http://hdl.handle.net/123456789/37 2026-04-10T19:39:11Z 2026-04-10T19:39:11Z AYOOLA, Nathaniel Olujoba http://hdl.handle.net/123456789/2282 2024-05-23T11:09:49Z 2023-08-01T00:00:00Z

TWO COLLABORATIVE TRAINING METHODS AND PRE-PRIMARY SCHOOL TEACHERS’ ATTITUDE TO AND PRACTICE OF CHILD RIGHTS IN ONDO STATE, NIGERIA AYOOLA, Nathaniel Olujoba Child Rights are crucial to the general well-being of children because they help guarantee their adequate protection and development. Reports have shown that attitude to and practice of child rights are poor among pre-primary school teachers in Ondo State, Nigeria. Previous works on child rights focused more on survey of factors influencing than on interventions. This study, therefore, was carried out to determine the effects of two Collaborative Training Methods (CTMs) - Think-Pair-Share (TPS) and Small Group Discussion (SGD) - on pre-primary school teachers‟ attitude to and practice of child rights in Ondo State. The moderating effects of gender and child rights awareness were also examined. The Kolb Experiential and Vygotsky‟s Socio-cultural theories provided the framework, while the study adopted the mixed methods (pretest-posttest control group quasiexperimental design, with a 3x2x2 factorial matrix and phenomenological approach). One (Ondo Central) out of the three Senatorial Districts was randomly selected. Three (Akure South, Ondo West and Idanre) out of the six Local Government Areas (LGAs) were randomly selected. Ten public primary schools, with pre-primary section, were purposively selected from each of the LGAs. Sixty pre-primary school teachers (20 per LGA) with more than five years teaching experience, were purposively selected. The schools were randomly assigned to TPS (20), SGD (20) and control (20) groups. The instruments used were Attitude to Child Rights (r = 0.82), Child Rights Awareness Questionnaires (r = 0.73), Child Rights Practice Observation Scale (r = 0.71), training guides, field notes and audio-visual materials. Training lasted nine weeks. A session of focus group discussions was held with 10 pre-primary school teachers. Quantitative data were analysed using descriptive statistics, Analysis of covariance and Sidak post-hoc test at 0.05 level of significance, while the qualitative data were analysed thematically. Majority (83.3%) of the participants were female and 77.0% had high level of child rights awareness.There was a significant main effect of treatment on pre-primary school teachers‟ attitude (F(2;47) = 11.52, partial ῆ2 = 0.33). The participants in TPS had the highest post-attitude mean score (68.74), followed by those in SGD (64.16) and the control (48.74) groups. There was a significant main effect of treatment on practice of the teachers (F(2;47) = 28.14, partial ῆ2 = 0.55). The pre-primary school teachers in SGD had the highest post-practice mean score (43.63), followed by those in TPS (42.25) and the control (28.07) groups. There were no significant main effects of gender and child rights awareness on pre-primary school teachers‟ attitude and practice of child rights. The twoway and three-way interactions effects of treatment, gender and child rights awareness were not significant. Teachers were neither aware of nor practised child right acts. Think-pair-share and small group discussion enhanced pre-primary school teachers‟ attitude to and practice of child rights in Ondo State, Nigeria, regardless of gender and child rights awareness. These methods should be adopted in training pre-primary school teachers on child rights.

2023-08-01T00:00:00Z AKINOLA, Taofeek Oyebade http://hdl.handle.net/123456789/2033 2024-04-25T10:13:27Z 2023-04-01T00:00:00Z

SOCIAL CAPITAL, NATIVE BUSINESS CULTURE AND ENTREPRENEURSHIP EDUCATION AS DETERMINANTS OF ENTREPRENEURIAL INTENTION OF UNDERGRADUATES IN LAGOS STATE, NIGERIA AKINOLA, Taofeek Oyebade Entrepreneurship Education (EE) was introduced to the Nigerian university curriculum to raise students’ Entrepreneurial Intention (EI) and to equip them with competencies for selfemployment. However, reports have shown that the EI of undergraduates exposed to the EE programme in Lagos State is low, as manifested in the worsening unemployment rate among them. Past studies on EI had focused more on the human capital perspective than on the socio-cultural, which involves Social Capital (SC) and Native Business Culture (NBC). Therefore, this study was conducted to investigate SC (groups and network, trust and solidarity, collective action and, information and technology), NBC (business-related maxims, proverbs and native funding mechanism) and EE as determinants of EI among undergraduate students in Lagos State, Nigeria. The study was anchored to the Social Constructivist Theory of Vygotsky and Mishra and Koehler’s Technological, Pedagogical and Content Knowledge Model, while correlation survey research design was adopted. The multistage sampling procedure was used. Three universities in Lagos State were purposively selected based on ownership. Three faculties of similar curricula were purposively selected. In each faculty, 400 level students were purposively selected on the basis that they have taken all the EE courses. A total of 559 students were selected through random sampling technique (private 201, federal 185, state 173). Data were collected with Social Capital, Education and Native Business Culture Questionnaire (α = 0.82) and Rubric for Evaluating Entrepreneurship Education (r = 0.97). Data were analysed using t-test, Analysis of variance, Pearson product moment correlation and Multiple regression at 0.05 level of significance. Majority of the respondents were below age 20 (71.0%). The respondents were from private (36.0%), federal (33.0%) and state (31.0%) universities. There were more female (64%) than male (36%) students. The students had average SC (mean = 2.51). Male students had higher SC scores (mean = 62.04) than their female counterparts (mean = 59.92). The EE exposed to the students covered personality skills (mean = 3.00), social skills (mean = 2.78), EE content (mean = 2.68), pedagogy (mean = 2.53) and technology and instruction (2.35). The students exhibited high EI (mean = 2.74). Social Capital factors – groups and network (r = 0.14), trust and solidarity (r = 0.11), collective action (r = 0.18) and information and technology (r = -0.09) – had significant relationships with students’ EI, while NBC and EE did not. There was a significant composite contribution of SC, NBC and EE to EI (F(11; 503) = 7.92). These three variables accounted for 12.9% of the total variance in EI (Adjusted R2 = 0.129). Students’ parental occupation had the highest significant relative contribution to EI (β = 0.31), followed by collective action (β = 0.16) and groups and networks (β = 0.09). Only social capital influenced entrepreneurial intention among university students in Lagos State. Therefore, social capital content should be embedded in the future Benchmark Minimum Academic Standards for entrepreneurship education in Nigerian universities.

2023-04-01T00:00:00Z OLAGBAJU, Adenike Bosede http://hdl.handle.net/123456789/2031 2024-04-25T10:05:25Z 2023-08-01T00:00:00Z

TEACHER-PUPIL PROJECT COLLABORATION, HANDS-ON ACTIVITIES AND PUPILS’ LEARNING OUTCOMES IN BASIC SCIENCE IN THE IBADAN METROPOLIS OLAGBAJU, Adenike Bosede Basic science lays the foundation for future science learning and career in sciencerelated disciplines. Reports have shown that pupils’ learning outcomes (Basic Science Process Skills - BSPS; Basic Science Achievement - BSA and Attitude to Basic Science - ABS) in primary schools in the Ibadan metropolis are poor, and these are attributable to instructional methods adopted by the teachers. Previous studies have established that primary school science teachers largely deployed direct instructions more than pupil-centred strategies, such as Teacher-Pupils Project Collaboration (TPPC) and Hands-on Activities (HoA) strategies. Therefore, this study was carried out to determine the effects of TPPC and HoA strategies on pupils’ BSPS, BSA and ABS in the Ibadan metropolis. It also examined the moderating effects of gender and school type. Jean Piaget’s Cognitive Development and Lev Vygotsky’s Sociocultural theories served as the framework, while the pretest-posttest control group quasi-experimental design with a 3x2x2 factorial matrix was adopted. Three Local Government Areas (LGAs) were randomly selected from the Ibadan metropolis. One public and one private school with qualified and professional science teachers were purposively selected from each LGA. The schools were randomly assigned to TPPC (54), HoA (58) and conventional (49) groups. The instruments were Basic Science Process Skills Rating Scale (0.73), Basic Science Achievement Test (0.83), Questionnaire on Pupils’ Attitude to Basic Science (0.81) and instructional guides. The treatment lasted 11 weeks. The data were analysed using descriptive statistics, Analysis of covariance and Scheffe’s Post-hoc test at 0.05 level of significance. Majority of the participants were male (52.8%) and 52.2% were from private schools. The treatment had a significant main effect on pupils’ BSPS (F(2;148) = 5.38; partial 2 = 0.07). The participants in TPPC had the highest mean score (9.63), followed by those in control (8.45) and the HoA (8.36) groups. The treatment had a significant main effect on pupils’ BSA (F(2;148) = 3.54; partial 2 = 0.05). The pupils in HoA had the highest basic science achievement mean score (12.88), followed by those in TPPC (12.46) and the control (11.09) groups. School type had a significant main effect on pupils’ BSPS (F(1;148) = 39.65; partial 2 = 0.21). The participants from private schools had a higher BSPS mean score (9.99) than those from public schools (7.63). School type also had a significant main effect on pupils’ BSA (F(1;148) = 42.04; partial 2 = 0.22). The pupils from private schools had a higher BSA mean score (14.10) than those from public schools (10.18). The treatment had no significant main effect on pupils’ ABS. Gender had no significant main effect on pupils’ BSPS and BSA. The two-way and three-way interaction effects were not significant. Teacher-pupil project collaboration, more than hands-on activities instructional strategies, enhanced pupils’ basic science process skills, while hands-on activities enhanced basic science achievement than teacher-pupil project collaboration among primary school pupils in the Ibadan metropolis with particular attention to school type. Therefore, basic science teachers should adopt both strategies.

2023-08-01T00:00:00Z Ewunonu, Nkechi Ngozi http://hdl.handle.net/123456789/2029 2024-04-25T09:58:07Z 2023-07-01T00:00:00Z

FAMILY DEMOGRAPHIC FACTORS AND SOCIO- EMOTIONAL SKILLS AS PREDICTORS OF SCHOOL READINESS AMONG PRIMARY ONE SCHOOL PUPILS IN SOUTHEASTERN, NIGERIA Ewunonu, Nkechi Ngozi School readiness, the physical, emotional and cognitive preparedness of a child is a key factor for enrolment into the primary level of education. The importance of physical, emotional and cognitive preparedness of primary one entrants as factors for school readiness have attracted scholarly efforts. However, available evidence has shown that the children enrolled into preprimary school find it difficult to transit to primary school due to low school readiness. Past studies on school readiness focused more on intervention and family size and put little emphasis on Family Demographic Factors (FDF) and pupils' Socio-emotional Skills (SeS). Thus, the study examined FDF (Family Income -FI, Parental Educational Level -PEL, Home Location –HL) and Socio-emotional Skills (Self-Awareness -SeA, Social Awareness-SoA, Relationship Skills-ReS) as predictors of school readiness among primary one pupils in southeastern Nigeria. Urie Bronfenbrenner’s Ecological System and Erikson’s Social-Emotional Human Development theories provided the scheme, whilst survey strategy of the correlation style was utilised. Simple random sample technique was utilised to pick three (Abia, 320; Anambra’ 416 and Imo, 418) states in southeastern Nigeria. The disproportionate sampling technique was utilised to select four Local Government Areas (LGAs) from each of the selected states making 12 LGAs. Five public primary schools that have been existing for not less than twenty years were purposely selected through the use of purposive sampling from each LGA. Simple random sampling technique was utilised to select one intact class from each school, all having 1200 pupils. Research instruments used were Family Demographic Factors Questionnaire, Pupil’s School Readiness (r=0.94), Pupil’s Socio-emotional Skills (r=0.92) rating scales, Teacher and Research Assistants Training Guides. Analysis of data was conducted with the aid of descriptive statistics, PPMC-PearsonProduct-Moment-Correlation, and linearregression (multiple) at 0.05 significance level. Majority of the pupils (53.0%) were six years old and 53.0% were female. The monthly FI of majority of respondents (65.0%) was between N10,000-N50,000, while HL of 53.0% was urban and 75.0% did not have more than secondary education. Pupils’ school readiness level was high with (65.9%) and socio-emotional skills (65.0%). Positive and significant relationships existed among PEL (r = 0.13), FI (r = 0.11), HL (r = 0.13) and pupils’ school readiness. FDF had a significant composite contribution on pupils’ school readiness (F(3;1195) = 24.65) and accounted for 5.6% of its variance. The PEL (β = 0.18; t = 6.27), HL (β = 0.16; t = 5.68) and FI (β = 0.13; t = 4.50) had significant relative contributions to school readiness. Socio-emotional skills had significant composite contribution on pupils’ school readiness (F(3;1195) = 47.83) and accounted for 10.5% of its variance. Self-awareness (β = 0.21; t = 6.48) and relationship skills (β = 0.16; t = 4.88) had significant relative contributions to school readiness. Family income, parental educational level, home location and self-awareness, social awareness and relationship skills influenced pupils’ school readiness in southeastern Nigeria. Primary one pupil’s teachers should consider the family background in handling issues around readiness.

2023-07-01T00:00:00Z