Browsing by Author "Adeyanju, 'Lade Joel"

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    Drawing and Cognitive Interpretative Abilities of South Western Nigeria Children
    (2005) Adeyanju, 'Lade Joel; Popoola, Bayo
    The study examined the effects that repetition of visual and verbal modes has on interpretative drawing abilities of 11-15 years old secondary school students in South Western Nigeria. Subjects of study were 60 male and 60 female non-art oriented students. Samples were randomly selected and stratified into two groups A and B. The experimental group viewed repetitive visual materials of folksongs from posters while the control group had oral presentation of the folklore. Descriptive statistics were used to analyse the data. Results showed that females were better in comprehensions while males out-performed the females in drawing.
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    Problem of Curriculum Implementers and Classroom Learning Environment in a Developing Country
    (2006) Adeyanju, 'Lade Joel
    Nigeria is a developing country with problem of curriculum development and implementation. Her contact with colonial masters and their educational system is responsible for that state. It is felt that children are being educated outside their culture rather than in their own environment. The paper touches on the tasks faced by the curriculum developers; it highlights the effects and problems of implementation and the role of university education in bringing about desired improvement.
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    Problems Associated With Visual Perception of Colours on Poster Design: A Model For Effecting Change
    (1991) Adeyanju, 'Lade Joel
    The paper discusses the problem of visual perception of colours and its use on posters, by the Fine Arts Students of Obafemi Awolowo University in Ile-lfe. In order to solve the identified problems, the author prescribes a model for effecting change based on theories of learning and perception. The procedure include visitations and planned field trips to art galleries after which the strategy of rapport would be introduced. Reinforcement of every desired responses would be encouraged during the course of practical when actual pigments of colours would be mixed. The suggested model presents the criteria measure which would enhance the mastery of desired responses. Feedback, application and evaluation procedure are also used to advantage in the prescribed model. The art teachers are encouraged to make use of Instructional strategies for delivering their lectures based on the above model.
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    Problems of Art Teaching in Nigerian Secondary Schools System: Implications for Trainers
    (2006) Adeyanju, 'Lade Joel
    This study looks at the problems associated with the teaching of Fine Arts in Nigerian secondary school system. With the purpose of ameliorating the present situation, the study was conducted through the use of a set of 22 item questionnaire on causes of some of the problems concerning Fine Arts teaching. The population for the study comprised fifty-two (52) experienced Fine Art teachers who were undergoing the Part Time Degree programme of Obafemi Awolowo University between 1994 and 1999. Results from the analysis of data indicated that lack of materials constitutes problems since eighty-four percent of the responses from the respondent was positive about this fact. The absence of art studio in many schools was next in ranking of the identified problems. Fifty-five point seven-seven percent of the respondents (55.77) attested to this. It was also found that 78.85 percent of the subjects of the study could not increase the drawing skills of art learners. However, 96.15 percent of the subjects submitted that involvement of the media like radio, relevant pictures and charts could be used to improve art teaching. When the arrears of specialization that the student teachers for the study intended to go into were investigated, graphic design and textile design arrears were found most attractive to them. The implication of this finding is that trainers need to organize refresher courses and mount workshops periodically in order to re-oriented art teachers towards the goals of art teaching.
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    Supporting Educational and Emotional Needs of the Gifted in Nigerian Secondary Schools
    (2005) Adeyanju, 'Lade Joel
    The gifted child is considered as a special child with 'disability'. He/she is emotional because most of the times the special needs that he/she deserves are often not met. The gifted child sits in class with normal children with very little or no attention given him/her. When found to be fast at learning, progress often gets slow as a result of neglect. Most of the time, such children are considered troublesome whereas they are not, it is the special attention that they need. The paper through survey examined 50 parents/teachers perception on special children and those 'label' gifted that they have identified and taught. The study assessed the characteristics behaviour, methods adopted to meet his/her educational needs and type of support provided him or her in the school system. The modified standardized Intelligence Quotient Test was used by teachers to screen the learners classified as gifted while stratified random sampling procedure was used to select participating teachers. A 20-item questionnaire was used to collect relevant data while descriptive statistics of mean score and standard deviation were use to analyse the data. A mean x SD = 13.20 was found for the disposition of the gifted. Result of data show that 42 (84%) of respondents agreed that the 'gifted' is a special child with no 'disability' 27 (54%) of respondent agreed that they 'gifted' was not normally excluded from organized school programme; 31 (62%) accepted that schools make provision to allow him/her progress at his/her learning pace. Only 2 (4%) of respondents claimed that parents of the 'gifted' come from low socio-economic class of the society. It was suggested that problems of the gifted be reduced by involving parents in continuous education about their gifted wards. Gifted children require more flexible educational experience; professionals should therefore be involved in their training. Parents' discussion groups will be expedient so that 'gifted' rearing experience could be made more enjoyable. Schools should employ specialist teachers and teachers should use discovery and learning techniques. Teachers should focus on higher order skills. The media has a role to play, especially by promoting the cause of the people with special needs.
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    The Teacher, Communication and Educational Technology for Sustainable National Development
    (1999) Adeyanju, 'Lade Joel
    The study investigates the attitude of the teacher to the use of educational technology for communicating with learners in the higher education system. A survey of 120 randomly selected subjects comprising 20 teachers and 100 undergraduates of the Obafemi Awolowo University in Ile-Ife responded to a questionnaire on the teacher, communication and educational technology for sustainable national development (TECESND). The descriptive statistics of mean scores and percentages were used to analyse the data. Results emanating from the study showed that some instructional materials like boards, text books, charts and regalia were used by teachers to teach in their various disciplines. In some cases visitations and field trips by teachers and students were encouraged. There is a need to mount up training programmes on the use of 'hardware' materials for teachers. Industrialists, medical and paramedical staff and teachers in training would benefit from easy and effective communication. By so doing, educational technology would be contributing to sustainable national development.