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Psycho-social factors influencing the psychological wellbeing of retirees in Ibadan
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Page will reload when a filter is selected or excluded.- "Computer Assisted Instruction (CAI), Gender, Interest, Achievement in Basic Science " 1 results 1
- Abstract: One serious problem currently facing primary education in Nigeria is illiteracy. An alarmingly high percentage of primary school children are not learning to read, that is, they cannot use reading as a tool of learning, a problem which is also synonymous to writing. Researchers have also identified factors such as teachers’ quality, school factor and availability of reading materials, foreign language usage, as factors that could be responsible for such marred development of literacy skills in children. However, most studies on the influence of home language on children’s literacy skills were all foreign studies. In view of these, this study investigates home environment as correlate of literacy skills of primary pupils in Ibadan metropolis. The study adopted a correlational survey research design. Simple random sampling technique was used to select one and twenty (120) primary three pupils. Pupils reading assessment (0.92), Pupils’ Home-environment and literacy Questionnaire (0.70) as well as Writing assessment scale (0.91) were the instruments used in the study. Two research question were answered using inferential statistic of Pearson product movement correlation. The findings revealed that there is a significant positive relationship between home environment and reading skills of pupils. (r=0.30; p<0.05), but no significant relationship between home environment and writing skills (r=-0.04; p>0.05). The study recommended that effort must be made on the part of the parents to ensure that their home environment is such that facilitates and stimulates the literacy skills of their children 1 results 1
- Academic motivation 1 results 1
- Academic performance 1 results 1
- Achievement 1 results 1
- Adult learners 1 results 1
- An African university 1 results 1
- Attitude 1 results 1
- Communication skill 1 results 1
- Comprehension 1 results 1
- Computer 1 results 1
- Concentration 1 results 1
- Content knowledge 1 results 1
- Continuing medical education 1 results 1
- Despite the core status of English Language and Mathematics, available evidence shows that 50% success is hardly recorded by candidates in the West African Senior School Certificate Examination (WASSCE) in Nigeria. Studies have revealed that factors such as school type, school location and poor teaching methods affect candidates‟ performance in these subjects at WASSCE. However, there is limited information on other factors (illegible handwriting, writing several examinations within the same period, study habit, coverage of syllabus, test anxiety, monitoring of conduct of WASSCE, assessment of WASSCE scripts, number of teachers and teaching/learning resources) that may affect learning achievement. This study, therefore, investigated the relationship between these factors and candidates‟ achievement in WASSCE English Language and Mathematics in Imo State, Nigeria. The study adopted survey design using tracer approach. Purposive sampling technique was used to select 418 past WASSCE candidates who wrote the examination within the period (2010-2013) who were enrolled into Imo State University; Federal Polytechnic, Nekede; Alvan Ikoku College of Education and six continuing education centres; 109 teachers and 53 principals from schools where the candidates attended also participated. The Ten research instruments used were: Study Habit Questionnaire (r=0.72), Test Anxiety Scale (r=0.69), Students‟ Rating of Teacher Factors Scale (r=0.66), Coverage of Syllabus questionnaire (r=0.86), Perceived Legibility of Handwriting Questionnaire (r=0.87), Perceived Adherence to Examination Instruction Questionnaire (r=0.87), Teachers‟ Questionnaire (r=0.61), Principals‟ Questionnaire (r=0.84), Availability and use of learning resources checklist and an interview schedule for six WASSCE team leaders. Candidates‟ WASSCE results in the two subjects were used as index of achievement. Percentages and multiple regression were used for data analysis at p=0.05 while thematic analysis was used for the qualitative data. Ninety per cent of the candidates indicated that they wrote up to four examinations apart from WASSCE, 80.0% claimed that writing many examinations did not affect their performance in WASSCE. About fifty-two two per cent of the principals were of the view that WASSCE is effectively monitored, while about 55.0% of the teachers were of contrary opinion. The inter correlation matrix showed that there is no multicollinearity among the predictors. All the predictors jointly accounted for 4.8% and 9.9% of the variance observed in English Language and Mathematics respectively. Study habit (𝛽=0.01), coverage of syllabus (𝛽=0.01) and insufficient teachers (𝛽=0.02) had significant contributions to achievement in Mathematics while others did not. However, none of the factors had any significant contribution to achievement in English Language. Team Leaders revealed that WAEC examiners are objective in assessing candidates‟ scripts. Study habit and coverage of syllabus contributed to candidates‟ achievement in Mathematics. Students should be encouraged to study hard and be assisted to cover the prescribed West African Senior School Certificate Examination syllabus so that they can perform better in the examination 1 results 1
- Distance Learning students 1 results 1
- Emergent literacy 1 results 1
- Employability 1 results 1
- Family support 1 results 1
- Gender 1 results 1
- Geometrical aids 1 results 1
- Good health 1 results 1
- Graduate employment 1 results 1
- HUMANITIES and RELIGION::History and philosophy subjects::History subjects::History of technology 1 results 1
- Home Environments 1 results 1
- Home background variables 1 results 1
- Imo State Secondary School Students 1 results 1
- Implementing sustainable development and meeting the food needs of world's increasing population demand national and international investment in research and extension. Before fruitful investment can be guaranteed, inventory of the present status of the object of investment is imperative. This study examined the present status of public extension network in southwestern Nigeria with a view to ascertain its readiness as a learning organization for forest conservation information. Purposive and multistage random sampling (MRS) techniques were used to select three study sites -Oyo, Osun and Ondo States. Thirty management staff of protected areas and the extension staff of state's MANR in each of the three study sites earlier selected were randomly interviewed using structured questionnaire. Data generated were analyzed using descriptive and inferential statistics. The study revealed that an average of 60.26% of the extension personnel had a degree with the number of degree holders highest among respondents from Osun State, but less than half (41.99%) of the extension personnel in Southwestern Nigeria has over 10 years experience. Also, the capacity of government change institutions in the study area is inadequate to meet the demands of information dissemination on forest conservation; some (not all) of the government change agents in the study area are capable communicators although imbued with persuasion theories; and the conditions of service of the personnel of government change institutions is not conducive for optimum service. Thus, the need for a complete overhauling of the entire public learning institutions in the study area is imperative, most especially by re- training the personnel. 1 results 1
- In Kwara State and in many other States of the Federation, students’ poor academic performances were usually blamed on poor school management by principals and bad teaching by teachers respectively. The final output in terms of General Certificate of Education or West African School Certificate Examination results had always been used as yardsticks for assessing the failure or success of schools. Critics were not mindful of "the process" to the final output. This study had taken cognisance of the principal managerial process that could lead to high teacher productivity in relation to high academic performance of students. Principal managerial, capacity had been seen as his ability to plan, organize, coordinate, motivate, control , administer, supervise and intervene; while teachers’ productivity had been viewed with teachers’ ability for classroom management, lesson delivery, record keeping, assignment gradings, guidance counseling, extra and co-curricular activities designed for the study were Principal Management Capacity Questionnaire (PMCQ) and Teacher Productivity Questionnaires (TPQ). Eighty (80) schools, 80 principals, 576 teachers and 812 students from 11 of the 12 L.G.As. were sampled. Schools sampled were under the dual Controls of the State Ministry of Education and the Kwara State Education Management Board. Part of the design of the instrument was to assess the amount of "supportive aids" or "reinforcement" given by the two Controlling agencies for principal and teacher proper functioning. A pilot study involving 3 Local Government areas, 10 principals, 100 teachers and 200 students, was carried out to standardize the instruments for validity, and reliability. seven (7) study hypotheses with sub-sections were generated. In analysing the result, One way ANOVA with ‘F’ ratio; ’T’ test and Pearson Product Movement Correlation ’r’ were used. Major findings of the study showed that: 1. Principal Managerial Capacity and teacher productivity were rated significantly high. 2. There was a significant relationship between Principal Managerial Capacity and Teacher Productivity. 3. Academic and social aspects of school goals were perceived significantly high. 4. Relative experience and qualifications were regarded by teachers as necessary pre-requisites for appointing principals. 5. Principals, teachers and students recorded very low ratings for the "supportive aids" or "re-inforcement". 6. Teachers in Government secondary schools were perceived as having higher productivity than those in Board schools. 7. Female teachers’ output were rated lower than males. 8. Students’ ratings of their teachers were found to be umbrella" of control table, reliable and valid and could be used in assessing teacher productivity. The findings suggested that principals were capable of high managerial capacity, while teachers we read judged as capable of high, productivity, but were handicapped by lack of "supportive aids" like funding, equipment, staffing, classroom/laboratory adequacy and visits from Board and Ministry. The dual nature of school control was another area identified as creating disharmony among principals and teachers of Government and Board Schools. In view of the findings, there might be need for further research into male/female teacher productivity the effects of the dual' control of secondary schools to determine the suitability or otherwise of bringing all schools under "one umbrella" of control. The research findings are only applicable to Kwara State secondary schools in view of the scope and the design of the study. 1 results 1
- In Nigeria, university authorities appear not to lay adequate emphasis on the application of computer information technologies to teaching. The needed equipment is not often available. Most lecturers do not have the needed computer skills. This study, therefore, investigated the extent to which computer-based instructional technologies could enhance teaching and learning effectiveness with a view to making recommendations to policy makers and university authorities in the country on the need to provide and use Computer-Based Instructional Technologies (CBIT) to teach in at universities. The study adopted survey research design and used the multi-stage sampling procedure to select six out of thirteen faculties and 300 out of 1,156 lecturers at the University of Ibadan, Nigeria. A questionnaire was developed for data collection. The multiple regressions were used to analyze data, using a 0.05 level of significance. Result revealed that the application of Computer-Based Instructional Technologies to teaching contributed significantly to teaching effectiveness. 1 results 1
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