Master of Arts (M.A.Ed) Theses and Dissertations

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    Open Access
    A Study of Classroom Environment and Learning Outcomes of Children with fine motor skills developmental coordination disorder in Osun State, Nigeria
    (Institute of Education, Faculty of Education, Obafemi Awolowo University., 2021) Evelyn, Nwanneka Sanni
    ABSTRACT 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
    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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    Open Access
    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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    Perceive Effect of Organically Formulated And Energy Drinks Supplements on Physiological And Performance Characteristic of Obafemi Awolowo University Athletes.
    (Department of kinesiology, health education and recreation ,faculty of education ,Obafemi Awolowo Univesity Ile -Ife ,Nigeria., 2024) IBRAHIM,Divine onoge
    The study investigated the level of awareness and perceived effects of organically formulated and energy drinks among Obafemi Awolowo University athletes. It investigated the perceived effects of organically formulated and energy drinks on the physiological and performance characteristics of Obafemi Awolowo University athletes. The study also compared the relationship between the perceived effects of organically formulated drinks and energy drinks consumption on Obafemi Awolowo University athletes' performance and physiological characteristics. This was with the aim of establishing knowledge and awareness level of Obafemi Awolowo University athletes on the organically formulated and energy drinks supplementation, in order to further inform the choice of healthier performance supplementation alternatives for athletes. The study employed a descriptive survey research method using a sample population of 330 collegiate athletes in 11 of the 16 NUGA-accredited sports at Obafemi Awolowo University, Ile-Ife, Osun state, Nigeria. The test was carried out using the Self-designed, organically formulated energy drinks questionnaire (OFEDQ) which was tested reliability using a test-retest of 50 athletes. The data collected was subjected to descriptive analysis of simple frequency counts, percentages, means and standard deviation and chi-square test, using Statistical Packages of the Social Sciences (SPSS). The results of the study showed that there was a significantly high level of awareness of organically formulated drinks among Obafemi Awolowo University athletes. Athletes perceive effects of energy drinks on their physiological and performance characteristics However, there was no significant perception of effects of organically formulated drinks on the performance characteristics of Obafemi Awolowo University athletes. The study also showed that there was a significant relationship between the perceived effects of organically for drinks on the physiological and performance characteristics of Obafemi Awolowo University athletes. The study concluded that Obafemi Awolowo University athletes were well aware of organically formulated drinks, however they did not have knowledge of the ergogenic capabilities of these organically formulated drinks although energy drinks consumption presented some ergogenic capabilities. The study further recommended that Obafemi Awolowo University athletes, explore the effects of organically formulated drinks, in comparison with commercially available energy drinks, in order to compare the relationship between organically formulated and energy drinks on their physiological and performance characteristics to enable them identify the healthier supplementation option.
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    Institutional policies and postgraduate programme dichotomy in Obafemi Awolowo University Ile-Ife, Nigeria.
    (Department of Educational Management, Faculty of Education, Obafemi Awolowo University, Ile-Ife, Nigeria., 2025) Atinuke, Aminat Olawuni.
    This study identified the dichotomy factors of the postgraduate programmes in Obafemi Awolowo University, Ile-Ife, and investigated the influence of institutional policies on the postgraduate programmes. It further examined the differences between research and professional postgraduate programmes; and the challenges faced by students on research-based programmes in Obafemi Awolowo University, Ile-Ife. These were with the view to impact the institutional policies on the dichotomy of postgraduate programmes at Obafemi Awolowo University, Ile-Ife. The study employed a mixed method of qualitative and quantitative research design. The population consisted of 1,088 postgraduate students and 91 postgraduate programme coordinators in Obafemi Awolowo University (OAU), Ile-Ife, Nigeria during the period under study. The sample for the study comprised 243 postgraduate students and 11 postgraduate coordinators which were arrived at using research advisor at the level of 0.05 level of confidence. Multistage sampling procedure was used to select the sample. Nine faculties were selected from the thirteen faculties using simple random sampling techniques: Three departments were selected from each Faculty making a total of 27 departments using simple random sampling procedure. Nine students were selected randomly from each of the 27 departments, making a total of 243 postgraduate students. However, total enumeration sampling technique was used to select one postgraduate coordinator from 11 departments. Two sets of instruments were designed by the researcher titled Institutional Policy and Postgraduate Programme Dichotomy Questionnaire (IPPPDQ) was used to collect data from postgraduate students while Institutional Policy and Postgraduate Programme Dichotomy Interview Guide (IPPPD-IG) was used to collect data from the postgraduate programme coordinators. Research questions 1,2 and 3 were analysed using descriptive statistics such as percentage and frequency count while hypothesis was tested using simple regression analysis. The findings revealed notable dichotomy factors in the postgraduate programmes at Obafemi Awolowo University, Ile-Ife, particularly in terms of admission requirements, tuition fees, and expected completion time between research-based and professional programmes. A majority of respondents (61.3%) affirmed the existence of these distinctions. The study further found that institutional policies significantly influenced the postgraduate programmes. A one-way ANOVA yielded F = 7.911 with P > 0.05, indicating that such policies have a statistically negative effect on the effectiveness and quality of the postgraduate experience at the University. The findings revealed a clear dichotomy between research-based and professional postgraduate programmes at Obafemi Awolowo University, Ile-Ife. This distinction was confirmed by 61.3% of respondents, who acknowledged significant differences in the structure and expectations of both programme types. The study also found that students enrolled in research-based programmes reported significant challenges. Difficulties in processing administrative forms were acknowledged by 44.4% of respondents, with an additional 27.6% strongly agreeing. Moreover, changes in research intent during the processing of Form A were affirmed by 33.7% of respondents, while 27.6% strongly agreed, suggesting instability and procedural setbacks. The issue of inadequate resources for research was also widely recognized, with 39.4% agreeing and 44.1% strongly agreeing. Similarly, 50.5% agreed and 32.7% strongly agreed that the process of data collection is time-intensive. The rigour of postgraduate training was highlighted, as 39.1% agreed and 38.4% strongly agreed that their experience was highly demanding. The study concluded that the structural and policy-driven disparities between postgraduate programme have significant implications for student outcomes and satisfaction. Research students face more challenges, intensified by institutional inefficiencies. Policy reforms are needed to improve equity and support.