Doctor of Philosophy (Ph.D.) Theses and Dissertations
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- ItemEmbargoAssessment 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 OmosanjoThe 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).
- ItemOpen AccessManagement 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 EmilyThis 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.
- ItemOpen AccessPersonality characteristics, Socio-Demographic variables and work attitudes as correlates of school colnsellor effectiveness in South Western Nigeria.(Department of Guidance and counselling, Faculty of Education, Obafemi Awolowo University., 2002) Bayode Isaiah PopoolaThis study investigated the relationship between counsellor effectiveness and the personality characteristics of self-concept, extraversion, locus of control and achievement motivation on the one hand and between counsellor effectiveness and counsellor work attitudes on the other. It also examined the influence of some socio-demographic variables such as gender, age, marital status work experience and academic qualifications on counsellor effectiveness.
- ItemOpen AccessPsychosocial Factors and Retirement Preparedness as predictors of Retirement Anxiety Among University Employees in Southwestern Nigeria.(Department of Educational Foundations and Counselling, Faculty of Education, Obafemi Awolowo University., 2022) OBAISI, Judith ChukwufumnanyaThe study determined the levels of retirement anxiety, quality of life, social support, self-efficacy and retirement preparedness of university employees in Southwestern Nigeria. It also examined the association between selected psychosocial factors (self-efficacy, social support, investment in children, quality of life) and retirement anxiety among university employees in the study area. The study further investigated the moderating influence of demographic factors (sex, marital status, number of children, salary grade level, number of years before retirement) on retirement anxiety of university employees. It also ascertained the predictive contributions of demographic variables, psychosocial factors and retirement preparedness to retirement anxiety of university employees. These were with a view to providing information on the variables which influenced retirement anxiety of university employees.
- ItemOpen AccessQuality Assurance Processes and Effectiveness of Early Childhood Education Centres in Ekiti State(The Faculty of Education, Obafemi Awolowo University, 2022) AKINOLA, Oluwatoyin, BolanleThe study identified the quality assurance processes used in Ekiti State Early Childhood Education Centres. It determined the frequency of use of the processes in the centres by location. It also investigated the level of policy implementation in Early Childhood Education Centres in Ekiti State (compliance with minimum standard and curriculum) and ascertained the adequacy of quality assurance processes for effectiveness of Early Childhood Education Centres in the study area. These were with a view to providing empirical information on the quality assurance processes and the effectiveness of Early Childhood Education Centres (ECECs) in Ekiti State. The study adopted the descriptive survey research design. The population for the study comprised all early childhood education centres, their administrators and teachers/ caregivers in Ekiti State. Sample consisted of 30 head teachers and 60 kindergarten care givers selected using multi stage sampling procedure. From each of the three Senatorial Districts in Ekiti State, simple random sampling technique was used to select two Local Government Areas (LGAs). From each of the six LGAs, three public schools and two government approved private schools were randomly selected. The head teachers and two teachers who had worked for at least a year in the schools and their particular classes were selected as sample. Two research instruments: Quality Assurance Processes Observation Scale (QAPOS) and Quality Assurance for Early Childhood Education Effectiveness Interview Guide (QQAECEEIG), were used to collect data for the study. Data collected were analysed using frequency counts and percentages. The results showed that the quality assurance processes used in Ekiti State early childhood education centres were internal supervision by Head caregivers; external supervision/monitoring by Federal Government Officials, Universal Basic Education Council Officials (UBEC); State. Universal basic Education Officers (SUBEB); Local Government Area Education Officers (LGAEO); and Professional Development of Teachers (PDT). The results showed that internal supervision by the head teachers was the most frequently used (33%) quality assurance process in Ekiti State Early Childhood Educational Centres; this was followed by external monitoring by LGAE Officers (23%); then professional development of teachers (22%) and monitoring by SUBEB Officers (20%). The least used quality assurance process was monitoring by UBEC Officials, which was rarely used (2%). The results also showed that the level of policy implementation was moderate (52.4%) for compliance with minimum standards and very high (70%) for use of prescribed curriculum in early childhood education centres in Ekiti State. The results further showed that quality assurance processes for effectiveness of early childhood education centres were adequate (62.5%). The study concluded that quality assurance processes had positive influence on the effectiveness of early childhood education centres (ECECs) in Ekiti State.
- ItemOpen AccessWriting skills in the Nigerian school certificate English Language program.(Education, Curriculum and Instruction, Obafemi Awolowo University., 1980) ABODERIN, Adewuyi Oyeyemi.The study reviewed the importance of English language in Nigeria. As the country’s official language, the language of formal education, of politics of commerce and inter ethnic and international communication. English has become a language required for full participation in Nigeria affairs. This is the reason for the investigator’s concern about students’ poor performance in English every year on the West African School Certificate Examination (WASCE).