FACULTY OF EDUCATION

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    Sustaining teacher education in Nigeria in the ‘new normal’ era
    (2022) Tella, A.
    Covid-19 that started in Wuhan, China in December 2019 that almost every sectors including education. The pandemic did not only disrupt commercial and economic activities. Its‟ also affect education. To ensure that the pandemic did not claim total paralysis of education lead to the adaptation of teaching and learning in the period and tagging the process as new normal of teaching and learning. Students and teachers and distancing themselves from each other, face-to-face teaching was reduced to barest minimum and schools and colleges were under key and locked. This paper therefore explored sustaining teacher education in Nigeria in the new normal era with considerations for deficits in quality of education and provisions for it and sustenance in the new normal and project the nexus between the new normal and teacher education sustainability in Nigeria. Some of the challenges beclouding teacher education were explained and finally the paper proffer what should be done and recommendations.
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    Effect of bingo game instructional strategy on pupils’ achievement in mathematics in public primary schools in Oyo State, Nigeria
    (International Society for Teacher Education, Bloomington, 2021) Tella, A.; Fatoki, F. M.
    This study determined the effect of Bingo game instructional strategy on Pupils’ mathematics Achievements of public primary schools in Oyo state, Nigeria. One hundred and twelve public primary school grade 3 pupils participated in the study. This study adopted the pretest-posttest control group quasi-experimental design with a 2x3 factorial matrix. The study deployed Bingo strategy as different patterns that were designed to create fun and variety in teaching mathematics. The pretest was administered before the teaching using Bingo strategy, while posttest was administered immediately after the treatment (Bingo strategy). The control group were left with conventional teaching without any manipulation. Simple random sampling was used to select four primary schools from two local government area in Oyo State, Nigeria. Two constructed standardized and validated instruments by the researchers were used for the study: Pupils mathematics Achievement Test (r = 0.81) and Quantitative Ability Test (r = 0.69). The treatment lasted four weeks. The data were analyzed using Analysis of covariance at 0.05 level of significance. The result revealed that there was a significant main effect of Bingo on pupils achievement in mathematics (F(1, 110) = 3.327; partial η2 = 0.131).There was a significance main effect of quantitative ability (F(1, 110) = 0.603; partial η2 = 0.206) on pupils achievement in mathematics. The high quantitative ability pupils (56.904) benefited from the treatment package more than their counterpart (31.451). There was significant two-way interaction effect of Bingo game and quantitative ability of the participants (F(2, 106) = 1.543; partial η2 = 0.214) in favour of high quantitative ability pupils from Bingo game instructional strategy. The participants in Bingo game (14.07) had a higher mean value than their counterparts in the control (6.61). Bingo game instructional strategy improved pupils’ achievement in mathematics. Primary school mathematics teachers should try to adopt this strategy in their teaching delivery.
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    Effects of think-pair-share and numbered heads together teaching strategies on junior secondary school students’ achievement in mathematics in South west Nigeria
    (School of Education of the University of Zambia, 2021-06) Tella, A.
    Mathematics is one of the core subjects both at primary and secondary school levels in Nigeria. The importance accorded to mathematics in the curriculum reflects the recognition of its vital role towards national and technological development and the role it plays in contemporary society. Despite the importance of Mathematics to societal development, it is a subject that many students dislike and fail. Therefore the issue of poor achievement of students in Mathematics has become a perennial problem in Nigeria. The persistent failure of students has remained a major concern to Mathematics educators. This calls for strategies that will create hands-on/mind-on learning activities such as Think-Pair-Share and Numbered Heads Together Teaching strategies. This study therefore determined the effect of Think-Pair-Share and Numbered Heads Together Teaching strategies on students’ achievement in Mathematics. The moderating effect of mental ability and gender influence on students’ achievement in Mathematics are also examined. The study adopted pretest-posttest control group quasi-experimental research design. Intact classes of JS2 comprising of 310 students from six purposively selected secondary schools in Osun west senatorial district of Osun state, Nigeria were the participants of the study. The schools were randomly assigned to treatment of Think-Pair-Share, Numbered Heads Together and conventional teaching strategies. Seven instruments were used to gather data for the study and seven null hypotheses were formulated and tested at 0.05 level of significance. Data were analysed using Analysis of Covariance and Scheffe post-hoc analysis. Treatment had significant main effect on students’ achievement in Mathematics. There was no significant main effect of mental ability and gender on students’ achievement, likewise two-way interaction effect. However, three-way interaction effect is significant. The study therefore recommends that Mathematics teachers in secondary schools should adopt Think-Pair-Share and Numbered Heads Together Teaching strategies for improving achievement in Mathematics. Government should retrain secondary school teachers on how to use Think-Pair-Share and Numbered Heads Together Teaching strategies. Also curriculum planners and experts in Mathematics should design curricular that are student activity-based.
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    Impact of mother tongue on primary pupils’ literacy and numeracy skills in Osun State
    (2020) Alimi, F. O.; Tella, A.; Adeyemo, G. O.; Oyeweso, M. O.
    The study was conducted to determine the effectiveness of mother tongue instruction on the achievement of primary five (V) pupils in literacy and numerical skills in Osun state. It also examined the moderating effect of gender. The Cummins interdependence theory provided the framework, while the pre-test/post-test control group quasi experimental design was adopted. Two Local Government Areas in Osun state were randomly selected. From each LGA, three public primary schools were randomly selected, while an intact class of primary V pupils was selected from each school, totalling 233 pupils. The instruments used were Pupils literacy (α=.82), Pupils numeracy skills (α=.89) Questionnaires and instructional guides. Data were subjected to Analysis of covariance at .05 level of significance. 53.5% of the participants were females. There was a significant difference in the achievement of pupils taught with mother tongue and conventional strategies in literacy and numeracy skills (F(2,232)=27.94; p<.05, partial η2=.20). Pupils exposed to mother tongue strategy had highest post mean literacy and numerical skills (70.47). Mother tongue strategy enhanced pupils’ literacy and numerical skills in primary schools in Osun state, regardless of their gender. Teachers should adopt these strategies to improve pupils’ achievement in literacy and numerical skills.
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    Workload and professional competence as a correlate of mathematics teachers’ teaching effectiveness in secondary schools in Osun State, Nigeria
    (2019-06) Tella, A.; Akinleye, O. T.
    This study is hinged on the balancing of the workload and professional competence of mathematics teachers in secondary schools in Osun State, Nigeria which was premised on cognitive load theory. The study adopted the descriptive survey design. One hundred and nineteen mathematics teachers were randomly selected from both public and private secondary schools in 10 local government areas of Osun State. Instruments used were Workload Scale (r=0.78), Professional Competence Scale (r=0.83) and Teaching Effectiveness Scale (r=0.87). Data were analysed using descriptive statistics of frequency count, percentage, mean, while Pearson product moment correlation, t-test and Analysis of variance were used for analyzing the data at 0.05 level of significance. Professional competence (r=0.39) and workload (r=0.26) had positive significant relationship with mathematics teachers' teaching effectiveness. Mathematics teachers' teaching effectiveness in terms of methodology, curriculum and textbook usage, knowledge of their students, context and self were high as against the threshold of 3.0 as the criterion point. Among other things, it was recommended that there should be re- evaluation of the professional training of Mathematics teachers regardless of where they work.
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    Perception and use of youtube by music lecturers and librarians in selected tertiary institutions in Kwara State, Nigeria
    (Taylor & Francis, 2018) Tella, A.; Okemute, F.; Tella, A.
    This study examined the music lecturers and librarians use and perception of YouTube in selected Kwara State tertiary institutions. Survey approach was adopted to conduct the study. The sample comprised 35 respondents (20 librarians and 15 music lecturers). Three research questions were answered while data were analyzed using percentage, frequency count, and cross tabulation. YouTube was used by the music lecturers mostly for teaching, research and learning, enhancing learning experience, and engaging students with the contents of music lessons. Librarians on the other hand use YouTube mostly as reference point for events and occurrences, teaching tool for library instruction; and for communicating other libraries.
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    Mathematics teachers' usage of inclusive instructional activities in some special schools in Ibadan, Oyo State
    (Department of Special Education, University of Ibadan, 2018-07) Tella, A.
    Inclusive Education (IE) is a policy and principle aimed at educating students with disabilities and their counterparts who are without disabilities within the same classroom. It brings all students together in one classroom and community, regardless of their strengths or weaknesses in any area, and seeks to maximise the potential of all students. It is one of the most effective ways of promoting an inclusive and tolerant society. It is known that 73 million children of primary school age were out of school in 2010, this was lower than over 110 million out-of-school children in the mid-1990s, according to new estimates by the UNESCO Institute for Statistics (UIS). This study, therefore, was carried out to investigate the level and extent of mathematics teacher usage of inclusive instructional activities in their teaching in some special schools in Ibadan, Oyo State, with the objective of catering for students with special educational needs. The respondents were 11 mathematics teachers from four purposively selected junior secondary schools that offer inclusive education for students with and without disabilities. The results reveal that mathematics teachers do not use inclusive instructional activities. The awareness and level of usage (2.16) was low. There is a significant difference in the utilisation of instructional activities of male and female mathematics teachers (t = 4.564; p< 0.05), with female teachers having the higher usage of instructional activities. The study, therefore, recommends among others, that mathematics teachers should be trained to use inclusive instructional activities that incorporate the inclusive education.
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    Revitalizing mathematics education preparation in Nigeria for national development: an innovative view
    (Modestum, 2018) Tella, A.
    Mathematics education currently is not in a good phase as regard its product in term of marketability, teachers’ quality, subject mastery, professional competent, pedagogical acumen among others. National development in the context of teacher preparation and other so called in Nigeria should be seen within perspective of overall progress because national development embodies the overall gross progress people achieve within the context of its economic, political and socio–cultural potential. It has since become an undisputable fact that education is one of the potent tool for social transformation for national development anywhere in the world and in all sphere of political system. It is therefore imperative to look critically at different ways to revitalize Mathematics education preparation in Nigeria with reference to national development and putting up various innovations and think–thank syndrome into pre-service teacher preparation.
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    Comparison of professional self esteem of public and private school mathematics teachers in Ibadan metropolis, Oyo State
    (Department of Guidance and Counselling, University of Ibadan, 2018-06) Tella, A.
    Professional self-esteem is the appraisal of one’s cognitive, emotional and behavioural capabilities that makes an individual a true professional in real sense. It is to get to know the real essence of a profession, its perquisite along and competencies of a professional. Professional self-esteem of mathematics teachers varied across the level and location of operations of mathematics teachers especially between public and private primary school in Ibadan metropolis, Nigeria evidenced from reports. This study, therefore, investigated the comparison of public and private junior secondary school mathematics teachers’ professional self-esteem because of the noticeable negative behaviour of mathematics teacher at this level. The study also examined apart from the comparison between professional self-esteem of public and private mathematics teachers in junior secondary schools, the differential in professional self-esteem of urban and rural mathematics teachers. The study was anchored on social learning theory by Bandura, while survey design was adopted. Multistage sampling procedures was used. First, all junior secondary schools and mathematics teachers in Ibadan metropolis were enumerated. Schools were then stratified into public and private and also into urban and rural schools. Simple random technique was used to select 150 mathematics teachers from 50 junior secondary schools (Private - 49 and Public - 101). Mathematics Teachers Professional Self-Esteem Scale (r = 0.81) was used to collect data. The data gathering lasted four weeks by the investigator with the assistance of three research assistants. Data were analysed using frequency count, mean, standard deviation and sampled t-test at 0.05 level of significance. Qualitative data were content analysed after observing five sessions of focus group discussions with the 25.0% of selected teachers. The results revealed a significant mean difference between public (x = 41.35) and private (x = 29.27); urban (x = 25.41) and rural (x = 21.69); male (x = 6137) and female (x" = 49.53) professional self-esteem of mathematics teachers. The professional self-esteem was higher in term of public, urban, and male mathematics teachers. Mathematics teachers’ professional self-esteem should be sustained and strengthened through incentives, good reward system, marking allowances, teacher gender sensitivities, prompt and timely promotion as at when due.
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    Mathematics and curriculum development
    (2017-12) Tella, A.
    The unprecedented changes that are taking place in today's world will profoundly affect the future of today's students. To meet the demands of the world in which students will live, students will need knowledge of mathematics to adapt to changing conditions and to learn independently. Mathematics is the abstract study of topics such as quantity (numbers), structure, space and change. Major development in mathematics education in this millennium has been the increased amount of mathematics that all citizens are expected to know. Today’s mathematics curriculum must prepare students for their future roles in society by equiping them with essential mathematical knowledge and skills of reasoning problem solving communication and most importantly, with the ability and the incentive to continue learning on their own. This paper focuses on the mathematics and curriculum development which includes what is mathematics, mathematics processes, curriculum and curriculum development, processes of planning and development of curriculum. Problems and prospects of mathematics teaching in Nigeria secondary schools were also discussed, while recommendations were provided.