Theses and Dissertations

Permanent URI for this collection

https://ir.oauife.edu.ng/handle/123456789/549

Theses and Dissertations (Special Education and Curriculum Studies)

Browse

Now showing 1 - 5 of 7

Open Access
The Effect of the Use of Initial Listening and Reading Techniques on Performance in English Language Aural-Oral Skills
(2015-08-21) Adeniyi, Moshood Raji; Ajibade, Y.A.
This study compared the effectiveness of initial listening and reading techniques on students' performance in English Language. It also examined the influence of initial reading technique on each of the listening and speaking skills with a view to improving students' aural-oral skills. The pretest – posttest control group design was adopted for the study. The study population comprised 24,738 Senior Secondary Two (SSS II) students from the three senatorial zones of Osun State. The sample comprised 600 SSS I I students who were purposively selected to include 300 males and 300 females from six public secondary schools in the three senatorial zones. An instrument titled "Achievement Test in Oral English" (ATOE) was used for data collection. The ATOE had a reliability co-efficient of 0.85 with a difficulty index ranging from 0.42 to 0.48. Data were analysed using t-test and ANOVA. The results showed, that there was a significant difference in the performance of students taught using Initial Listening Technique and those taught using Initial Reading Technique (ILT) (X = 26.45), (t= 4.64, P<0.05). The ILT (X = 26.45 SD = 6.8) was more effective than IRT (X=21.75 SD = 5.95). The results further showed that there was a significant difference in the performance of students exposed to ILT when the pretest (X = 17.45) and posttest (X = 26.45) scores of students in the groups were compared (t = 4.33, P< 0.05). However, there was no significant difference in the performance of students exposed to ILT on account of difference in location (F= 0.158, P > 0.05) and sex (t= 0.06, p>0.05). The results further showed that IRT did not yield significant difference when the pretest and posttest scores of students on each of the listening and speaking skills were compared, (t= 0.29, p >0.05). It was concluded that the teaching of aural-oral skills in English Language could be better enhanced through the use of initial listening technique than the initial reading technique.
Open Access
An Assessment of the Readability of Recommended Physics Textbooks in Osun State Secondary Schools
(2015-03-25) Adeyemi, Ademidun Olaitan; Ehindero, O. J.
This study examined the readability, relevance, acceptability and appropriateness of recommended Physics textbooks used in Osun State secondary schools. It also determined the extent at which the books complied with approved guidelines for secondary school physics curriculum. These were done with a view to determining the quality and usability of the recommended physics textbooks. Four of the fourteen Physics textbooks recommended for Senior Secondary Schools (SSS) students in Osun State were randomly selected for the study. Twelve secondary schools offering Physics were purposively selected from five Local Government areas of Osun State. Twenty-five SSS II I Physics students were then selected from each school by simple random sampling, resulting in a total sample size of three hundred. All the twenty five Physics teachers, in the selected schools also participated in the study. Two instruments "Teachers' Questionnaire" (TQ) and "Students' Questionnaire" (SQ) were used for the study. The instruments were administered by the researcher with the assistance of Physics teachers while the Fry graph readability method was employed to determine the readability of the textbooks using three chapters on the same topic from each textbook. Data collected were analyzed using descriptive statistics The results showed that the four Physics textbooks were appropriate for secondary schools students in Osun State in terms of age (Fry graph mean age = 17 years, students' mean age = 15years). The books had the highest ratings by students on illustrations (X = 4.32, S = 0.97) and clarity of prints (X = 4.27, S = 1.03) and the lowest ratings on sentence structure (X = 3.47, S = 1.30) and examples (X =3.32, S = 1.50). The teachers rated the vocabulary as appropriate (X = 5.37, S = 1.08) while exercises were considered least appropriate (X = 3.65, S = 1.57). The overall readability ratings of the textbooks by students were as follows Senior Secondary School Physics (SSP) (68%); Ordinary Level Physics (64%); Principles of Physics (60%) and Science Teachers Association of Nigeria Physics (STAN-P) (54%). Further, the overall readability ratings of the textbooks by teachers showed that SSP was rated as best (50%); STAN-P was second (45%); Principles of Physics was rated third (43.5%) and "0" Level Physics was fourth (40%). On the acceptability level of the four textbooks, teachers rated Senior Secondary School Physics higher than other textbooks and most relevant to the students' level. The result of the study also revealed that the structure and objectives of the four selected physics textbooks had a high level of conformity (90%) with the approved guidelines for secondary school physics curriculum. The study concluded that the four textbooks were within the comprehension level of the students. The Senior Secondary School Physics textbook was found to be most readable and relevant to the students level. It was also acceptable to both students and teachers.
Open Access
Effective Use of Self-Learning Device- Programmed Text in Teaching Nigerian Secondary School Students Mathematical Models in Chemistry.
(Obafemi Awolowo University, 1985) Adesoji, Francis A; Opeola, S. M.
The study was designed to determine the effectiveness of linear programmed text (LPT) when compared with that of conventional text (CT) on Nigerian secondary school students' performances when they used mathematical models in learning Chemistry. The instruments developed and used were (I) multiple choice test and (2) a work-assignment sheet. The two levels of treatment developed and used were LPT and CT based on selected sections of the pupils' textbook. The two hundred and forty subjects involved were Form IV science students selected randomly from eight secondary schools in Oranmiyan Local Government area of Oyo state. Thirty students were randomly selected from each school and the subjects were divided into two groups of one hundred and twenty each which was assigned to a treatment. The class teachers involved were trained as to their roles in the research. But the researcher did the scoring of the answer sheets. A pretest conducted to determine whether the sample was from homogeneous population showed no significant difference in the background of the subjects. The three hypotheses of the study were confirmed using t-test analysis. These hypotheses were one that the LPT group achieved better in posttest than CT; two, that the learning scores of the LFT group are higher than those of the CT; three that the LPT group performs better in retention test than CT. The chi-square analysis of the data about the time spent on the work per day relative to the thirty minutes meant for the work was insignificant. A similar analysis of data about help received was significant. The results revealed that LPT was a more effective self-learning technique than CT.
Open Access
Effect of Problem-solving Method on the Achievement in Mathematics of Secondary School Students of Ibadan Municipal Government Area of Oyo State, Nigeria.
(Obafemi Awolowo University, 1985) Gbenro, Dejo Tiamiyu; Ojerinde, A.
This study examined the effect of problem-solving method on: 1. the cognitive achievement of learners in mathematics and 2. the attitude of learners towards mathematics. The research design used this study was the pretest-post-test control group design. The study involved 130 Form II students in Ibadan Municipal Local Government area of Oyo State. The students were randomly assigned into two equal groups, one of which was the experimental croup and the other the control group. The two groups were exposed to the same topic but with different instructional techniques. Two research instruments were used: (i) thirty word problems based on problems involving simple equations and (ii) a ten-item student attitude towards mathematics scale. The attitude scale and the achievement test were administered to the students before the teaching/learning of the chosen topic on mathematics. At the end of the teaching, using two different approaches, the problem solving method and the traditional method, the same set of instruments, attitude scale and achievement tests, were re-administered on the students. The effect of problem-solving method on the experimental group was found using the t-test. Results from the analysis of the achievement test revealed that the overall achievement of students exposed to problem-solving method was better than those that were exposed to the traditional method. The findings of the study also confirmed that the students exposed to problem - solving method showed more positive attitude towards mathematics. Derived from the above, the study recommended that problem-solving method should be made available to primary school teachers who are the builders of the foundation for mathematics learning. Ideas on problem-solving should be shared on a national level among various agencies of education. It is also recommended that in- service training be organised on problem-solving methods for teachers of mathematics in the secondary schools and books be written on problem-solving method
Open Access
Comparison of the Effectiveness of Programmed Instruction and Textbook Instruction in Learning Secondary School Mathematics.
(Obafemi Awolowo University, 1987) Akinlua, Akin Akinsola; Opeola, S. M.
This study compared the effectiveness of Programmed Branching Instruction (B.P.I) and Textbook Instruction (T.I) in learning mathematics. The subjects were three hundred (300) form III students selected from ten secondary schools in Ondo State. They were stratified into two groups of average and above average students, according to their performances in Ondo State Mathematics achievement Test in 1984. The instruments used were (i) a 25-multiple choice item test, (ii) a T.I. material and (iii) a B.P.I material. While class teachers participated in distributing learning materials and administering tests, the B.P.I. and T.I. materials were used by the students independent of their class teachers. A t-test statistic was used to analyse the data collected and it was found that there were no significant differences in background knowledge of the subjects. The students who studied en their own with B.P.I. performed better in Mathematics than those who do so with T.I. Also, the above average students that used B.P.I. to study performed better than the average ones. The result revealed that the performances of boys are higher than those of girls in Mathematics when they both use B.P.I. to study mathematics. The student who is average in mathematics that used B.P.I. to study did not perform better than their counterparts who used T.I. The above average students, who used B.P.I. to study, however performed better than their counterparts that ace T.I. The results of the study suggest that could be a more effective method of learning Mathematics, when student have to learn on their own.

Browse

Recent Submissions