FACULTY OF EDUCATION
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Item EFFECTS OF GUIDED DISCOVERY AND MODEL-LEAD-TEST STRATEGIES ON QUANTITATIVE REASONING SKILLS OF PUPILS WITH LEARNING DISABILITIES IN UYO, NIGERIA(2023-03) OKO, D.E.Quantitative Reasoning Skills (QRS), the ability to apply basic mathematical skills to solve practical life situations, are essential for successful schooling and survival in the society. However, many Pupils with Learning Disabilities (PwLD) in Uyo, Nigeria have low QRS, which partly accounts for their poor performance in mathematics and other life vocations. Previous studies concentrated more on the problem of teaching reading and development of strategies for improving reading skills among PwLD than on intervention to improve their QRS. This study, therefore, was carried out to determine the effect of Guided Discovery Strategy (GDS) and Model-Lead-Test Strategy (MLTS) on QRS of PwLD in Uyo, Nigeria. The moderating effects of gender and mathematics anxiety were also examined. The study was anchored on information Processing Theory, while the pretest-posttest control group quasi-experimental design, with a 3x2x3 factorial matrix was adopted. The multi-stage sampling procedure was used. Three Local Government Areas (LGAs) were randomly selected from the nine in Uyo, while three primary schools with high student enrolment were purposively selected (one from each LGA). Initial screening involved teacher nomination of underachieving primary five pupils in the classroom. Sixty PwLDs were selected after further screening using the Slosson Intelligence Test and the Pupil Rating Scale. The schools were randomly assigned to GDS (20), MLTS (20), and Control (20) groups. The instruments used were Slosson Intelligence Test (r=0.74), Pupils Rating scale (0.90), Mathematics Anxiety Scale for Children (r=0.92), Quantitative Reasoning Deficit Scale (r=0.88) and Quantitative Reasoning Achievement Test (r=0.75). Data were subjected to descriptive statistics, Analysis of covariance, and Scheffe Post-hoc test at 0.05 level of significance. The majority of the participants (57.0%) were female, and 62.0% had high mathematics anxiety. There was a significant main effect of treatment on QRSs (F(2;47)=17.67; partial =0.43). The participants exposed to GDS obtained the highest mean score (49.86), followed by those in MLTS (44.41) and those in the control group (32.05). There was a significant main effect of gender on QRSs (F(2;47)=9.34; partial = 0.00) in favour of males in GDS. There was a significant main effect of mathematics anxiety on QRSs (F(2;47)=7.97; partial =0.02). The participants with low mathematics anxiety had a higher mean score (39.62) than those with high mathematics anxiety (28.21). There was a significant interaction effect of treatment and mathematics anxiety on QRSs (F(2;47)=8.84; partial =0.08). The interaction effect of treatment and gender; gender and mathematics anxiety as well as the three way interaction effects were not significant. Guided discovery strategy, more than model-lead-test strategy, enhanced quantitative reasoning skills of pupils with learning disabilities in Uyo, Nigeria particularly among those with low mathematics anxiety. These strategies should be adopted by teachers in order to enhance quantitative reasoning skills of pupils with learning disabilities.Item SOCIO-PERSONAL FACTORS AS PREDICTORS OF PSYCHOLOGICAL WELL-BEING OF PUPILS WITH MILD INTELLECTUAL DISABILITY IN THE SOUTH-WEST, NIGERIA(2023-06) ENWEREOYE, O. N.Psychological well-being, a core feature of mental health that describes an individual’s emotional state, is an indication for good quality of life. Reports show that many pupils with mild intellectual disability in the south-west, Nigeria usually experience deficits in psychological well-being. Previous studies focused more on the acquisition of functional academic and adaptive skills of Pupils with Mild Intellectual Disability (PsMID) than on socio-personal factors (self-esteem, social competence, loneliness and aggression) influencing their psychological well-being. This study, therefore, was carried out to investigate the socio-personal factors (self-esteem, social competence, loneliness, home background, depression, aggression and anxiety) as predictors of psychological well-being of pupils with mild intellectual disability in the South-west, Nigeria. Ryff’s Psychological Well-being and Vygotsky’s Socio-cultural theories provided the framework, while the study adopted the descriptive design of the correlational type. The multi-stage sampling procedure was used. The six states in the south-west, Nigeria were enumerated. The purposive sampling technique was adopted to select 28 government-owned primary special schools within the six states. Based on the Slosson Intelligence Test-Revised, 350 PsMID with intelligence quotient of 52-68 were selected. The instruments used were Slosson Intelligence Test-Revised (r=0.86), Home Background Questionnaire (r=0.75), Self-esteem (r=0.75), Social Competence (r=0.90), Loneliness (r=0.83), Depression (r=0.75), Aggression (r=0.72), Anxiety (r=0.87) and Psychological Well-being (r=0.75) rating scales. Data were analysed using descriptive statistics, Pearson product moment correlation and Multiple regression at 0.05 level of significance. The respondents’ age was 14.48±3.43 years, and 53.4% were male. The respondents’ states of residence were Oyo (38.9%); Osun (20.3%); Lagos (18.9%); Ogun (8.0%); Ekiti (7.1%) and Ondo (6.9%). The respondents’ levels of aggression (x ̅=2.57) and self-esteem (x ̅=2.55) were high against the threshold of 2.50, as well as their levels of anxiety (x ̅=1.97) and social competence (x ̅=2.20) against the threshold of 1.50 respectively; while their levels of loneliness (x ̅ =2.43) and depression (x ̅=2.31), were low against the threshold of 2.50. Social competence (r = 0.23) had a significant positive relationship, while loneliness (r = -0.18) had a significant negative relationship with psychological well-being of PsMID. There was a significant joint contribution of the independent variables (self-esteem, social competence, loneliness, home background, depression, aggression and anxiety) to the psychological well-being of PsMID (F (7; 342) = 4.85; Adj. R2 = 0.072), accounting for 7.2% of its variance. Social competence (β=0.22), loneliness (β= -0.17), and aggression (β=0.12) had significant contributions to the prediction of psychological well-being of PsMID. Social competence positively influenced the psychological well-being of pupils with mild intellectual disability in the south-west, Nigeria, while loneliness negatively influenced their psychological well-being. Special educators, caregivers, parents and school administrators should pay attention to these factors to ensure optimal psychological well-being among pupils with mild intellectual disability.Item PSYCHO-SOCIAL FACTORS AS PREDICTORS OF SCHOOL ADJUSTMENT AMONG SECONDARY SCHOOL STUDENTS WITH VISUAL IMPAIRMENT IN SOUTHEASTERN NIGERIA(2024-04) EJIMANYA, E. E.School adjustment is a veritable means of enhancing school engagement and academic achievement. However, Students with Visual Impairment (SwVI) in secondary schools find it difficult to cope with the demands of the school environment with complexities, such as multiple classrooms, un-adapted curriculum and lack of appropriate assistive technologies. As a result, many SwVI have to contend with poor academic achievement due to poor school adjustment. Previous studies have focused more on teaching strategies for improving academic performance and social adjustment with little attention paid to the influence of psycho-social factors on school adjustment among SwVI. This study, therefore, was designed to examine how self-concept, emotional intelligence, peer relationship, teacher-student relationship, self-efficacy and gender are implicated in the school adjustment of SwVI in southeastern Nigeria. The Lev Vygotsky’s Social Development and Bandura’s Social Learning theories provided the framework, while the survey design of correlational type was adopted. The 13 special junior and senior secondary schools (public and private), with educational facilities for SwVI in the five states of Southeastern Nigeria (Abia-3), (Anambra-5), (Ebonyi-1), (Enugu-3) and Imo (1) were enumerated. A screening conducted using the Snellen Chart revealed that there were 120 SwVI in the special secondary schools. Ninety six SwVI who consented to participating in the study were purposively selected. The instruments used were School Adjustment (r=0.82), Self-concept (r=0.80), Emotional Intelligence (r=0.80), Peer Relationship (r=0.79), Teacher-student Relationship (r=0.81) and Self-efficacy (rN=0.85) scales. Data were analysed using descriptive statistics, Pearson’s product moment correlation, multiple regression and t-test at 0.05 level of significance. The respondents’ age was 17.00±3.20 years, 61.5% were male, while 58.4% were in junior secondary school. The SwVI were from middle socio-economic families (65.6%), those with moderate visual impairments (51.0%) and those with acquired onset impairment (63.5%). The SwVI level of school adjustment was high 2.65 against a norm of 2.50. Peer relationship (r = 0.58), teacher-student relationship (r = 0.55) self-concept (r = 0.49), self-efficacy (r = 0.44) positively correlated with school adjustment but emotional intelligence did not. The predictor variables had a joint prediction on school adjustment (F(5,90) = 14.39; Adj. R2 = 14.0); accounting for 14.0% of its variance. The peer relationship (β = 0.27), teacher-student relationship (β = 0.25), self-concept (β = 0.23), emotional intelligence (β = 0.16) and self-efficacy (β = 0.13) had relative contributions to school adjustment, while emotional intelligence and self-efficacy did not. There was no gender difference in the school adjustment of male and female SwVI. Peer relationship, teacher-student relationship, self-concept and self-efficacy influenced school adjustment of students with visual impairment in secondary schools in Southeastern Nigeria. Therefore, teachers and parents should pay close attention to these factors to ensure effective school adjustment among students with visual impairment.Item BRAILLE AND DIGITAL AUDIO-SUPPORTED READING TECHNIQUES AND ACHIEVEMENT IN ENGLISH LANGUAGE COMPREHENSION AMONG STUDENTS WITH VISUAL IMPAIRMENT IN IMO STATE, NIGERIA(2023-01) EGWIM, G.Students with Visual Impairment (SVI) experience difficulties with sight-related activities and this hinders them from acquiring functional life skills like reading, which are important for success in academics and life in general. Reports have shown that many SVI in Imo State exhibit low achievement in English language comprehension. Previous studies have focused largely on provision, and the use of assistive technology as well as mobility training for SVI with little emphasis on interventions using braille and digital audio supported reading techniques for improving their reading comprehension skills. This study, therefore, was designed to determine the effects of Braille Reading (BR) and Digital Audio-supported Reading (DAsR) techniques on achievement in English language comprehension among SVI in Imo State, Nigeria. The moderating effects of onset of visual impairment and Emotional Intelligence (EI) were also examined. The study was anchored to Lev Vygotsky's Socio-cultural Theory, while a pretest-posttest, control group quasi-experimental design with a 3x2x2 factorial matrix was adopted. Three integrated public secondary schools (Boys’ Secondary School, Aboh, BSA; Girls’ Secondary School, Orlu, GSO; and Government Secondary School, Owerri, GSSO), were purposively selected. A screening conducted using the Snellen Chart revealed that there were only 17 SVI in the three integrated schools. All the 17 SVI were enumerated across the schools: BSA (8), GSO (5) and GSSO (4). The schools were randomly assigned to BR (8), DAsR (5) and control (4) groups. The instruments used were Bar-On Emotional Quotient Inventory (r=0.78), Achievement in English Language Comprehension Test (r=0.79) and instructional guides. The treatment lasted eight weeks. Data were analyzed using descriptive statistics, Analysis of covariance and Scheffe post-hoc test at 0.05 level of significance. The participants’ age was 16.35 ± 1.12 years, while 59.0% acquired visual impairment after birth. There was a significant main effect of treatment on achievement in English language comprehension among the participants (F (1.7) =3.21, partial = 0.39). Participants exposed to BR had the highest post mean achievement score in English language comprehension (53.06), followed by those in DAsR (45.34) and control (39.16) groups. Onset of visual impairment had no significant main effect on achievement in English language comprehension of the participants. The EI had no significant main effect on the achievement in English language comprehension of the participants. Treatment and onset of visual impairment had significant interaction effect on the achievement in English language comprehension of the participants (F (1,7) = 3.41, partial = 0.17). The two-way and three-way interaction effects of treatment and onset of visual impairment, treatment and EI, treatment, onset of visual impairment and EI, respectively were not significant on achievement in English language comprehension of the participants. Braille reading more than Digital audio-supported reading enhanced achievement in English language comprehension among students with visual impairment in Imo State, Nigeria. Special Educators should use both reading techniques in teaching students with visual impairment to enhance their achievement in English language comprehension.Item INTERACTIVE-LECTURE-DEMONSTRATIONS AND GUIDED-REVERSE JIGSAW INSTRUCTIONAL STRATEGIES, AND SECONDARY SCHOOL STUDENTS’ LEARNING OUTCOMES IN CONCEPTS OF LIGHT IN PHYSICS IN OYO STATE, NIGERIA(2023-06) BUSARI, G. A.Physics, a unifying subject for most science-related disciplines is important for technological advancement. Reports have shown that academic achievement in and attitude to physics particularly in concepts of light among senior secondary students in Oyo State are poor. Previous studies have focused largely on student-related factors that influence learning outcomes in physics, with little attention paid to student-centred strategies such as Interactive-lecture-demonstrations Strategy (IldsS) and Guidedreverse Jigsaw Strategy (GrJS). This study therefore, was carried out to determine the effects of (IldsS) and (GrJS) on students’ learning outcomes (achievement in and attitude to) in concepts of light in physics. It also examined the moderating effects of gender and students’ commitments to physics. John Dewey’s Constructivist Theory of Interaction and Albert Bandura’s Social Cognitive Theory underpinned the study. The pretest-posttest control group quasiexperimental design with a 3x2x2 factorial matrix was adopted. One Local Government Area (LGA) was randomly selected from each of the three existing senatorial districts in Oyo State. Three schools were purposively selected from each LGA based on availability of qualified physics teachers and functional laboratory. Intact classes of Senior School II students from each school were randomly assigned to IldsS (83), GrJS (126) and control (105) groups. The instruments used were Physics Achievement Test (r=0.78), Students’ Commitment to Physics Scale (r=0.80), Students’ Attitude Questionnaire (r=0.87) and instructional guides. The treatment lasted 10 weeks. The data were analysed using descriptive statistics, Analysis of covariance and Bonferroni Post-hoc test at 0.05 level of significance. The participants’ age was 15.30±2.50 years and 52.9% were female. The participants’ commitment to physics (45.2%) was low. Treatment had a significant main effect on students’ achievement in concepts of light in physics (F(2, 312) = 53.95; partial η2 = 0.26). The participants in IldsS had the highest post-achievement mean score (11.89), followed by those in GrJS (11.82) and the control (8.55) groups. There was a significant main effect of treatment on students’ attitude to physics (F(2, 312) = 44.28; partial η2 = 0.23). The participants in IldsS had the highest post-attitude mean score (50.70), followed by those in GrJS (45.12) and control (42.30) groups. There was a significant main effect of students’ commitment to physics on achievement (F(1, 313) = 6.54; partial η2 = 0.02), but not on attitude to concepts of light. The participants in high commitment group obtained a higher post mean score (11.13) than their counterparts with low (10.38) commitment group. The main effects of gender were not significant on students’ achievement in and attitude to concepts of light. The two-way and threeway interaction effects on achievement in and attitude to concepts of light were not significant. Interactive-lecture-demonstrations and guided-reverse jigsaw instructional strategies improved students’ achievement in and attitude to concepts of light in physics in Oyo State, Nigeria with emphasis on students’ commitment to physics. Both strategies should be adopted by physics teachers.Item Implementing the new social studies curriculum and the challenges for teacher preparation in Nigeria(The Department of Educational Management, University of Ibadan, Ibadan, 2016) Ajiboye, J. O.; Ajitoni, S. O.; Gbadamosi, T. V.Item Teachers' classroom practices and content knowledge as predictors of civic competence of senior secondary school students in Ibadan(Department of Arts and Social Sciences Education, University of Lagos, Akoka, Lagos Nigeria, 2019-09) Gbadamosi, T. V.; Oyetunde, M. O.Abundant literature affirms students' low level of civic competence, especially ai the primary and junior secondary school levels. This study was embarked upon to determine teachers' classroom practices and content knowledge as predictors of senior secondary school students' civic competence (knowledge, disposition, and engagement) in Ibadan. Expo facto research design was adopted for the study with four hundred and fifty (450) students and fifteen (15) Civic Education teachers as participants. The instruments employed were Civic Education Teachers' Classroom Practices Observational Scale (CETCPOS), Measuring Guide for Teachers' Classroom Practices Observational Scale (MGTCPOS), Civic Education Teachers’ Content Knowledge Questions (CETCKQ), Students' Civic Knowledge Achievement Test (SKAT), Students' Civic Disposition Questionnaire (SCDQ), and Students' Civic Engagement Questionnaire (SCEQ). One major research question was raised and answered at 0.05 level of significance. Data were analyzed using mean and Pearson Product Moment Correlation (PPMC). The findings of the study revealed no correlation between students' civic competence and teachers' classroom practices and their civic knowledge. Improved teachers' knowledge in Civic Education and classroom practices were observed, although without effects on the civic competence of students. It was recommended that government, school administrators and parents' factors be subsequently studied, and that evaluation of Civic Education should include behavioural assessment.Item Household participation in domestic waste disposal and recycling: an environmental education implication(Nigerian Association for Educational Administration and Planning (NAEAP), 2010-06) Gbadamosi, T. V.; Ajagbe C. A.; Awolola, O. l.This study examined the factors influencing household participation in waste disposal and recycling focusing educational level, location of residence and income. The study was carried out in four Local Governments Areas in Oyo Metropolitan Area, namely Atiba, Oyo East, Oyo West and Afijio. Three research questions were formulated to provide data for this study. 192 household were sampled for this study. The data collected were analyzed using frequency counts and simple percentages. The findings revealed that there is low level of participation of household in waste disposal and recycling as a result of low level of household awareness on environmental implication of proper waste management. Also, revealed low household participation in waste sorting, disposal and recycling across educational level, income and location of residence. The findings have environmental implications. Therefore, it was recommended that teaching of environmental education should be promoted not only in school but also in informal ways of educating citizens.Item Counselling implications of teaching economics through service learning instructional strategy to enhance entrepreneurship skills(Fafunwa Educational Foundation (FEF) in collaboration with The Faculty of Education, University of Lagos, Akoka-Yaba, Lagos, Nigeria., 2018-09) Gbadamosi, T. V.; Akanni, O. O.It is evident that Nigerian Government is making drastic and pronounced efforts at stemming the tide of unemployment via means such as change and innovation in the curriculum. However, it appears that there is no adequate instructional intervention to develop appropriate knowledge, attitudes and skills in learners for knowledge economy in the schools. Students are restricted to classroom instruction with little or no participation which has resulted in rote learning and memorisation and their attendant effects on learning outcomes. This paper, therefore, explored service learning instructional strategy that is outdoor and activity-based as a means of promoting entrepreneurship skills through effective teaching of economics for alleviating unemployment in Nigeria and its counselling implications. The following were also discussed in the paper: Economics, entrepreneurship, importance of an entrepreneur, characteristics of entrepreneur, economic view of unemployment, causes of unemployment, and counselling implications of effective teaching of economics for boosting entrepreneurship skills for alleviating unemployment. Some recommendations were made such as Economics teachers should employ service learning instructional strategy for effective teaching of Economics, universities should expose Economics students to service learning, and collaborate with industries; management is encouraged to organise on-the-job pedagogical training for Economics lecturers without a teaching qualification, and continuous professional development on innovative instructional strategies for all. Parents are counselled to encourage their ward(s) on the need to discover their entrepreneurial skills and make good use of them to be self-reliant, among others. All these will help to produce graduates that will be relevant beyond 21st century.Item A survey of strategies of implementing national orientation agency’s value programme in secondary schools in Osun State, Nigeria(WAEF & GTRG, Abidjan Cote’D’Ivoire &, Nigeria, 2023-03) Ajogbeje, O. O.; Gbadamosi, T. V.This study examines the various strategies of implementing National Orientation Agency (NOA)'s moral value programme in secondary schools in Osun State. The study also examines the variation in the use of these strategies to determine their effectiveness on the implementation of the programme. Descriptive survey research design was adopted for the study which was guided by two research questions. The population for the study comprises of all NOA staff and secondary schools teachers in Osun State; while purposive sampling technique was used to select one hundred and twenty participants for the study. The instrument for the data collection was a constructed ten items structured questionnaire related to the strategies and the frequency use of these strategies were designed for the study. The instrument was subjected to face and content validity by Social Studies experts for scrutiny and review and validated two weeks before administration and its reliability was determined through Cronbach Alpha which yielded a co-efficient of 0.89. The data collected were analysed using descriptive statistics of frequency counts, percentage scores, mean and ranking order. The study revealed among others that most of the frequently used strategies were not appropriate for implementing the programme while appropriate strategies were seldomly used or not used at all. The study therefore recommended that NOA's staff should frequently use the appropriate strategies for implementing their programme so as to inculcate moral values into secondary schools students in Osun State.