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Voi 11 No 1 & 2, 2014
UNIVERSITY OF IBADAN LIBRARY
Volume 11,2014
Ibadan Journal 
of
Education Studies 
(IJES)
ISSN: 1596-5953 
Voi. 11 Nos. 1 & 2,2014
UNIVERSITY OF IBADAN LIBRARY
Editoria! Board
ED ITO R-IN -CH IEF 
Prof. S.O. Salami
DEPUTY ED ITO R-IN -CH IEF
Prof. Esther Oduolowu
ASSOCIATE EDÌTORS 
Prof. M.K. Akinsola 
Dr. LA. Abiona 
Dr A.O. Fadoju 
Dr. P.B. Mojoyinola 
Dr. Francisca Anyanwu 
Dr. O.A. Fakolade 
Dr. K.I.N. Nwalo 
Dr. P .B .A bu
EDITORIAL ADVISERS.
Emeritus Prof. Michael Omolewa (University ò f Ibadan)
Emeritus Prof. Pai Obanya (University of Ibadan>
Prof. Ike Ukeje (Kennesaw State University, USA)
Prof. M.O. Ogunsanya (University of Ibadan)
Prof. Reginald T. Ocansey (University of Education, Winneba)
Prof. I. Nwazuoke (University of Ibadan)
Prof. Chan Williams (University of Florida, USA)
Prof. G.O. Alegbeleyè~(Uhiversity of Ibadan)
Prof. Regis Chireshe (Great Zimbabwe University, Zimbabwe)
Prof. C.B.U. Uwakwe (University of Ibadan)
Prof. L.O. Amusa (University of Venda for Science & Tech, South Africa) 
Prof. M. A. Akintayo (University of Ibadan)
Prof. Fred Adegoke (University of Ilorin)
Prof. D.F. Elaturoti (University of Ibadan) .
Prof. Grace Otinwa (University of Lagos) ■.
Prof. Morayo Atinmo (University of Ibadan)
Prof. B.I. Popoola (Obafemi Awolowo University, Ile-Ife)
Prof.. Iyabo Mobawonku (University of Ibadan)
Prof. J.B. Babalola (University of Ibadan)
Prof. O.A. Moronkola (University of Ibadan)
Prof. C.O.O. Kolawole (University of Ibadan)
Prof. Baba S. Msheila (University of Mai auguri)
UNIVERSITY OF IBADAN LIBRARY
UES Volume 11,2014
Editorial Comments
Volume 11, 2014 of thè Ibadan Journal of Educational Studies publishes articles 
in various areas in thè field of education. This current edition has eighteen (18) 
articles, m ostofwhich. are research-based.
Among thè articles in this.volume are: Towards an effettive and creative 
teaching pf social studies in secondary schools; School environment factors as 
correlates of students’ academic performance in Ejigbo Locai govemment Area 
of Osun State, Nigeria; Demographic factors as predictors of functional 
National Population Policy for sustainable national development in Nigeria; 
Unique curriculum for gifted and talented persons: For what?; Demographic 
factors, attitudes and students’ academic performance in Okitipupa Locai 
Government Area of Ondo State, Nigeria; An investigation of dyslexia among 
public primary school pupils in Ibadan, Nigeria; Instructional and assessment 
accommodations for students with reading disabilities in inclusive classrooms; 
Mentoring, self-efficacy and family involvement as predictors of career 
aspiration among in-school adolescents in Ibadan, Nigeria; Effects of school 
environment, culture, parental involvement and student-teacher relationships on 
achievement motivation among senior secondary school students in Ibadan, Oyo 
State, Nigeria; Effects of enhanced explicit teaching (Explicit teaching + peer- 
tutoring) strategy and gender on students’ achievement in basic Science in 
southwestern Nigeria; Building and developing theoretical and conceptual 
frameworks; Disposi tional and contextual factors influencing academic 
achievement of senior secondary school students in south-west Nigeria; 
Strategie positioning for quality Thesis/Dissertation supervision. Other articles 
in this volume are: Pupìl characteristics and parents’ involvement as 
determinants of^apademic performance in primary schools in Ondo State, 
Nigeria; Neighbourhood, demographic and psychosocial factors associated with 
tobacco and alcohol ua.eLwImplications for non-communicable diseases; 
Preference of STIS prevention method among undergraduates in thè university 
of Ibadan, and Comparative study of teachers’ and students’ attitude to thè 
introduction of sex education into secondary schools in Ibadan.
Prof S.O. Salami
Editor-In-Chief
Ibadan Journal-of Educational Studies
UNIVERSITY OF IBADAN LIBRARY
GUIDELINES FOR SUBMISSION OF ARTICLES 
FORIBADAN JOURNAL OF EDUCATION STUDIES (UES)
The editorial board of Ibadan Journal of Educational Studies (IJES) is seeking 
articles for thè next edition of thè joumal. The guidelines for submission of 
research and position based article in all areas of education wouldbe as follows:
1. The manuscript should be precise and not more than 12-15 typewritten 
pages in doublé space A4 white paper and should include quoted 
materiate and references.
2. The article must be preceded by an abstract of not more than 150 words 
typed single-line spaced.
3. Separate cover paper should indicate author’s/authors’ name, status and 
• conta\c t address. • •
4. Table and figures should be closed and logically presented and be 
included within thè 12-15 pages A4 paper.
5. The reference should be in APA (American Psychólògical Association)
format e.g. . .
•  Ogundele, B.O. and Folarotimi, A.A. (2008). Effectiveness of 
Health Education Intervention on Knowledge of Strategies for 
Reducing HIV/AIDS related Stigma and Discrimination among 
Student Nurses in Lagos State. Ibadan Joumal of Educational 
Studies. 5(1), 1-17.
•  Hameed, T.A. and Adebukola, K.T. (2008). Psychosocial Risk 
Factors as Predictors of Youth Violence among In-Secondary 
School Students in Minna, Niger State. Ibadan Joumal o f  
Educational Studies. 5(2), 1-27.
6. Titles of Joumals should not be abbreviated.
7. Materials submitted for publication in IJEES should not be submitted for
another joumal. .1 ' .
8. Articles whifclHio not conform to thè above specification will be returned 
to thè author(s).
9. Submitted articles must be accompanied with a sum of Five Thousand 
Naira (#5000.00) as assessment fee.
All correspondence should be addressed to:
Editor-in Chief,
Prof S. O. Salami
Ibadan Joumal of Educational Studies (IJES)
Faculty of Education, University of Ibadan,
Ibadan, Nigeria.
10. Articles are accepted throughout thè year but published twice a year- 
January and June.
UNIVERSITY OF IBADAN LIBRARY
List of Contributors
J . E. Oghenekohwo
Department o f Educational Founclations, Faculty o f Education, Niger Delta University, 
Wilbei force Island, Bay elsa State '■
T.E. Dorgu
Department ofTeacher Education, Faculty o f Education, Niger Delta University,
Wilbei force Island, Bay elsa State
A.O. Ayeni
Department o f Educational Management, Faculty o f Education, University oflbadan, 
Ìbadan
biodunmide@gmail.com. 08033970983 
C.B. Adeyemo
Department of Educational Management, University oflbadan, Ìbadan
O. S. Glasunkanmi
Department of Educational Management, University oflbadan, Ìbadan 
A.O. Busari
Department o f Guidance and Counselling, University o f Ìbadan, Ìbadan 
olanikebusari@yahoo.com, +2348088979187
G.A. Adelodun
Department o f Special Education, Faculty o f Education, University of Ìbadan, Ìbadan, Oyo
State, Nigeria ■ ■
dradelodunl@yahoo.com
E.A .Isah
Department of Educational Management, Faculty o f Education, University o f Ìbadan. 
emmanisah2005@yahoo7còiììf08138436380
E. Ifedayo < . .
Department of Educational Management, Faculty. o f Education, University oflbadan. 
emmanisah.2005@yahoo.com, 08138436380
A. Adewunmi
Department of Special Education, Faculty o f Education, University oflbadan, Nigeria.
P.M .B.1(001) • 
passionsabbey37@yahoo.com
K.U . Lazarus , .
Department of Special Education, University oflbadan 
ppadaeze@yahoo.com, 08032322859
S.A. Odedokun
Department of Guidance and Counselling, University oflbadan 
M.O. Ogundokun
Department of Guidance and. Counselling, University o f ìbadan, Ìbadan
UNIVERSITY OF IBADAN LIBRARY
T.E. Satoye
Department ofGuidance and Counselling. University ofìbadan,. Ibadan
B. O. Oianisimi
Department o f Couselli.no Psychology, Tai Solario, University o f Education, Ijebu-Ode, 
Nigeria :•
C. M. Ndikom
Department o f Nursing, University o f Ibadan, Nigeria 
A.M. Olagunju
Department ofTeacher Education, University ofìbadan, Ibadan 
J.O. Babayemi
Department ofTeacher Education, University ofìbadan, Ibadan
D. A. Adeyemo
Department ofGuidance and Counselling, University ofìbadan, Toadan 
dradaadeyemo @yahoo. co. uk
A.O. Falaye
Department ofGuidance and Counselling, University ofìbadan, Ibadan
F.O. Fadrni
Department ofGuidance and Counselling, University ofìbadan, Ibadan 
S.G, Salami
Department ofGuidance and Counselling, University ofìbadan, Ibadan, Nigeria 
SJF= Akorede
Institute o f Education, University ofìbadan, Ibadan 
docserifat@yahoo. coni
O.J.
Institute o f Education, University ofìbadan, Ibadan 
oluJì  oel@Jy ahoo. coni - *3in
GoA. Àdejuwon
Department of Psychology, Faculty ofthe Social Sciences, University ofìbadan, Oyo State, 
Nigeria
ga.adejuwon@mail.ui..educ.ng 
F.C. Anyawu
Department o f Human Kinetìcs and Physical Education, University ofìbadan, Ibadan 
docfrankan @yahoo. coni, 08036535742
O.S. Reuben
Department o f Human Kinetìcs and Physical Education, University ofìbadan, Ibadan . 
okekesreuben@yahoo.com, 08064515431
Chioma C. Asuzu
Department ofGuidance and Counselling Faculty o f Education, University o f Ibadan
UNIVERSITY OF IBADAN LIBRARY
Contents
Voi. I l ,  No. 1
1. Towards an Effective and Creative Teaching of Social Studies in 1
Secondary Schools
J. E. Oghenékohwo and T.E. Dorgu
2. School Environment Factors as Correlates of Student 19
Academic Performance in Ejigbo Locai Government Area of
Osun State, Nigeria
A.O. Ayeni, CB, Adeyemo and OS. Olasunkanmi.
3. Demographic Factors as Predictors of Functional National 35
Population Policy for Sustainable National Development in 
Nigeria
A.O. Busari
4. Unique Curriculum for Gifted and Talented Persons: for What? 47
G.A. Adelodun
5. Demographic Factors, Attitudes and Studente9 Academic 53
Performance in Okitipupa Locai Government Area of Ondo
State, Nigeria
E.A. Isah and E. Ifedayo
6. An Investigation of Dyslexia among Public Primary School Pupils 65
in Ibadan, Nigeria
A. Adewunmi
7. Instructional and Assessment Accommodations for Students with 75 
Reading Disabilities-in Inclusive Classrooms
K. U. Lazarus ■ \
8. Mentoring, Self -Effìcacy and Family Xnvolvement as Predictors 85 
of Career Aspiration among Xn-School Adolescents in Ibadan,
Nigeria
SA. Odedokun
9. Effects of School Environment, Culture, Parenta! Xnvolvement 97 
and Student-Teacher Relationships on Achievement Motivation 
among Senior Secondary School Students in Ibadan Metropolis
M.O. Ogundokun and T.E. Satoye
UNIVERSITY OF IBADAN LIBRARY
Voi. 11, No. 2
10. A Study of Anxiety on First Time Pregnant Women in Ibadan, 111
Oyo State, Nigeria
B. 0. Olanisimi and C.M. Ndikom
11. Effects of Enhanced Explicit Teaching (Explicit Teaching + 119
Peer-tutoring) Strategy and Gender on Students’ Achievement 
in Basic Science in Southwestern Nigeria
A.M. Olagunju andJ.O. Babayemi
12. Building and Developing Theoretical and Conceptual 133
Frameworks
DA. Adeyemo
13. Dispositional and Contextual Factors Influencing Academic 149
Achievement of Senior Secondary School Students in South­
w est, Nigeria
A. 0. Falaye and P.O. Fadun
14. Strategie Positioning for Quality Thesis/Dissertation Supervision 163
S.O. Salami
15. Pupil Characteristics and Parents’ Involvement as Determinants 173
of Academic Performance in Primary Schools in Ondo State, 
Nigeria
S.F. Akorede, and O.J. Oni
16. NeighbourhoodjjQemographic and Psychosocial Factors 189
Associated with Tobacco and Alcohol Use: Implications for 
Non-communicable Diseases
GA. Adejuwon
17. Preference of STIS Prevention Method among Undergraduates 201
in thè University of Ibadan
F. C. Anyanwu and S.R. Okeke
18. Comparative study of teachers’ and students’ attitude to thè 209
introduction of sex education into secondary schools in Ibadan
Chioma C. Asuzu
UNIVERSITY 
F IBADAN LIBRARY
Unique Curriculum for Gifted and Talented Persons: for What?
G.A. Adelodun
Department o f Special Education and Rehabilitation Sciences, Faculty ofEducation, University
oflbadan, Ibadan
Oyo State, Nigeria, dradelodun2@gmail.com
Abstract
The National Planning Committee (1986) prepared a Blueprint on Education for thè gifted and talented 
persons in Nigeria. In thè Blueprint thè Committee made a recommendation that thè curricula for thè gifted 
programme should be similar to thè regular curriculum being provided in thè 6-3-3-4 System of education. 
This paper tries to highlight how inadequate regular curriculum is to thè gifted and talented persons and 
enumerates thè reasons why it should be replaced with a unique curriculum.
Introduction
Every, society without exception is often engaged in thè quest for economie and 
technological advancemént and improvement in thè overall standards of living of 
thè generality of thè people. It has been observed that in any society only a minute 
proportion of thè total population does contribute significantly to thè reahzation of 
this goal. That minute proportion is made up of those who are intellectually gifted 
with cognitive power which if properly hamessed may become high level innovators, 
evaluators, problem solvers, inventors, leaders or perpetuators in thè society in which 
they live. In vie^&of thè enormous contributions made towards thè advancement 
of thè society, conscious and systematic efforts should be made to put in place thè 
appropriate type of cum culum fór thè gifted and talented persons (Adewole, 2010)..
The way and m anner M aryland com m ittee appointed by thè United States 
Office of Education (1972) described thè gifted and talented persons further shows 
that there is an urgent need to make provision for a unique type of curriculum for 
them. While describing thè gifted and talented persons, thè committee maintained 
that:
Gifted and Talented children are those identified by professionally 
qualified persons, who by virtue of outstanding abilitiés, are children 
who require differentiated educational programme and/or Services 
beyond those normally provided by thè regular programme in order 
to realize their contributions to self and society.
The implication of this aspect of thè report is that for thè gifted and talented to 
make use of their outstanding capabilities to contribute to thè development of 
ihemselves and their societies, they need a separate curriculum, which is different 
from thè regular one being used for thè ordinary school population.
UNIVERSITY OF IBADAN LIBRARY
48 IJES (2014) Voi. I l
Adesokan and Odukoya (2008) also stressed thè importance of unique curriculum 
for thè gifted and talented person. According to them, thè needs of thè typically gifted 
child, like most exceptional children, are unique. More than anything, he requires 
individuai attention. Usually, he would want to leam of things and events that are 
out-of thè ordinary through out-of-ordinary methods. He may not take kindly to 
being structured by thè regular classroom activities. Somehow, he just wants to do 
things in his own way. However, when wisely facilitateci this way, he comes up with 
unique product(s). In order to allow for thè self-actualization of these intellectual 
wizards, for their potentials to be fully tapped there is an urgent need for thè 
development of a special curriculum that is tailored to suit their peculiar needs and 
capabilities (Nwazuoke, 1989). ■
In thè Blueprint on Education for thè gifted and talented persons in Nigeria 
prepared by thè National Planning Committee (1986), a recommendation was made 
that thè curricula for thè gifted programme should be similar to thè regular curriculum 
being provided in thè 6-3-3-4 System of education. In thè light of this, before a 
position is finally taken, thè writer considers it absolutely necessary to highlight a few 
things about thè regular curriculum being recommended by thè committee thereby 
bringing out more clearly thè reasons why it should be replaced with a unique 
curriculum for thè gifted and talented persons.
Regular Curriculum
According to Nwazuoke (1995) regular cumculum is being used in such a way that 
all students running thè same academic programme are expected to graduate from it 
on thè same day, implying that students who could have completed thè programme 
in less time are made to wait till thè prescribed duration (of thè programme) is up. 
Secondly, thè regular curriculum is specifically designed for thè normal school 
population thereby making no p ro v is io n  fo r  h igh  lev e ls  o f ab s tra c tio n  and 
c o n c ep tu a lfza tio n .
Furthermore, Sprinthall and Sprinthall (2006) have observed that most 
classroom instructfòh'^has been organized to promote convergent thought. 
According to them, there is often a single correct answer to a history question; a 
single proper approach to long division, a single correct spelling for a word and a 
single proper outline for book reports, Such a school System, which is what we 
largely operate, would only benefit those who conform to thè cognitive styles of 
thè teachers, who reason in convergent modes. In other words, such a 
curriculum, which stresses normal behaviour will ultimately narrow down thè 
perception of thè leamer:
Moreover, in thè regular curriculum provisions are not made for different 
dimensions of leaming such as creativity, in-depth analysis, higher levels of 
problem definition, wider varieties of leaming, tasks and so on. In addition, thè 
regular curriculum is out-moded and does not encourage imaginative and creative 
thinking as well as thè needs of thè society. Again, no provision is made for 
individualized instruction in a regular cumculum (Maker, 2002).
UNIVERSITY OF IBADAN LIBRARY
G.A. Adelodm: Unique Curriculum fo r  Gifted and Talented Persons: fo r What? 49
Therefore, in view of thè faci that thè basic curriculum requirement for thè 
education of thè gifted is individualized instruction coupled with all thè inadequacies 
that are in thè regular curriculum as enumerated above, thè writer is taking a 
position that a special type of curriculum is an ideal one for thè gifted and 
talented persons.
The W riter's Position
The writer is hereby taking a position that "unique curriculum" should be used for 
thè gifted and talented persons because of thè reasons enumerated below.
Firstly, a typicaily gifted and talented person leams in much less time than thè 
ordinary school population. The talented persons typicaily leam  rapidly, have a 
vast Storage of information and have little difficulty in grasping new ideas 
consequently, most cumcula are too easy for them (Passow, 2002). These leamers 
have thè ability to juggle several ideas at once. In effect, thè gifted and talented see 
thè world differenti^ and understand phenomena in a qualitative different way from 
their less able contemporaries. They are not just smarter or faster than thè 
ordinary school population, they are different or as Stemberg emphasizes in his 
research:
We believe that what primarily distinguishes thè intellectually gifted 
in their performance is not that they are fester, but that they are better in 
their insight problem solving skills (Davidson and Stemberg, 2004)
A unique cuniculum is therefore needed which would reflect leaps in conceptualization 
and which may not keep thè gifted and talented persons to a lockstep sequence of 
leaming. { "... • .
Furtheimore^it was suggested in a publication that activities of gifted student 
should differ frorrT those in thè regular programme in depth, breadth, precision, 
place and kind (Ministry of Education, Ontario, 1984). This suggestion is very 
reasonable and logicai but it could only be followed if a unique curriculum that will 
take thè above mentioned suggestion into consideration is used. .
It must also be pointed out that educational goals and objectives of thè gifted 
education programme should be established on thè unique characteristics, which thè 
gifted child brings to thè leaming situation. Studies of thè gifted highlight their 
unusual characteristics and capabilities, for example, their ability to think 
abstractly and to generalize w idely, their creative abilities, and their leader­
ship performance just to mention a few. In order to help thè gifted and ta len ted  
to display all thè above m entioned  characteristics thè use of a unique 
curriculum is inevitable.
Fourth, as stated in thè Blueprint on Education for thè g ifted  and ta len ted  
persons in N igeria  (1986) “C urricu lum  being a m eans tow ards thè 
optimum development of thè individuai in particular and thè society in generai, it 
is expected that thè curricula for thè gifted programme will effectively evoke 
and nurture thè unique intellectual, academic, leadership, creative, visual and
UNIVERSITY OF IBADAN LIBRARY
50 IJES (2014) V o l l i
performing arts characteristics of thè gifted. It is also expected that thè 
curricula will be able to groom their attitudes and value System”. The type of 
curriculum that can make all these goals realizable should be a unique one, w hich 
is d ifferent from  those used in thè regu lar programmes.
Moreover, in order to achieve both thè long-term and thè short-term curricula 
objectives from thè gifted programme as recommended by thè National 
Planning Committee for Education of Gifted and Talented Children (1986), a 
unique type of curriculum is needed.
While stating thè long-term curricula objectives, thè committee said that "thè 
gifted programme is expected as a long-term goal to develop thè identified 
potentials of individuai children to thè maximum". Secondly, thè committee 
stated that thè programme is to hasten thè process of blossoming of individuai 
potentials. V*
A ccording to thè com m ittee, thè im m ediate objectives include 
Identification of specific leaming needs of thè gifted children, and impartation of 
specific body of knowledge, skills, attitudes and values in relevant disciplines. The 
committee went further to say that it is to develop generai intellectual, academic, 
leadership, creative, visual and performing arts potentials. Finally, it is to prò vide 
an orientation for criticai analysis of society’s problems, aid thè development of 
fore-sight and acquire competencies, both actual and potential, of serving as 
change agents for a better society of thè future.
Finally, Nwazuoke (1995) observed that though different definitions of 
giftedness have been advanced in thè literature, psychologists have reached thè 
consensus that thè gifted leamer usually excels in one or more areas of functioning. 
According to him, it follows logically that any curriculum, which does not provide for 
thè multi-dimensional areas of functioning of gifted children, would certainly bore thè 
gifted leamer. TKe point thè writer is making here is that since it is only a unique 
curriculum that makes provision for thè multi-dimensional areas of functioning of 
gifted and talented personsifie advantages which gifted leamer derives from its use 
cannot be overemphasized. ;
Conclusion
Today, in Nigeria, and in thè world at large, we are all engaged in thè quest for 
economie and technological advancement and improvement on thè overall standard 
of living of thè generality of our people. Since this improved quality of life that we 
hope to achieve could only be brought about by that very small portion of thè 
population whom we label as thè gifted, therefore this potential social value of thè 
gifted must drive us to seek them out and educate them in a manner we believe to be 
thè best.
' So, thè writer’s position is that thè gifted must be helped to realize and use their 
potentials so that they and our nation can attain greatness. The society’s needs and 
individuai needs are violated whenever we fall to truly challenge our most able 
students. The gifted have a right to free and appropriate educational curriculum so that 
they can experience maximum challenges and full development of their basic
UNIVERSITY OF IBADAN LIBRARY
G.A. Adelodun: Unique Curriculum far Gifted and Talented Persons: far What? 51
potentials. The gifted and talented persons are impoitant human resources, and as 
such, their development is important to this nation and to thè World at large. They 
have made, and will continue to make, great contributions to thè society. Therefore, 
these potentials must be tapped and utilized through carefully prepared unique 
curriculum.
References
Adesokan, S.A. and Odukoya, B.T. (2008). Gifted and Talented Children: Practical 
Programming for Teachers and Principals. Arlington: VA Council fa r  Exceptionol 
Children.
Adewole, M.A. (2010). Education of thè Gifted Children in Nigeria. The Prospects and 
its Problems. Journal o f  Special Education and Rehabilitation 1(1): 1-8.
Davidson, J. and Stemberg, R. (2004). The Role of Insight in Intellectual Giftednèss. 
Gifted Child Quarterly, 28(2): 58-64.
Maker, C. J. (2002). Curriculum Development for thè Gifted. Rock Ville Md: Aspen 
System Corporation.
Maryland, S.P. (1972). Education of thè Gifted and Talented. Report to thè Congress o f  
thè United States Washington D. C. Government Printing Office.
Ministry of Education, Ontario (1984). The Gifted Leamer: A Planning Guide for 
Teachers (Draft Document). Toronto: Author, ' '
National Planning Committee for Education of Gifted and Talented Children (1986). 
Blueprint on Education fo r  thè Gifted and Talented Persons in Nigeria, Lagos
Nwazuoke, I.A. (1989). Correlates of Creativity in High Achieving Nigerian Children. 
Unpublished Ph.D Thesis, University of Ilorin.
_________(1995). Blueprint on Education for thè Gifted and Talented Persons in
Nigeria: A view from thè Classroom. Nigerian Journal o f  Clinical and Counseling 
Psychologyfa^
Passow, A.H. (2002). The Relationship between thè Regular Curriculum and 
Differentiated Curricula-^for thè Gifted/Talented. In Curricula for thè Gifted: 
Selected Proceedings o f  thè First National Conference on Curricula fo r  thè Gifted 
and Talented, 33-34. ’.
Sprinthal, R.S. and Sprinthal, N.A. (2006). Educational Psychology: A Developmental 
Approach. Minnesota: Addison Wesley Publishing Company.
United States Office of Education (1972). Public Law, 91-230, Section 806, 
Washington D.C.
UNIVERSITY OF IBADAN LIBRARY