Master of Philosophy (M.Phil.Ed) Theses and Dissertations
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- ItemEmbargoInfluence of Students’ Learning Styles on Problem-Solving Abilities and Attitudes in Secondary School Physics in Osun State, Nigeria(Department of Science and Technology Education, Faculty of Education, Obafemi Awolowo University, Ile-Ife, Nigeria., 2024) OGUNSOLA John OlujideThe study identified the learning styles of the senior secondary school Physics students in Osun State. It also determined the learning styles which could enhance problem-solving ability of secondary school students in Physics in the study area. Finally, the study examined the learning styles that can improve the attitude of students in the study area. These were with a view to providing information to teachers and educational stakeholders on the existence of diverse learning styles among the Physics students in the study area. The study adopted the descriptive survey research design. The population of the study comprised Senior Secondary School II Physics students in Osun state. The sample of the study was 300 senior secondary school II Physics students. Multistage sampling procedure were adopted in selecting the sample for the study. Two Local Government Areas (LGAs) were randomly selected from each of the three senatorial districts in the State, making a total of six Local Government Areas. Four secondary schools (two private and two public) were selected from each of the LGAs using stratified random sampling techniques making a total of twenty-four (24) schools. Three instruments used for the study were Students’ Learning Style in Physics Questionnaire (SLSPQ) to survey the students’ learning styles; Students’ Attitude Towards Physics Questionnaire (SATPQ) to elicit information on students’ attitude to Physics; and were Problem-solving Ability Test (PSAT) to evaluate students’ problem solving ability in the subject. Data collected were analysed using mean, standard deviation and ANOVA. The results showed that Kinesthetic (50%), Auditory (28%), Read/Write (6%) and Visual (5.5%) learning styles were identified among the secondary school Physics students in Osun State. The findings also indicated that Kinesthetic learning style enhances problem-solving ability of secondary school Physics students most in the study area (F(4,199) = 2.98; p < 0.05) at 0.05 level of significance. Finally, the results showed that none of the identified learning styles has effect on improving the attitude of secondary school Physics students in the study area (F(4,199) = 2.98; p < 0.05) at 0.05 level of significance. The study concluded that Visual, Audio Read/Write and Kinesthetic learning styles were identified among the students in the study area. It was also concluded that Kinesthetic learning style enhances problem-solving ability of secondary school Physics students most in the study area. Finally, it was concluded that none of the identified learning styles has effect on improving the attitude of secondary school Physics students in the study area.
- ItemOpen AccessGeneralizability theory analysis of error components of Osun State secondary school students' scores in the 2016 National Examinations Council Mathematics examinations(Department of Educational Foundations and Counselling, Faculty of Education, Obafemi Awolowo University, 2022) KEHINDE CALEB OYETUNDEABSTRACT This study determined the relative error variance in Osun State student’s observed scores in 2016 NECO Mathematics examination and estimated the absolute error variance in the students’ observed scores. It also determined the dependability of NECO 2016 Mathematics measure. This was with a view to improving the psychometric quality of NECO Mathematics examinations. The study adopted an ex-post factor research design. The population for the study comprised 29,162 final year Senior Secondary School Students in Osun State. The sample consisted of Senior Secondary School Three (SSS III) students that sat for the 2016 Mathematics Senior School Certificate Examination (SSCE); they were selected from both public and private Senior Secondary Schools in the state. A total of 10 public and 10 private schools were selected from each of the three Senatorial Districts in Osun State to make a total of 60 schools using non proportional stratified technique. An intact class of SSS III students in each school were selected as sample for the study. Record of performance of students in the Mathematics examination obtained from the National Examinations Council was used as data. Data collected were analyzed using descriptive and inferential statistics. The results showed that estimated variance component of the source of variability and the interactions between them for the single facet design [pxi design]. The variance component for student’s error accounts is 14.1% of the total variance, suggesting that averaging over all the items, the students in the sample differ in the construct being measured and reflects systematic individual differences in the construct being measured. Furthermore, the result showed that the variance component for items accounted for 12.1% of the total variance, suggesting variations in the difficulty of the items, averaging over all the students. The residual error accounts for 73.1% of the total variance. This suggests that there are important sources of variance not accounted for by differences between students, differences in item difficultly, or both. Furthermore, to obtain the relative error, the G study analysis was conducted. The result showed that the estimated relative error variance is 0.00305. The result showed that the error introduced into the measurement precision of the students’ ability in the NECO test due to the individual student interaction with the items on the test was relatively low. Also, the value of absolute error variance in the student's observed scores showed that the students contributed 14.2% of the sources of variance that negatively affected the precise measurement of achievement in the test, 85.8% of the sources that negatively affected the measurement precision of achievement by items on the test other than the test's items and the students. The result showed that the bulk of what limited the precision of the measurement of students’ proficiency or ability in the items on the test were not accommodated into the estimation of the examinees ability. The results show that the dependability coefficient of each of the items on the 2016 NECO Mathematics test stood at 0.91 and the overall dependability for the entire Mathematics test was 0.91. The study concluded that the scores obtained from each of the items of the 2016 NECO Mathematics test as well as the entire scale was reliable and dependable. Name of Supervisor: Prof. E.R.I. Afolabi Number of Pages: 101
- ItemOpen AccessTrends in the development of private secondary schools in Lagos State 1859 to 2019(Department of Educational Foundations and Counselling, Faculty of Education, Obafemi Awolowo University., 2021) ADEGBOLA, Olusola Olajumoke.The study examined the origin of private secondary schools in Nigeria. It traced the trends in the pattern of growth of private secondary schools in Lagos State from 1859 to 2019. It examined the policies guiding the establishment and operation of private secondary schools in Lagos State. As well, it investigated the reasons for which parents choose to enroll their children in private secondary schools in the state. These were with a view to providing information on the trends in the development of private secondary schools in Lagos state from 1859 to 2019.
- ItemOpen AccessClassroon based socio metric-variables as correlates of academic performance of lower primary school pupils' in social studies in Osun State.(Institute of Education, Faculty of Education, Obafemi Awolowo University., 2022) ADEDEJI, Olaitan AwanatThe study determined the socio-metric variables (group membership, socio-metric status, friendship status, academic achievement) that influence pupils' response to classroom learning in social studies. It examined reasons for acceptance or rejection as a socio-metric variables among peer groups, and assessed the relationship between classroom socio-metric variables and academic performance. These were with a view to providing information on classroom-based socio-metric variables and its relationship on lower primary school pupils' academic performance in social studies, Osun State Nigeria.
- ItemOpen AccessApplication of google classroom in the teaching of Economics at Osun State colleges of education, Nigeria(Department of Educational Technology and Library studies, Faculty of Education, Obafemi Awolowo University, Ile-Ife., 2023) Fabeku, Ayogoke BabatundeThe study investigated the application of Google classroom to the teaching of Economics in the two colleges of education. It determined the effect of Google Classroom on the Academic Performance of Economics Students in Osun State Colleges of Education. It also examined the perception of the students on the use of Google classroom in teaching Economics. It investigated the impact of Google Classroom on students' interest in learning Economics. Finally it investigated the effects of Google Classroom on Economics students’ attitudes towards Economics. These were with a view to enhancing students’ performance in Economics in Osun State College of Education. The study used a quasi-experimental design with a pre-test and post-test and a control group. "The study's sample included all Economics students in colleges of education in Osun State. The two selected colleges of education were randomly assigned to one control and one experimental group. From each college, an intact class of 200 level Economics students were selected. All the groups were taught Entrepreneurship in Economics. Those in the Experimental group were exposed to Google classroom and teachers also explained the topic to control group through conventional method of teaching. The data for this study came from the use of four different research instruments. These were Economics Achievement Test (EAT), Students Perception of the Google Classroom Questionnaire (SPGCQ), and Students Motivation towards Economics Rating Scale (SMTERS) and Students Attitude towards Economics Questionnaire (SATEQ). The EAT was used to measure the academic performance of the students. The SPGCQ was used to measure the perception of the students on the use of the Google classroom in teaching. SMTERS was used to measure students’ motivation towards Google Classroom. And SATEQ was used to measure the attitude of the students. The study was carried out in eight weeks. The instruments were administered as pretest and post-tests. Teacher expository methods were used to educate the control group. This investigation utilized data from four different research tools. The results revealed that application of Google classroom had significant difference on the students’ academic performance in Economics with (F (1,124) = 0.07; p = 0.79). Since p > 0.05. The result showed the frequency and percentage of the participants’ responses to each of the items. The mean of the students’ perception was 19.83. The mean expressed as percentage = 49.58%. The result the effects of Google classroom on Economic students’ motivation in teaching Economics and the students taught traditionally (t 123 = 8.81; p < 0.00.) The result showed the effects of Google classroom on Economics students’ attitude towards Economics when exposed to Google classroom with difference t123 = 10.17; p = 0.00. Since p < 0.05. The study concluded that the application of Google classroom was effective in the teaching of Economics in Osun state colleges of Education.