INSTITUTE OF EDUCATION

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    Effects of millennium development goals and capacity building on social studies teachers’ competencies and students’ learning outcomes in social studies in Kogi State
    (Ahmadu Bello University, Zaria, 2017) Junaid, I. O.
    Students 'performances in Junior Secondary School Social Studies in recent time have not been encouraging. Teachers also attributed woeful performances of students to poor staff development training. The study investigated the effects of Millennium Development Goals Capacity Building on Social Studies Teachers' Competencies and Student's Learning Outcome in Kogi State. This study is a descriptive research of survey type adopting multi-stage sampling technique. Data were collected from 40 Social Studies teachers and 360 JSSII students from 12 schools in Kogi State. Three research questions and three instruments guided the study with reliability coefficients of 0.68 for TCQ; 0.76 for CIS and 0.72 for SSAT. Data were analysed using descriptive statistics and Pearson Product Moment Correlation. Results revealed that relationship exists between MDGs' teachers ’competencies in classroom management and students' learning outcomes (r =0.30); positive significant relationship exists between MDGs teacher competencies and students' learning outcomes (r = 0.13) and larger percentage of the participants with MDGs capacity Building acquired more teaching skills in the course of the training. It is recommended that teachers should appropriate their newly acquired skills to increase students 'learning outcomes and be proactive in creating enabling environment in order to motivate students to learn.
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    Influence of parental assessment culture on primary school pupils’ academic performance in english language and social studies in Benue State - Nigeria
    (Educational Assessment and Research Network in Africa, 2018-06) Ibode, O. F.; Nasela, P.
    The study examined the assessment of availability, adequacy, and utilisation of information and communication technology (ICT) in universities in South-West, Nigeria. The ex-post facto design was adopted, to collect information in which three states and three federal universities were purposively selected from South- Western, Nigeria. One hundred students and ten lecturers were randomly selected from each of the three federal universities in the zone. Two validated instruments: Information and Communication Technology Facilities Checklist (ICTFC) and Lecturers’ Questionnaire (LQ, r = 0.82) were used for data collection. Data collected were analysed using descriptive statistics. Between 84% and 100% of the respondents indicated that ICT facilities were available, while between 85% and 100% of them indicated that they were inadequate. The level of utilisation of the ICT facilities is low as indicated by 57%o to 100% of the respondents. Irregular power supply 100%, poor funding 90% and lack of internet facilities 83.33%, were identified as some of the major constraints militating against the use of ICT facilities. It was, therefore, recommended that there should be adequate provision of ICT facilities and resources in our tertiary institutions. The National Universities Commission (NUC) should of a necessity review the course contents of university education, to compulsorily incorporate ICT utilisation as a standard for teaching and learning, while university authorities should support lecturers to utilise ICT. There is increasing need for parents' active participation in the assessment of their children at home. This study investigated the influence of parental assessment culture on primary school pupils' academic performance in English and Social Studies in Benue State. Three research questions were developed for the study, which is a survey and correlation study. A sample of200primary six pupils from six schools was randomly selected using the hat and draw procedure. The six primary schools were also selected using random sampling technique. Rating scale and English and Social Studies achievement tests were used for data collection. Descriptive statistics and Pearson moment correlation were used as statistical tools for data analysis. The findings revealed that parents have low level of assessment culture in evaluating academic works of their primary school children. There was low positive correlation between parental assessment culture and pupils' academic performance in English Studies (r = .042, p= .556), whereas, parents assessment culture was positively related to pupils' performance in Social Studies (r = .780, p=.010). It is recommended, among others, that parents should cultivate the culture of assessing their children academic activities at home, and provide feedback to the school on children's academic behaviours at home. facilities while teaching.
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    The effect of bilingual mode of instruction on pupils’ academic achievement in social studies in Oyo state primary schools
    (2013-05) Ibode, F. O.; Ojo, M. M.
    Bilingual mode of instruction is considered very important at the primary level of education. This becomes very necessary due to the multiplicity of languages evident in some countries like Nigeria. Consequently, bilingual situation is observed in primary schools at certain levels of primary education. Pupils learn and are taught in English language which is quite different from their ethnic languages. The study therefore investigated the effect of bilingual mode of instruction on pupils’ achievement in Social Studies. The study adopted quasi- experimental approach. Stratified and simple random sampling was used to draw a sample of200 basic six (6) pupils from four schools (two rural and two urban schools) for the study. The instrument (Social Studies Achievement Test (SSAT) was developed by the researchers and used for data collection. The instrument was subjected to Kuder Richardson 21 with reliability coefficient of 0.82. The result of the study show that the bilingual mode of instruction has significant effect on achievement of pupils in Social Studies F (1.191) - 72.738, p< 0.05 Partial Eta Square n?= .276. Therefore the effect size (27.6%) is moderate. Hence, mode of instruction accounted for 27.6% of the total variance in the pupils’ achievement in Social Studies.
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    AN EVALUATION OF THE PROFESSIONAL COMPETENCE OF THE NIGERIA CERTIFICATE IN EDUCATION (NCE) TEACHERS OF NATIONAL TEACHERS’ INSTITUTE DISTANCE LEARNING PROGRAMME
    (2011-03) ADETAYO, J. O.
    The National Teachers’ Institute (NTI) has been involved in training teachers for the Nigeria Certificate in Education (NCE) for over three decades through Distance Learning Programme. The quality of these teachers has been queried particularly when compared with those who undertake full-time NCE Programme. However, this claim has not been verified empirically. This study, therefore, evaluated the professional competencies of NCE teachers produced by the NTI Distance Learning Programme. The study further examined the extent to which NTI primary school teachers’ gender, years of teaching experience, morale, motivation, attitude, expectation from the teaching milieu, commitment, values development, length of training accounted for their professional competencies. Five research questions were answered. The study adopted a causal comparative design. Forty NCE teachers produced by NTI Distance Learning Programme and 40 Full-time NCE trained teachers were purposively selected from schools in eight local government areas of Ogun State. Six instruments were used for data collection. These are Classroom Interaction Sheet (r =0.85), Instructional Competence Rating Scale (r =0.68), Teachers’ Knowledge of Social Studies Content (r =0.72), Teacher Morale Scale (r =0.75), Motivation to work Scale (r =0.82) and Teachers’ Characteristic Questionnaire (r =0.88). Data were analysed using descriptive, t-test and multiple regression statistics. There was no significant difference in the professional competence of NTI NCE teachers and Full-time NCE teachers on knowledge of subject matter. Generally on the average, the NTI NCE teachers used 71% of the instructional time in facilitating learning but pupils were not actively involved in the teaching learning process. The NTI NCE teachers were significantly committed to teaching more than the full-time teachers (t (78) = 2.02, p<0.05). Gender, years of teaching experience, attitude to teaching, expectation from the teaching milieu, values development, motivation to work and teachers’ morale did not significantly influence professional competence. All the factors jointly contributed a multiple R of 0.294, R² of 0.086 and adjusted R² of 0.183 accounted for 18.3% of the variance in the teachers’ professional competence. The NTI NCE teachers were found to be more committed to teaching than the Full-time NCE teachers. However, mode of study did not influence professional competence of NCE teachers. In view of the fact that teachers will continue to access professional training by NTI, there is, therefore, the need for NTI to ensure a favourable teaching environment in order to enhance the production of committed teachers. Therefore, the NTI Programme should be sustained because of its role in the training of teachers