveness and uncertainty that made them unfit for the work available. It is therefore the aim. of this paper to address the question of whether or not the graduate preparation process is adequate and appropriate, and whether there will be provision of industrious and efficient graduates if higher institutions collaborate with community. The study is a survey type. A multistage sampling technique was used to select fifteen universities and three hundred participants. One instrument, Graduate Preparation Process Questionnaire (GPPQ) was administered to collect data from participants. The result revealed that 87% agreed that the learning period is adequate for producing quality, graduates. Moreover, 92% agreed that the curriculum is long overdue for review while majority of the participants 86% agreed that the academic environment is not conducive for learning. Lastly, 64% agreed that collaborative efforts with communities will bring about provision of quality graduates. It is recommended that innovative approach by higher institutions should be implemented to remove barriers to academic excellence and demonstration of skills sufficient enough for engagement in labour market.
An aberration of school effectiveness aas perceived by parents of secondary school students in Nigeria
(Institute of Education, Obafemi Awolowo University, Ile-Ife., 2010) Adewale, J. G.
The societal confidence in schools is one of the factors that is keeping the schools going. However, there are some bottlenecks associated with school effectiveness in Nigeria. One of them is examination malpractice. Therefore, this study examines the perception of Nigeria parents of secondary school students on examination malpractice as a stain in school effectiveness. A sample of 3, 289 parents of secondary schools students in Nigeria was used for the study. This study reveals that one of the factors that encourage examination malpractice in Nigeria is that questions set for students taking examination at senior secondary school certificate level are not related to the syllabus. Another one is the inadequate preparation of students by teachers. Parents contribute to examination malpractice by registering their children/ward in special centres where invigilators hardly get to during the conduct of examination. One of the potent consequences of examination malpractice is the frequent cancellation of examination results affecting innocent candidates. It is recommended that less emphasis should be placed on paper qualification; if this is done, it is likely that many of our students would do their work without resorting to examination malpractice.
Access, Utilisation and Quality of Schoolnet Facilities as Predictors of Secondary School Students’ Learning Outcomes in ICT in Southwest, Nigeria
(2010) Amoo, S. A.
Information and Communication Technology (ICT) serves as a motivational tool that is capable of influencing the interest of students towards school subjects. In realisation of this, the Federal Government of Nigeria integrated the teaching of computer education in the basic education programme and provided ICT facilities to facilitate its teaching and learning in schools. In spite of these government provisions, the ICT facilities provided in schools are still not adequate. School Net Nigeria (SNNG) a non- governmental organisation provided schools with varieties of ICT facilities for teaching and learning. Meanwhile, the influence of ICT facilities on students’ learning outcomes is yet to be fully realised. This study therefore, examined the extent to which the access, utilisation and quality of the SNNG facilities could predict the students’ learning outcomes (achievement, competence in and attitudes towards) in ICT. The study adopted a survey research design. Multistage sampling technique was used to select the schools involved in the study. The sample consisted of 1100 students (male = 562, female =538) and 20 principals (male = 12, female=8) from 20 schools in four States (Ekiti, Lagos, Ogun and Ondo). Eight instruments were used for data collection; School Checklist, Principals Questionnaire (= 0.62); Students Access to ICT Rating Scale ( =0.65); Students’ Utilisation of ICT Rating Scale ( = 0.65); Students’ Assessment of Quality of ICT Rating Scale (= 0.60); Students’ Achievement in ICT Test (K-R20 = 0.72); Students’ Attitudes to the Use of ICT ( = 0.77) and Students’ Skill acquisition in ICT Test ( = 0.70). Data were analysed using descriptive statistics and multiple regression. The students (95%) and principal (100%) had access and utilised SNNG facilities. As a measure of quality, the rate of replacement was 8%, repair was 0.7% and service was 0.5 % on the SNNG facilities. There was a significant composite effect of access, utilisation and quality of SNNG facilities on achievement in ICT (F (8, 1091) = 13.98, p<0.05) and skill acquisition (F (8, 1091) = 7.74, p<0.05). There was no significant composite effect of access, utilisation and quality of SNNG facilities on attitudes towards ICT use. The most important predictors of achievement (1) and skill acquisition (2) were access to computer (1=3.29, 2  =0.75), quality Internet ( 1  =1.31, 2  = 0.72) and hours the students spent on Internet to do homework ( 1  =3.38, 2 =0.58) all at p= 0.05. Students’ access, utilisation and quality of SNNG facilities increased achievement and skill acquisition in ICT. Therefore, there is need to maintain the quality of SNNG facilities in the existing schools and extend its provision to other schools.
Accountability in education: programme for improving student performace
(Department of Educational Management, University of Ibadan, Ibadan Nigeria, 2003) Onuka, A. O. U.
Accountability in education: the programme evaluation approach
(Codat Publication, U. I P. O. Box 9400, Ibadan, Nigeria, 2010) Onuka, A. O. U.
Accountability and education are twins concepts in education. One cannot be divorced from the other. In fact the latter is the means to determin the former. As we have various types of accountability so there are many types of evaluation. The purpose of evaluation determines the type of evaluation on undertakes. However, the most effective type of accountability is programme evaluation, in the sense that it approaches accountability of any institution or programmes from the global or holistic perspective, assessing every segment of the programme to determine its performance ofr otherwise as well as its responsiveness to the environmental dynamics and its responsibility for the purpose of it establishing. Accountability enhances programme success. Hence the need for accountability in education cannot be overemphasized.
Achievement in common entrance examination as a predictor of achievement in junior secondary school business studies
(2004) Onuka, A. O. U.
This study was designed to determine whether or not, the common entrance examination is a true predictor of students' performance in the junior secondary school business studies, using the score of mathematics and english language. It was discovered that while each of mathematics and english language had low positive predictive validity indicies of 0.17 and 0.19 on the performance in junior secondary school business studies, the combined common entrance examination (i.e mathematics and english language scores) predictive value at 0.41 was, however, fairly good as it is about the normal standard average of success in Nigerian examinations. Recommendations are then made that the quality of teacher, of instructional materials and instruction itself be improved upon. It is also suggested that the quality of the textbooks being used in the three subjects at the secondary school level be analysed in order to establish the degree of that quality.
Adolescent girl, commercial sex workers and HIV_AIDS awareness
(Department of psychology, Obafemi Awolowo university,Ile-Ife, Nigeria, 1996-09) Emeke, E. A
The objective of the study is to assess the level of awareness of HIV AIDS among adolescent girls commerical sex workers in terms of the existence of HIV-AIDS in Nigeria, and the sex workers' awareness of their vulnerability to HIV-AIDS infection. The study also examined the preparedness of the commercial sex workers to quite the trade. A 20-item questionnaire HIV_AIDS awareness among commercial sex workers- was administered on the 12 adolescent commerical sex workers in the two brothels used for the study. Results indicated a high level of awreness of the existence of HIV-AIDS infection, they do not see themselves quiting the trade since they believe they already have the stigma as sex workers. The findings have implications for designing intervention strategies which can help promote behavioural change in the adolescent sex worker, and help restructure her cognitive make-up regarding her mind set about having a stigma.
After-school lesson syndrome: implicationfor academic performance of students at S.S. C. E in Nigeria
(2013) Akorede, S. F.
Analysis of national examination council junior school certificate examination question in two core subject.
(Faculty of Education, University of Ilorin, Ilorin, 2010-12) Okwilagwe, E. A.; Nwazota, C. C.
The study is an anlaysis of context coverage of Junior School Certificate Examination Syllabi by National Examination Council Papers in two core Subject. The extent to which itema on the test present Blooms Taxonomy of Educational Objectives (cognitive domain) was also analysed. The ex-post-factor research design was adopted in the study. Examination syllabi for Social Studies and integrated science and question papers for a three year period were collected and analysed using descriptive statistics. Findings indictated that NECO JSCE Integrated Science and Social Studies questions cover between 50% and 60% of the examination syllabi. Most of the areas not adequately covered were very relevant to everyday life. Generally, Social Studies multiple choice items were easy but in 2001 and 2003 the essay items were difficult as 33% and 40% were at the application level respectively. Integrated science multiple choice questions and essay question for 2004 were difficult as they covered 30% and 46% application level respectively. In view of the findings, it was suggested that to meet the standard of NECO questions, the subject teachers should develop in students the skills and strategies for answering higher order questions to keep pace with the changing patterns of questions presentation.
Application of a computer software to educational measurement
(Nigeria Journal of Computer Literacy, 1998-06) Farombi, J. G.
The paper discussed the computer system features, users' application programmes and packages. Computer system application to educational measurement using Scorbatt programme with reference to case study on achievement test (multiple choice test items) was discussed.
Application of computer to educational research.
(2001) Adewale, J. G.
Application of sound waves
(Ob-zed Publishers, Benin City, 2001-04) Egede, B. A.; Farombi, J. G.J.
An appraisal of medical institutions and medical professionals in Nigeria
(Journal of School Health Education, 1995) Emeke, E. A
This paper takes a critical look at the medical institutions and medical professionals in our country. It assesses how well |Nigerians are being served by them, and concludeds that some changes are called for in the quality , quantity and patterns of health care delivery system in this country. The paper ended with a few sugestions and recommendations.
Appraisal of recent trends in curriculum restructuring in Nigerian education system
(Ibadan University Press Publishing House University of Ibadan, Nigeria, 2012) Okwilagwe, E. A.
Appraising survival of primary education- a task for all
(2004) Emeke, E. A
Appraising the role of reproductive health, family planning, maternal and child care in the context of population stablization in Africa
(Nigerian school health association (NSHA), 2000) Emeke, E. A
In a world of about 5.6 million people, growing by nearly 100million more every year, the future of the planet and especially the portin of it known as Africa, depends on promoting population stabilization. The roles reproductive health, family planning, maternal and child care can play in the achievement of thses population stabilization form the focus of this paper. Factors affecting population stabilization can be classified into two groups; namley background variables and intermediate or proximate variables. The former includes cultural, psychological, economic, social, health and environmental factors. The proximate determinants are those factors that have direct effect on population stabilization. The background factors operate through the proximate determinants to influence the stabilization of population since they do not have direct influence. This paper assesses the relative effect of four proximate determinants on population stabilization namely, reproductive health, family palnning, maternal care and child care, illustrating different effects of each factor.
Approaches to solving problems encountered by teachers and students in secondary school biology practical class in Nigeria
(Institute of Education, University of Ibadan on-behalf of Participating West Africa Universities and Ministries of Education, 2014) Babatunde, E. O.
Science is valuable both in acquisition of knowledge and in vocational training. The role played' by science cannot be overemphasized as the bedrock on which the bulk of present technological innovations are built. Biology is a science subject that deals with all living things and their existence as well as relationship with non-living things. In spite of the importance of the subject, students had shown continuous under achievement in the subject in secondary school level over the years which can be attributed to poor performance in practical examination. This study, investigated problems encountered by teachers and students in practical biology among secondary school students in Nigeria. Four research hypotheses were tested at 0.05 significance of difference. The study adopts an ex-post facto research design. Sample consisted of One thousand and three hundred (1,300) students and One hundred and thirty (130) Biology teachers from the selected schools. Two validated instruments: Biology Teachers Questionnaire on Practical Work (0.78) and Students Questionnaire on Practical Work in Biology (0.82) were used. Data collected were analysed using descriptive and inferential statistics. There is a significant difference in the perception of problems encountered in practical work in Biology by both teachers and students (t= 9.052, degree of freedom, df = 211; p< 0.05). Moreover, there is no significant relationships between teachers’ and students’ perception of problems encountered in practical work in Biology (r=-0.031, p>.05). Findings from the study are an eye opener to the problems encountered by teachers and students in practical biology. Regular seminar and workshops should be organized for teachers so as to incorporate into them new ideas and innovation for effective practical teaching.
Are head teachers' leadership techniques predictors of classroom teachers' motivation to work?: a study in school effectiveness
(Institute of Education, University of Ibadan on behalf of the participating West Africa Universities and Ministries of Education, 2004-03) Adewale, J. G.
The study examined head teacher leadership techniques and teachers' motivation to work. The work is based on the premise that the leadership quality of the head teachers is related to teachers' motivation to work. Two research questions were raised to guide the study. Two research instruments ( Head Teachers' Leadership Techniques Scale and Classroom Teachers' Motivation Scale) were used for the study. The results revealed that all the 20 items in the Head Teachers' Leadership Techniques Scale have significant composite contributions to teacher motivation as 84% of the variance in teachers' motivation was explained by the Head Teachers' leadership techniques. Moreover, 12 out of the 20 items depicting Head Teachers' leadership techniques significantly explained the teachers' motivation to work. The study has implication to work. The study has implication for practising teachers and Head Teachers in primary schools.
Assessing the quality of universal basic education junior secodary school curricula as instruments for drop-out reduction in three core subjects in Lagos State.
(Institute of Education, Obafemi Awolowo Univeristy , Ile- Ife, 2011) Okwilagwe, E. A.; Sadiku, D.
The study assessed the quality of Universal Basic Education (UBE) Junior Secondary School (JSS) curricula as instruments for drop-out reduction in three core subjects in Lagos State. Seven quality indicators used were: comprehensiveness, application of teaching-learning methods and learning materials, responsiveness, relevance, opportunity to learn and adaptability. The study is an ex-post-factor research type. Four instruments: Mathematics, English language and Social Studies Teachers' Questionnaire respectively and Teacher Perception on Reduction of Students Dropping-out of School were used for the collection of relevant data. Multiple regression was used to analyse the data. The composite effects of the seven quality variables made strong and significant relation with students' drop-out reduction in mathematics, english language and social studies contributing (70%, 68% and 53% respectively). Adaptability was highly significant in explaining drop-out reduction in mathematics and social studies curricula whereas relevance was highly significant in english Language curriculum. Relevance made moderate significant effect on drop-out reduction in mathematics and english language curricula. Application of teaching-learning materials made significant negative explanatory effect on drop-out reduction in mathematics. In view of the inability of the current UBE core curricula to meet the quality criteria, an urgent review of these curricular is recommended among other things.
Assessing the status of physical and health education in Ibadan metropolitan schools
(2008-06) Okwilagwe, E. A.
The study assessed the status of physical and health education in Ibadan metropolis. Sixty-one PHE teachers were randomly selected from fifty secondary schoold in the city. Ateacher questionnaire was administered on the respondents and the data analysed using frequency counts, percentages and t-test. The status of PHE in the schools is that the subject is taught and there are teachers tot each it in many sampled schools in the metroplis. Sixty-nine percent of the schools have 2 or 3 teachers and 15% have between 4 and 8 teachers teaching the subject. The teacher profile shows that 52. 5% are females and 47.5% are males. Sixty-eight percent are first degree graduates, 20% N. C. E of which 39% have been teaching for over 21 years, 23 % for 6-10 years and 11-20 years respectively. Majority (76.2%) are PHE specialist though 8.2 % are specialist in other subjects. Sixty percent of the schools spend 2 period (11/2 hours) teaching theory, 45 minutes respectively on physical activities and games a week. A minimum of 1-45 minutes respectively on physical activities and games a week. A minimum of 1-9 weeks is spent by 42.6% of the schools on inter-house sports whereas 28% do not practice at all. Significant difference exists in the extent of exposure to the various components of PHE by schools on inter-house sports whereas 28% do not practice at all. Significant difference exists in the extent of exposure to the various components of PHE by school type. Private schools allocate more periods and hours for theory, health issues and games than public schools. Public schools however spend more weeks on inter-house sport while private schools spend more time. It is therfore, recommended that the status of PHE be elevated, all schools should have a comphrensive plan and structure in place to enable them execute a comprehensive physical education programme to all students, while some PHE teachers where they are as many as eight in a school, should be redeployed to schools where their services are needed.