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

Permanent URI for this collection

https://ir.oauife.edu.ng/handle/123456789/6225

Browse

Recent Submissions

Now showing 1 - 3 of 3
  • Thumbnail Image
    Item
    Open Access
    Influence of parents' and caregivers' interactions on emotional and behavioural patterns of children in Osun state.
    (Institute of Education, Faculty of Education, Obafemi Awolowo University., 2022) ADERIBIGBE Tomi Blessing
    This study investigated the interactions (help, tolerance, tenderness and appreciation) of parents with their children not older than eight years in Osun State, it examined the interactions of caregivers with the children under their care between the age of zero to eight years in the study area, it assessed the influence of parents’ and caregivers’ interactions with the children on their emotion in the State and assessed the influence of parents and caregivers’ interactions with the children’s behaviour. These were with a view to providing empirical information on the influence of parents’ and caregivers’ interaction on children’s emotions and behavioural patterns in their early years of development. The study employed descriptive survey research design. Population of the study comprised parents and caregivers of children between ages zero and eight years in Osun State. The sample size comprised 120 children, 120 parents and 120 caregivers using multi-stage sampling procedures. From the three senatorial districts in the State, two Local Government Areas (LGAs) were randomly selected. From the selected LGAs, one private primary school and one public primary school were selected using random sampling technique. 10 parents and 10 caregivers with children between ages zero and eight were purposively selected. Two instruments were used: Questionnaire on Caregivers’ Interaction with Young Children (QCIYC) and Questionnaire on Parents’ Interaction with Young Children (QPIYC). Data collected were analysed using mean ranking and regression. The result of the study showed that the interactions (help MS=3.9, tolerance MS=3.84, tenderness MS=3.73 and appreciation MS=3.7) of parents with their children not older than eight years in Osun State were high, having the mean score that falls above the 3.0 benchmark used to measure the variables identified. The result also revealed that the interactions (help MS=3.61, tolerance MS=3.68, tenderness MS=3.59 and appreciation MS=3.53) of caregivers with the children under their care between the age of zero and eight years in the study area were high, with the mean score above 3.0. Furthermore, result showed that there was a significant influence of parents’ and caregivers’ interactions with the children on their emotion in the State with R-squared value of 0.303 and p-value=0.001. Similarly, there was significant influence of parents’ and caregivers’ interactions with the behaviour of children with the R-squared value of 0.285 and p-value=0.001. The study concluded that parents’ and caregivers’ interactions with children have a great influence on the emotional and behavioural patterns of children in the early years of development.
  • Thumbnail Image
    Item
    Open Access
    Influence of staff development programmes on teachers' instructional task performance in Kwara State primary Schools, Nigeria.
    (Department of Education Management, Faculty of Education, Obafemi Awolowo University, Ile-Ife Osun State., 2021) Atere Kafayat Jumoke
    The study investigated the types of staff development programmes available for primary school teachers in Kwara State; determined the frequency of conducting the programmes for the teachers; assessed the mode of selection of teachers for the programmes; and examined the influence of the development programmes on teachers task performance in Kwara State primary schools. These were with a view to providing information on the influence of development programmes on teachers task performance in Kwara State primary schools. The study adopted the descriptive survey research design. The Population of the study consisted all 14,206 public primary school teachers and 1,406 head teachers in the three senatorial districts of Kwara State. The sample for the study comprised 400 teachers and 40 head teachers which were selected using multistage sampling procedure. First, two senatorial districts were randomly selected in the State. Also, proportionate random sampling technique was used to select five and three local governments from the sampled senatorial districts (Kwara South and Kwara Central) respectively. In addition, 10 teachers with minimum of five years’ experience and one head teacher were selected from each of the sampled school using purposive sampling technique. A self-designed validated research instrument titled “Staff Development and Teachers’ Instructional Task Performance” (SDTITP) was used to collect data for the study. The reliability of the instrument was ensured with a coefficient index of 0.77. Data collected were analyzed using descriptive statistics of frequency counts and percentage scores, as well as inferential statistics of regression analysis. The results showed that in-service training (76.1%); mentoring (68.6%), seminar (63.9%); and workshop (62.7%); are the types of development programmes available for primary school teachers in Kwara State; frequencies of conducting the programme for the Kwara State primary schools teachers were once every session (88.4%) and once every term (68.2%); and the mode used by the management in selecting staff for the development programmes in Kwara State primary schools were based on bias/prejudice (68.2%), seniority (65%), and subject taught (72%). The result further showed that staff development programmes had significant influence on teachers’ task performance in Kwara State primary schools 58.9% (Adj. R2=.589), in which, in-service training programmes (B=0.245); workshop (B=0.426); seminar (B=0.400); and Mentoring (B=0.178) had a positive significant influence on teachers’ task performance respectively; conference was not significant (B=-0.154). The study concluded that the development programmes of in-sevice training, mentoring, seminar, and workshop significantly influenced teachers’ instructional task performance in Kwara State primary schools.
  • Thumbnail Image
    Item
    Open Access
    Comparision between academic achievements in a programmed instruction course and a traditional instructional course in chemistry. Department of Special Education and Curriculum studies, Faculty of Education Obafemi Awolowo University.
    (Department of Special Education and Curriculum studies, Faculty of Education Obafemi Awolowo University., 1988) Abayomi KOLEOSO
    It has been identified that secondary school chemistry pupils often found difficulty in grasping sto chinometry and its allied concepts. The researcher examined the relative effect of programmed instruction vis-a-vis traditional instructional method on the teaching of the aforementioned topics.