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Item Psychological Factors as Predictors of High-Quality Achievement in Biology(International Centre for Educational, Evaluation, University of Ibadan, Nigeria and Institute of Education, University of Ibadan, Nigeria, 2025) Olosunde, M. O.; Babatunde, E. O.One of Nigeria's biggest challenges is achieving Sustainable Development Goal (SDG) 4, which calls for providing inclusive and equitable quality education and promoting lifelong learning opportunities for all even with onboarding of Artificial Intelligence. This study investigates how psychological factors influence student success in biology, an important scientific field. The study considered three research questions using non experimental research design of correlational approach, conducted with 400 senior secondary school students from Oyo State, Nigeria. Four instrument used are: Biology Interest Scale (BIS) with α=0.91, Anxiety Traits Inventory (ATI) α=0.74, Academic Motivation Scale (AMS) α=0.87 and Biology Achievement Test (BAT) with 0.80. Result revealed a high link between biology achievement and motivation (r = .187, p < .01), interest (r = .253, p <.01), and anxiety (r = - 0.272, p < .01). Moreover, there was significant effect (F(3, 396) = 16.748, p < 0.001) between variables. Students that were enthusiastic performed better, (β= 0.058, F(3, 396)=.556), indicates no statistically significant effects despite the positive relationship between achievement scores and motivation. In order to achieve Sustainable Development Goal 4 (SDG 4), which calls for inclusive and equitable quality education, affective elements that affect the participation of learners in biology, such as anxiety and interest, must be addressed. Supportive learning environments that prioritize understanding, curiosity, and personal development should be created by educators and policymakers. Integrating real-world biological applications into the curriculum can further enhance the subject’s relevance to everyday life and future careers, thereby sustaining students’ motivation and interest in biology.Item Teachers’ characteristics, school factors as correlates of students achievement in basic science in secondary school in Oyo State(David Publishing, 2025-04) Babatunde, E. O.Several factors can influence learning process and the overall students’ performance but it seems that few studies had made attempt to investigate the influence of teachers and school factors on students’ achievement especially in a technological-driven world where Basic Science performance is low. The study investigated teachers’ characteristics and school factors as correlates of students’ achievement in Basic Science in Oyo State. The survey research was anchored on constructivism and theory of learning. Multi-stage sampling procedures were employed to select all the 33 Local Government Areas of Oyo State. Two schools each, 66 teachers and 1,980 students participated in the study. Three validated instruments used to gather information are: Teachers’ Characteristics and School Factors Questionnaire with r = 0.84, Teachers’ Observational Sheet with r = 0.87, and Basic Science Achievement Test with r =0.87. Data were analyzed using descriptive and inferential statistics at 0.05 level of significance. Significant relationship was found between teachers’ experience (r = 0.77, 0.003, P < .05), teachers’ subject mastery (r = 0.66, 0.019, P < .05), school location (r = 0.62, 0.031, P < .05), and students’ achievement. School facilities (β = 1.244; t = 2.487; p < 0.05) contributed significantly to the prediction. The variables jointly explained 82% of the variance observed in students’ achievement in Basic Science. There is a strong correlation of variables on students’ achievement. Teachers should improve on their subject mastery skill while enabling environment should be provided by the government.Item Prevalence and causes of HIV/AIDs infection among out-of-school children in Ibadan(Institute of Education, University of Ibadan, Ibadan, Nigeria, 2024-05) Babatunde, E. O.The school system's primary concern and essential function are improving students' academic performance and producing a pool of skilled human resources to help grow and develop a nation. Despite how vital economics is to society, several factors determine students' choices and interests, among which spatial and numerical abilities are significant. This has led to students‟ inability to cope with real-life situations, self-independent, and basic entrepreneurial skills. The paper examined spatial and numerical abilities as correlates of academic achievement in Economics. Four research questions guided the study with three instruments to collect data analyzed using mean, standard deviation, and regression analysis at a 0.05 significance level. The results revealed that the mean of all items is higher than the criterion mean of 0.50. Students had a high level of spatial ability (0.50 < 0.91), but performance in numerical ability was poor (0.50 > 0.43). The relationship between the independent variable revealed a significant positive relationship (r= 0.17, p<0.05(0.00)). There was a significant effect of independent variables on the dependent variable (F(2,997)= 41.093; p<0.05(0.000)). Teachers should be trained on how to incorporate spatial ability in economics classesItem Spatial and numerical abilities as correlates of academic achievement in economics(International Centre for Educational Evaluation, Nigeria Institute of Education, University of Ibadan, Ibadan, Nigeria, 2023-08) Adewale, R. T.; Babatunde, E. O.The school system's primary concern and essential function are improving students' academic performance and producing a pool of skilled human resources to help grow and develop a nation. Despite how vital economics is to society, several factors determine students' choices and interests, among which spatial and numerical abilities are significant. This has led to students‟ inability to cope with real-life situations, self-independent, and basic entrepreneurial skills. The paper examined spatial and numerical abilities as correlates of academic achievement in Economics. Four research questions guided the study with three instruments to collect data analyzed using mean, standard deviation, and regression analysis at a 0.05 significance level. The results revealed that the mean of all items is higher than the criterion mean of 0.50. Students had a high level of spatial ability (0.50 < 0.91), but performance in numerical ability was poor (0.50 > 0.43). The relationship between the independent variable revealed a significant positive relationship (r= 0.17, p<0.05(0.00)). There was a significant effect of independent variables on the dependent variable (F(2,997)= 41.093; p<0.05(0.000)). Teachers should be trained on how to incorporate spatial ability in economics classesItem Evaluation of universal basic education quality indicators towards solid foundation for education in Nigeria(International Association for Innovations in Educational Assessment, 2023-06) Babatunde, E. O.; Odetunde, A. A.Nigeria was granted independence by the British in the year 1960. It took some time before her educational system was developed as Nigeria operated an educational policy inherited from Britain which was not sustainable to take Nigeria to the Promised Land. This notwithstanding, the foundations were laid for a new policy. From available literature, school enrolment ratio in primary school was as high as 80%, but dropped to a mere 25% by the time children reached secondary school. Education infrastructure deteriorated and neglected as classrooms, laboratories, workshops, sporting facilities, equipment, libraries were in a state of total decay. The physical condition of most public schools was seen to be pathetic. This study assessed the Universal Basic Education Quality indicators towards Solid Foundation for Education in Nigeria. Four research questions was raised and answered. Two structured and validated instruments were used for data collection from three hundred basic education teachers and thirty UBEC staff. Data collected was analysed using descriptive and inferential statistics. The results showed that the Antecedent Indicators (AI) and the Transaction Indicators (Tl) evaluated in this study was statistically significant {F(l 83,299) = 2.295, p = .000, a = 0.05}. It is recommended that adequate attention in quantitative and qualitative terms as at when due should be given to them to ensure that the universal conception of Universal Basic Education scheme and its attendant objectives are not only achieved but improved upon at all times.Item Effect of industrial actions-induced psychological stress on academic performance of students In Nigerian universities(Positive Psychology Association of Nigeria with headquarters in University of Ibadan, Nigeria, 2021-06) Babatunde, E. O.The effect of repeated disruptions of teaching and learning on students’ academic performance can better be imagined than described. Tertiary institutions, the engine room for the workforce in Nigeria has thus suffered tremendous setbacks as a result of industrial actions. The study investigated the effect of stress caused by industrial actions on student academic performance of Nigerian Universities. This study was guided by three research questions and one hypothesis. The descriptive survey method was adopted for the study. The target population for this study consists of all undergraduates from universities in South-west Nigeria. The purposive sampling technique was used to sample six federal universities as the group is the most affected by the industrial actions. From each university, a proportionate to size sampling technique was used to select 1,220 off-campus students that participated in the study. Four instruments used for data collection are Psychological Effect of Strike Questionnaire (PESQ), 1-0.82, Spielberger’s State Anger Scale (SSAS), r=0,78, Hopkins Symptom Checklist Anxiety Scale (HSCAS), r=0.84 and General Study Achievement Test (GSAT), r=0.87. The result indicates that there is a composite relationship (β =0.75, p<0.05) between psychological stress and academic performance. It also reveals that all the psychological factors, anger (β=0.27, t=6.37), anxiety (β =0.16, t=3.50), self- efficacy (β =0.11, t=3.90), student plan (β =0.04, t=l.21) contributed significantly to the prediction of student academic performance. It is therefore recommended that all stakeholders must understand the grievous effect of strike on student academic performance and should therefore imbibe the spirit of collective bargaining.Item Assessment of parental drug addiction, abuse and misuse on children self-esteem in southwest Nigeria(Institute of Education, University of Ibadan and Department of Health Education University of Ibadan, Ibadan, 2021-01) Babatunde, E. O.; Odokhekpen, V.Drug is any chemical substance which when taking interact with tissues to modify the biochemical process such as perceptions, cognition, mood, behaviour and general body functions. It is a major public health concern that impacts not just the user but also the user's family and-is becoming increasingly problematic in Nigeria. The study evaluated parental drug addiction, drug abuse and drug misuse on children self-esteem in Nigeria. Four research questions were answered using ex-post facto research type. Population comprised all addicted parents in Southwest, Nigeria. Fisher’s formula was used to sample 400 participants. Three instruments; Drug Addiction Prevalence Questionnaire (DAPQ), r-0.78, Drug Addiction Effect on Children Questionnaire (DAECQ), r=0.80 and Rosenberg Self-esteem Scale (RSS), r-0.83 were used for data collection. Data collected was analyzed using descriptive and inferential statistics at 0.05 level of significance. Result revealed that 175(43,8%) males were addicted, 39% and 14.5% abuse and misuse drug respectively. There was significant relationship of the three independent variables: parental drug addiction (r = 0.259, p < 0.05), drug abuse (r =.698, p < 0.05) and drug misuse (r = .151, p < 0.05) on children self- ' esteem. The entire independent variables: parental drug addiction (fi =0.205, t = 6.512, p < 0.05), drug abuse (fi = 0.300, t - 8.431, p < 0,05) and drug misuse (f - 0,119, t = 4,069, p < 0.05) contributed significantly. The result showed that the effect constitutes one of the most deadly menaces faced by Nigerians today that must be eradicated. The-study recommends aggressive sensitization programmes.Item Influence of emotional intensity and leadership traits on social competency of senior secondary school teachers in Oyo State(Institute of Education, University of Ibadan, Ibadan, Nigeria, 2021-01) Babatunde, E. O.Todays school is often a complex social environment of confrontation, miscommunication, manipulation, hostility, and conflict. So much of what takes place in virtually in all schools is grounded in the interrelationships of students and teachers but it seems that most relationships in our schools have problems. Therefore, this study investigated the influence of emotional intensity and leadership traits on social competency of senior secondary school teachers in Oyo State, Nigeria. Three hypotheses was formulated and tested in the study. The population consists of all senior secondary school teachers from where a sample of six hundred and thirty was purposively and randomly selected. Emotional Intensity Scale (r = 0.83), Leadership Traits Scale (r = 0.81) and Social Competency Scale (r = 0.80) was adapted to collect data. Pearson Moment Product Correlation and Regression was used in the analysis. Result shows that there is significant correlation between emotional intensity and social competency of senior secondary school teachers in Oyo State (r = 0.165, p < 0.05). Equally, a significant correlation exist between leadership traits and social competency (r = 0.116, p < 0.05). Moreover, the predictor variables, emotional intensity and leadership traits are also significant in predicting social competency (F = 13.041; df (2,627); P < 0.05) while the t-value of both ((3 = 0.164, t{627)= 4.226; P < 0.05); (P = 0.093, t(547)= 2.389; P < 0.05) strongly influence social competency of senior secondary school teachers in Oyo State. To cope with emotional demands, teachers require good emotional intensity as well as effective social competence as a leader. It is therefore recommended that school teachers should manage their emotions effectively for learning to take place.Item Investigation of relationship between multiple intelligences of higher degree students(Academic Star Publishing Company, 2020-10) Ayoola, R.; Babatunde, E. O.Research into investigation of the relationship between multiple intelligence of learners and academic performance is germane. This study investigated relationship between multiple intelligences of higher degree students and academic performance. Two research questions and three hypotheses guided the correlational study. Three hundred and thirty Master degree students of the University of Ibadan who are randomly selected made the sample. Three validated instruments: Simple Multiple Intelligence Inventory developed by Gardner (r=0.89), Modified MILHDSQ (r=0.87) and the CGPA of students result for the two semesters was used to collect data that was analysed using descriptive and inferential statistics at 0.05 level of significance. The result reveals a very high level of multiple intelligences in the overall mean of 4.34. Students demonstrated very much high intelligence in Logical-mathematical (Xw=4.82), interpersonal (Xw=4.57) and visual (Xw=4.53). Both logical (8.143<0.05) and intrapersonal (19.252<0.05) intelligences are related to academic performance. Moreover, academic performance has high correlation with Logical (0.72) and Linguistic (0.61). This shows a positive correlation between multiple intelligences and academic performance. The result provided opportunity for lecturers’ awareness to observe level of multiple intelligences of students for better guidance to improve academic performance. It is recommended that teaching strategies that will accommodate multiple intelligences be designed by education stakeholders.Item Strengthening teachers classroom assessment practices for innovative learning and 21st century skills(Educational Assessment & Research Network in Africa (EARNiA, 2020-11) Babatunde, E. O.; Ogunrinde, H. B.Information gathering on students 'performance is a means to assist them to make progress in their educational career and have sound knowledge of concepts and standards. Every activity that goes on between the teacher and the student in the classroom setting is regarded as an assessment which aims at determining the extent to which teaching-learning process had taken place. Strengthening classroom assessments can raise students' overall achievement and can be used to diagnose low-achieving students. Twenty-first century skills require teachers to be innovative and have holistic approach that did not focus only what learners have learnt but also how it was learnt. It is expected that data collected by assessing students will not only be useful for measuring learners' progress only but also for improving their own instructional practice. The current practice of assessment lacks the involvement of learners as a result of teachers' low ability to carry out objective assessment. In the twenty-first century, it is inevitable for teachers to make learning easier and more effective for students. These demands building teachers' capacity in best practices in classroom assessment is inevitable. Effective use of any of the suggested approaches in this paper is capable of strengthening teachers' classroom assessment practices for innovative learning and sustainable development.