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Item EVALUATION OF ADULT AND NON-FORMAL EDUCATION PROGRAMME IN OYO STATE, NIGERIA(2011-05) ADEDEJI, O.TThe challenge of high rate of illiteracy in the developing nations necessitated the establishment of Adult and Non-Formal Education Programme. The programme is to organise literacy training, develop the trainees’ attitudes and commitments towards active participation in the development of their locality, improve the trainees’ job performance and standard of living as well as promote functional literacy in health education. Although Oyo State established the programme in 1988, there is no record that it has been empirically evaluated. Hence the study evaluated the programme to ascertain the achievement of the set objectives and the effect of trainees’ academic needs, trainers’ experience and qualification, training facility and training strategy on the trainees’ achievement in communication, numeracy, social studies and health education. The study adopted a survey research design. Multistage and proportionate stratified sampling were used to select 780 trainees, 30 trainers from 3 strata (Basic, Post Basic and Advanced literacy) and 40 primary six pupils spanning 10 local government areas of Oyo State. The four instruments used for data collection were: Adult and Non-Formal Education Trainees’ Questionnaire (r=0.80), Adult and Non-Formal Education Teachers’ Questionnaire (r = 0.83), Classroom Interaction Scale (r=0.62), Adult and Non-Formal Education Programme Achievement Test (r=0.75). Three research questions were answered and one hypothesis was tested. Data were analysed using descriptive statistics, t-test and multiple regression. The objectives of the programme were achieved to a great extent: literacy trainings (78.8%), trainees’ job performance (93.6%); trainees’ participation in the development of their environment (99.6%); trainees’ standard of living (97.1%) and functional literacy in health education (87.2%). Trainees academic needs, trainer’s experience and qualification, training facility and training strategy had composite effect on the achievement in communication [F(5,774)=3.03; p<0.05], numeracy [F(5,774)=12.27; p<0.05] social studies [F(5,774)=4.83; p <0.05] and health education [F(5,774)=8.96; p<0.05]. Training strategy (β=0.37, t=11.19, p<0.05), training facility (β=0.15; t=3.23; p<0.05), and trainers experience (β=0.11, t=3.06, p<0.05) contributed significantly to the trainees achievement in communication. In numeracy, trainer’s qualification (β=0.15, t=3.94, p<0.05) training strategy (β=0.12, t=3.47, p<0.05) trainees need (β=0.10; t=1.99, p<0.05) and trainers experience (β=0.08; t=-2.27, p<0.05) contributed significantly. Training facility (β=0.12, t=2.54, p<0.05) and trainers’ strategy (β=0.11, t=2.98, p <0.05) contributed significantly to the achievement in social studies. Health education showed that, facilities (β=0.19; t=4.15; p<0.05), training strategy (β=-0.13, t=-3.81, p<0.05), trainers’ qualification (β=-0.11, t=-2.90, p<0.05) and trainers experience (β=-0.08, t=-2.15; p<0.05) contributed significantly. There was no significant difference between the achievement of advanced literacy trainees and that of primary six pupils in communication, social studies and health education. However numeracy achievement of advanced literacy trainees was statistically different from that of primary six pupils (t=4.41; p<0.05). The programme, to a great extent has contributed towards the promotion of functional literacy in Oyo State. Government should therefore continue to encourage and support all aspects of the programme. Specifically, seminars and workshops should be organised for the trainers to improve their teaching skills.Item COMPARATIVE EFFECTIVENESS OF TWO PROBLEM-SOLVING TEACHING APPROACHES ON SENIOR SECONDARY SCHOOL STUDENTS’ ATTITUDE TO AND ACHIEVEMENT IN PRACTICAL CHEMISTRY(2015-06) APARA, O.MIt has been observed that many secondary school students in Nigerian perform poorly in chemistry. This may be attributed to the teaching methods used by their teachers as well as inadequate provision of practical materials and activities. Very often, students only observe experiments, copy notes and draw diagrams during chemistry lessons. Studies have revealed that students do not actively and effectively take part in practical chemistry exercises and this may be part of the reasons for their poor performance in the subject. This study, therefore examined the extent to which Laboratory Problem-Solving Model (LAPSOM) and Hands-on, Minds-on Problem-Solving Model (HAMPSOM) improved students’ attitude to and achievement in practical chemistry. It further determined the moderating effects of chemistry process skills and class size. A pretest-posttest, control group quasi experimental design with a 3 x 2 x 2 factorial matrix was used. From the eight educational zones in Oyo State, three were randomly selected from Ibadan and Oyo towns. Three Local Government Areas (LGAs) were chosen based on the geographical location from each of the selected zones. Nine public senior secondary schools were randomly chosen from the selected LGAs. Nine intact classes of 359 students participated and were assigned to LAPSOM, HAMPSOM and control groups. Treatment lasted six weeks. The instruments used were: Chemistry Achievement Test (r=0.79), Students’ Attitude to Practical Chemistry Scale (r=0.85), Chemistry Process Skills Rating Scale (r=0.78). LAPSOM, HAMPSOM, and Conventional Method. Seven null hypotheses were tested at 0.05 level of significance. Data were analysed using ANCOVA. There was a significant main effect of the treatments on students’ achievement in practical chemistry (F(2,346)=13.03, η2=0.070, R2=.176). Students exposed to HAMPSOM performed better (x=20.02) than those in LAPSOM (x=18.64) and the control group (x=15.09). There was no significant main effect of the treatments on students’ attitude to practical chemistry. Both high and low chemistry process skills had significant effect on students’ achievement in practical chemistry (F(1,346)=10.15, η2=0.029, R2=.176). Students exposed to HAMPSOM with high skill performed best (x=47.16) followed by those exposed to LAPSOM (x=40.79) and control (x= 40.29). Chemistry process skills had no significant effect on students’ attitude to practical chemistry. Large and small class sizes had significant effect on students’ achievement in practical chemistry (F(1,346)=14.54, η2=0.04, R2=.176) but students in small class performed better (x=19.43) than those in large class (x=16.38). There was no effect on students’ attitude to practical chemistry, even though students in large class had better attitude (x=92.17) than those in small class (x=90.65). There was a significant interaction effect of treatments and chemistry process skills on students’ attitude to practical chemistry (F(2,346)=3.31, η2=0.019, R2=.032) and also students’ achievement in practical chemistry (F(2,346)=5.11, η2=0.029, R2=.176). The other two-way and three-way interactions had no significant effects on both. Hands-on and Minds-on problem-solving approach had greater impact than Laboratory problem-solving approach on students’ attitude to and achievement in chemistry. Teachers should therefore employ Hands-on and Minds-on problem-solving approach in teaching chemistry.Item TEAM TEACHING MODELS AND PRIMARY SCHOOL PUPILS’ LEARNING OUTCOMES IN MATHEMATICS IN OYO, NIGERIA(2018-08) AKUJIEZE, M.OLiterature in mathematics education shows that the teaching methods being applied by many mathematics teachers are teacher-centered. Furthermore, the methods do not relate classroom activities to out of class real life experiences. Most often, low-achieving secondary school students (LASSS) do not gain from the method of instruction and consequently develop poor attitude towards mathematics, particularly in the area of Geometry. It is on the basis of this that the study examined the extent to which Out-of-Class-Activity (OCA) and Group Counselling Strategies (GCS) enhance learning outcomes in Geometry among LASSS in Ibadan, with students’ mathematics self-efficacy (MSE) and gender as moderator variables. A pretest, posttest control group experimental design with 3x2x2 factorial matrix was adopted for the study. Multistage random sampling technique was used to select 110 LASSS from six Junior Secondary Schools in three Local Government Areas in Ibadan. These students were distributed into three groups viz: Group I (OCA), Group II (GCS) and Group III (Control). Four validated instruments: Students’ Selection Test (r = 0.70); Achievement Test in Geometry (ATG) (r = 0.81); Mathematics Self-Efficacy Scale (r = 0.85); and Geometry Attitude Scale (GAS) (r = 0.73) were used to collect data. Seven hypotheses were tested at 0.05 level of significance. Data were analysed using Mean, Standard Deviation, and Analysis of Covariance. There was a significant main effect of treatment on achievement in Geometry (F (2, 97) = 35.77, p < 0.05) and attitude towards Geometry (F (2, 97) =108.21, p < 0.05). In ATG, OCA Group performed best ( = 19.10; SD =3.99) followed by GCS ( = 19.03; SD = 3.57), while Control Group performed worst ( = 12.58; SD = 3.75). In Geometry Attitude Scale, Out-of-Class-Activity group performed best ( =220.20; SD =28.58) followed by GCS ( =205.87; SD = 21.86), while Control Group performed worst ( = 157.92; SD = 27.40). Mathematics Self-Efficacy had statistically significant effect on achievement in Geometry (F (1, 97) = 4.07, p < 0.05), but no significant effect on attitude towards Geometry. Students who held strong beliefs in their abilities performed better ( = 17.27; SD = 5.13) than those who did not believe in their abilities ( = 16.05; SD = 4.58.). There was no significant difference between the male and female students in their achievement in and attitude towards Geometry. There were no significant 2 and 3-way interaction effects of treatment, gender and MSE on learning outcomes in Geometry. This implies that the effects of treatments on learning outcomes in Geometry can be generalised across male and female and students with low and high levels of mathematics self-efficacy. Both Out-of-Class-Activity and Group Counselling strategies were effective in enhancing learning outcomes in Geometry among low-achieving secondary students. Based on the efficacy of the interventions, mathematics teachers, counsellors and school administrators should employ these strategies in enhancing learning outcomes in Geometry among students.Item TEAM TEACHING MODELS AND PRIMARY SCHOOL PUPILS’ LEARNING OUTCOMES IN MATHEMATICS IN OYO, NIGERIA(2019-08) OYEGOKE, D.AMathematics is taught at the primary schools to enable pupils apply its skills to solve daily problems. There is evidence that pupils have phobia for and poor performance in Mathematics. This has been attributed to teachers’ non-use of effective teaching methods such as the team teaching models. Previous studies have focused largely on individual teaching methods with little attention paid to the use of Collaborative Team Teaching (CTT) and Alternative Team Teaching (ATT) models in improving pupils’ learning outcomes in Mathematics. The study, therefore, was designed to investigate the effects of CTT and ATT on pupils’ Achievement in Mathematics (AM), Interest in Mathematics (IM) and Dexterity in Mathematics (DM). The moderation effects of Pupils’ Learning Styles (PLS) and Pupils’ Self-efficacy (PS) were also examined. Tuckman’s Team and Activity Learning theories served as the framework. Explanatory sequential mixed methods design (QUAN qual) with dominant quantitative component (QUAN-dominant) was adopted in the study, while the quantitative aspect used 3x3x3 factorial matrix. Both simple random and homogenous purposive sampling techniques were used. Simple random sampling technique was used to select three Local Government Areas (LGAs) in Oyo. From each LGA, three public primary schools were randomly selected and an intact class of primary V pupils was adopted from each school. The classes were assigned to CTT (143), ATT (129) and control (129) groups, while treatment lasted for five weeks. Homogenous purposive sampling method was used to select 72 pupils, 12 primary five Mathematics teachers and 6 head teachers. Instruments used were AM (r=0.78) and DM (r=0.82) tests; IM (α=0.87), PLS (α=0.84) and Mathematics Self-efficacy (α=0.82) scales and instructional guides. These were complemented with 12 focus group discussions with pupils and 18 in-depth interview sessions with six headmasters and 12 Primary V Mathematics teachers. Data were analysed using Analysis of covariance, Sidak post-hoc test at 0.05 level of significance, while qualitative data were content-analysed. There were significant main effects of treatment on AM (F(2,374)=62.85, partial ɳ2=0.25) and IM (F(2,374)=29.86, partial ɳ2=0.14) but none on DM. Pupils in the ATT (21.09) had the highest mean score in AM, followed by pupils in CTT (12.13) and control (9.84) groups. Pupils in ATT (42.82) had the highest mean score in IM, followed by pupils in control (28.15) and CTT (27.83). There was no significant main effect of PLS on AM, IM and DM. The PS had no significant main effect on AM, IM and DM. The two-way and three-way interaction effects were not significant. Collaborative and alternative team teaching models made learning easier; provided clear understanding of the content; enhanced close interaction between pupils and teachers; and engendered innovation and creativity. Challenges associated with collaborative and alternative team teaching models included inferiority or superiority complex and conflicts among teachers. Solutions to the challenges were planning, monitoring, supervision, communication and mutual understanding. Both collaborative and alternative team teaching models improved pupils’ achievement in mathematics, while only alternative team teaching model aroused pupils’ interest in Mathematics. Primary school teachers should employ these models in teaching mathematics.Item 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.Item A causal model of family socio-demographic factors on parents’ involvement in the provision of basic education and students’ achievement in english language(2012-03) Aderibigbe, O. M.Provision of basic education is currently receiving a global attention and a boost in all nations of the world. Research evidence in Nigeria indicates a nation-wide concern over the consistent students’ poor performance in English language particularly in externally conducted examinations. The failure rate in the subject is on the increase in spite of concerted effort to find pedagogical solution within the school system. There is a need for serious government, school and parent collaboration in the provision of basic education to improve students’ achievement. This study, therefore, sought to establish a causal explanation of family socio-demographic factors that influence parental involvement and students’ achievement in English language in Ogun state. The study is an ex-post-facto type which used a multi-stage sampling procedure to select 1,373 students from thirty schools spread across six local government areas in Ogun state. Two instruments were used to collect data. They were Students Achievement Test in English (KR20=0.71) and Questionnaire on Parents’ Involvement (α =0.96). Four research questions were answered in the study. The data obtained were subjected to path analysis. The most meaningful causal model on parents’ involvement had twenty four pathways that were significant at p< 0.05. All the predictor variables (marital status, parents’ education, parents’ occupation, parents’ income, number of children, family size, gender of the child, parental educational expectation) made a total contribution of 7.2% of the variance in parents’ involvement. In all, the total effect on parents’ involvement was more indirect (51.78%) than direct (48.22%). Parents’ education (β=. 20) had the most potent effect on parents’ involvement; followed by parents’ occupation (β=.06), marital status (β=-.07) and family size (β=-.24). Parents’ income, number of children in the family, gender and parents’ expectation had only indirect effect on parents’ involvement. Also, the most meaningful causal model on students’ achievement had twenty five pathways that were significant at p< 0.05. All the predictor variables made a total contribution of 5.2% of the variance in achievement in English language. In all, the total effect on achievement was more indirect (50.13%) than direct (49.87%). Number of children (β=.23) had the most potent effect on achievement in English language, followed by parents’ educational expectation (β=.16), parents’ education (β=.09), parents’ income (β=.05) and family size (β=-.24). Marital structure, parents’ occupation, gender and involvement had only indirect effect on achievement in English language. Parents’ education, family size, parents’ occupation, and marital status directly influenced parents’ involvement; and number of children, parents’ educational expectation, parents’ education, parents’ income and family size directly influenced achievement. Educational administrators, principals, teachers, students and parents should see these variables as very important in improving parental involvement and achievement in English language at the junior secondary school level. Parents’ involvement should be seen as a continuous process to enhance students’ achievement in school.Item Teacher factors as determinants of achievement in intergrated science(The science teacher association, 2003) Emeke, E. AThe study investigated how some teacher variables such as qualification, teaching experience in integrated science, area of specialization, gender teacher's knowlegde of the objectives of integrated science, teaching strategies employed and their assessment practices determine or predict achievement in integrated science. To do this, an eight variable model was constructed and tested in order to provide casual explanations of achievement in integrated science. Forty teachers and five hundred students randomly selected from twenty schools in Oyo state were involved in the study. Data collection was carried out using three instruments with reliability coefficient ranging from 0.72-0.08. Data analysis was carried out through the multiple regression analysis procedure and path analysis techniques. The results indicates that the seven predictor variables accounted for 17. 6% of the variation in the criterion variable. Out of this, having the knowledge of the objectives of the programme contributed most followed by the qualification of the teacher. The implications of all these for professional development is also discussed.Item An overview of the psychological theories of career development and choice(Institute of Education, University of Ibadan, 1978) Emeke, E. AItem Women's reproductive health and rights:customary law and practice in Nigeria(The Women's Right Project. Civil Liberties Organisation, 1998-04) Emeke, E. AItem Women's right and the gender question:appraisal of the journey so far in the light of CEDAW and the WCW beijing paltform in action(Nigerian education law journal, 2000) Emeke, E. AThis paper appraises the journey so far n the achievement of women's right in the light of two international instruments namely: 1. The UN convention on the elimination of all forms of discrimination against women, popularly called CEDAW and 2. the Beijing platform of action which emanates from the world conference on women(WCW). For the purpose of this paper, these two international instruments will be referred to as CEDAW and the WCW beijing platform of action or simply as the platform for action. CEDAW is an international human right document that establishes internationa standards of equality between women and men. The convention was adopted by the UN general assembly on 18th December,1979, and entered into force as binding treaty on 3rd September, 1981. CEDAW abhors anything that can bring about unequal treatment between men and women while they are carrying out thier livelihood, describing the contarary as discrimination against women. CEDAW seeks the elimination of discrimination against women under the law (de jure) and in practice (de Facto). The WCW beijing platform for action as as human instrument reaffirms that the: advancement of women and the achievement of equality are a mtter of human rights and condition for social justice. In paragraphs 1-6 of its mission statement in chapter 1, the platform emphasizes that women and men share common concerns that can only be addressed by working together and in partnership towards the common goal of gender equity throughout the world. But has Nigeria and indeed many other countries really worked assiduously towards the achievement of the goal of gender equality? This paper in answering this and posting that the answer is in the negative, appraised a variety of issues concerning women's right across the globe in the light of conformity or otherwise with the provisions of CEDAW and the Beijing platform for action.