Faculty of Education

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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.
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    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.
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    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.
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    A Study of Classroom Environment and Learning Outcomes of Children with Fine Motor skill Developmental Coordination Disordering Osun State, Nigeria.
    (The Institute of Education, Faculty of Education, Obafemi Awolowo University., 2021) SANNI, Evelyn Nwanneka
    The study established the existence of fine motor skills developmental coordination disorder among school aged children in Osun State. It investigated the prevalence of fine motor skills developmental coordination disorder among school aged children in the study area. It determined the quality of classroom environment in schools within the study area and examined the influence of classroom environment on performance in handwriting of children with fine motor skills developmental coordination disorder in Osun State. These were with a broader view of investigating classroom environment and learning outcome of children with fine motor skill developmental coordination disorder in Osun State, Nigeria The study adopted descriptive survey and observational research design. The population for this study was comprised of all lower primary school pupils with fine motor skills developmental disorder in Osun State and their teachers. The sample size consisted of 106 respondents (15 teachers and 91 pupils). Multistage sampling procedure was used to select the sample for the study. From each of the three senatorial districts in the state, one local government area was selected using simple random sampling technique. Five primary school were randomly selected from each of the local government area, making a total of 15 schools. One intact class of primary three were selected from each of the schools using purposive sampling technique. Three instruments were used to collect data for the study. These included Fine Motor Skills (Writing) Coordination Questionnaire (FMSQ), Dexterity Observational Checklist (Writing, Sewing, Knitting and Drawing) (DOC), and Arts and Handwriting Test (AHT). Data collected were analyzed using appropriate descriptive and inferential statistics. Findings on the existence of fine motor skills development coordination disorder indicated that illegible writing (despite appropriate time and attention given the task) was prevalent (55.7%), unfinished words or letters, omitted words were prevalent among pupils (55.7%), and talking to self while writing, or carefully watching the hand that is writing was also prevalent (59.4%). The prevalent fine motor skills developmental coordination disorders were generally illegible writing (𝑥̅ =2.51); inconsistencies: mixtures of print and cursive (𝑥̅ =2.69); and inefficient speed in copying (𝑥̅ =2.74). Findings on the available physical facilities for teaching pupils with developmental coordination disorder showing the quality the classroom environment indicated that the available and working facilities are pencils (𝑥̅ =1.00), eraser (𝑥̅ =1.00), sharpener (𝑥̅ =1.00), and many more. Results showed that there is no significant influence of classroom environment on performance in handwriting of children with fine motor skills developmental coordination disorder in Osun State (F = .834, p > 0.05). The study concluded that classroom environment had no significant influence on the performance of pupils in handwriting with fine motor skills developmental coordination disorder.
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    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.
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    Open Access
    Application of google classroom in the teaching of Economics at Osun State colleges of education, Nigeria
    (Department of Educational Technology and Library studies, Faculty of Education, Obafemi Awolowo University, Ile-Ife., 2023) Fabeku, Ayogoke Babatunde
    The study investigated the application of Google classroom to the teaching of Economics in the two colleges of education. It determined the effect of Google Classroom on the Academic Performance of Economics Students in Osun State Colleges of Education. It also examined the perception of the students on the use of Google classroom in teaching Economics. It investigated the impact of Google Classroom on students' interest in learning Economics. Finally it investigated the effects of Google Classroom on Economics students’ attitudes towards Economics. These were with a view to enhancing students’ performance in Economics in Osun State College of Education. The study used a quasi-experimental design with a pre-test and post-test and a control group. "The study's sample included all Economics students in colleges of education in Osun State. The two selected colleges of education were randomly assigned to one control and one experimental group. From each college, an intact class of 200 level Economics students were selected. All the groups were taught Entrepreneurship in Economics. Those in the Experimental group were exposed to Google classroom and teachers also explained the topic to control group through conventional method of teaching. The data for this study came from the use of four different research instruments. These were Economics Achievement Test (EAT), Students Perception of the Google Classroom Questionnaire (SPGCQ), and Students Motivation towards Economics Rating Scale (SMTERS) and Students Attitude towards Economics Questionnaire (SATEQ). The EAT was used to measure the academic performance of the students. The SPGCQ was used to measure the perception of the students on the use of the Google classroom in teaching. SMTERS was used to measure students’ motivation towards Google Classroom. And SATEQ was used to measure the attitude of the students. The study was carried out in eight weeks. The instruments were administered as pretest and post-tests. Teacher expository methods were used to educate the control group. This investigation utilized data from four different research tools. The results revealed that application of Google classroom had significant difference on the students’ academic performance in Economics with (F (1,124) = 0.07; p = 0.79). Since p > 0.05. The result showed the frequency and percentage of the participants’ responses to each of the items. The mean of the students’ perception was 19.83. The mean expressed as percentage = 49.58%. The result the effects of Google classroom on Economic students’ motivation in teaching Economics and the students taught traditionally (t 123 = 8.81; p < 0.00.) The result showed the effects of Google classroom on Economics students’ attitude towards Economics when exposed to Google classroom with difference t123 = 10.17; p = 0.00. Since p < 0.05. The study concluded that the application of Google classroom was effective in the teaching of Economics in Osun state colleges of Education.
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    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
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    Assessement of the implementation of biology Curriculum in Senior Secondary schools in Osun State Nigeria
    (Department of Science and Technology, Faculty of Education, Obafemi Awolowo University, Ile-Ife, 2022) OLUWAYEMISI, Adenike Bankole
    The study examined the qualification of teachers implementing Biology curriculum in Senior Secondary Schools in Osun State. It assessed the availability and adequacy of instructional resources for the implementation of Biology curriculum in Senior Secondary Schools in Osun State and also assessed the teaching methodology used by Biology teachers in Senior Secondary Schools in the study area. These were with a view to providing information to educational stakeholders on the inherent challenges facing the implementation of Biology curriculum in Osun State. The study adopted the descriptive survey design. The population comprised all Senior Secondary School Biology teachers in Osun State. A total of eighty (80) Biology teachers constituted the study sample using simple random sampling procedure. Four Local Government Area (LGAs') were selected from two senatorial districts in Osun State using simple random sampling technique. Furthermore twenty schools were selected from each LGAs using simple random sampling technique. Two teachers were sample in each schools. One Biology teacher was selected using simple random sampling technique in each schools for the study. Two research instrument were used for the study namely; Biology Teachers Questionnaire Form (BTQF) which was used to gather information about the teachers demographic status and Biology instructional resources methodology observation checklist (BIRMOC) which was subject to two parts. The first section was used to collect information about the availability and adequacy of instructional resources in the study area while the other part was used to collect information about teachers compliance with the methodology listed in the Biology curriculum in the study area. The data gathered were analyze using descriptive statistics of frequency, average mean and percentages. The results revealed that Osun State Biology Teachers Implementing the Biology Curriculum are qualified to teach Biology and were licensed by Teachers Registration Council of Nigeria (TRCN). The findings also revealed that 53.1% of instructional resources was available in the study area and the level of adequacy of instructional resources was 36.1%. The study revealed that there is moderate level of adequacy and high level of availability of instructional resources in the study area. The study further revealed that 93.8% of Bilogy teachers complied with the appropriate methodologies stated or recommended in the curriculum to teach their topics. Based on the findings of the study, the researcher concluded that Biology teachers in the study area had a qualification that measure them up to the minimum requirement for implementing Biology curriculum in Osun State. The study also concluded that the level of availability of instructional resources was high and die level of adequacy was moderate in the study area. The study also concluded that the teachers implementing Biology curriculum are of high compliance to the recommended methodology listed in the Biology curriculum.
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    Assessment of Creative and interpersonal intelligence of lower basic school pupils in Osun State
    (Department of Arts in Education, Faculty of Education, Obafemi Awolowo University, 2022) EGBETUNDE, Funmilayo
    The study examined the level of creative ability of lower basic schools’ pupils in Osun State, assessed the level of interpersonal intelligence of lower basic schools’ pupils in the study area; and determined the relationship between creative ability and interpersonal intelligence of lower basic schools’ pupils in the study area. These were with a view to providing Information for improving the creative ability and interpersonal intelligence of the lower basic school pupils in Osun State. The study adopted a correlational survey research design. The population for this study comprised all the primary school pupils in Osun State. The sample size for the study comprised 720 pupils from Primary One. Multistage sampling procedure was used to select the sample for the study. From each of the three senatorial districts in Osun State, two Local Government Areas (LGAs) were selected using simple random sampling technique. Six primary schools (3 public and 3 private) were randomly selected from each Local Government Area (LGA) making a total of 36 schools. From the selected schools, twenty pupils were randomly selected from primary one. Two research instruments were employed to collect data for the study namely; Teachers Interpersonal Intelligence Ability Rating Scale (TIARS), and Pupils Creative Ability Rating Scale (PCARS). Data collected were analysed using descriptive and inferential statistics. The results of the study showed that the creative ability of learners was very high; learner love to arrange the classroom (𝑥̅ =1.55); learners love to read (𝑥̅ =1.57), music is very important to their daily lives (𝑥̅ =1.63). On the interpersonal intelligence assessment result showed that respondents demonstrated positive attitude of greeting people (𝑥̅ =1.33), always happy and joyous (𝑥̅ =1.36), keeping good relationship with members in the class (𝑥̅ =1.37), learners like their class teachers (𝑥̅ =1.37). Result further showed that there was significant relationshipbetween the creative ability and interpersonal intelligence of lower basic schools’ pupils (F=9.842, p<0.05). The study concluded that creative ability and interpersonal intelligence of lower basic school pupils in Osun State were high and significantly related.
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    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.
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    Assessment of federal road safety corp's road safety community education programme in Osun state, Nigeria 1999 to 2019.
    (Department of adult education and lifelong learning, Faculty of Education, Obafemi Awolowo University., 2022) ADEYELU Omowale Ebunoluwa
    This study investigated the prevalence of road accident in Osun State from 1999-2019. It appraised the adult teaching methods adopted by FRSC members in the community education programmes and assessed the level of community members’ participation in community education. It also examined the factors which determined community participation in community education projects between 2010 and 2019. These were with a view to assessing the relevance and adequacy of the FRSC community education projects in the State. The survey design was adopted for the study. The population comprised FRSC officials and community members in Osun State. The sample for this study consisted of 60 respondents including 30 Osun State FRSC officials purposively selected from the FRSC State Secretariat and 30 community members consisting of religions/traditional and association leaders who were selected using multi-stage sampling techniques. Two questionnaires and one interview guide were used to collect data: The questionnaires termed “Osun FRSC Officials” Questionnaire on Community Education” (OFOQCE) and “Community Development Group Questionnaire on Community Education” (CDGQ) were used. Also an in-depth interview guide titled “Community Members’ Interview on FRSC in Community Education Programme. (CMINCEP) was used” Data collected were analysed using percentages and inferential statistics while content analysis was used to analyse the responses from the qualitative interviews. The results showed that there was high prevalence of road accidents in the study area as there were 364 road accidents involving 2,265 people in year 2019. The results also showed that drama method 41.66%, public campaign and rally 33.33%, radio and television 14.58%, jingles and sensitization 4.18%, workshop and seminar methods 6.25% were employed by the FRSC in community and road safety education programme. The study revealed that 45.71% of the total respondents fully participated in the community education programme. Meanwhile, 40% of the respondents somewhat participated in the community education programme while 14% of the total respondents did not participate at all. The findings also revealed that unemployment, poverty, illiteracy and need for skill acquisition hindered community members’ participation in FRSC’s education programme. The study concluded that the community education projects provided by FRSC were relevant and adequate as they met the needs of the various community members as attested to by the level of their participation in the projects.
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    Assessment of federal road safety corp's road safety community education programme in osun state, Nigeria 1999 to 2019.
    (Department of Adult Education and Lifelong Learning, Faculty of Education, Obafemi Awolowo University, Ile-Ife., 2022) ADEYELU Omowale Ebunoluwa
    This study investigated the prevalence of road accident in Osun State from 1999-2019. It appraised the adult teaching methods adopted by FRSC members in the community education programmes and assessed the level of community members’ participation in community education. It also examined the factors which determined community participation in community education projects between 2010 and 2019. These were with a view to assessing the relevance and adequacy of the FRSC community education projects in the State. The survey design was adopted for the study. The population comprised FRSC officials and community members in Osun State. The sample for this study consisted of 60 respondents including 30 Osun State FRSC officials purposively selected from the FRSC State Secretariat and 30 community members consisting of religions/traditional and association leaders who were selected using multi-stage sampling techniques. Two questionnaires and one interview guide were used to collect data: The questionnaires termed “Osun FRSC Officials” Questionnaire on Community Education” (OFOQCE) and “Community Development Group Questionnaire on Community Education” (CDGQ) were used. Also an in-depth interview guide titled “Community Members’ Interview on FRSC in Community Education Programme. (CMINCEP) was used” Data collected were analysed using percentages and inferential statistics while content analysis was used to analyse the responses from the qualitative interviews. The results showed that there was high prevalence of road accidents in the study area as there were 364 road accidents involving 2,265 people in year 2019. The results also showed that drama method 41.66%, public campaign and rally 33.33%, radio and television 14.58%, jingles and sensitization 4.18%, workshop and seminar methods 6.25% were employed by the FRSC in community and road safety education programme. The study revealed that 45.71% of the total respondents fully participated in the community education programme. Meanwhile, 40% of the respondents somewhat participated in the community education programme while 14% of the total respondents did not participate at all. The findings also revealed that unemployment, poverty, illiteracy and need for skill acquisition hindered community members’ participation in FRSC’s education programme. The study concluded that the community education projects provided by FRSC were relevant and adequate as they met the needs of the various community members as attested to by the level of their participation in the projects.
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    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.
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    Assessment of implementation of mathematics curriculum in senior secondary school in Ogun State, Nigeria.
    (Department of Science and Technology Education, Faculty of Education. Obafemi Awolowo University., 2022) OLOWOOKERE, Bukola Rose.
    This study assessed the adequacy of contents coverage of Mathematics curriculum in rural and urban areas in senior secondary schools in Ogun State. It also examined the usage of appropriate instructional materials for the implementation of Mathematics curriculum in rural and urban areas in senior secondary schools in the study area. Furthermore the study compare the adequacy of assessment procedure used during the implementation of Mathematics curriculum in rural and urban areas in senior secondary schools in the study area. These were with a view to providing information on the extent of implementation of Mathematics curriculum in Ogun State. The study adopted the descriptive survey research design. The population for the study comprised of all public senior secondary schools in rural and urban areas of Ogun State. The sample for the study were 90 public senior secondary schools two (SSII) Mathematics teachers drawn from the three senatorial districts using multistage sampling procedure. Three Local Government Areas (LGAs) were selected from the three senatorial district in the state for a total of nine LGAs, five rural and five urban senior secondary schools were chosen from each Local Government Area (LGA) and one mathematics teacher from each school was chosen using simple random sampling techniques. Two instrument were used to collect data for the study, namely: Mathematics Curriculum Implementation Retrieval Sheet (MCIRS); and Mathematics Curriculum Implementation Observation Check List (MCIOCL). Data collected were analyzed using frequency counts and percentages. The results showed that Mathematics curriculum contents in Senior Secondary Schools in Ogun State were fully implemented in urban areas having mean score of 1.5 and above in all the item sampled unlike the rural areas which all the item sampled are below mean of 1.5 except two items that have 1.5 and above. The finding of the study showed that teachers in urban areas uses instructional materials with the mean score of 0.9 as the highest and 0.6 as the lowest mean of all the item sampled while rural areas did not use instructional materials with the mean score of 0.6 as the highest and 0.3 as the lowest. Finally the result of the study show that the assessment procedure used during the implementation was adopted with the mean score of 0.9 as the highest and 0.6 as the lowest mean score and the assessment procedure used in the implementation was good in both rural and urban areas. The study concluded that Mathematics curriculum was moderately implemented in Ogun State. Name of Supervisor: Dr. T. A. Adebisi Number of Pages:155
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    Assessment of inter-sectoral participation in early childhood development programmes in southwestern, Nigeria
    (Institute of Education, Falculty of Education, Obafemi Awolowo University Ile-Ife, 2021) AJAYI Emmanuel Oluwafemi
    This study examined the roles of Sectors/Ministries that are involved in Early Childhood Development Programmers, determined the scope of sectoral participations in terms of content/range of children involved, ascertained the level of inter-sectoral participation in the Programmes and assessed the perception of school owners on the inter-sectoral participation in the Programmes. These were with a view to providing information on inter-sectoral participation in early childhood development programmes in southwestern, Nigeria. Descriptive survey research design was used in the study. 252 respondents were involved in the study. A questionnaire designed by the researcher titled “Early Childhood Development Inter-sectoral Participation Questionnaire (ECDI-SPQ)” was used to elicit information from respondents. Data collected were analysed with the use of frequency counts, percentages, mean rating and standard deviation. Results showed that there were 17 Sectors/Ministries (Ministry of Education, Ministry of Health, Policy Maker and Legislators, Ministry of Environment and Sanitation, Ministry of Justice, Ministry of Water Resources and Affiliated Agency, Ministry of Woman Affairs, Ministry of Agriculture, Local Government, Ministry of Labour, International Development Partners, Ministry of internal Affairs, National Population Commission, Tertiary Institutions, Social Organisations, Public Sector Organisations and Information and National Orientation Agency) involved in ECD programmes with their roles examined, all the Sectors/Ministries participated within their specific scope of activities and content/range of children involved except Information and National Orientation. The result also showed that only three of the
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    Assessment of laboratory facilities, teachers and student involvement in basic science pratical activities in junior secondary school, osun state Nigeria
    (Department of Arts Education, Faculty of Education , Obafemi Awolowo University.., 2023) FASOYE Temitope Esther
    The study assessed accessibility of laboratory apparatus for Basic Science practical in junior secondary school in Osun State. It also examined the extent of teachers’ involvement in practical activities at junior secondary school in the state, and described the participation of junior secondary schools’ students in Basic Science practical activities in the study area. The objectives were aimed to ascertain and providing empirical information on the availability of laboratory facilities for the teaching and learning of Basic Science in junior secondary schools and the involvement of students in practical activities in the state. The research design for the study was descriptive survey. The participants in the study were made up of junior secondary school Basic Science teachers and students in Osun State. The selected participants for the study comprised of 300 students and 15 teachers. Sampling of participants was done through multistage procedure. One Local Government Area (LGA) was chosen from each of the three senatorial districts through simple random sampling technique. Five government schools were chosen from respectively senatorial district using simple random sampling technique. Twenty students were chosen from JSS II and their teacher of Basic Science teachers with the use of simple random sampling technique. Three research apparatuses were deployed for the collection of required information and these are; Laboratory Apparatus Checklist for Basic Science (LACBS), Laboratory Apparatus Usage Questionnaire for Basic Science Teachers (LAUQBST), and Students’ Participation in Practical Activities Questionnaire (SPPAQ). Information gathered were presented using frequency counts and simple percentage. The result from the findings showed that laboratory apparatuses are not accessible for teaching of Basic Science in most schools in Osun States. It can be assumed from the average weighted outcomes of the table that laboratory facilities is low at 12.6% for teaching of Basic Science practical activities in JSS in Osun State. Also, the extent of teachers’ involvement inBasic Science practical activities is moderate at 80.0%. Furthermore, students’ involvement in Basic Science practical activities is low at 73.3% at JSS in Osun State. The study concluded that there is poor accessibility to laboratory facilities for the learning of Basic Science in most of the JSS in Osun State. Also, Basic Science teachers moderately engaged their students in practical exercises with the few available laboratory facilities and the participation of students’ in practical learning activities in the laboratory is extremely low.
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    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.
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    Open Access
    Assessment of post-licensing status of nursery/primary schools in Agege Local government area of Lagos state.
    (Institute of Education, Faculty of Education, Obafemi Awolowo University., 2023) Awosusi, Kehinde Blessing
    The study examined the variation in the post licensing timeline (age of existence) of nursery/primary schools clustered around Agege Area of Lagos State. It also determined the post licensing stature of the nursery/primary schools in terms of level of enrolment and quality of infrastructure. Additionally, it assessed the ranking status and rate of learners’ transition to recognized secondary schools through the selected schools in the study area. Finally, it compared the post-licensing status of the schools by different categories of proprietorship (private individuals, religious organizations owned and tertiary institution owned) in the area. These were with the view to providing information that could guide policy decisions on licensing of nursery/primary schools in Agege local government area of Lagos State. The study adopted the descriptive survey research design. The population for the study comprised nursery/primary schools clustered around the 11 Divisions (Wards) of the Agege Local Government Area (LGA) of Lagos State. One third (4) of the 11 wards in the LGA were selected through simple random sampling technique to form the sample frame for the study. The study sample comprised 20 Nursery/Primary Schools (NPS) in each of the wards (making 80 schools) using the quota sampling technique. The first 20 schools that are found in each ward were selected using accidental sampling technique. Two researcher-designed research instruments were used to collect data for the study are: Nursery School Post-licensing Status Questionnaire (NPSQ), to collect information on licensing timeline, level of enrolment, ranking status and rate of learners’ transition to recognized secondary schools; and Nursery School Quality of Infrastructure Assessment Scale (NPSIAS), to measure quality of infrastructures of licensed school used for the study. Data collected were analysed using frequency count and simple percentage. The results of the study showed that 8(9.6%) of the schools got licensed between 1980 and 1999; 43(51.8%) got licensed from year 2000 and above, while 32(38.6%) of the schools are yet to be licensed. The result also showed that 5(6.0%) of the schools had high level of enrolment; 35(42.2%) had moderate level of enrolment, while 43(51.8%) had low level of enrolment. A total of 30(36.1%) of the schools are of high quality in terms of physical infrastructure; 52(62.7%) of the schools are of medium quality in terms of physical infrastructure, while 1(1.2%) of the schools are of low quality in terms of physical infrastructure. Furthermore, the result showed that 8(9.6%) of the schools are of high ranking; 42(50.6%) are of medium ranking, while 33(39.8%) are of low ranking and 20(24.1%) of pupils exceed to private recognized secondary schools, 5(6.0%) of pupils exceed to federal recognized secondary schools, 26(31.3%) of pupils exceed to state recognized secondary schools while 32(38.6%) of pupils exceed to private and public recognized secondary schools. The result also showed that 64(77.1%) of the schools were owned by private individual when compare with 17(20.5%) of the schools that were owned by religious organizations, while 2(2.4%) of the schools were owned by tertiary institutions. The study concluded that there was variations in post-licensing timeline, level of enrolment, quality infrastructure, ranking status and rate of learners’ transition to recognized secondary schools of nursery /primary schools in Agege Local Government Area of Lagos State.
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    Assessment of secondary schools preparedness for computer programming in Ondo state, Nigeria
    (Department of Educational Technology and Library Studies, Obafemi Awolowo University, Ile-Ife, Nigeria., 2024) Akinola, Opeyemi Mosobalaje.
    This study assessed available programming facilities (software and hardware resources) in secondary schools in Ondo State, Nigeria. It also examined the challenges faced by Computer Science teachers in integrating programming education into the curriculum, and evaluated the awareness of secondary school administrators, teachers, and students regarding programming education in the secondary schools. These were with a view to determining the preparedness of secondary schools for computer programming in Ondo State, Nigeria. The study employed a descriptive research design to assess the preparedness of secondary schools for programming education in Ondo State, Nigeria. The target population included all students, Computer Science teachers, and educational administrators across the state's three Senatorial Districts: Ondo Central, Ondo North, and Ondo South. Multistage sampling procedure was employed: Six local government areas (LGAs) were selected randomly from the three Senatorial Districts, and two secondary schools with adequate programming resources were chosen from each LGA, making a total of 12 schools. From each selected school, one educational administrator and one ICT/Computer teacher were included, along with 20 students selected via convenience sampling, resulting in a total sample of 12 teachers, 12 administrators, and 240 students. Three questionnaires were adapted, the Educational Administrators' Preparedness for Programming Education (EAPPE), Questionnaire on the Teachers' Preparedness for Programming Education (TPPE), Questionnaire on the Students' Readiness for Programming Education (SRPE) were used to gather data from the samples. Data collected were analyzed using descriptive statistics to identify patterns and differences in preparedness levels among the participants. The instruments' validity was established through expert review, while reliability was confirmed with Cronbach's Alpha values exceeding 0.70 for all sections. The data collection process followed a systematic procedure, including obtaining necessary approvals, preparing questionnaires, and conducting surveys in person, ensuring confidentiality and integrity throughout. The result showed that 58.4% of the students, 58.3% of the teachers, and 41.7% of the administrators revealed that computer hardware resources were highly available. However, software resources were reported as highly available by only 52.9% of the students, compared to 33.3% of the teachers and 25.0% of the administrators, indicating a disparity in perceptions. 66.7% of the respondents agreed that there were challenges in securing funds needed to integrate programming into the curriculum while 33.3% disagreed, and 50% agreed that finding qualified teachers were part of the challenges of integrating programming education. 77.2% indicated lack of awareness and support from parents and communities, along with limited technology infrastructure, were significant challenges. Levels of awareness differed as 92.9% of administrators, 55.6% of teachers, and 74.2% of students reported being highly aware of the benefits and significance of educational programming. The results also called out the need in the focus region to ensure that all constituents programming education were made aware of the available constituents. Increasing the awareness of the provided resources and solving the outlined issues is fundamental in improving the circumstances of programming education in secondary schools in Ondo State. The study concluded that Secondary Schools in Ondo State, Nigeria were well prepared for the integration of computer programming into the curriculum. Alpha values exceeding 0.70 for all sections. The data collection process followed a systematic procedure, including obtaining necessary approvals, preparing questionnaires, and conducting surveys in person, ensuring confidentiality and integrity throughout. The result showed that 58.4% of the students, 58.3% of the teachers, and 41.7% of the administrators revealed that computer hardware resources were highly available. However, software resources were reported as highly available by only 52.9% of the students, compared to 33.3% of the teachers and 25.0% of the administrators, indicating a disparity in perceptions. 66.7% of the respondents agreed that there were challenges in securing funds needed to integrate programming into the curriculum while 33.3% disagreed, and 50% agreed that finding qualified teachers were part of the challenges of integrating programming education. 77.2% indicated lack of awareness and support from parents and communities, along with limited technology infrastructure, were significant challenges. Levels of awareness differed as 92.9% of administrators, 55.6% of teachers, and 74.2% of students reported being highly aware of the benefits and significance of educational programming. The results also called out the need in the focus region to ensure that all constituents programming education were made aware of the available constituents. Increasing the awareness of the provided resources and solving the outlined issues is fundamental in improving the circumstances of programming education in secondary schools in Ondo State. The study concluded that Secondary Schools in Ondo State, Nigeria were well prepared for the integration of computer programming into the curriculum.
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    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).