Arts and Social Science Education- Scholarly Publications

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Browsing Arts and Social Science Education- Scholarly Publications by Author "Adelabu, T.O"

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  • Item
    Open Access
    Creativity for learning: Investigating the creativity of teachers and students in the Literature classroom
    (Dept of Arts & Social Sciences Education, University of Lagos, 2019-09) Adeosun, A.O; Adelabu, T.O
    Creativity has been trending in various organizations and schools as the most important economic resource and literacy of the 21st century. This study investigates the creativity of Literature students and teachers in senior secondary schools randomly selected from one education district in Lagos State. Using the descriptive research design and three research questions, two sets of questionnaires and classroom observation rubrics were developed and administered to 15 teachers and 170 students from these schools. Data collected were analyzed thematically and statistically with frequency counts and percentages. The findings revealed that Literature teachers and students merely feel positive about creativity as their classroom conducts lacked crucial creativity elements due to misconceptions and inadequate awareness of the creative dimensions and prospects of Literature. Provision of creativity support tools (CST) is therefore recommended as well as incremental reorientations, training, and appraisals of Literature teachers in 21st century learner-centered pedagogy.
  • Item
    Open Access
    Influence of teachers’ creativity on students’ creativity in the Literature-in-English classrooms in Lagos State, Nigeria
    (Fafunwa Educational Foundation and the Faculty of Education, University of Lagos, 2019) Adeosun, A.O; Adelabu, T.O
    The learning crisis in educating the Nigerian child is said to be 3-dimensional; lack of access to learning opportunities, inadequate foundational learning skills and absence of functional skills for quality living. One of these vital skills is creativity. Learners are expected, through effective modelling and guidance of the teachers, to think creatively, use diverse techniques to create new and worthwhile ideas and work together to develop and implement innovation. However, advances in research on creativity cautioned that the ‘Mini-C’, often associated with creativity in the learning process can be easily crushed through teachers’ classroom practices if not carefully nurtured. The study examines how teachers’ creativity affects students’ creativity using senior secondary Literature-in-English classrooms randomly selected from an education district in Lagos State. Working with three research objectives and using descriptive design, two research instruments were administered to 15 teachers and 170 students also randomly selected from the schools. Also, four observations were carried out to ascertain the creative performances and interactions in the classrooms. These were further supported with analysis of lesson materials, notes, tests scripts and projects. Data collected were analysed statistically and qualitatively using measures of association and inference. The findings revealed that teachers’ creativity significantly influence students’ creativity but the effect is constraining. Therefore, urgent call is made for deployment of effective classroom and intervention strategies that can specifically nurture students’ creative tendencies.