Theses and Dissertations

Permanent URI for this collection

https://ir.oauife.edu.ng/handle/123456789/549
Theses and Dissertations (Special Education and Curriculum Studies)

Browse

Browsing Theses and Dissertations by Author "Opeola, S. M."

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Open Access
    Comparison of the Effectiveness of Programmed Instruction and Textbook Instruction in Learning Secondary School Mathematics.
    (Obafemi Awolowo University, 1987) Akinlua, Akin Akinsola; Opeola, S. M.
    This study compared the effectiveness of Programmed Branching Instruction (B.P.I) and Textbook Instruction (T.I) in learning mathematics. The subjects were three hundred (300) form III students selected from ten secondary schools in Ondo State. They were stratified into two groups of average and above average students, according to their performances in Ondo State Mathematics achievement Test in 1984. The instruments used were (i) a 25-multiple choice item test, (ii) a T.I. material and (iii) a B.P.I material. While class teachers participated in distributing learning materials and administering tests, the B.P.I. and T.I. materials were used by the students independent of their class teachers. A t-test statistic was used to analyse the data collected and it was found that there were no significant differences in background knowledge of the subjects. The students who studied en their own with B.P.I. performed better in Mathematics than those who do so with T.I. Also, the above average students that used B.P.I. to study performed better than the average ones. The result revealed that the performances of boys are higher than those of girls in Mathematics when they both use B.P.I. to study mathematics. The student who is average in mathematics that used B.P.I. to study did not perform better than their counterparts who used T.I. The above average students, who used B.P.I. to study, however performed better than their counterparts that ace T.I. The results of the study suggest that could be a more effective method of learning Mathematics, when student have to learn on their own.
  • Thumbnail Image
    Item
    Open Access
    Effective Use of Self-Learning Device- Programmed Text in Teaching Nigerian Secondary School Students Mathematical Models in Chemistry.
    (Obafemi Awolowo University, 1985) Adesoji, Francis A; Opeola, S. M.
    The study was designed to determine the effectiveness of linear programmed text (LPT) when compared with that of conventional text (CT) on Nigerian secondary school students' performances when they used mathematical models in learning Chemistry. The instruments developed and used were (I) multiple choice test and (2) a work-assignment sheet. The two levels of treatment developed and used were LPT and CT based on selected sections of the pupils' textbook. The two hundred and forty subjects involved were Form IV science students selected randomly from eight secondary schools in Oranmiyan Local Government area of Oyo state. Thirty students were randomly selected from each school and the subjects were divided into two groups of one hundred and twenty each which was assigned to a treatment. The class teachers involved were trained as to their roles in the research. But the researcher did the scoring of the answer sheets. A pretest conducted to determine whether the sample was from homogeneous population showed no significant difference in the background of the subjects. The three hypotheses of the study were confirmed using t-test analysis. These hypotheses were one that the LPT group achieved better in posttest than CT; two, that the learning scores of the LFT group are higher than those of the CT; three that the LPT group performs better in retention test than CT. The chi-square analysis of the data about the time spent on the work per day relative to the thirty minutes meant for the work was insignificant. A similar analysis of data about help received was significant. The results revealed that LPT was a more effective self-learning technique than CT.