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Page will reload when a filter is selected or excluded.- Concrete-Representational-Abstract Instruction 1 results 1
- Explicit Instruction 1 results 1
- Family dynamics 1 results 1
- Interscholastic sport represents an integral part ofthe social physical education programme and in most cases it evolves from the intramural and extramural athletic. It consists o f the activities organized strictly between academic institution which is primarily restricted to academic trainee o f a particular level o f education and characterized by high skill level on the part of the participant which provides the opportunity to discover and re-discover themselves and through this they may launch into limelight. Unfortunately, this importance o f interscholastic sport is been eroded in Oriade Local Government area due to poor administration. The study investigated influenced o f administrative factors o f interscholastic programme among selected secondary schools in Oriade Local Government area o f Osun state. The population for the study comprises ofall principals, games masters/mistresses, sport committee members and students at secondary schools in Oriade local Government area o f Osun state. Two hundred and fifty (250) respondents were randomly selected from the population. A self structured questionnaire with reliability index o f 0.89 was used for data collection while inferential statistics chi-square was used to analyse data collected for the study. Findings from the study showed that poor officiating, scheduling and schools management apathy towards interscholastic sport are the factors hindering effective administration o f interscholastic sport in Oriade Local Government area o f Osun state. The findings were discussed and recommendations useful for the effective organization of inter scholastic sport were also given. 1 results 1
- Mathematics is viewed as the basis for science and technology as well as a tool for achieving scientific and technological development. Despite the importance to human activities and development, students generally view Mathematics as being an abstract subject. This has resulted in poor performance in the subject arising from the poor instructional strategies adopted in its teaching. Many studies attempting to find a solution to this problem but only a few had focused on such strategies that involve active participation of students in learning through cutting and modeling of the concepts and mastery at every step. This study, therefore, examined the effect of Concrete-Representational-Abstract Instructional Strategy (CRAIS) and Explicit Instructional Strategy (EIS) on students‟ achievement in and attitude to Mathematics. It also investigated the moderating effects of Mathematics learning difficulty and gender on dependent variables. The study adopted the pretest-posttest, control group, quasi experimental design with a 3x3x2 factorial matrix. Two hundred and seventy-nine senior secondary II students from six public schools purposively selected from three local government areas in Ibadan municipality were randomly grouped into two experimental groups and a control group. The experimental groups were exposed to CRAIS and EIS while the control group was exposed to Modified Conventional Teaching strategy for six weeks. Instruments used were: Test on Students Mathematics Learning Difficulties (r = 0.85); Students Mathematics Achievement Test (r = 0.83) and Students Mathematics Attitude Questionnaire (r = 0.79). Three instructional guides on Concrete-Representational– Abstract Instructional Strategy, Explicit Instructional Strategy and Modified Conventional Teaching Strategy were also used. Seven hypotheses were tested at 0.05 significance level. Data were subjected to Analysis of Covariance and Scheffe Post hoc test. Treatment had significant main effect on students achievement in Mathematics (F(2, 260) = 86.4; p<.05). Students taught with the CRAIS had higher achievement (x= 25.1) than those in the control group (x= 19.8) and EIS group ( x = 18.4). There was a significant effect of treatment on students‟ attitude to Mathematics (F (2, 260) = 11.6; p<.05). The CRAIS group had higher attitude (x = 99.0) than the EIS group ( x = 96.6) and control group ( x = 93.5). This shows that CRAIS was effective in enhancing the achievement while CRAIS and EIS were found to be more effective at improving students attitude towards Mathematics. Mathematics Learning Difficulty (MLD) has significant effect on students‟ achievement in Mathematics. (F(2, 260) = 139.1; p<.05). Students with low MLD had higher achievement ( x = 25.8) than their moderate ( x = 17.8) and high MLD ( x = 14.3) counterparts. Also, there was a significant effect of MLD on attitudes to Mathematics (F(2, 260) = 20.2; p<.05). Students with low MLD had higher attitude ( x = 99.5) than their moderate ( x = 95.2) and the high MLD group ( x = 89.3). Gender has no significant effect on students‟ achievement and attitude to Mathematics. Further, there was significant interaction effect of treatment and MLD on achievement in Mathematics (F(4, 260) = 9.3; p<.05). Among students in the CRAIS group, those with low MLD had higher achievement ( x = 31.9) than the moderate ( x = 21.3) and the high MLD ( x = 12.4) respectively.Concrete-Representational-Abstract Instructional Strategy enhanced students‟ achievement in Mathematics whereas both CRAIS and EIS improved their attitude to the subject. Therefore, CRAIS and EIS should be adopted for the teaching of Mathematics. Senior secondary school students should be screened for Mathematics learning difficulties while training programmes on the use of CRAIS and EIS should be organised for Mathematics teachers. 1 results 1
- Mathematics learning difficulty 1 results 1
- Risk-taking behaviour 1 results 1
- School connectedness 1 results 1
- Self-esteem 1 results 1
- Students‟ achievement and attitude to Mathematics 1 results 1
- The percentage rate of violence and societal menace rampant in the society today has been recorded to be a by-product of adolescent risk related behaviours. This created an interest in the investigation of predisposing factors towards risk-taking behaviours among in-school adolescents in Ibadan metropolis. The study adopted a correlational research design with a randomly sampled 300 male and female in-school adolescents. Data were collected, using questionnaire measuring family dynamics (Inventory of parent and peer attachment (α=0.78), self-esteem (Rosenburg self-esteem scale (a=0.76), school connectedness (Youth transition survey (α=0.77) and risk-taking behaviour (Youth at-risk and general stability survey (α=0.82). Three research questions were raised and answered. The data were analysed using Pearson's Product Moment Correlation and Multiple Linear Regression at 0.05 level of significance. Result revealed a positive correlation between risk-taking behaviour and self-esteem and negative correlation with family dynamics and school connectedness. High family dynamics and school connectedness will reduce the likelihood of students engaging in risk-taking behaviours. The result also showed that three predictor variables (family dynamics, self-esteem and school connectedness) are potent predictors of risk-taking behaviour F (3,396) = 6.875, R' 85, =P<0.001). The most potent factor was family dynamics, followed by school connectedness and self-esteem. Counseling intervention, such as self-monitoring, peer pressure management, self-regulation, values clarification, and thought-stopping, could help adolescents to withstand the likely effects of low family dynamics, school connectedness and high self-esteem all of which are implicated in this study. Finally, in-school adolescents from a positive family background and a high connection to school may not likely engage in risk-taking behaviours as a result of positive attitude they imbibe both from home and school. School programmes and counselling activities should be channeled towards building students' interest in schooling. Parents are also enjoined to provide social support to the adolescents by showing love, warmth, care and affection. 1 results 1
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