EVALUATION OF ADULT AND NON-FORMAL EDUCATION PROGRAMME IN OYO STATE, NIGERIA Y R A R LI B OYEBODE THOMAS ADNEDEJI B.Sc.(Hons) Statistics, M.Sc. SDtatiAstics, M.B.A., M.Ed. Educational Evaluation (Ibadan) BA OF I A Thesis in theT InYternational Centre for Educational Evaluation Submitted tIo the Institute of Education in partial fulfillment Sof the requirements for the Degree of R E IV U N DOCTOR OF PHILOSOPHY OF THE UNIVERSITY OF IBADAN, IBADAN 2011 ABSTRACT The challenge of high rate of illiteracy in the developing nations necessitated the establishment of Adult and Non-Formal Education Programme. The programme is to organise literacy training, develop the trainees‘ attitudes and commitments towards active participation in the development of their locality, improve the trainees‘ job performance and standard of living as well as promote functional literacy in health education. Although Oyo State established the programme in 1988, there is no record that it has been empirically evaluated. Hence the study evaluated the programme to ascertain the achievement of the set objectives and the effect of trainees‘ academic needs, trainers‘ experience and qualification, training facility and training strategy on the trainees‘ achievement in communication, numeracy, social studies and hYealth education. R The study adopted a survey research design. Multistage and pAroportionate stratified sampling were used to select 780 trainees, 30 trainers fromR 3 strata (Basic, Post Basic and Advanced literacy) and 40 primary six pupilIs Bspanning 10 local government areas of Oyo State. The four instruments used for data collection were: Adult and Non-Formal Education Trainees‘ Questionnaire (rL=0.80), Adult and Non- Formal Education Teachers‘ Questionnaire (r = 0.83), NCla ssroom Interaction Scale (r=0.62), Adult and Non-Formal Education ProgramAme Achievement Test (r=0.75). Three research questions were answered and onDe hypothesis was tested. Data were analysed using descriptive statistics, t-test and multiple regression. The objectives of the programmIeB we Are achieved to a great extent: literacy trainings (78.8%), trainees‘ job perfor mance (93.6%); trainees‘ participation in the development of their environment (99.6%); trainees‘ standard of living (97.1%) and functional literacy in health educatFion (87.2%). Trainees academic needs, trainer‘s experience and qualification, tOraining facility and training strategy had composite effect on the achievemeYnt in communication [F(5,774)=3.03; p<0.05], numeracy [F(5,774)=12.27; p<0.05] social studies [F(5,774)=4.83; p <0.05] and health education [F(5,774)=8.96; p<0.05]. Training strategy (β=0.37, t=11.19, p<0.05), training facility (β=0.15; t=3.23; Sp 0.05) and trainers‘ qualification (B = 0.011; t = 0.316; P > 0.05) have noV significant contribution to the achievement score in communication. I UN 83 Research Question 2aii What is the composite contribution of trainees‘ academic needs, trainers‘ experience and qualification, training facilities and training strategy to achievement in Numeracy? Table 4.9: Summary of Multiple Regression Analysis Showing Composite Effects of Independent Variables on Numeracy Achievement Model Sum of Square df Mean F Sig. ReRmaYrk Square P Regression 98.721 5 19.744 RA Residual 1245.812 774 1.610 12.267 IB0.000 Sig Total 1344.533 779 L R = 0.271 AN2 R = 0.073 D 2 Adjusted R = 0.067 BA *Significant at P < 0.05 OF I Table 4.9 reveals that therYe is a relationship between the 5 independent variables and the trainees achievemIeTnt in Numeracy (R = 0.271). It is shown that (6.7%) of the total achievement Sin Numeracy is accounted for by the five independent variables. As small as this cRontribution looks, it is significant. V E (F (5, 774) = 12.267; P < 0.05) I U N 84 Research Question 2bii What are the relative contributions of trainees‘ academic needs, trainers‘ experience, trainers‘ qualification, training facilities and training strategy to the trainees‘ achievement in Numeracy? Table 4.10: Summary of Multiple Regression Analysis showing relative effects of Independent Variables on Numeracy achievement Unstandardized Standardized Model Coefficient coefficient YT R Sig B Stand Error Beta A Constant 0.957 1.578 R .606 0.544 Trainee needs 0.140 0.070 0.096 B 1.996 .046 Trainers experience -1.74E-02 0.008 -0.083 LI -2.265 .024 Trainers 0.186 0.047 .146 3.944 .000 qualification 0.365 0.215 .0A80 N 1.692 .091 Training facilities 0.402 0.116 D .121 3.466 .001 Training strategy BA *Significant at P < 0.05 F I O Table 4.10 reveals that Ytra iner‘s qualification has the highest and significant contribution on numeIraTcy achievement (β = 0.146; t = 3.944; P < 0.05) followed by teachers strategy S(β = 0.121; t = 3.466; P < 0.05); followed by trainees‘ need (β = 0.096; t = 1.99R6; P < 0.05): followed by trainers‘ experience (β = 0.083; t = -2.265; P < 0.05V). EHowever, training facilities has no significant contribution to numerical achievIement (β = 0.080; t = 1.692; P > 0.05). U N 85 Research Question 2aiii What is the composite contribution of trainees‘ academic needs, trainers‘ experience, trainers‘ qualification, training facilities and training strategy to the trainee achievement in Social Studies? Table 4.11: Summary of Multiple Regression Analysis Showing Composite Effects of Independent Variables on the Trainees’ Social Studies Achievement RY Model Sum of Square df Mean F SRig. A Remark Square B Regression 69.272 5 13.854 LI Residual 2218.399 774 2.866 N4.8 34 0.000 Significant A Total 2287.672 779 AD R = 0.174 IB 2 R = 0.030 F 2 Adjusted R = 0.024 O *Significant at PT < Y0.05 SI Table 4.11 shRows that there is a relationship between the independent variables and the traineeEs achievement in Social Studies (R = 0.174). The five variables accounted for juIsVt 2.4% of the total variance in the trainees‘ achievement in Social Studies 2 (ANdjusted R = 0.024). As low as this composite effect is, it is statistically significant. U (F (5, 774) = 4.834; P < 0.05) 86 Research Question 2biii What are the relative contributions of the independent variables to the trainees‘ achievement in Social Studies? Table 4.12: Summary of Multiple Regression Analysis showing relative effects of Independent Variables on the Trainees Achievement in Social Studies Y Unstandardized Standardized Model Coefficient Coefficient R T A Sig B Stand Error Beta R Constant 1.831 2.106 IB .870 .385 Trainee needs -5.67E-02 .094 -0.030 L -.605 .545 Trainers experience 1461E-02 .010 .053 1.428 .154 Trainers -0.119 .063 -.0N72 -1.899 .058 qualification A -0.732 .288 .124 .011 Training facilities D 2.544 0.461 .155 .107 .003 Training strategy IB A 2.981 *Significant at P < 0.05 OF Table 4.12. reveals thaTt traYining facilities have the highest significant contribution (β = 0.124; t = 2.544S; PI < 0.05); followed by trainer‘s strategy (β = 0.107; t = 2.981; P < 0.05). OthRers, that is trainers‘ need (β = 0.030; t = 0.605; P > 0.05); trainers‘ experienceE ( = 0.053; t = 1.428; P > 0.05) and trainers‘ qualification (β = -0.072; t = -1.899I;V P > 0.05), have no significant contribution to the achievement score in Social StNudies. U 87 Research Question 2aiv What is the composite contribution of the independent variables to the trainees‘ achievement in Health Education? Table 4.13: Summary of Multiple Regression Analysis showing Composite Effects of Independent Variables on the Trainees’ Achievement in Health Education. Model Sum of Square df Mean F Sig. RemYark Square AR Regression 137.240 5 27.448 R Residual 2370.247 774 3.062 8.96L3 IB0.000 Significant Total 2507.487 779 AN R = 0.234 D 2 R = 0.055 2 BA Adjusted R = 0.049 I *Significant at P < 0.05 F Y O The table above showIsT that the 5 independnet variables have a relationship with the trainees‘ achievemSent in Health Education (R = 0.234). The independent variables accounted Efor R(4.9%) of the total variance in the participants‘ achievement score in 2Health VEducation (Adjusted R = 0.049. This composite contribution of all the inNdepIendent variables is shown to be statistically significant to the trainees‘ Uachievement score in Health Education. (F (5, 774) = 8.963; P < 0.05) 88 Research Question 2biv What are the relative contributions of the independent variables to the trainees‘ achievement score in Health Education? Table 4.14: Summary of Multiple Regression Analysis showing relative Contributions of the Independent Variables to the Achievement Score in Health Education. Unstandardized Standardized Model Coefficient coefficient T RYSig B Stand Error Beta Constant 1.057 2.177 .A486 .627 Trainee needs -0.131 .097 -0.065 R -1.348 .178 Trainers experience -2.27E-02 .011 -0.79 IB -2.146 .032 Trainers -0.188 .065 -0.108 L -2.901 .004 qualification 1.234 .297 0.1N99 4.152 .000 Training facilities 0.609 .160 D-0A.134 -3.808 .000 Training strategy *Significant at P < 0.05 A Table 4.14 shows that training facilities IhaBs the highest significant effects on trainees‘ achievement score in Health EducaFtion (β = 0.199; t = 4.152; P < 0.05) followed by Trainers‘ strategy (β = -0.1 3O4; t = -3.808; P < 0.05), followed by trainers‘ qualification (= -0.108; t Y= -2.901; P < 0.05), and then trainers‘ experience (β = - 0.079; t = -2.146; P 0.05). ER NI V U 89 Discussion of Research Question Two What are (a) composite contributions and (b) relative contributions of trainees‘ academic needs, trainers‘ experience, trainers‘ qualification, training facilities and training strategy to ANFE trainees‘ achievement in (i) Communication (ii) Numeracy (iii) Social Studies (iv) Health Education? (A) Composite contributions It was found that the five independent variables (Trainees‘ academic needs, trainers‘ experience, trainers‘ qualification, training facilities and training strateYgies) compositely contributed significantly to the achievement of the traiRnees in 2 A Communication: R = 0.405 Adjusted R = 0.158, meaning that 15.R8% of the total variance in the achievement score in Communication could be IacBcounted for by the independent variables. L N The composite significant effect of these independeAnt variables (Trainees‘ academic needs, Trainers‘ experience, Trainers‘ qualificatDion, Training facilities and Training strategies) on trainees‘ achievement scoreBs coAnfirms the findings of FME (2005) that some factors, which include these 5 Iindependent variables, account for learning outcome. The accounting factors aFre more than the 5 considered in this work; others include class size (Mosetller, 1 9O95), frequent assessment and feedback (Haller, 1993). Examining the composite Yeffects correlation coefficient and the variance accounted for by these indepenIdTent variables in the achievement scores r (0.174 – 0.405); 2r (0.024 – 0.158)S, the composite effect is statistically significant but the figures appeared to bRe low, indicating that other factors, apart from these 5 independent variables, aEccounted for the total variance in the trainees‘ achievement scores. IV UTNhis result confirms UNICEF‘s (2006) claim, that identifying the factors contributing to the learning outcome is not easy and it has been tackled in many different ways. However, the relationship is strongly conditioned by the resources available to schools, by their curriculum objectives and by the teaching practices followed. All these five independent variables could be categorized into school resources, curriculum objectives and teaching practices. It also corroborates Schemes‘ (1992) finding, that positive relationship exist between trainees‘ need, trainers‘ qualification, 90 trainers‘ experience, teaching strategies and training facilities and learning outcome/achievement. These studies, Schemer (1992), Mosettler, (1995), Haller (1993) and UNICEF (2006) show that significant relationships exist between the learning outcome and the following variables: school expenditure, teacher education, school facilities, when cognitive achievements are measured by standardized test. 2 The adjusted coefficient of determination (r ) that is low suggests that it is not easy to identify the contributing factors to the learning outcome, while r that is positive also confirms that positive relationship exists, which means, trainees‘ academic neYeds, trainers‘ experience, trainers‘ qualification, training facilities and trainingR/strategy influence the learning outcome. RA (B) Relative contributions IB COMMUNICATION: The relative contributions of the vari aLbles: trainees‘ academic needs; trainer‘s experience; trainers‘ qualification; traNining facilities and training strategies, to ANFE trainees‘ achievement in comAmunication show that trainees‘ academic needs and trainers‘ qualification hDave no significant effect on the achievement in communication. The traineesA‘ academic needs are: ability to speak in English, ability to read and write in Y oIruBba and English, and knowledge on Health Education, Social Studies and NumFeracy. These needs have no significant effect on the achievement in communic aOtion. However, training strategy, training facilities and trainers‘ experience contrYibute significantly to the achievement in communication. The most significant IfaTctor is the training strategy, followed by facilities and, lastly, trainers‘ experiencSe. It means appropriate training strategies; adequate facilities and experienced teRachers are needed to improve the learning outcome in communication. E NUMIEVRACY: The result shows that training facilities did not contribute significantly toN the achievement scores in Numeracy. Trainers‘ qualification, training strategy, Utrainees‘ needs and trainers‘ experience contributed significantly to Numeracy achievement. It implies that an improvement in Numeracy achievement would require qualified teachers, appropriate training strategies, experienced teacher. If these are put in place, then the trainees would have interest in Numeracy. If a trainee is interested in a subject, he will like to know the subject. Trainees would like to know addition, subtraction, division, and multiplication of money, for example, because it is needed in their day-to-day activities. 91 SOCIAL STUDIES: Out of all the five contributing factors to the learning outcome, only 2 factors have significant contribution effects on the achievement in Social Studies. The 2 factors are training facilities and training strategies. It means adequate facilities and appropriate training strategies must be put in place for an improved achievement in Social Studies. Trainees‘ needs, trainers‘ qualification and experience did not contribute significantly to the achievement in Social Studies. Y HEALTH EDUCATION: The trainees‘ academic needs which include abilitRy to read and write, ability to speak in English and knowledge of Health EducaAtion, Social Studies and Numeracy, have no significant effect on the achiBeveRment in Health Education. However, the remaining 4 factors have signifiIcant effect on the achievement in health education with training facilities lead inLg, followed by training strategies, trainers‘ qualification and trainers‘ experieAnceN. This result indicate that for an improvement in health education achievemenDt, there should be adequate training facilities, appropriate training strategies, and qAualified and experienced trainers. B When the achievement scores in FCo mImunication, Numeracy, Social Studies and Health Education were added toOgether and the effect of the factors were measured on the total achievement score, o nly training facilities and training strategies contributed significantly to the traiTneeYs‘ achievement in all the courses. Trainees‘ need, teachers‘ qualification and exIperience did not contribute significantly to the trainees‘ achievement iRn alSl the courses. Considering the significance of the training strategy over teachEers‘ qualification and experience, it can be asserted that a qualified and experIieVnced teacher would know the appropriate teaching strategies to use to enhance leNarning outcome. This shows the importance of strategies in learning outcome. If Uappropriate teaching strategies and adequate facilities are applied, the learning outcome of trainees would be improved. The findings of this study have come to affirm the known fact that ANFE learning is voluntary and intentional. It is a learning that tends to resist a learning process which is not congruent with a self-concept that enables the trainees see themselves as autonomous individuals, or which does not correspond to the trainees‘ needs and 92 interest. The just stated affirmation which the findings of this study further bring to the fore is corroborated by the findings of Schemes (2005). Bhola (2004) also asserts that ANFE training is learner-centred and focuses on direct application; it is life- centred, it is learning by doing, by application and experience, and by acquiring knowledge and competence. In conclusion, this study, which examined the relative contribution of factors to learning outcome, has revealed the importance of training strategies and traiYning facilities. However, all the five factors are significant when considerRing the contributing factors to learning outcome. A R 4.3 Research Question 3a LIB \What are the constraints to the application of knowledNge a nd skills acquired by the trainees? A Table 4.15: Trainees’ Constraints to the AppDlication of Knowledge and Skills Acquired. A Constraints IB N % Rank nd (i) Inability to write fast F 176 18.2 2 st (ii) Inability to rYead fl Ouently 216 22.3 1 (iii) No conIstTraints 576 59.5 - RS Total 968 100.0 TaIbV E le 4.15 shows that 22.3% of the respondents have the problem inability to read Nfluently, while 18.2% have the problem of inability to write well and fast. The U percentage of those that have no constraint to the application of knowledge and skills is 59.5%. 93 Research Question 3b What are the factors that would contribute to the improvement of the ANFE programme? Table 4.16: Factors That Would Contribute to the Improvement of the ANFE Programme Factors N % Rank 1. stProvision of necessary facilities 396 40.9 1 nd2. Government support and Incentives 168 17.4 2Y rd3. Introduction of Vocation Skills 124 12.8 R3 4. thIncrease in Teachers‘ Salary 20 2.R1 A 4 IB It could be observed from Table 4.16, that 40.9% of the resp onLdents indicated that the provision of necessary facilities is a factor that would cNontribute to the improvement of ANFE. The percentage of the respondents that asAked for government support and incentive is 17.4%. The percentage of the respAonDdents that wanted vocational skills to be introduced is 12.8%, while 2.1% askedB for increase in the teachers‘ salary. Out of all the factors listed, facilities came f irIst, government support second, vocational skills came third, while increase in tFeacher‘s salary came last. Discussion of Research Ques tiOon 3 What are the constraints tYo the application of knowledge and skills acquired by the trainees? T SI It was fouEnd Rthat the major constraint to the application of knowledge and skills acquireVd by the trainees is inability to read fluently. This constraint was admitted by 22N.3%I of the respondents, while 18.3% admitted that their constraint was inability to Uwrite well and fast. These two constraints (inability to read and write well) fall under communication. Most of the respondents (59.5%) admitted that they have no constraints to the application of knowledge and skills acquired. In order to solve the problem of those having constraints, factors affecting learning outcome in communication need to be examined and proper enhancement put in place for improved learning outcome in communication. 94 This study shows that the following were the factors that would contribute to the improvement of the ANFE programme: (i) Provision of necessary training facilities, (ii) Government support and incentives to the programme, (iii) Introduction of vocational skills, and (iv) Increase in teachers‘ salary. The listed enabling factors confirm the findings of FME (2005), that adeqYuate funding, enriched curricula, adequate infrastructural facilities, textbooks anRd other instructional materials and taking care of teachers are important if the oAbjectives of the UBE are to be achieved. In addition, the result shows that trBainiRng facilities are one of the factors that would contribute to the improvement of thIe ANFE programme. It is also in agreement with the fact realized from this study Lthat training facilities is much more important as a factor contributing to the learnNing outcome of ANFE. Since ANFE learning is learner-centred, and focusing Don dAirect application, as asserted by Bhola (2004), adequate facilities are needed for proper understanding. The result is also in agreement with a study conductBed AI by UNICEF (2006) that the levels of cognitive achievement in Kenya areF sig nificantly improved by provision of textbooks and other materials. O One of the factors that TwouYld contribute to the improvement of the ANFE programme is government suppoIrt and incentives to the programme. This also confirms FMEs (2005) view, Rthat Sadequate funding is necessary in achieving the set objectives for educationaEl programme. If the programme is well funded, adequate facilities will be providIeVd, adequate allowances will be paid to the trainers; and if trainers are well caNtered for or motivated, they will perform excellently well. This will be in line with Uthe fact that teacher factor is an important factor that influences learning. And all these emanated from adequate funding. Lastly, the introduction of vocational skills is another factor that would contribute to the improvement of the programme. This is because ANFE learning is active learning. It is to acquire more knowledge and competence. ANFE trainings focus on direct application. So if vocational skills are introduced to their training, the trainees would 95 develop more interest because of new knowledge and skills to be gained, in addition to literacy. All the factors are important and should be looked into in order to improve the learning outcome of ANFE trainees. These factors that were revealed by this survey are in agreement with the factors considered to be influencing the ANFE learning outcome. 4.4: Testing the null hypothesis Hypothesis: There is no significant difference between the achievement of AYNFE Advanced Literacy Trainees and Primary Six Pupils in (a) CommunicaRtion (b) Numeracy (c) Social Studies and (d) Health Education. RA Table 4.17: Summary of t-test showing the difference betweeInB the achievement scores of ANFE advanced trainees and primar yL six pupils. Variables N Mean Std dev t Adf N Sig Remark (p) COMMUNICATION D Primary Six 40 9.3 1.25 B A ANFE 40 8.8 1.87 I 0.702 78 0.492 Not significant NUMERACY F Primary Six 40 8.50 O1.58 ANFE 40 5Y.60 1.35 4.411 78 0.000 Significant SOCIAL STUDIES T Primary six S I 40 7.0 1.7 ANFE R 40 8.3 1.9 -1.618 78 0.123 Not Significant HEALTH EDEUCATION IVPrimary Six 40 8.6 1.84 N ANFE 40 8 2.26 0.651 78 0.523 Not Significant U Table 4.17 reveals that the performance of primary six pupils in Numeracy is significantly higher (µ = 8.50) than that of ANFE (µ = 5.60) (t = 4.411; df 78; P < 0.05). In other areas of training, there is no significant difference between the achievement scores of ANFE advanced literacy trainees and formal Education 96 primary six pupils. Communication (t = 0.702; df = 78; P > 0.05); Social Studies (t = -1.618; df = 78; P > 0.05) and Health Education (t = 0.651; df = 78; P > 0.05). Discussion of the Hypothesis: The hypothesis states that: There is no significant difference between the achievement of ANFE advanced literacy trainees and primary six pupils in (a) Communication (b) Numeracy (c) Social Studies and Health Education. The result shows that there is no significant difference between the achievemenYt of ANFE trainees (advanced training) and primary six pupils in CommunicaAtionR, Social Studies and Health Education. It means the performance of ANFRE trainees and primary six pupils are the same in Communication, Social ISBtudies and Health Education. This result confirms the objective of ANFE t hLat advanced literacy is equivalent with primary six. It also corroborates the viewN of Tight (1996),that ANFE, in its complementary and supplementary roles in Aeducation, affords citizens of a country opportunity for attainment of self-fulfillmDent. With the equivalence of ANFE advanced literacy to primary six, advanceBd lAiteracy may be used as a stepping-stone for secondary education. I However, this was not true in the Fcase of Numeracy, as shown by this study. The performance of primary six pOupils was significantly different from their ANFE counterparts. Primary Tsix Ypupils performed better than their ANFE counterparts in Numeracy achievemeInt test. The significant difference in Numeracy achievement of ANFE and primarSy six could be traced to some factors that need to be established. It could be tEraceRd to the effect of some factors that influence learning outcome, as analyzeVd in this study. The factors include trainees‘ need, teachers‘ qualification, teNacheIrs‘ experience, training facilities and training strategies. The result of the Urelative contribution of the factors to learning outcome in Numeracy shows that training facilities have no significant contribution to Numeracy learning outcome of ANFE, while trainees‘ needs, teachers‘ qualification, teachers‘ experience and teaching strategies contributed significantly to the learning outcome in Numeracy of ANFE. We could have established the effect of this, if we had found the effect of these factors on primary six learning outcome. However, the non-significance of training facilities to Numeracy learning outcome was contrary to the fact that, in all 97 the courses, it was revealed that training facilities and teaching strategies were more important contributing factors to the learning outcome. The non-significance of training facilities as a contributing factor to the learning outcome in Numeracy of ANFE in this study also contradicts a study conducted by UNICEF (2006) in Kenya, which claims that the level of cognitive achievement are significantly improved by provision of textbooks and other materials. This implies that the cognitive achievement will be low without adequate provision of facilities. In conclusion, the significant difference between the Numeracy performancYe of primary six pupils and ANFE advanced literacy trainees needs to be iAnveRstigated. Factors affecting learning outcome should be looked into and necessRary adjustments made. However, the non-significant difference in the performIaBnce of ANFE and primary six in Communication, Social Studies and Health LEducation confirms the objective of ANFE that advanced literacy is equivalent wNith primary six. A BA D F I Y O IT RS IV E UN 98 CHAPTER FIVE SUMMARY OF FINDINGS, IMPLICATIONS AND RECOMMENDATIONS 5.1 Introduction In this chapter, summary of findings, educational implications, and recommendations, are presented. Also included are the limitations of the study and suggestions for further study. Y 5.2 Summary of Findings R The study evaluated Adult and Non Formal Education Programme inR OyAo State and obtained these results. B (i) ANFE improved the literacy skills of the train eLes tIo a great extent. (ii) The programme achieved its objective of Ntraining the participants to be actively participating in the development of their immediate locality to a great extent. DA (iii) ANFE programme has improvAed the job performance of the trainees to a great extent. IB (iv) The standard of liviFng of the trainees has been improved to a great extent. (v) ANFE ach OYieve d its objective of improving the knowledge of the traineeIs Ton health education. (vi) TheSre is a composite contribution of trainees‘ academic needs, trainers‘ Rexperience, trainers‘ qualification, training facilities and training E strategy to the academic achievement of the trainees in IV Communication, Numeracy, Social Studies and Health Education. N (vii) The relative effect of trainees‘ academic needs, trainers‘ experience, U trainers‘ qualification, training facilities and training strategies to the trainees‘ achievements in Communication, Numeracy, Social Studies and Health Education are also considered, as summarized below: Communication: Trainees needs and trainers‘ qualification have no significant effect on the achievement of the trainees, 99 while the remaining factors have significant effect on the achievement score. Numeracy: Only the factor of training facilities has no significant effect on the Numeracy achievement; other factors such as trainers‘ need, trainers‘ qualification, experience and training strategy, have significant effect on the achievement in Numeracy. RY Social Studies: Only training strategies and training facAilities have significant effect on the Social StudieRs achievement; other factors (trainers‘ qLuaIlifBication, trainers‘ experience and trainees‘ nee ds) have no significant effect on the achievement. N A Health Education: All the other factDors, except the trainees‘ academic need, have AI Bsignificant effect, on the achievement in Health F Ed ucation. (viii) The contributory facto rOs to the improvement of the ANFE programme are provision of nTeceYssary facilities, government support and incentives and introduction oIf vocational skills. S (ix) TheEre Rwas no significant difference between the achievement of ANFE IVadvanced literacy trainees and primary six pupils in Communication, Social N Studies and Health Education U (x) The achievement of primary six pupils is significantly higher than that of ANFE advanced literacy trainees in Numeracy and the difference is statistically significant. 100 5.3 Implications of the findings Findings from this study have revealed that Adult and Non formal Education Programme plays complementary and supplementary roles in educating the citizens for attainments of self-fulfillment. The result of the survey has exposed ANFE as a meaningful plan towards eradication of illiteracy and successful campaign towards Mass Literacy and Education for All. It is worth noting, based on the findings, that, if trainees‘ performance will be improved in all the areas of study, training strategies and training facilities should be looked into and planned with the curriculum. RY The findings have implications for ANFE Numeracy teachers; they shouAld work on the curriculum and strategize on ways to enhance better achievement inR Numeracy. Since the study discovered that there was no provision for vocIaBtional skills for the trainees, those in charge of ANFE programme in Oyo S tLate should realize that vocational skills are part of ANFE activities and traineesN are interested in it. Ton this end, vocational training should be made part of the AANFE curriculum. D 5.4 Recommendations BA Based on the findings of the Fstu dyI, the following recommendations are made:  Since the programmOe is a meaningful plan towards the eradication of illiteracy among th e citizens, all forms of ANFE programmes, such as Women ATdulYt Education Programme, and Nomadic Education ProgramSmIe, should be well funded by Government, Quasi-Government andR Non-Governmental Organisations and people should also be Eencouraged to attend these programmes. IV The study reveals that the training strategy was an important contributory N factor to the programme‘s learning outcome. So workshops and seminars U on training strategies should be organized for ANFE teachers. Through this, they will be exposed to various enhancement strategies that will lead to meaningful achievement by trainees in their areas of study.  Since the study has revealed that there was no provision for vocational training, vocational skills should be introduced in all the local governments. The trainees should be given the opportunity of combining literacy with vocational training. 101  ANFE programme teachers should be encouraged and given adequate allowance to get the best from them. 5.5 Limitation of the study The major limitation of this study is that the trainees were not evaluated before joining the programme. Knowing the literacy status before joining would have assisted in evaluating the impact of the programme. Y 5.6 Suggestions for further study R It is hereby suggested that a similar evaluation study should be conduRcteAd at interval for similar ANFE programme, like Nomadic Education Programme and Women Adult Education Programme. It is suggested that impact evaluatiIonB of the programme should be carried out in the State. Also, this study should be rLeplicated in other States of the country to make conclusions more valid and foAr beNtter educational planning. AD F I B O ITY ER S IV UN 102 REFERENCES Adamu K. 2004 Adult and non-formal education delivery in Nigeria. Retrieved on January 28, 2008. http://www.gla‘ac.uk/centres/cradall/docs/Botswana- papers/khalidampper-40pdf. Adedeji, O. T. 2004 Evaluation of UNICEF assisted water and sanitation programme among rural dwellers in Akinyele Local Government Area of Oyo State, Unpublished M.Ed Thesis University of Ibadan, Ibadan, Nigeria. Aderinoye, R. 2002. Literacy Assessment Practices (LAP) in selected developing Countries: Nigeria case study. 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EveryR piece of information provided by you will be kept strictly confidential. A Thank you. BRI Please fill in the space provided N L A. PERSONAL DATA DA 1. Name…………………………………...…B……A……………………………………………….. 2. Date of Birth……………………...…… I……………………………………………………….. 3. Gender: Male:……………O……F….…………………Female……….………………………. 4. Marital Status: MarrieYd:… ……..…..Single…..……....Widow…………….Widower..…..….. 5. Permanent AddreIssT:…………………………………………………………………………….. 6. What is RyourS occupation?............................................................................................................ 7. WhEat is the address of your place of work?................................................................................. 8. IVWhich type of ANFE training are you undergoing/have undergone?................ N ………………………………….....................................................................................U ......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... ...............................................................................................................……………… ……………………………………………… 116 B. TRAINING NEED What are the reasons that led you to enroll at ANFE for training? 1. Please tick ( √ )as appropriate in the column provided YES NO i. I want to be able to read in the Yoruba language ii. I want to be able to write in the Yoruba language iii. I want to be able to read in the English language iv. I want to be able to write in the English language RY v. I want to be able to calculate correctly A vi. I want to know more about on personal hygiene R vii. I need training on Social Studies B viii. I need vocational training (Tailoring, Dying etc.) LI ix. I want to be able to append my signature x. I want to be able to speak English well AN D 2. Please tick ( ) as appropriate in the IcBolum Ans provided YES NO i. Considering your needs before joining ANFE, Are you satisfiFed after receiving the training? O ii. Do you alwaYys h ave a teacher whenever you go for tIraTining iii. Do Syou like the methods being used by your Rteacher? iv. E Does your teacher demonstrate with IV materials when training? N v. Does your teacher consider your level of U understanding when training the class? 117 3. How would you rate your overall training experience with ANFE? Very Poor Poor Fair Good Very Good 4. To what extent did your level of knowledge increase in the following areas dYuring your training with ANFE? R None a little R a gAreat deal Communication IB Numeracy L Health Education AN Social Studies D AIB 5. Do you think the ANFE traininFg yo u attended needs modification? O Yes No 6. If Yes in (5), pleaTse sYuggest any change(s) you think would strengthen ANFE training ……………S……I……………………………………………………………………… ……E…R………………………………………………………………………………… IV………………………………………………………..……………………………… CN. USE OF TRAINING U1. How would you rate the overall usefulness of knowledge gained at ANFE training programme in your day-to-day activities? Not useful Useful 118 2. Which of these knowledge gained at ANFE have you found useful at work and to your life in general? Reading Writing Numeracy Others (Specify) 3. Please tick ( √ ) as appropriate in the column provided: Y Usefulness of knowledge and skills acquired during ANFE training R A. ANFE programme has improved my job performance as follows: A I can now B RYes No i. read things related to my job LI ii. discuss with my customers in English iii. add, subtract, multiply and divide easily AN iv. I am more confident at work AD B. ANFE programme has improved my sItaBndard of living in the following ways: F Yes No i. My income has incre aOsed ii. My well-being hYas improved well iii. My outlookI tTo life and living has changed v. I amR noSw current with necessary information E C. IAVNFE programme has improved my knowledge on health education as follows: N Yes No U i. I can now prevent some diseases, like Malaria, Typhoid, etc. ii. I now know the causes of some diseases, like Cholera, Dysentery, AIDS iii. I now practice cleanliness of body and environment iv. I now know how to take care of my family 119 D. ANFE programme has helped me in active participation in the development of my immediate locality in the following ways: Yes No i. I can now mix freely with the community members ii. I am now punctual at meetings iii. I now have the opportunity of being in charge of community/social meeting iv. I can now be the secretary of community/social meetings Y R 4. In your day-to-day activities, did you encounter any problem in usinRg thAe knowledge acquired from ANFE. If Yes, please list them ……………………B………………… ……………………………………………………………… L……I…………………… …………………………………………………………N……………………………… 5. Please, provide any additional informationD thaAt you think will assist ANFE to improve its programme …………………A…………………………………………… …………………………………… …I…B……………………………………………… …………………………………F……………………………………………………… Y O IT S VE R I UN 120 INSTITUTE OF EDUCATION, UNIVERSITY OF IBADAN IBEERE LỌWỌ AWỌN AKẸKỌ AGBA Eyin Eeyan mi, Eeto iwadi yi wa lati se Ayewo si Eko Agba ni Ipinle Oyo. Idahun ti e ba fun wa yoo wa fun iwadi nikan. Ao dupe ti e ba lee dahun daadaa. Ao si pa asiri idahun yin mo. A dupe o. RY Dahun awon ibeere yi A A. IMO NIPA ENIKOOKAN BR 1. Oruko ….………………………………………………… …L…I…………………… 2. Ojo Ibi ……………………………………………………………………………… 3. Okunrin: …………………………… Obinrin …A…N….………………………….. 4. Mo gbeyawo/loko……….. Apon……….. ODpo Okunrin/Obinrin …....……… 5. Apejuwe ibi ti o ngbe: …………………A………………………………………… 6. Ise wo ni o n se?...............................I...B.................................................................. 7. Apejuwe ibi ise…………………F… ………............................................................ 8. Iru eko agba wo ni e n se?O………………………………………………………….. B. EKO TI E NILO Y Kini o sun e de IibTi idanileko ANFE? 1. Fa ila sRi ihoS ti o ba ye Beeni Beeko i. E Mo fe ki n le ka ede Yoruba IVii. Mo fe kin le ko ede Yoruba N iii. Mo fe ki n le ka ede Oyinbo U iv. Mo fe ki n le ko ede Oyinbo v. Mo fe ki n le ma se isiro vi. Mo fe ki n ni eko imototo vii. Mo fe ki n ni eko gbigbe po viii. Mo fe ki n ni eko ise owo ix. Mo fe ma fi owo (sign) si iwe x. Mo fe ma so ede Oyinbo daadaa 121 2. Fa ila si iho ti o fi ero re han Beeni Beeko i. Ti oba ro idi ti o fi wa fun idanileko yi, nje o ni itelorun bi lehin eko yi? ii. Nje Oluko ma nwa ni gbogbo igba eko? iii. Nje Oluko ma nfi nkan se apejuwe bi? Y iv. Nje o te o lorun ona ti won ngba nko yin? AR v Nje Oluko ma nro ipo ti o wa ki o to tesiwaju R bi? LIB N 3. Bawo ni o se ri eko agba yi si? A Ko dara rara Ko dara Ose Adie D O dara O dara gan-an ni IB 4. Bawo ni o se ro pe o jere si nipFa imo ninu eko agba yi? O Rara Die O poo TYAgboye SI Isiro R Imototo E Ibagbepo IV U5.N Nje o lero pe o ye ki won o tun Eko Agba yi se? Beeni Beeko 6. Ti o ba je beeni (5), so awon atunse ti o le e mu u dara si ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………..……………………………… 122 C. ILO EKO 1. Bawo ni iwulo ni igbesi aye re eko ati imo ti o ni? Ko wulo O wulo 2. Imo ati eko wo ni o wulo ? Iwe kika Iwe kiko Isiro Iyoku Y AR R 3. Fa ila ( √ ) si iho ti o b aero re mu LIB Iwulo imo ati eko nibi eko agba N A. Eto ikoni ANFE yi ti ran ise mi lowo bayi A Beeni Beeko i. Mo le e ka iwe nipa ise mi nisisinyi AD ii. Mo le e ba alabara soro ni ede OIyBinbo iii. Mo le e se isiro bayi F iv. Okan mi bale ni ibi i seO mi B. Igbesi aye mi ti dIarTa siYi bayii Beeni Beeko i. Owo ti Snwole fun mi ti lo soke ii. OjuR ti mo fi nwo igbesi aye ti yato iii. EIgbesi aye mi ti dara si IivV. Mo ti mo nkan ti on lo nisisiyi U N C. Eto ANFE yi gbe mi soke nipa eko ilera Beeni Beeko i. Lehin eko yi mo mo bi a se nden awon aarun kan, bi iba ii. Mo mo bi a se nse imototo ebi bayi iii. Gbogbo ohun to jemo eto ilera ni mo mo bayi iv. Mo ti le se eto imototo ara mi bayi 123 v. Mo mo ohun tio nfa awon arun kan, bi omi ti kodara D. Eto eko yi ti je ki n ma lowo si idagbasoke adugbo: Beeni Beeko i. Mo ti ni ibasepo irorun pelu ara adugbo ii. Mo n tete de gbogbo ipade bayi iii. Emi naa ti n dari ipade adugbo bayi iv Mo ti di akowe ipade adugbo bayi Y R 4. Nje o ni oke isoro kankan lati lo imo ati eko ti o gba nibi idanileko yi ni Aibi ise tabi ni ibikibi R ………………………………………………………………L……IB…………………… …………………………………………………………N…… ………………………… …………………………………………………D…A…………………………………… 5. So fun wa ni soki nkan ti o ro pe yo ran etAo eko yi lowo lati dara si …………………………………… …I…B……………………………………………… ……………………………O……F……………………………………………………… ………………………Y… ……………………………………………………………… T RS I IV E U N 124 APPENDIX II INSTITUTE OF EDUCATION, UNIVERSITY OF IBADAN ANFE TEACHERS/FACILITATORS QUESTIONNAIRE (ANFETEQ) Dear Respondents This study seeks to evaluate Adult and Non-Formal Education Programme in Oyo State. The information supplied will be used for research purposes only. Y Your objective response to the items in the questionnaire shall be appreciateRd. Every piece of information provided by you will be kept strictly confidential. RA Thank you. LIB Please fill in the space provided AN 1. The name of town/village where you are teachDing ………………………………. 2. Gender: Male……………..……I…B…… A............................................................. Female……………F… ………………….………………………………. 3. Profession ……………… O………………………………………………………….. 4. Qualification (cTirclYe) TC II, NCE, OND, B.Ed., B.A/B.Sc., M.Ed. others specify)………I……….………………………………………………………………. 5. How mRany Syears of experience have you had with ANFE as a Trainer? 6. HowE would you rate the following under ANFE programme. IV V. Poor Poor Fair Good V. Good UN i. Training Objectives ii. Trainees Performance ii. Course Contents iii. ANFE support (Allowance) 125 7. How would you rate the ANFE Programme in its totality? V. Poor Fair Good V. Good 8. What improvement would you suggest for the courses you coordinate? RY ………………………………………………………………………………A………… ……………………………………………………………………B……R……………………………………………………………………………………I…………………… ……………………………………………………………… L…..................................... DA N A F I B Y O IT ER S IV UN 126 APPENDIX III INSTITUTE OF EDUCATION, UNIVERSITY OF IBADAN IBADAN, NIGERIA ADULT AND NON FORMAL EDUCATION PROGRAMME ACHIEVEMENT TEST (APAT) BASIC LITERACY Y Eyin eeyan mi, AR Mo je akeko ile iwe Fasiti ti ilu Ibadan. Mo nse ise iwadi ijinle Rlori Eko Agba ni Ipinle Oyo. IB E jowo e ka akole awon ibeere wonyi, ki e si dahun awon iLbeere naa. Iwadi nikan ni a o lo idahun yin fun. Asiri si wa fun yin pelu. N A. Pari awon gbolohun yi A (1) Oruko mi ni………………………A……D……………………………… (2) Oruko ilu mi ni……………………………………………………….. (3) Ise ti mo nse ni…………… I…B……………………………………....... F Di awon alafo yi pelu or oO ti o baa mu (4) Dandan ni …Y…………………………………. .ori (owo, omo, aso) (5) Tulasi nIiT ………………………………………….. ibora (ile, aso, oja) (6) Oye ki a ………………………… pelu ijoba (ja, fowosowopo, binu) (7) RNi aSsiko ibo, oye ka …………………… lona to ye (sun, dibo, joko) (8) E Bi a ba nsaisan o ye ki a lo si ..……………… (oja, ile-iwosan, ibi-ise) V NI Ko idakeji awon oro wonyi U (9) Obun……………………………… (10) Olowo……………………………. B. Ko awon numba yi ni oro (1) 20…………………………………. (2) 33…………………………………. 127 Dahun awon isiro wonyi (3) 4 + 9 = (4) 4 X 8 = (5) 28 ─ 4 = (6) N7.30 + N5.95 = (7) 3 7 x 3__ Y _______ R RA (8) N k B 5 00 LI -- 2 60 _________ AN D (9) kg gm A 8 32 IB 4 68 F __________ O Y (10) BabSajidIe Tfi N20 ranse si awon omo re merin (4) pe ki won pin dogbandogba. REelo ni yoo kan enikookan? C. IBAEGBEPO IVN (1) Ko ohun irinna atijo kan ati ti ode oni kan ………………………………… U ……………………………………………………………………………….. (2) Daruko eniti ise olori orile-ede wa ……………...………………………… ………………………………………………………………………………… (3) Kini oruko Gomina Ipinle Oyo? …………………………………………....... (4) Kini idi ti o fi se pataki pe ki ayika wa ni imototo?........................…………… 128 ………………………………………………………………………………… ………………………………………………………………………………… (5) Gegebi omo orile-ede rere, ki a nilati se fun ijoba lati lee jeki won ma pese ohun amuludun fun wa …………………………………………………….. .…………………....................................................................................... (6) Ojo wo ninu osu ni a nse eto pipale-egbin mo ni ipinle ……..…………… ……………………………………………………R……Y Oyo .. (7) Daruko awon igi owo meji ti a le ri ni ipinle Oyo ………………A………… (8) Daruko alaga ibile re ……………………………………IB…… R…………….. (9) Kini Ijoba nfi owo ori se ………………………… …L……………………… (10) Orisi ipele ijoba melo ni a ni ni orile-ede NAaijNiria ……………………….. (11) Daruko won …………………………D…………………………………….. D. IMOTOTO BA Pari awon gbolohun yi I (1) Imototo bori……… O…… F…………mole bi oye ti bori oru (2) ………………Y………………….lo le segun arun gbogbo (3) A lee ko aIrTun ……………………… lara omi (4) A leeS ko aisan ……………………… bi efon ba je wa (5) OR dara lati ……………………. Owo wa ki a to jeun V(6) EBata wiwo ni a fi ………… ese wa I (7) Iwe je ona ti a fi n toju …………………. wa ni gbogbo igba UN (8) ………………………….. je arun kan ti a le ko ni ipase omi ti ko dara (9) ……………………………………...ni o dara lati maa yagbe si (10) A le ko arun kogbogun EEDI nipa …………………………… okunrin ati obirin 129 INSTITUTE OF EDUCATION, UNIVERSITY OF IBADAN, IBADAN, NIGERIA ADULT AND NON FORMAL EDUCATION PROGRAMME ACHIEVEMENT TEST (APAT) POST BASIC LITERACY Dear Sir/Madam, I am a doctoral student of the International Centre for Educational Evaluation, Institute of Education of the above named University. Adult and Non formal Education ProgrammYe in Oyo State is my research interest. R Kindly follow the instructions and answer the questions that follow. YoRur rAesponses will be used simply for research purposes and confidentiality is, hereby, guaraBnteed. I A. COMMUNICATION L Read the passage carefully and answer the questions thNat follow: Ojo and Ade were fishermen. One day they went oAut fishing in their old canoe. They caught a lot of fish. They were very happy because thDey would sell the fish and make money. On their way back, there was a heavy stormA but they managed to control their canoe. However, before they got to the river bank , tIhBe canoe hit a rock and sank. Both of them swam and escaped to safety. Questions OF 1. What are the names oYf th e fishermen? 2. Why were they IhTappy? 3. Mention twSo things that happened to their canoe on their way back? 4. How did they escape? 5. AccEordRing to this passage, what is the meaning of the word ―bank‖? (20 Marks) IV CNhoose the best option from those in the brackets to complete the following sentences: U 6. i. Ojo is…………………………than Ade. (rich, richer, richest) ii. Bode and Ade __________ friends (are, is, has) 7. i. Stop…………………..in class, (sleeping, slept, sleep) ii. She ________ in the class yesterday (slept, sleeping, sleep) 130 Fill in the missing letter 8. -nife (what you use for peeling orange) Give the opposite of the following words: 9. good ________________ slow ________________ Give the plural of the following words: Y 10. Bird ________________ R Foot ________________ BR A B. NUMERACY I Answer these questions: L 1. Write in numbers: N (a) Seven………………………. (b) DNAine…………………….. 2. Write in words: A (a) 18…………………………… (b) 22……………………….. IB 3. Fill in the missing numbers: F (a) 35 + = 75 O (b) 85 -- 13 = 4. Fill in the missing Yodd numbers: 11,………………..………..,15……………………..,19 IT 5. Fill inR theS missing even numbers: 4E4,………………………….,48,…………………….,52 ANdd toIg Vether: 6. (a) 3 1 5 (b) 4 7 5 U + 1 7 5 + 3 8 5 Subtract: 7. (a) 1 9 6 (b) 6 1 4 (c) N k - 1 4 3 - 1 8 2 60 00 _______ ________ - 20 25 _________ 131 8. Multiply: N k 4 25 x 3 ________ 9. Divide: 36cm, 12mm by 6 10. Ade has 120 yams. He divided them among six children. How many yams did each one get? Y C. SOCIAL STUDIES R Complete these sentences on the duties and rights of a citizen A 1. Babayemi is a citizen of Nigeria, so Babayemi is a _____________R______ (a) Togolese (b) Nigers (c) Nigerian (d) EgypItiBains 2. A good citizen must obey the______________________ L (a) Money (b) Religion (c) VilNlage (d) Laws of the land 3. Taxes and rates are used for the _____________A____ of the community (a) Development (b) for food A (c)D cloth and shoe (d) drinks 4. A good citizen must__________ _I__B___ during election period (a) vote (b) not voFte (c) rig (d) bribe 5. A good citizen must no t_O_________________ (a) vote I T (bY) pay taxes (c) bribe (d) obeyS laws of the land 6. LEist tRhe 3 tiers of government in Nigeria__________________________________ 7.I VWhat is the name of Oyo State Governor? ____________________________ UN 8. Who is the President of Nigeria?_________________________________________ 9. How many local governments do we have in Oyo State?______________________ 10. Which day of the month is environmental sanitation day?_____________________ 132 D. HEALTH EDUCATION Fill in the missing gaps 1. We put on shoes to avoid injury to our ………………………………….. 2. It is good to wear…………..…………..….. when riding a motor-cycle 3 We may have malaria as a result of …………………………………. bite 4. ………………………………………………..….. is a waterborne disease. 5. We can purify our water by ……………………………..…………….. it 6. Prevention is better than…………………………………………………… Y 7. Always wash your …………………………………………before you eat. R 8. It is good to cut your finger…………………………………….. regulaArly. 9. It is good to treat our……………………………………. befIorBe w Re drink. 10. One source of water is …………………………………… L ……………… N DA A F I B O ITY RS IV E U N 133 INSTITUTE OF EDUCATION, UNIVERSITY OF IBADAN IBADAN, NIGERIA ADULT AND NON FORMAL EDUCATION PROGRAMME ACHIEVEMENT TEST (APAT) ADVANCED LITERACY Dear Sir/Madam, Y I am a doctoral student of the International Centre for EducationaAl EvRaluation, Institute of Education of the above named University. Adult and Non formal Education Programme in Oyo State is my research interest. R Kindly follow the instructions and answer the question that foIlBlows. Your responses will be used simply for research purposes and confidentialNity i s, L hereby, guaranteed. A A. COMMUNICATION D Read the passage carefully BA Adisa is a farmer. He lives aFt O baI Village with his wife Ajoke. They have many things in their home such as a cupbOoard, chairs, buckets, tables, hoes, knives, beds, mattresses and bags of fertilizers. In the morning, AjokYe greets her husband ―Good morning Sir‖ Adisa answers ―Good morning‖ how are ySou?I A Tjoke replies, ―I am very well, thank you‖ Adisa gRoes to school on a bicycle. He leaves his farm for school in the evening. Adisa usualEly goes to school with his friend Bade, who has no car or bicycle. VNI On their way to school, they see many things, like cars, houses and some animals like Ugoat, cows and sheep. In the class, Adisa sits on a bench. The teacher comes in through the door. He greets the learners, ―Good evening class‖ and the learners respond, ―Good evening teacher‖. Answer the following questions:- 1. Where does Adisa live? 2. What is Adisa‘s occupation? 134 3. What is the relationship between Ajoke and Adisa? 4. Mention five items that can be found in the house of Adisa? 5. What time of the day does Adisa goes to School? Choose the correct word from the brackets to fill the gap. 1. Always __________________your hands before you eat. (clean, wash). 2. It is good to ______________ your finger nails regularly (cut, paint) 3. Sugar is to _________________ as butter is to bread. (tea, egg) 4. Ado and Ali are _______________ (read, reading) Y 5. Kola and Dele _________________ good boys (is, are) R 6. Sola is _________________ than Olu (faster, fastest) RA B. Write the following numbers in words. LI B 1. 10 2. 30 N 3. 15 A 4. 40 D 5. 19 BA 1. Find the HCF of 12, 18 I 2. Find the LCM of 1O2, 1F5 2 3. Simplify ½ +Y /3 4. SimplifIy T1½ x ½ 5. ConSvert this percentage to fraction 25% 6. RI bought an article for N20 and sold it for N25. Find my percentage gain 7. E A man sold an article for N60, thus making a profit of 25% of the selling IV price. Find the cost price. N 8. The length of a rectangular field is 100m and the breath is 50m. Find the U perimeter 9. The radius of a circle is 7cm. Find its area. 10. Find the Simple Interest on N 400 for 2years at 3% per annum 135 C. SOCIAL STUDIES 1. Mention the 3 tiers of government_____________________________________ 2. mention the 2 seasons we have_______________________________________ 3. Mention the head of each tier of governance in Nigeria ___________________ 4. A citizen from Nigeria is called a _____________________________________ Y 5. Nigeria got her independence on ________________________________A___R__ 6. Mention one disease that can be contacted in a dirty environmeIntB __ R________ 7. ___________________________ is the chairman of my l ocLal government. N 8. What is the name of the President of Nigeria? ___A_______________________ D 9. Who is the Commissioner for Education iAn Oyo State ____________________ B D. SCIENCE F I 1. Name five living things i nO your environment (a).......................T......Y.............. (b)........................................... (c)..............S.......I...................... (d)........................................... (e).......R..................................... E 2. IVName five non-living things in your homes, villages and farmlands UN (I)............................................ (II).............................................. (III).......................................... (IV)............................................... (V)................................................. 136 3. List five uses of water (i).............................................. (ii)............................................ (iii)............................................. (iv)........................................... (v).............................................. 4. Mention five sources of water Y (i)............................................. (ii).................................A.......R..... (iii)............................................ (iv)..........................R................... (v).............................................. B LI 5. Mention two methods of removing impurities fromA waNter (a) ...................................................................D............................... (b) ......................................................B......A....................................... OF I Y T SI E R IV UN 137 APPENDIX IV CLASSROOM INTERACTION SHEET SECTION A Date ……………. School State No …………. Subject Taught …………… Class ……….. Observation No ………. No ………….. Teacher ……….. Gender Time Start ………. Time Stop ………. School Location ……… School Type ……………. ……………… No.of Pupils Qualification …………………………………………… Experience ………………………… …………………………… Y R BEHAVIOUR TIME CATEGORY A Trainee Centred Acitivity R Writing on the Chalkboard IB Demonstrating with materials Explaining L Questioning N Giving directives Getting trainee different D A activities Reinforcing response A Monitoring Prompting response Drawing on the chalkboard I B Distributing textual F materials Provides answers O Trainee Group Activities Reciting Chorus response T Y Exploring Demonstrating SI Observing Reading aloud Counting aloud ER Identifying V Trainee Centred Activities ExploringN I ReciUting Demonstrating Observing Questioning Response Reading aloud Counting aloud Writing Drawing Identifying Free flow play Role play 138 BEHAVIOUR CATEGORY Copying from chalkboard Non-Facilitating Learning Behaviour Monologue (Teacher talking non-stop) Silence (Teacher) Silence (individual) Conversing with another teacher Leaves the classroom unannounced Grading work Distract attention (e.g. cell Y phone ring) Confusion R Class disorganized R A Trainee wandering aimlessly IB Code the major occurring behaviours in the columns cells of only one main behaviour ca teLgory after each interval of 10 seconds N A BA D OF I TY RS I VE UN I 139