Doctor of Philosophy (Ph.D.) Theses and Dissertations

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Open Access
A comparative of two modes of exercise stress testing and anthropometric characteristics of compensated congestive heart failure patients.
(Department of Physical education, Faculty of Education, Obafemi Awolowo University, Ile-Ife., 2005) Adedoyin, Rufus Adesoji
The study assessed the cardiovascular responses to 6 minutes corridor walk and 6 minutes bicycle ergometry exercise stress testing in patients with chronic Heart Failure (CHF) as well as compared physical characteristics of the subjects with the maximum oxygen consumption with a view to establishing a suitable exercise protocol for the testing and rehabilitation of patients with CHF.
Open Access
A comparative study of two methods of detecting test item bias in senior schools certificate (SSC) mathematics examination
(Department of Educational Foundation and Counseling, Faculty of Education, Obafemi Awolowo University, Ile-Ife., 2006) Adediwura, Alaba Adeyemi
The study examined the occurrence of test item bias in the senior school certificate (SSC) Mathematics examination conducted by West African Examination Council (WAEC) and National Examination Council (NECO) using Scheuneman and the Full Chi-Square methods with a view to determining the relative effectiveness of the chi-square methods in detecting the nature and extent of item bias. In conclusion, Full Chi-Square method demonstrated greater ability to detect test bias in SSC Mathematics examination than the scheuneman chi-square method. Furthermore, most of the biased items measured skills on plane geometry and this was indicative of the need to view some aspects of the test development and validation process of the SSCE.
Open Access
A meta-analysis of empirical studies on the validity of university matriculation examinations in Nigeria
(Department of Educational Foundations and Counselling, Faculty of Education, Obafemi Awolowo University., 2008) Adeyemo, Emily Oluseyi
The study examined the process, conduct and administration of University Matriculation Examination (UME) in Nigeria. It assessed the relative strength and effectiveness of UME as an admission criterion. It also identified and examined the characteristics of some selected empirical studies with a view to establishing the validity of the reported coefficients.
Open Access
An evaluation of academic staff development programmes in Nigerian Universities
(Educational Administration and Planning, Obafemi Awolowo University, Ile-Ife., 2006) Adaralegbe, Abraham Ibikunle
The study investigated the stragtegies employed in developing academic staff in Nigerian universities as well as the factors that affected the planning, implementation and participation of academic staff in staff development programmes. This was with a view to appraising teaching effectiveness of university academic staff and their professional development. The study concluded that staff development programmes were accorded some recognition in the federal, state and private universities. However, the implementation of such programmes remained incapacitated by shortage of funds and facilities.
Open Access
An Evaluation Of Accident Control Strategies In Selected Industries In Lagos State, Nigeria
(Department of Physical Education, Faculty of Education, Obafemi Awolowo University, Ile-Ife., 2005) Ayodele, Rachael Abimbola
This study examined the physical working conditions in relation to accident causation in selected industries in Lagos State. It also assessed the effectiveness of specified accident control strategies with the ultimate objective of making suggestions for improving the implementation of the strategies in industries.
Open Access
An examination of self-serving bias in attribution for sports performance.
(Department of Physical health Education, Obafemi Awolowo University, Ile-Ife, Nigeria., 1997) Ogungbenro, Akanmu Ogunbunmi.
This study examined the attributions made by male and female athletes for their team's success or failure in team sport competition. A total of 180 subjects, made up of ninety-seven male and eighty-three female athletes who completed for their respective Universities in four selected team sports, (basketball, handball, hockey, and volley ball), during the 1995 West African Universities Game (WAUG) at the University of Benin in Nigeria, took part in the study. Rotter's (1966) Internal-external locus of control (LOC) sale, an attribution questionnaire and oral interview guide were used to collect data for the study.
Open Access
Assessement of the implementation of basic science and technology Curriculum in lower primary Schools in southwestern Nigeria
(Institute of Education, Faculty of Education, Obafemi Awolowo University, Ile-Ife, 2021) Bowale Elizabeth Babajide
The study assessed the qualification of teachers for the implementation of Basic Science and Technology Curriculum in lower primary schools in Southwestern Nigeria, determine the availability and adequacy of instructional resources and materials for the implementation of Basic Science and Technology Curriculum in lower primary schools in the study area and examined the extent to which the curriculum content of Basic Science and Technology is taught in lower primary schools in the study area. It further appraised the appropriateness of teaching methodology employed by the teachers in the teaching of Basic Science and Technology in lower primary school in the study area and investigated teachers’ technological application competency in the implementation of Basic Science and Technology Curriculum. These were with the view to providing adequate information on availability, adequacy of methodology and curriculum content of BST in lower primary schools for the implementation of Basic Science and Technology in Southwestern Nigeria. The study adopted the descriptive survey research design. The study population comprised lower primary school BST teachers in Southwestern Nigeria. The sample consisted of 972 BST teachers. Multistage sampling procedure was used to select the sample. Simple random sampling technique was used in selecting three states out of the six states in the Southwestern geopolitical zones of Nigeria. The three senatorial districts in each sampled state were used for the study. Three local Government Areas (I.GAs) were selected using simple random sampling technique. In each of the LGAs, 12 schools were selected making a total of 324 schools. Three BST teachers were selected in lower primary classes of the sampled schools making a total of 972 teachers. Five research instrument namely; Adequacy of Teachers Implementing BST Curriculum Questionnaire xvi (AATIBSTCQ), Basic Science and Technology Instructional Observation Resources Checklist (BSTTIORC); Basic Science and Technology Curriculum Implementation Retrieval Sheet (BSTCIRS); Basic Science and Technology Teacher’s Methodology Observation Checklist (BSTTMOC) and Basic Science and Technology Teachers Technological Application Competency Questionnaire (BSTTTACQ). AATIBSTCQ were used to collect information from teachers. Data collected were analyzed using frequency count, Percentage and mean The result showed that teachers implementing BST curriculum were available and qualified to teach BST but not adequate as 19.4% primary schools had adequate Basic Science and Technology teachers for the implementation of the subject curriculum in the study area. The result showed that most of the instructional resources were available but not adequate, instructional resources such as wall chat (61.7%). plastic materials (61.7%), hand wash basin (61.7%), food sample (61.7%o), and Basic Science textbook (63.3%>) were inadequate compare to the number of pupils in each classes 1-3. Furthermore, result showed that most of the curriculum content were moderately taught at an average of (50.3%). Regarding teaching methods, result obtained showed that teaching methods proposed in the curriculum were fully implemented. As the teacher employed lecture method (70.4%) demonstration method (65.5%), individualized method (60.2%), discussion method, (70.5%) play way method (38.5%) and field trip method (50.0%) at 2.20, 1.89, 1.80, 2.09, 2.69 and 2.29 respectively to teach Basic Science and Technology in lower primary schools in the study area. Finally, result showed that the level of teachers technological application competency in the implementation of Basic Science and Technology curriculum was moderate at (49.3%) in the study area. The study concluded that instructional resources and materials needed for the implementation of basic science and technology curriculum was inadequate and the methodology employed in teaching the curriculum contents by the teachers was moderate
Open Access
Assessment of economics curriculum and implementation of curriculum subsets in secondary schools in Southwestern Nigeria.
(Department of Art and Social Science Education, Faculty of Education, Obafemi Awolowo University., 2023) YAHYA, Deborah Oreoluwa
The study assessed the quality of teachers used and ascertained the appropriateness of the instructional strategies and resources used in the teaching of Economics in secondary schools in Southwestern Nigeria. It examined and determined the extent of relationship between Economics curriculum and each of the curriculum subsets (syllabus, scheme of work and lesson plans) contents and activities in secondary schools in the study area. The study also identified factors militating against effective implementation of Economics curriculum in secondary schools in the study area. These were with a view to providing information on the implementation of Economics curriculum in Southwestern Nigeria. The study adopted descriptive survey research design. The population for the study comprised 75,033 teachers, syllabi, schemes of work, lesson plans, and the national Economics curriculum used in secondary schools in the six states in Southwestern Nigeria. The study sample comprised 60 Economics teachers and the syllabi, schemes of work and lesson plans in use by the teachers during 2021/2022 academic session. Multistage sampling procedure was used. In the first stage, four states were selected out of the six southwestern states, using simple random sampling technique. The second stage involved simple random selection of five Local Government Area (LGAs) from each of the four states, making a total of 20 LGAs. In the third stage, using simple random sampling technique, three secondary schools were selected from each of the LGAs, making a total of 60 secondary schools. The fourth stage was purposive selection of one Senior Secondary School Two (SS II) Economics teachers from each of the selected schools, making a total of 60 teachers. Six research instruments were used for data collection namely: Economics Curriculum Contents Assessment Checklist (ECCAC), Economics Curriculum. Activities Assessment Checklist (ECAAC), Instructional Strategies Observation Guide (ISOG) and Instructional Resources Checklist (IRC), Teachers Quality Rating Scale (TQRS) and Questionnaire on Factors Militating against Effective Teaching and Learning of Economics (QFMETLE). Data collected were analysed using frequency counts, percentages, and Pearson Product-Moment Correlation. Results showed that 50% of the teachers studied Economics education while 50% studied related courses. The result also indicated that 70% of the teachers in the study area had TRCN certification. Also, 70% of the respondents always use their pedagogical skills in teaching Economics in their schools. Furthermore, the results indicated the instructional strategies used in teaching Economics were 27% well appropriate, 55% fairly appropriate and 18% poorly appropriate. On instructional resources, 38% of the observed teachers used appropriate instructional resources for teaching Economics in their schools while 62% did not use appropriate instructional resources. The study found that the main factors militating against Economics curriculum implementation in the study area were students' factors (69%), school factors (66%) and teachers' factors (63%). The findings also showed a positive relationship between the Economics curriculum's contents and the syllabus at (r = 0.996; p<0.05); and a positive relationship between the Economic syllabus's contents and the scheme of work at (r = 0.995; p<0.05). The findings also showed statistically significant positive relationships between the contents of the Economics scheme of work and the lesson plan at (r = 0.310; p<0.05) and significant positive relationship between activities in the Economics curriculum and the Economics curriculum subsets at (r=0.275; p<0.05). Therefore, the study concluded that there was poor implementation of the Economics curriculum in secondary schools in Southwestern Nigeria.
Open Access
Assessment of home growth schools feeding programme in lower primary schools in southwestern Nigeria
(Department of Institute of Education, Faculty of Education, Obafemi Awolowo University., 2022) ABIOLA, Titilayo Olufolake
The study examined the level of compliance to Home Grown School Feeding Programme in lower primary school in southwestern, Nigeria. It also assessed the trend of enrolment of pupils in lower primary schools in the region since the commencement of HGSFP; it determined the trend of retention of pupils in lower primary schools in the study area; it further examined the academic achievement of beneficiaries of HGSFP in lower primary schools in the region and assessed stakeholders’ views of the success of the stated objectives of Home Grown School Feeding Programme (HGSFP) in lower primary schools in Southwestern Nigeria. These were with view to providing information on the state of HGSFP in lower primary schools in Southwestern Nigeria. The study adopted descriptive survey research design. The population consisted of head teachers, classroom teachers, food vendors, parents and farmers. The sample for the study comprised 108 head teachers, 324 primary school teachers, 211 vendors, 216 parents and 108 farmers supplying food items to the food vendors. Purposive sampling procedure was used to select the sample for the study. Four research instruments were used for the study namely: School Feeding Assessment Questionnaire for Teachers (SFAQT), Questionnaire for head teachers on school feeding programme (QHTSFP), Parents, Farmers and Food Vendors interview guide on school feeding programme (PFFVIG) and Pupils Academic Achievement Records (PAAR). Data were analysed using frequency counts and percentages Considering the overall results, the level of compliance to HGSFP in lower primary schools in Southwestern Nigeria since inception of HGSFP is high. The trend of enrolment of pupils in lower primary schools in Southwestern Nigeria has been fluctuating within the periods under study with a decreasing trend in Osun State, fluctuating in Ogun State and increasing in Oyo State. The trend of retention of pupils in lower primary schools in xvii Southwestern Nigeria has been fluctuating (rising and falling trends) in Osun State; and decreasing in both Ogun and Oyo States. The academic achievement of the pupils showed that 46.0% to 46.8% had low performance; 32.2% to 36.5% had average performance while 17.5% to 21.0% had above average performance. Also, the extent of success of the stated objectives of school feeding programme in lower primary schools, Southwestern Nigeria was high. The study concluded that the objectives of HGSFP have not been fully achieved. Trends of enrolment and retention have been fluctuating.
Open Access
Assessment of mercantile activities of private Nursery/Primary schools in southwestern Nigeria
(The Institute of Education, Faculty of Education, Obafemi Awolowo University, 2022) ALA, Olubunmi Folasade
The study investigated the types of mercantile activities that private nursery/primary schools engage in, in Southwestern Nigeria. It examined the logistics, assessed the level of success, and investigated the challenges of mercantile activities of private nursery/primary schools in Southwestern Nigeria. It further assessed the attitude of parents towards mercantile activities of private nursery/primary schools in Southwestern Nigeria, and compared the logistics, level of success and challenges, and attitude of parents to nursery/primary schools’ mercantile activities across various categories of proprietorship. These were with the view to providing information on the viability and acceptability of mercantile activities embarked upon by private nursery/primary schools, and subscribed to, by parents of nursery/primary school children in Southwestern Nigeria. The study adopted the survey design. Proprietors and parents of pupils of private nursery/primary schools constituted the population for the study. The sample consisted of 135 proprietors and 675 parents drawn from 27 Local Government Areas from three states in Southwestern Nigeria, using stratified, simple and purposive random techniques. The instruments used to collect data for study were Private School Mercantile Activities Interview Guide (PSMAIG) and the Parental Attitude to School Mercantile Activities Scale (PASMAS). Data collected were analysed using simple percentage, one sample t-test, Krukal-Wallis H-test and Mann-Whitney U-test. The results showed that sales of textbooks, sports wears, notebooks, uniforms, sweaters/cardigans, extra lessons, school bus services, and excursion activities were the major mercantile activities of private nursery/primary schools in Southwestern Nigeria. The least of them were after hostel accommodation and other activities that were not disclosed. The results also showed that the logistics of mercantile activities revolved around practice, production/provision, marketing and sales and mode of payment for the traded items xv (customised books (80.00%), contracting to factories (58.36%), cash payment (86.66%), bank deposit (74.81%), credit facilities (37.03%); and termly payment for services (59.42%)). The results as well showed that the level of success of mercantile activities was very high (79.38%), and the level of associated challenges was low (37.43%). The results further showed that the attitude of parents towards mercantile activities of private nursery/primary schools was significantly positive (t=34.94; p<0.05). The results also showed that there was no significant difference in the logistics (H=2.71; p>0.05), level of success (H=0.56; p>0.05), and associated challenges (H=2.38;p>0.05), but showed a significant difference in the attitude of parents of pupils of different schools categories (H=24.26; p<0.05): with schools owned by religious organisations standing out over private individual owned (U=856703.5) and tertiary institution owned schools (U=222494.0) in terms of parental attitude to mercantile activities of schools of their children. The study concluded that the involvement of private nursery/primary schools in mercantile activities in Southwestern Nigeria were worthwhile, and parents of pupils were favourably disposed towards the operations, despite the challenges.
Embargo
Assessment of Teacher Preparation, Professionalism and Economics Curriculum Implementation in Senior Secondary Schools in Southwestern Nigeria.
(Department of Arts and Social Science Education, Faculty of Education, Obafemi Awolowo University., 2024) Amodu, Tajudeen Omosanjo
The study assessed teacher preparation, professionalism and Economics curriculum implementation in senior secondary schools in Southwestern Nigeria. The study examined the extent to which Economics curriculum used for teacher preparation have been captured. It determined the relevance of tertiary Economics curriculum to the teaching of Economics in senior secondary schools in the study area. It also determined the extent of professionalism of Economics teachers in secondary schools. Additionally, the study assessed the utilisation of instructional resources by Economics teachers in senior secondary schools and equally examined appropriateness in the use of teaching strategies by professional and non-professional Economics teachers in senior secondary schools the study area. These were with a view to providing information on the ways by which Economics teachers were being prepared in higher institutions, level of professionalism of Economics teachers in the senior secondary schools and the implementation of the subject’s curriculum in secondary schools in Southwestern Nigeria. The study adopted mixed-method descriptive research design. The population consisted of Economics lecturers, teachers and students. The sample was 774 who were all selected using multistage sampling procedure. Five instruments were used to collect the data namely Checklist on Contents of Economics Curriculum in Higher Institutions (CCECHI), Questionnaire on Relevance of Tertiary Education Economics Curriculum Contents in Secondary Schools (QRTECCSS), Questionnaire on Professionalism of Teachers of Economics (QPTE), Instructional Resources Utilisation Checklist (IRUC) and Teaching Strategy Usage Checklist (TSUC). Data collected were analysed using simple frequency counts, percentages, mean, standard deviation, Relative Strength Index (RSI) and Kendal’s W significance. The study found out that Principle of Economics, Micro Economics and Teaching Practice were the most captured Economics curriculum contents in higher institutions with highest mean (4.75) and standard deviation (0.77) while Financial Accounting and History of Economics Thoughts were least captured contents with lowest separate mean values of 3.55 and standard deviation of 0.54. The results also showed that the tertiary institutions’ Economics curriculum was highly relevant to the teaching of Economics in senior secondary schools as affirmed by 80.7% of the respondents. The result also revealed that only 21.4% of the Economics teachers in the secondary schools can be described as highly professional while 53.3% were non-professional. The study revealed that instructional resources were sparingly utilized as confirmed by Kendall’s W statistics (p =-0.046, p>0.05). Finally, the study found out that the most appropriately used instructional method for teaching of Economics was Cooperative Learning with highest Relative Strength Index (RSI) value of 0.803 while the least appropriately used instructional strategy was the Discovery Method with the lowest Relative Strength Index (RSI) value of 0.550. The study concluded that the curriculum contents used for teachers’ preparation in higher institutions were fully captured and were relevant to the teaching of the subject in the senior secondary schools in Southwestern Nigeria. It equally concluded that implementation of the curriculum was marred with inadequate utilization of instructional materials and usage of non-recommended teaching strategies. The study also concluded that for Economics teacher to be recognized as a professional, he/she must be fully prepared through sound teacher education programmes and must be licensed by the Teachers Registration Council of Nigeria (TRCN).
Open Access
Attitudes of secondary schools students to the basic sciences in selected local government areas of Oyo State
(Department of Special Education and curriculum studies, Faculty of Education, Obafemi Awolowo University., 1985) Alao, Emmanuel Oluyemi
This study examined the attitudes of Oyo state secondary school students to the basic sciences, namely, physics, Chemistry and Biology and also the relationship between their attitudes and their achievements in these science subjects .
Open Access
Effect of Literacy Education and Social Capital on Rural Women's involvement in Community Development in Southwestern Nigeria
(Department of Adult Education and Lifelong Learning, Obafemi Awolowo University, Ile-Ife., 2014) Babalola, Adejoke Clara
The study examined the level of women's involvement in community development projects in rural communities in Southwestern Nigeria. It also assessed the influence of women's literacy level on their level of involvement in community development projects and investigated the influence of social capital on women's involvement in developmental projects in their communities. Furthermore, it determined the interaction effect of literacy education and social capital on women's involvement in community development projects.
Open Access
Effectiveness of missing data methods in detecting differential item functioning in achievement motivation measurement among secondary school students in Osun state, Nigeria.
(Department of Educational Foundations And Counselling, Faculty Of Education, Obafemi Awolowo University., 2021) OLUWAFEMI, Alexander Olayinka
The study investigated the extent to which missing data methods (Full Information Maximum Likelihood (FIML), Multiple Imputation (MI), Simple Regression Substitution (SRS), and Relative Mean Substitution (RMS) were able to detect differential item functioning in achievement motivation measurement. It determined the significance of differential item functioning magnitude across missing data methods. It also ascertained the type of differential item functioning detected across missing data methods and estimated the type 1 error rate of differential item functioning detection across missing data methods. Furthermore, the study established the statistical power of Item Response Theory-Likelihood Ratio Test (IRT-LRT) method of differential item functioning detection across missing data methods. These were with a view to determining the occurrence of differential item functioning in polytomously scored non-cognitive tests. The study adopted descriptive Survey research design. The population for the study comprised all senior secondary school students in Osun State. The study sample consisted of 1,500 senior secondary school III students selected using multi stage sampling procedure. From each of the three Senatorial Districts, five Local Government Areas (LGAs) were selected using simple random sampling technique. From each of the selected LGAs, two schools which had not less than 50 SSSIII students each were purposively selected irrespective of school ownership. Every SSSIII students in the sampled schools were engaged to avoid the problem of keeping some students out of the classroom. An adapted version of the Achievement Motivation Inventory developed by Muthee and Thomas (2009) was used to collect data for the study. Data collected were analysed using percentages, mean, chi-square, ANOVA, Kruskal-Wallis statistics, MICE and MIRTincorporated in R programming language. The results showed that the four missing data methods considered were able to detect differential item functioning with Multiple Imputation method performing significantly better (F (3,124) = 34.48, p < 0.05) than the other three methods.The result further showed no significant different in the Differential Item Functioning (DIF )magnitude detected across missing data methods (χ2= 2.01, df = 3, p = 0.57). the result also showed that for most items (90.63 %), uniform DIF was detected with no interaction between the independent variables (school ownership, school location and sex) and group membership while multiple Imputation performed better in detecting non-uniform DIF across sub-groups. The result further revealed that no significantt difference among the DIF magnitude detected across missing data methods (χ2= 2.01, df = 3, p = 0.57). Likewise, the type one error rate did not differ significantly across missing data methods (ChiCrit (Bonf) = 11.35; ChiCrit (0.05) = 7.82) and there was no significant difference in the statistical power of DIF across missing data methods. The study concluded that there is occurrence of differential item functioning in polytomously scored non-cognitive test and missing data methods were effective in detecting differential item functioning in Likert-type non-cognitive scales. However, of the missing data methods considered, Multiple Imputation outperforms other methods in detecting DIF in non-cognitive scales.
Open Access
Effects of Principals’ Leadership Roles and Teachers’ Performance on the Academic Achievement of Students in Ondo State Secondary Schools.
(Department of Educational Administration and Planning, Faculty of Education, Obafemi Awolowo University., 1987) Adewole, Emmanuel Eniola
The study investigated the relationship between :(a) principals’ leadership roles and teachers’ performance; (b) principals’ leadership roles and students’ academic achievement; and (c) teachers’ performance and students’ academic achievement. A review of related literature and research led to the identification of six instructional duties of the principals namely: planning, organizing, provision of materials, supervising, instructional improvement and evaluation. Generally, it was observed that the performance levels of both principals and teachers were low. Students’ academic achievement over the years has also been poor.
Open Access
Evaluation of training programmes of the National Directorate of Employment (NDE) in Southwestern Nigeria
(Department of Continuing Education, Faculty of Education, Obafemi Awolowo University, ile-Ife, 2010) Adebisi, Tajudeen Adewumi
The study assessed the operational procedure of the National Directorate of Employment (NDE), the relevance of the training programmes to the needs of the trainees and the adequacy of the training facilities . It also examined the perception of trainees and graduates of the NDE training programmes on the Directorate’s training activities. This was with a view to determining the impact of the NDE on unemployed people in Nigeria.
Open Access
Generalizability theory analysis of teaching practice scores in selected universities in Osun state, Nigeria
(Department of Educational foundations and counselling, Faculty of Education ,Obafemi Awolowo University ,Ile-Ife, 2023) Babayemi, Beatrice Oluwakemi
The study estimated the contributions of persons and assessors to measurement error of Teaching Practice (TP) scores in the Universities in Osun State and obtained the values for relative and absolute error variances in the scores. The study also determined the generalizability coefficient and the dependability indices of Teaching Practice scores in the Universities. Furthermore, the study estimated the number of assessors sufficient to get a dependability index of at least 0.80 in Teaching Practice scores in the Universities in Osun State. These were with a view to ascertaining the extent to which the teaching practice scores are dependable. The study adopted the ex-post-facto research design. The study population comprised university Education undergraduates while the target population consisted of 300 and 400 level Education students that participated in the 2017/18 teaching practice programme in the Faculty of Education domiciled in the Universities in Osun State as well as the lecturers who assessed them in their various assessment areas. The study sample size comprised 1,237 Education undergraduate (300 and 400 level) that were on TP during 2017/18 academic session. From a total of ten universities in Osun State that offer courses in Education, two universities (Obafemi Awolowo University and Osun State University) were purposively selected. The two universities were purposively selected because they were the only universities already presenting students for TP as at 2017/18 session in the state. From the two universities, a total of 1,237 students were selected. All the 539 students of UNIOSUN presented for TP during the session were selected while 698 students of OAU whose record were made available for the study were also selected to make a total of 1,237. A self-designed proforma was used to collect the students’ TP scores for the academic session. The collated TP scores served as the data for the study. Data collected were analysed using appropriate descriptive and inferential statistics. The results showed that the contributions of the students and assessors to the measurement error of teaching practice scores in universities in Osun State was high, with a standard error of measurement of 2.86 and 2.52 for Obafemi Awolowo University (OAU) and Osun State University (UNIOSUN) respectively and that the relative and absolute error variances for OAU and UNIOSUN students respectively were 8.13; 8.17 and 6.34; 6.34. The results also showed that the generalizability and dependability index of Teaching Practice scores of OAU and UNIOSUN respectively were 0.64; 0.81 and 0.63; 0.81. The results further showed that for OAU and UNIOSUN respectively, it would take at least seven and three assessors to rate the teaching practice performance of each of the students for a dependable index of 0.80 to be obtained by the students. The study therefore concluded that the contributions of persons and assessors to measurement error culminated from variations in student’s scores, number of occasions and raters used for the programme, which invariably requires that more assessors should be involved in the observation and rating of students for teaching practice scores to be more dependable.
Open Access
Influence of civic education on electioneering knowledge and participation among residents of Southwestern Nigeria.
(Department of Arts and Social Science Education, Faculty of Education, Obafemi Awolowo University., 2023) Onigiobi, Oluwaseun
The study identified the level of electioneering knowledge of residents in Southwestern Nigeria and ascertained the level of electioneering participation of residents in the study area. It also determined the influence of Civic Education on electioneering knowledge of residents in the study area. Finally, the study examined the influence of Civic Education on electioneering participation of residents in the geo-political zone. These were with a view to providing information on the impact of Civic Education on electioneering knowledge and participation among residents of Southwestern Nigeria. The descriptive survey research design was used for the study. The population for the study comprised all the 16,292,212 Southwestern states registered voters from the 2019 INEC records. The sample for this study comprised 1650 Nigerian citizens who are eligible to participate in electioneering activities in three southwestern states (Ekiti, Osun and Ogun). The multi-stage sampling procedure was used to select the sample for this study. From the six southwestern states, three states (Ekiti, Ogun and Osun) were selected using simple random sampling technique. From each of the three states, one senatorial district was selected using simple random sampling technique, totaling three senatorial districts. Five Local Government Areas (LGAs) were selected from each of the selected senatorial districts using simple random sampling technique. From each of the LGA, 10 petty traders and 10 local farmers who had non formal Civic Education were selected using accidental sampling technique, to make a total of 150 petty traders and 150 local farmers. From each of the 15 selected LGAs, 30 artisans were also selected using accidental sampling technique because they had informal and non formal Civic Education, to give 450 artisans. From each of the three states, three higher institutions of learning were selected using simple random sampling technique, to make a total of nine higher institutions of learning. From each of the selected nine higher institutions of learning, members of staff with higher institution certificate and 50 members of staff with vocational training and higher institution certificate were selected purposively; making a total of 900 members of staff of the higher institutions of learning. Two research instruments were used to collect data for this study. They are: Electioneering Knowledge Questionnaire for Adult Residents in Southwestern Nigeria (EKQARSN) and Electioneering Participation Questionnaire for Adult Residents in Southwestern Nigeria (EPQARSN). Data collected were analyzed using percentages, frequency, and pie chart and multinomial logistic regression analyses. The results showed that there existed a low level of electioneering knowledge among residents in southwestern Nigeria (43.5%) and there was an average level of electioneering participation among residents in the study area (57.1%). Also, results showed that there was a significant influence of Civic Education on electioneering knowledge (t = 78.681, p<0.05) and electioneering participation (t = 23.066, p<0.05) of residents in the geo-political zone. The study concluded that low level of electioneering knowledge existed among respondents in the study area with an average level of electioneering participation and Civic Education had an influence on the levels of respondents’ knowledge of electioneering and participation.
Open Access
Leadership styles of directors of sports and job performance of sports councils' staff in selected Southeastern States, Nigeria.
(Department of Physical and Health Education, Obafemi Awolowo University, Ile-Ife, Nigeria., 2013) Inengite, Idisape.
This study examined the level of job performance of staff of sports councils in selected states inSoutheastern Nigeria. It identified the leadership styles employed by Dierctors of Sports in the councils and determined the extent to which each of the leadership styles enhanced job performance of staff of the Sports Councils. It also examined the influence of gender, status, experience, qualification and age of Directors of Sports Councils on job performance of sports Council's staff. These were with a view to improving the job of staff of sports Councils.
Open Access
Management of computer assisted learning, instructional strategies and learning outcomes in pre-basic schools in southwestern Nigeria.
(Department of Educational management, Faculty of Education. Obafemi Awolowo University., 2022) JEMBOLA, Olujoke Emily
This study assessed the type of Computer Assisted Learning (CAL) facilities and equipment available in pre-basic schools in Southwestern Nigeria; determined the extent of the use of CALtools and instructional strategies in managing instruction in the study area and compared the use of CAL in managing instruction in public and private pre-basic schools. It also examined the influence of CAL on children learning outcomes in literacy (reading, writing) and numeracy (counting, sorting); determined the influence of CAL technologies on children skill acquisition (spelling, shading) and behavioural patterns (attentiveness, cooperation); and, examined the problems teachers encountered in using CAL tools for teaching. These were with a view to providing empirical information on the management and influence of CAL on learning outcomes among pre-basic school children in Southwestern Nigeria.The study adopted the descriptive survey research design using quantitative approach. The population comprised the 36,332 teachers in Southwestern Nigeria which included 22,066 public and 14,266 private pre-basic and primary school teachers respectively. A sample of 381 publicand 378 private primary school teachers were selected using multi-stage sampling procedure. Purposive sampling technique was used in selecting three states out of the six Southwestern states with three LGAs selected from each of the three senatorial districts of the selected states. Seven public and seven private schools were selected from each sampled LGA and six teachers selected from each sampled school. Furthermore, a teacher was selected to teach with CAL tools for observation while the nursery two class was selected for Test of Skill Acquisition on CAL.The study used Management of Computer Assisted Learning, Instructional Strategies and Learning Outcomes in Pre-basic Schools Questionnaire (MACALISLOPS-Q), Teachers’ Observation Schedule on CAL Application (TOSCALA) and Test of Skill Acquisition on CAL in Pre-basic Schools (TESACALPS) for data collection. Data collected were analysed using percentages and mean scores to answer the questions while the hypotheses were tested using Analysis of variance. The results showed that the types of CAL facilities and equipment used in teaching in the study area are Computer desktop / laptop (81.2%), interactive white board (53.9%), television (75.6%), smart phones 59.4%, DVDs and CDs (69.4%). The extent of use of CAL was ranked high in private (r = 4.22, 80%) but low in public pre-basic schools (r = 2.18, 40%). Results indicated a significant difference in the use of CAL tools in managing instruction in public and private schools (F=204.959, p<0.05). Results further showed a significant influence of CAL on children Literacy and Numeracy (F-= 4.517, p<0.05), skill acquisition and behavioural pattern (F=14.313, p<0.05) in private pre-basic schools with no significant influence in public schools (F=1.095, p<0.05); (F=3,587, p<0.05). Findings showed that teachers encountered various problems in application of CAL in the study area. The study concluded that Management of Computer Assisted Learning (CAL) and instructional strategies have significant influence on the learning outcomes among the private pre-basic school children due to its availability and usage, but had no significant influence on public pre-basic school children due to unavailability in Southwestern Nigeria.

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