INSTITUTE OF EDUCATION

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Effects of play-way and guided-discovery instructional strategies on pupils' achievement in geometry in Akure south, Ondo state: a study in school effectiveness
(The Society for Psychology in Sports and Human Behaviour, 2010-06) Adewale, J. G.; Taiwo, G.R
School effectiveness is measured by the propotion of pupils in the school that can transit from one level of education to the other. Unfortunately, not all the pupils who registered in a cohort complete at the same time. This has implication on the methods adopted in such schoools. If the methods of teaching are not pupil centered, there is the likelihood that pupils may not perform well in school subjects especially in mathematics. Therefore, this study was designed to determine the effects of two teaching methods (play-way and guided discovery methods) in enhancing primary pupils' achievement in geometry. The pupils' gender was also taken to consideration in this study. The study adopted a 3x2 factorial design, the design incorporated treatment at three levels (two experimental and a control), gender at two levels (male and female). The sample is made up of two hundred and twenty-two (222), primary five pupils from six schools in Akure south LGA of Ondo state. Mathematics Achievement Test (MAT) was used to collect data. analysis of covariance (ANCOVA) was employed to test three null hypotheses. The study revealed that pupils taught with the play-way method and guided discovery method achieved significantly (p<.05) better than those taught with the conventional method. There is no significant difference between boys and girls' achievement in geometry. It is, therefore, recommended that practising teachers and teachers in training should adopt innovative teaching methods (play-way and guided discovery teaching methods) that are student-centered interactive in nature and gender friendly.
Effect of peer tutoring instruction materials on students' achievement in some physics concept: A study in school effectiveness
(2010-01) Adewale, J. G.
Without the knowledge of physics, discovery of hydro-electric power, gas turbine, thermo-nuclear power plant, submarine, aeroplane, jet fighter, intercontinental ballistic missile, x-ray in the treatment of cancer, constructions of telephone, ICT, diodes, valves, rectifiers, amplifiers, intergrated and logic circuits which are widely used in electronic systems and computers would have been impossible. Unfortunately, students are not registering for physics and those who register are not performing well in the subject. Many attempts were made to correct the abnormality; yet, the desired outcomes have not been achieved, probably because there are no enough physics teachers in schools. Therefore, this study is designed to find the effect of peer tutoring instructions on students' achievement in some physics concepts. A 2x2 quasi-experimental, pre-test, post-test, control group factorial design was used for the study. The samples used in this study were 161 SS1 Physics students selected from four stratified randomly selected secondary schools in Ibadan Municipal. Data obtained were analysed using mean, standard deviation and Analysis of Covariance (ANCOVA). The results shows that students in the peer tutoring instructions perform better in physics achievement test than their counterparts in the control group. Students with high mathematical ability performed better than their counterparts with low mathematical ability. Therefore, for effective teaching, learning, understanding and mastering physics concepts, the use of peer-tutoring is recommended for the physics teachers and students.
Performance of primary four pupils in literacy test in a multicultural and multilingual country: a study in school effectiveness
(College of applied Education and Vocational Technology, Tai Solarin University of Education, 2008-10) Falayajo, W.; Ayodele, S. O.; Adewale, J. G.
Nigeria, been a multicultural and multilingual country has 250 to 400 or more recognised ethnic groups, English Language is, therefore, adopted as the official language. It is pertinent to find out how Nigerian children perform in the subject because performance in school subjects is one of the measures of school effectiveness. The study was carried out in 28 schools from each state and 14 from Abuja (FCT) totalling an expected 1,036 schools. From the sampled schools, 30 pupils each were randomly selected. In all, 20,664 primary 4 pupils participated in the study. The learning achievement test (literacy) used in this study as the only instrument was curriculum referenced. The items in literacy test were generated on the basis of a table of specification covering different content areas of specific subjects and three levels of cognitive operations namely; Knowledge, Understanding, and Application based on Bloom's hierarchies of cognitive operation. The following were the findings of this study: the pupils made an overall mean score of 29.41%. This performance is considered very low as is below the benchmark of 50% which is considered as the pass mark at primary school level in Nigeria. Pupils from South West performed best followed by those from North East and pupils from the North East performed worse. The implications of the study are discussed.

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