Doctor of Philosophy (Ph.D.) Theses and Dissertations
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- ItemOpen AccessA 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 OluseyiThe 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.
- ItemOpen AccessEvaluation 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 AdewumiThe 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.
- ItemOpen AccessA 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 AdesojiThe 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.
- ItemOpen AccessAssessment 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 OreoluwaThe 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.
- ItemOpen AccessAn evaluation of academic staff development programmes in Nigerian Universities(Educational Administration and Planning, Obafemi Awolowo University, Ile-Ife., 2006) Adaralegbe, Abraham IbikunleThe 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.