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- ItemOpen AccessMedia, Women and Environmental Education(1998) Adeyanju, LadeNigeria, with a reported population of about one hundred million is yet to get rid of street trading, destitution and solid waste management; while approaching the twenty first century. As the population continues to grow, environmental threats have continued to increase. This is why enlightened Nigerians have to get worried about finding relevant solution to the persistent environmental problems. One of the ways by which awareness can be intensified is through the use of educational media, with due consideration to women education. Unfortunately, a large proportion of Nigerian women cannot read, or write. This is why the educational technology approach should be imbibed. Nigerians will listen to news that relate to their immediate problems. Nigerians will pay to watch a mediated instructional designed film, drama and programmes that could solve their environmental as well as socio-economic problems. The approach to enlightenment through posters, bill-board advertisement, picture, organized seminars and workshops could see Nigeria through some of the problems bedeviling our environment. However, Nigerian women perhaps have distinct role to play.
- ItemOpen AccessLanguage Education and Educational Development in Nigeria(1998) Adegbite, WaleThis study raises and discusses some crucial issues pertaining to language education and educational development in Nigeria. While recognising certain earlier positions of scholars pertaining to mother tongue education and bi/multilingual education in the country, the work does a reassessment and re-appraisal of some familiar issues from aspects of language and education in order to open up new ways and dimensions of exploring language and educational problems in Nigeria. The paper identifies components of the language education programme and relates the programme to educational development in Nigeria. Lastly, the paper highlights some problems in the programme for consideration and discussion
- ItemOpen AccessThe Teacher, Communication and Educational Technology for Sustainable National Development(1999) Adeyanju, 'Lade JoelThe study investigates the attitude of the teacher to the use of educational technology for communicating with learners in the higher education system. A survey of 120 randomly selected subjects comprising 20 teachers and 100 undergraduates of the Obafemi Awolowo University in Ile-Ife responded to a questionnaire on the teacher, communication and educational technology for sustainable national development (TECESND). The descriptive statistics of mean scores and percentages were used to analyse the data. Results emanating from the study showed that some instructional materials like boards, text books, charts and regalia were used by teachers to teach in their various disciplines. In some cases visitations and field trips by teachers and students were encouraged. There is a need to mount up training programmes on the use of 'hardware' materials for teachers. Industrialists, medical and paramedical staff and teachers in training would benefit from easy and effective communication. By so doing, educational technology would be contributing to sustainable national development.
- ItemOpen AccessThe Influence of Economic Status on the Reading Preferences of Nigerian Primary Pupils(1991) Lasisi, Monica; Adeyanju, ‘LadeConclusive evidence that socio-economic status, among other factors, affects the book choices of young readers has so far eluded reading comprehension researchers. Thus, the quest still goes on for a statistically valid instrument that may be used as a measure of reading preferences. Through such investigation, an accurate reading interest scale might be provided. Accordingly, the present study sets out to determine the effect of social status on the book selections of children while employing a non-verbal test instrument in the form of pictures.
- ItemOpen AccessThe Importance of Media in Teacher Education Today and the Future(1995) Adeyanju, ‘Lade JoelThe paper examined the effects of the use of media in teaching, and the types of media that teachers on training used to teach the secondary school students. 50 teachers undergoing the internship and practicum exercise were randomised and observed two times within a period of three weeks. The results of the survey method used indicated that 50 percent of the teachers used media in teaching. 30 percent haphazardly prepared flash cards to explain points to learners, while 20 percent stated in their lesson plan the instructional materials they intent to use, but failed to teach with them. It was suggested that teacher trainers should intensify efforts to produce and use adequately low cost media for instructing teachers.