INSTITUTE OF EDUCATION
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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.Item Effect of two teaching methods on student’s achievement in junior secondary school social studies in Ibadan metropolis(2018-04) Junaid, I. O.; Ayinde, A. D.The research investigates effects of two teaching methods of students of Junior Secondary Schools within Ibadan Metropolis. Multistage sampling techniques were adopted in selecting three Local government Areas, Six Junior Secondary Schools, 12 Teachers and 188 Students. Seven hypotheses stated and tested with four validated instruments: Social Studies Achievement Test, Teaching Techniques Questionnaire, Study Habits Rating Scale and Social Studies Attitudinal Scale, guided the study. Data obtained were analysed using Analysis of Covariance (ANCOVA) at 0.05 level of significance. Results shows that the main effect of treatment (Brainstorming and Project Methods) is significant on students’ achievements in Social Studies (F= 4.422; P < 0.05); the main effect of gender is significant on students’ achievements in Social Studies (F= 5.663; P < 0.05); the main effect of study habit was significant on students’ achievements in Social Studies (F= 3.393; P < 0.05); the interaction effect of treatment and gender was significant on students’ achievements in Social Studies (F= 2.076; P < 0.05); the interaction effect of gender and study habit was significant on students’ achievements in Social Studies (F= 2.523; P < 0.05); the interaction effect of treatment, gender and study habit was significant on students’ achievements in Social Studies (F= 2.198; P < 0.05). The paper therefore recommends that Social Studies teachers should make it as a point of duty to always employ brainstorming teaching method in teaching and learning process to enhance students’ desirable achievement.Item School quality and teacher characteristics as correlates of students’ learning outcomes in history in Rivers State(The Faculty of Education, University of Lagos, Akoka-Yaba, Lagos, Nigeria, 2017-01) Junaid, I. O.; Owhonda, N. G.Students 'performances in senior secondary school history in recent time have not been impressive based on the reports from public examiners. The subject is not offered by many students and is almost going into extinct as important as it is to individual citizen and the country as a whole. The extent to which school quality and teachers' characteristics correlate with students learning outcome in history in Rivers State was investigated. The study is a descriptive design of survey type. Multistage sampling technique was employed and data were collected from 30 history teachers and 200 SSS II history students from 20 SSS schools in Rivers State. Five research questions and four validated instruments guided the study with reliability coefficients of 0.78 for SQQ;0.67for TCCRS; 0.72 for CIS and 0.56for HAT respectively. Data were analysed using descriptive and inferential statistics. Results indicated a significant relationship between school quality and students' learning outcome in history (r —. 494); revealed a significant relationship between teacher characteristics and students' learning outcome in history (r = .415); both variables jointly explain 25% of the variance observed in students' learning outcome in history and it was statistically significant at F (df =2, 228) = 5.712, p < 0.05. It was observed that there were positive relationships among school quality, teacher characteristics and students' learning outcome in history. Government should provide trainings for teachers through seminars/workshops in order to develop their knowledge, practices and attitude that are neededfor maximum students'learning outcome in history.Item Effects of computer assisted pedagogy, time-management and students’ attitude on achievement in junior secondary school civic education in Oyo State(Institute of Education, University of Ibadan on behalf of Participating West Africa Universities and Ministries of Education, 2017) Junaid, I. O.; Afolabi, E. O.Effects of computer assisted pedagogy, time management and students’ attitude to achievement in junior secondary school civic education in Oyo State were investigated. The study adopted pretest, post-test and control group quasi-experimental design using a 3x2x2 factorial matrix. Multistage sampling procedure was adopted to select two local government areas, eight junior secondary schools, 385 JSS II students and eight civic education teachers for the study. Seven null hypotheses and four validated instruments were used to collect data for the study. These are: Civic Education Achievement Test (r = 0.83); Civic Education Attitudinal Scale (a — 0.89); Time Management Observation Scales for Teachers (r = 0.75) and Operational Manual of Instruction on Computer Assisted Pedagogy (r = 0.73). Data were analysed using analysis of covariance (ANCOVA) and multiple classification analysis (MCA). Major findings of this research work show that there is a significant effect of treatment on students' achievement; a significant effect of students' attitude on students’ achievement and a significant interaction effect of treatment and student attitude towards students’ achievement. There is no significant main effect of teachers’ time management on students’ achievement at F(1.327) = 46.793 P < 0.05 and no significant interaction effect of teachers’ time management and students’ attitude towards students’ achievement at F(,372)0.301; P > 0.05. Thus, it is recommended that teachers as implementers of curriculum, must diversify in the use of instructional strategies, upgrade continually in knowledge, skills and abilities, inculcate the use of ICT in the classroom setting and learn to be effective time managers in classroom management and dissemination of instructions.Item Emerging predictors of achievement in government for innovative and dynamic education in Lagos State(2016-06) Junaid, I. O.Results released by examining bodies on Government over the year have not been encouraging. Several researches have attempted to identify factors responsible for the poor performances in Senior Secondary School Government. But the problem still persist. The study therefore, investigated the extent to which teachers’ style of teaching; students’ study habits and classroom participation predict students’ achievement in Government in Lagos State. The study used descriptive survey research design; forty (40) teachers and four hundred (400) SS II Government students were selected through multi-stage sampling techniques from two Education Districts in Lagos State. Three validated instruments were used to gather information in this study. These are: Teachers’ Style of Teaching and Classroom Participation Questionnaire (r =.729), Study Habits Rating Scale (r =.689), Government Achievement Test (GAT). Five research questions were raised and answered in this study. The data obtained were analyzed using multiple regression and Pearson product moment correlational 0.05 level of significance. The papers submit that selection of appropriate style of teaching; exhibition of effective study habit by the students and encouragement of students in active classroom participation will lead to substantial improvement in students’ achievement in Government. Therefore, teachers should employ the right teaching style in order to motivate students to learn; students should apply effective study habit that will make them discover new things themselves and boost their achievement.