INSTITUTE OF EDUCATION

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Start date: 1990End date: 1999

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    COMPARATIVE EFFECTIVENESS OF LECTURE AND MATERIAL-BASED INTERACTIVE METHODS ON SELF-CONCEPT, TEST ANXIETY AND ACHIEVEMENT IN MATHEMATICS IN LAGOS STATE
    (1995-08) ADEDAYO, O. A
    This study was carried out with the aim of investigating the effect of three instructional methods and gender on achievement, test anxiety and self-concept in mathematics of NCE year one Business Education Students. The design used was a 3 x 2 pre-test/post-test quasi-experimental design. A sample of 165 first year NCE Business Education Students comprising 71 males and 94 females, with mean age of 22.96 years, was used in this study. The subjects were all full-time students from two colleges of Education in Lagos State who registered for the 1992/93 session. A total of nine hypotheses were tested with respect to the interactive effect of instructional method and gender on each of the three dependent variables. The instructional methods occurred at three levels as follows: Interactive learning with individual use of materials, interactive learning with group use of material and the lecture method. The materials were prepared from the second semester business mathematics course outline. Five instruments were used for data collection. They were: 1. A multiple choice test in mathematics to test prerequisite skills. 2. A multiple choice post achievement test in mathematics covering the course objectives of the second semester business mathematics course. 3. The Inventory of Test Anxiety in Mathematics (ITAM) by Osterhouse,. 4. A mathematics self-concept scale. 5. A learning package. Analysis of covariance was done for each of the three dependent variables. Where significant interaction was found the hypothesis on main effect was not tested. Rather, Scheffe multiple Range Test was used to identify the source of variation. In case of no interaction, Multiple Classification Analysis was used to determine the magnitude and direction of the effect as well as the amount of variation accounted for by each variable. The result showed significant interactive effect of gender and treatment on mathematics achievement. Interactive learning with individual use of materials favoured females while interactive learning with group use of materials favoured males. There was no interactive effect of gender and instructional method on the other two dependent variables. However, with test anxiety as the dependent variable, it was found that instructional method had significant effect, with students exposed to the lecture method having the highest anxiety level when compared with others. The hypothesis on self-concept showed that gender had significant effect, favouring females. Instructional method and gender accounted for a total variance of 24.3% in mathematics test anxiety and 22.8% in self concept in mathematics. Recommendations are made as to how interactive learning could be used to meet students individual needs in the teaching of tertiary mathematics.
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    EFFECTS OF NOTE-TAKING STRATEGIES, ATTITUDINAL DIFFERENCES AND SOME PERSONALITY TRAITS ON STUDENTS' ACHIEVEMENT IN SOCIAL STUDIES
    (1995) ABODUNRIN, G. O.
    This study employed a 3x2x2 pretest-post test control group factorial design to investigate the effects of note-taking strategies, attitudinal differences and some personality traits on students' achievement in Social Studies. The subjects of the study were 96 first year Social Studies students of three Colleges of Education in Oyo and Osun States of Nigeria. Two experimental and one control groups were used. The first experimental group listened to taped lecture and wrote their own notes. The second listened to the taped lecture and followed lecturer's prepared notes while the control group listened only to audio-taped lectures on population studies. The Eysenck Personality Inventory (EPI) and the Students' Attitude to Social Studies Questionnaire (SASSQ) were utilised to categorize the subjects into extroverts and introverts, and to those with positive or negative attitude to social studies. Without any opportunity to review notes, subjects were made to take two post-tests - Social Studies Immediate Recall Test (SSIRT) and Social Studies Delayed Recall Test (SSDRT). Three dependent measures which were obtained for each subject were the pretest score, the immediate post-test score and the delayed post-test score. Data obtained were analyzed using Analysis of Covariance while Tukey Honestly Significant Difference tests were used for post hoc tests. The highlights of the results include the following: (1) There were statistically significant differences in the students' achievement on the basis of the different note-taking strategies adopted at both the immediate and delayed recall tests. Both the note-takers and note followers had significantly higher scores than the control group. (2) There were no statistically significant interactive effects of note-taking strategies and attitudinal differences on the students immediate recall test but there were statistically significant differences at the delayed recall test. (3) There were no statistically significant interactive effects of note-taking strategies and personality traits on the students' achievement at both the immediate and delayed recall test. (4) There were no statistically significant interactive effects of note-taking strategies, attitudinal difference and personality traits on students' achievement at both the immediate and delayed recall tests. The results are consistent with the idea that note-taking can be a generative activity that encourages students to build connections between lecture information and what they already know. This is one of the implications of the findings. Other implications were: that, rather than indulging in writing notes on the blackboard or in handouts for our students, they should be taught how to encode accurately lecture information during lecture; that sufficient practice in note-taking should be given to our students right from the lower levels of education; that whether a student is extrovertic or introvertic in his personality disposition, his achievement in social studies depends more on the type of note- taking strategy he adopts during class lectures; that positive attitude to learning enhances better remembering and recall. Suggestions were also made for further studies in the area of the research.
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    CAUSAL MODEL OF SOME SOCIO-PSYCHOLOGICAL VARIABLES AS DETERMINANTS OF ACHIEVEMENT IN SECONDARY SCHOOL SOCIAL STUDIES
    (1995-05) ABE, C. V.
    The study sought to obtain empirical evidence of the causal linkages between academic achievement and some socio-psychological variables, and to ascertain the extent to which these variables predict achievement in Social Studies. The study made use of ex-post facto design involving a sample of 624 Junior Secondary School class three students in thirty secondary schools in Oyo State. Each student responded to five different questionnaires and an achievement test in Social Studies. The data was analysed using stepwise multiple regression and path analysis statistics to answer the five research questions raised in this study. The research findings indicate that: 1. Only five of the variables viz: socio-economic status, gender, home language, attitude towards Social Studies and study habits influenced achievement in Social Studies. 2. Most of the variables that have indirect effects on students' achievement in Social Studies do so via study habits. 3. There is no direct effects of i. locus of control on achievement ii. gender on career aspiration iii. attitude towards Social Studies on career aspiration iv. locus of control on study habits v. test anxiety on achievement vi. career aspiration on achievement. 4. Total effects of the direct path accounted for 23.4% of the variation in students' achievement in Social Studies, while total effects of the indirect paths accounted for 9.0%. 5. The eight socio-psychological variables in the study when taken together were quite effective in predicting achievement in Social Studies with multiple R = 78; R(2) =61; Adjusted R(2) = .60; Standard Error = 6.57; R(2) Change = .61; F Change = 119.43. 6. Socio-economic status (VAR1) was the most effective variable in predicting achievement in secondary school Social Studies. 7. Locus of control, career aspiration, and test anxiety did not make any significant contribution to the prediction of achievement in Social Studies. The findings have important implications for the development of bumper and robust counselling package for secondary school students in line with the demand of the National Policy in Education.
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    Research for higher education development
    (1997-12) Amoo, S. A; Onuka, A. O. U.
    The Higher Education sector is composed of all universities; colleges of education and technology and other institutes of post secondary education . It also includes all research institutes, experimental campuses and schools operating under the direct control of, or administered by, or associated with, the higher education establishments. This paper examines the quality of research in developing human resources to facilitate the development of the nation. It discusses the challenges and the role of research and higher education in support of teacher education programs and related policy processes in international context. It analyses the state-of-art in the interface between teacher education, higher education and teacher policy development. It addresses the issues related to research and education as well as their contribution to teacher education policy development processes. It explains how higher education can contribute through research and capacity building to teacher education policy development process in Nigeria. It recommends the future collaboration between the key international institutions and academics.
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    Women's reproductive health and rights:customary law and practice in Nigeria
    (The Women's Right Project. Civil Liberties Organisation, 1998-04) Emeke, E. A
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    Global view of activities of UNICEF on child survival, protection and development
    (Journal of School Health Education, 1999) Emeke, E. A
    United Nations children Education Fund(UNICEF) has invovled itself in a number of programmes. This paper, however, focuses mainly on those programmes directly related to child survival namely: health, nutrition, Water and Enviromental Sanitation(WES). The issues of child labour abandoned children and children with disabilities are the focus when discussing UNICEF's activities in the area of child protection. Education is touched on as a direct correlate of UNICEF's involvement in child development. Since the paper is taking a global view of UNICEF's activities, it does not concerntrate on any country per se. Focus on any particular country, be it Nigeria or any other one will be necessary if country programmes and activities were being discussed. Though the paper points out clearly that UNICEF has achieved quite a lot of successes in the paper's programmes of focus in many countries, the paper concluded by calling on UNICEF not to rest on its oars since there is still a lot more that can be achieved; and also that country governments, NGOs and other well meaning individuals should join hands with UNICEF to protect and develop the child, thereby seeing to his survival
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    Psychological considerations in the education of Nigerian women
    (Journal of Functional Education, 1998-01) Emeke, E. A
    This paper brings together under one umbrella many of the psychological factors that have been found to affect the education of women especially in Nigeria. The paper looks at factors that are inherent in andrelate to the psychology of the Nigerian woman. The writer used the focus group discussion method, and reports here ten psychological issues which must be taken into consideration. These are attitude, motivation, perception,sensitivity, intelligence, confirmation of capacity to learn, self doubt, self involvement, fear of consequences of success and feelings of inferiority. Certain questions were raised for further research, and the conclusion zeroed in on the need for therapeutic interventions that will support the woman's ego strengths, help her focus more clearly on realites, thus encouraging thoughful independence. It is the achievement of the latter that will enable her participate more meaningfully in education and achieve maximally.
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    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.
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    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.