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Welcome to UISpace, The University of Ibadan Institutional Repository. A collection of theses, articles, books, videos, images, lectures, papers, data sets and all types of digital content originating from the University of Ibadan Nigeria. This repository is managed by the Kenneth Dike Library University of Ibadan, Nigeria.
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Corrective feedback in the teaching of english language among federal university lecturers in South-West, Nigeria
(2020) Azcez, F. A.; Odinko, M. N.; AbIJo, J. A.
This study examined English grammar and phonology classes. The study made use of Descriptive survey design. The population of the study comprised undergraduate English Language lecturers and their students in South-West. Nigeria Purposive sampling technique was used to select fifteen {15) English Language University lecturers taking English Grammar and phonology and 350 undergraduate students in South-West Federal Universities. Three research questions were answered. Lecturer Classroom Interaction Sheet (LCIS) with reliability co-coefficient of 0.76 and Students’ Rating of English Language Lecturer Corrective Feedback (SRELLCF) with the reliability co-efficient of 0.78 were the instruments used for data collection. Data was analyzed using descriptive statistics and T-test. The study revealed that explicit correction is the most (44.4%) commonly use types of reformulation corrective feedback while correcting wrong sentences in absence of communication problem among the lecturers is the least (3.7%) form of reformulation corrective feedback. In term of prompt corrective feedback, offering some comments without directly correcting the error is the most (4 1.6%) commonly use while providing brief explanation to allow student to self-correct and asking questions to get the Correct form from student (s) are the least (8.3%) patterns of prompt corrective feedback. The study further revealed that there was a significant difference in score between the two groups of lecturers, t (13.83) = -00, p < .05, two-tailed where the experienced (M = 67.38, SD = 7.03) scoring higher than inexperienced lecturers (M - 58.43, SD = 4.75). The magnitude of mean difference is 4.95 There was a significant difference in score between the two groups of lecturers, t (13,83) = .00. p < .05, two-tailed where Ph.D. holders (M = Io < 8VuD =8 03) Scoring higher than MA’ holders
Effect of Multimodal Assessment Packages on Senior Secondary School Students' English Listening Proficiency in Ibadan Metropolis Oyo State, Nigeria.
(International Association of Language Educators, 2023-06) 'Abijo, J. A.
The study determined the effect of curriculum-based multimodal technique on the listening skills proficiency among secondary school students in Ibadan metropolis. The quasi experimental design was adoptedfor this study. The instruments were Oral-based tests with reliability co-efficient of 0.89, Paper- based tests with reliability co-efficient of 0.70. A total of200 students were randomly selectedfrom public and private schools in Ibadan metropolis and were examined. Half of the students (100) are from public-based secondary schools while the remaining 50% (100) are from private schools. Analysis of variance was used in analysing the main and interaction effects of the data collected. The results revealed that there was no significant different in the overall listening skill proficiency of the students based on either of the school or test type. However, there exists a strong interaction between these independent variables. Students from public schools performed better in Oral-based test (ORT), while private school students tends to have better performance in paper- based tests (PBT). The public school students with a mean performance score of79.38%performed better than the private school students (x— 78.5%) in term of the overall average in the conducted tests Based on thefindings, the new (ORT) technique ofassessing listening skill should be adopted by teachers and all public examining bodies in Nigeria in assessing students listening proficiency
A religious perspective to natural disaster and its implications for management of humanitarian crisis
(African Society for the Study of Sociology and Ethics of Religions, 2018) Ayantayo J. K.; Ayantayo, N. G.
A religious perspective to natural disaster and its implications for management of humanitarian crisis
(African Society for the Study of Sociology and Ethics of Religions, 2018-12) Ayantayo J. K; Ayantayo, N. G.
Technology ease of use and adoption for open and distance learning: challenges from rural Nigerian communities
(2025) Oseghale, O.; Babarinde, B. A.
Perceived ease of use is a critical determinant of technology adoption and effective utilization, particularly in educational contexts. While previous studies have primarily linked ease of use to factors such as system design, training, and user support, the influence of technology availability, accessibility, individual differences, and geographic location has received comparatively little attention. This study examined the perceived availability, accessibility, and ease of use of technology among Open and Distance Learning (ODL) students residing in rural communities across Nigeria. Using a mixed-methods approach, data were collected from 453 students through a structured questionnaire designed to measure their perceptions of technology-related variables. Descriptive statistics, including frequency distributions, means, and percentages, were employed for data analysis. The findings indicated that ODL technologies were generally perceived as available (mean = 3.31 > 3.0), accessible (mean = 3.12 > 3.0), and relatively easy to use (mean = 3.03 > 3.0). However, students reported several challenges that hindered effective technology utilization, such as erratic power supply, poor internet connectivity, high data costs, and financial constraints. These infrastructural, economic, and skills-related barriers were found to significantly limit both access to and effective use of ODL technologies. The study concludes that improving technology availability and usability requires targeted investment in digital infrastructure, affordable connectivity, and continuous digital literacy training. It further recommends that ODL platforms be designed with user-centered principles to promote inclusivity and ensure equitable access to higher education opportunities for learners in underserved rural communities