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Browsing Arts and Social Science Education- Scholarly Publications by Author "Adeosun, A.O"
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- ItemOpen AccessAffective and Cognitive Characteristics of Nigerian Student-Teachers: Towards Developing an Effective Teacher Education Framework(CICE Hiroshima University, 2013) Adeosun, A.O; Oni, A. A; Oladipo, S. AThe study analyzes the affective and cognitive traits of teacher trainees in higher educational institutions in Nigeria. This is with the view to develop an effective teacher education framework by using inputs from the trainees, in-service teachers and teacher educators and incorporate their ideas into the structuring and organization of not only the educational programmes but also the admission processes into such programmes. Using inputs from classroom teachers, teacher trainees, teacher educators as well as basic education students, a compilation of the personal and professional characteristics of an effective teacher was drawn. These are then developed into a comprehensive open- and close-ended questionnaire covering trainees’ perception of and attitude to teaching, their belief systems, measures of cognitive and affective characteristics as well as test of personality trait. The main sample for the study comprised three hundred teacher trainees drawn from two universities and one college of education from south-west Nigeria. The findings showed that Nigerian teacher trainees possessed varied and widely spread cognitive and affective behaviour some of which are suited for the teaching profession. However, the study could not determine if these attributes are reflective of their personality types prior to exposure to teacher education or not.
- ItemOpen AccessAssessment of composition writing of ESL students: issues and challenges(Faculty of Education, University of Lagos, 2012) Adeosun, A.O; Bamidele, P.Assessment is often used for a variety of administrative, instructional and research purposes, as it is essentially the measure of how ell learning is progressing. However, there exists numerous problems in the context of English as second language in Nigeria which affect the quality of assessment and frequency of evaluation given while teaching. The study thus investigated some of the factors that affect effective assessment of composition writing. Collection of marked writing assignments were sourced from students, while questionnaires, marking schemes and interviews were used as supportive instruments for sourcing data from 10 teachers and 100 writing samples from students. The study found that factors such as large class size, teachers’ qualification, and teachers’ belief systems affect the effective assessment of composition writing. Given the implications of the findings and the problems they pose on assessment, the study proposed that the stakeholders in education have huge roles to play in curbing some of these factors and should therefore shoulder the responsibility of providing schools with well qualified English language teachers capable of developing and implementing different assessment modes that can clearly depict the progress of learners and their learning.
- ItemOpen AccessCandidates’ assessment of the Joint Preliminary Examinations Board Programme in Nigeria(Department of Science and Technology Education, University of Lagos, 2021-02-09) Ajeyalemi, D.; Adeosun, A.O; Owoyemi, T. E; Anyikwa, E. B; Awofala, A. O; Olafare, O. F.; Ajeyalemi, O. FThis study investigated the Joint Universities Preliminary Examinations Board (JUPEB)’s candidates’ rating and assessment of the programme in Nigeria within the blueprint of quantitative paradigm of the descriptive survey research design. The participants consisted of 139 JUPEB candidates during the 2019/2020 session enrolled in three universities. Three research questions and one null hypothesis were raised to guide the study. Data collected through the Current JUPEB Candidates’ Questionnaire (Cronbach alpha coefficient of 0.87) were coded on the SPSS version 24 in which the research questions were answered using percentage and mean and the null hypothesis was tested using an independent samples t-test at 0.05 level of significance. Results showed that the current JUPEB candidates rated and assessed the JUPEB Programme in terms of quality and access and in terms of facilities and logistics for examinations respectively as satisfactory and that they would recommend the Programme to family and friends. Also, there was a statistically significant influence of type of university on their rating, in favour of the government-owned university. Based on these findings, it is recommended that university governing councils should make substantial funding available for the JUPEB centres to increase quality of outputs from the JUPEB centres.
- ItemOpen AccessClosing the Educational Inequality Gap in the Post-COVID 19 Nigeria(University of Lagos Press, 2021) Olojede, K; Adeosun, A.OExamining schools' and learners' experiences during the Covid-19 pandemic and lockdown, the article explored the gross level of unpreparedness of the Nigerian education sector to cope with the Covid-19 pandemic, thereby exacerbating the already existing inequalities. It proposed that, as lessons learnt in the pandemic, the nation needs to maximise the potential of digital technology as a tool for education. It advocated a clear policy on ICT integration in education, greater involvement of private and public stakeholders in funding learning facilities and tools, manpower development, effective policy implementation, and continuous monitoring and supervision as ways forward.
- ItemOpen AccessConnecting reading and writing through whole language activities: A strategy for achieving literacy for national development(University of Swaziland, 2009-12) Adeosun, A.O; Maduekwe, A.NAn empirical paper with focus on the development of communication and literacy skills of second language learners of English by connecting reading and writing in a whole language context. The study was concerned with the persistent decline in the literacy level of school children despite the several measures taken to improve the situation. Using a pre-test post-test control group quasi-experimental designs, students were exposed to some treatments in composition and comprehension lessons drawn from the Junior Secondary school integrated English curriculum and delivered through a host of whole-language strategies such as reading-writing conferences, author’s circles, grouping composing, Schema stories and folktales. The findings confirmed the study’s initial position that with effective learner-centred strategies, students can be better motivated to read and write effectively, especially if such is supported by the students’ home environment.
- ItemOpen AccessCorrelations between bilinguals’ L1 and choice of language learning strategies(Dept of Arts & Social Sciences Education, University of Lagos, 2019-09) OlaOlorun, M.O; Ikonta, N.R; Adeosun, A.OIt is a concern why bilinguals who are supposed to be proficient in the English Language, perform below expectations in the English language examinations, especially in composition writing. This paper examined the correlation between bilinguals’ First Language (L1) and their choice of language learning strategies (LLS) in composition writing. Relational Frame Theory guided the work with three Research Questions. Survey and Causal-Comparative designs were adopted with purposive and random sampling technique, using four hundred and twelve JSS Three participants. Instruments were -Bilingual Identification Questionnaire, Learning Strategies Inventory, and Composition Proficiency Test. Findings revealed that bilinguals’ L1 influences their choice of LLS as participants chose LLS differently with differing performances. The choice of bilinguals’ LLS was found to be influenced by the bilinguals’ L1. Teachers should identify the bilinguals’ different LLS preferences in a multilingual class, enhance the LLS already in use and encourage the use of the neglected ones as the LLS are interrelated.
- ItemOpen AccessCreativity 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.OCreativity 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.
- ItemOpen AccessDeconstruction as literature instruction strategy for critical thinking development in secondary schools(The School of Postgraduate Studies, Kampala International University, Uganda, 2016-07) Adeosun, A.O; Okafor, R.The development of students’ Critical Thinking (CT), which is one of the core objectives of teaching Literature-in-English in Nigerian secondary schools is a vital skill in learning. Using a theory of Literature - Deconstruction – the study explored how students’ Critical Thinking ability are developed through prose Literature. Five research questions were generated to ascertain the extent of teachers’ awareness and use of the theory as an approach to enhancing students’ CT skills. The sample, which is purposive, included only schools using the WAEC recommended prose text Purple Hibiscus for SSS 2 students during the second term of the 2013/2014 session in Lagos State, Nigeria. Questionnaires were administered to 50 teachers of Literature-in-English, four of which were selected for observation and unstructured interview. This was to determine the teachers’ knowledge of Deconstruction, their awareness of the relationship between Deconstruction as a theory and Critical Thinking development, and the implications of their knowledge on instructional planning, delivery and evaluation. The findings showed that most teachers utilized the traditional approaches or cultural models of teaching that do not facilitate curiosity, questioning, hypothesizing, discussion and debate in class, all of which are essential for CT development. Most are unaware of or lack the understanding of the Deconstructionists’ principles in teaching Literature which prevented them from utilizing multiple strategies that could enhance students’ learning thinking beyond simple recall or comprehension. Apart from the teachers’ scant knowledge, inadequate time for instruction, and densely populated classrooms also inhibited the use the theory. The study therefore developed guidelines for exploring Deconstructionist principles in the Literature classroom and recommended the need for continuous teacher professional development to acquaint teachers with current and updated instructional content and strategies.
- ItemOpen AccessEffect of domains of critical thinking and verbal ability on writings skills of post-basic students in Lagos State(New Hope Publishers, 2019) Ezeudegbunam, E.D; Adeosun, A.OThe decline in the standard of education and the recurrent poor actualization of the intended curriculum of the English language has been a cause for concern in discourses on academic performance and workplace competences. This could be attributed to the students’ inability to question problems to be solved, poor generation of ideas, poor expression, illogical connections, among others, in general language use and in writing in particular. This study, therefore, sought to develop the students’ writing skill using Elements of Thought and the Universal Intellectual Standards of domains of critical thinking in senior secondary schools in Lagos State. The study adopted the descriptive survey as well as quasi-experimental research. Multi-stage sampling technique was used to select 551 students in their intact classes. Three research questions and three hypotheses were raised, answered, and tested. The research instruments comprised Students’ Pre and Post Intervention Achievement Test (SPIAT), Verbal Ability Test (VAT) and the Critical Thinking Intervention Package (CTIP) as the stimulus instrument. The main intervention lasted for ten weeks. The data collected were analyzed using mean and standard deviation and Analysis of Covariance at 0.05 level of significance. The results showed a significant main effect of treatment (CTIP) on the enhancement of the students’ writing achievement in ESL classrooms in terms of idea generation, logical development of thesis, topic and supporting sentences. Also, there was no significant interaction effect of treatment and levels of verbal ability on students’ writing achievement. The study recommends that the English language educators should move beyond the perceived awareness of critical thinking skills and embrace the application of the concept in ESL context through conscious efforts and training. They should also keep themselves abreast of how the components of the domains of critical thinking affect learning in ESL writing classrooms, irrespective of the students’ different levels of verbal ability. The teachers should equally make concerted efforts in promoting valid teaching and assessments for process-oriented writing against the traditional product-oriented writing celebrated in most ESL settings. These and other recommendations can contribute to raising the standard of communication in particular and education in general.
- ItemOpen AccessEnhancing ESL teacher trainees’ capacity for knowledge creation through undergraduate research projects(East African School of Higher Education Studies & Development, 2018) Adeosun, A.OAs a tool for discovering and creating knowledge, research is key to institutional and professional development. Hence, the teaching-research nexus has been driving academic activities in higher education, increasing pressure on academics to increase research productivity and develop students’ research capacity. This has informed the emphasis of undergraduate research projects, especially in colleges/ faculties of Education. However, there have been serious concerns for the quality and impact of these student research endeavors. It is against this background that this study focuses on efforts to expand teacher-trainees’ capacity to identify educational issues and generate research ideas from them using participatory research approaches. It reports that close links with schools spurred students’ ability to construct research ideas and that they expanded students’ experience of research; changed their perception of research; and improved their research skills. Recommendations arising out of these findings are discussed.
- ItemOpen AccessESL coursebooks and self-instruction: A pedagogical evaluation(Nigerian Association of Language Educators/Sterling-Horden Publishers, 2002) Ohia, I.N; Adeosun, A.OThe chapter evaluated sample English Language course books in use in Nigerian secondary schools, and examined their validity in relation to learners’ autonomy and ease of use in self-instruction using clearly spelled out content and pedagogical procedures adapted from Ubahakwe (1991) ESL Pedagogical Model. Analyses of sample lessons from the texts focusing on the four language skills were done. The study found that the course books were varied in their approach to learner autonomy and independent study but lacked content and presentation balance which often require teacher mediation. It concluded that no single textbook can adequately satisfy the needs of different learners of English from varied language backgrounds, but made some recommendations on how the course books can be effectively employed.
- ItemOpen AccessESL pre-service teachers’ views of teaching practice supervision and assessment in Nigeria(Sino-Us English Teaching, Illinois, USA: David Publishing Company, 2010-04) Lawal, O.O; Ikonta, N.R; Maduekwe, A.N; Adeosun, A.OThe article explored motivational dimensions of Teaching Practice (TP) in terms of students’ orientation, preparation, experiences and feedback as means of making Teaching Practice more effective. It emphasized that ESL pre-service teachers’ views of, and experiences in Teaching Practice should be incorporated into TP orientation and preparation to aid their professional development. A survey, through questionnaires, of post TP students’ experience revealed some gaps in TP preparation, orientation, supervision and assessment process; including weak exposure to content courses in subject areas (English Language and Literature), lack of effective mentoring during TP and weak relationship between faculty and TP schools. The paper suggested a clearly identified and unified modalities of enhancing students’ pre- and post- Teaching Practice experience through continuous debriefing, feedback and curriculum restructuring.
- ItemOpen AccessExamining the Yoruba socio-philosophical perspectives on education: Implications for teacher education(Faculty of Education, University of Lagos, 2013-01) Adeosun, A.O; Ayinde, A.The research was premised on the fact that despite the increasing drive of globalization and its implications on the conservational and transformational capacities of education systems, teacher education as a process of developing skilled manpower to drive quality development in local and global settings cannot be totally insulated from the socio-cultural context of practice; frameworks of which are often reflected through thoughts, beliefs and sayings of a particular society. Guided by the principles and philosophy of Education of Yoruba people of Southwest Nigeria, the study analysed sample Yoruba proverbs, idioms and clichés, determined their relevance to modern conception of education and proposed how these can impact on the purpose and processes of teacher education in Nigeria. The study through its extensive analysis of local philosophies affirmed that traditional African culture could serve the dual purposes of conservation and transformation in education.
- ItemOpen AccessExploring the Criticality of Thinking, Literacy and Pedagogy in Language and Literature Instruction(Academic Publishing Centre, University of Lagos., 2022) Adeosun, A.O; Shanu, M.BCritical consciousness is an essential skill in the present dispensation as basic literacy (reading and writing) without critical inclination is inadequate for survival and sustainability. Criticality in literacy affords the individual the benefit of social transformation and objectivity in meaning-making. The relevance of this concept to 21st -Century existence and sustainability is what informed this study which seeks to examine the criticality of thinking, literacy and pedagogy in language and literature instruction. Five objectives were highlighted, and relevant literature was sought to corroborate the claims and thoughts being expressed in the study. It was gathered that the goal of criticality is to learn a way to think more deeply, solve problems, communicate better, collaborate and innovate more effectively in personal and professional lives. More importantly, language and literature classrooms are vibrant avenues for critical explorations because both disciplines, by nature and instructional processes, enable the activation of varied perspectives while offering opportunities for autonomy, creativity, reflection and transformation in the learning process. The study recommended that supplementary readers, teacher-directed discussion and incorporation of multiple texts should be used to develop criticality in the language and literature classrooms.
- ItemOpen AccessExploring the interactive nature of listening skill for improved learner participation in second language learning(International Association of Language Educators, 2020) Shanu, B.M; Adeosun, A.OListening is an important language skill that is meant to be nurtured in children for effective language development. It is also a crucial part of interaction at all levels of education as well as a critical skill for academic success. Despite its significance, one will observe that teachers shy away from teaching listening skill, perhaps, due to inadequate knowledge of the right method/technique of teaching it. In the light of the above, this descriptive survey explores the interactive nature of listening skill for improved participation in language teaching. Three research questions were raised to guide the study. Instruments for data collection were questionnaire and observation. The findings reveal that teachers do not recognize nor exploit the interactive nature of listening skill, thus, they do not create opportunity for interaction and feedback, thereby, reducing learner participation. Based on the findings, it is recommended that teaching listening skill is a suitable avenue for intensifying learner participation. As such, effective strategies such as having a purpose for listening, questioning, connecting listening activities to real life situation, and eliciting feedback among others should be utilized in the process of teaching the listening skill.
- ItemOpen AccessGlobalization and the African woman: A study of Akachi Adimora-Ezeigbo’s trilogy(Department of English, University of Lagos, 2018) Adeosun, A.OGlobalisation has economic roots and political consequences, but this thesis is aimed at appraising the impact of globalisation through the lens of three selected novels of Akachi Ezeigbo. The impact of globalisation on culture and the impact of culture on globalisation merit discussion. In addition, in today’s globalized society, the notion of identity is becoming increasingly complex, especially with an added complication of post-colonization in African countries. People’s personal and cultural history had been destroyed as one of the implications of colonial rule and consequently, globalisation. Working closely within the African context and literature, it is pertinent to see how an African writer such as Ezeigbo perceives the relationship between colonization and globalisation as well as explores globalisation issues in her writings. Most commonly affected with the concept of culture and traditions in African societies are women, hence the study strives to determine how Akachi Ezeigbo as an African woman involved in the African struggle, perceives globalisation and explores the concept in her trilogy: Last of the Strong Ones, House of Symbols and Children of the Eagle. Thus, the main preoccupation of this thesis is to explore the impact of globalisation on the African woman both in the rural and urban setting. In many ways, these selected novels of Akachi Ezeigbo depict the changing experiences of the African women as they come in contact with the way things are done in other parts of the world.
- ItemOpen AccessHarnessing bilingual students’ use of language learning strategies for improved performance in composition writing(Fafunwa Educational Foundation and the Faculty of Education, University of Lagos, 2019-09) OlaOlorun, M.O; Ikonta, N.R; Adeosun, A.OIt is a concern why bilinguals who are supposed to be proficient in the English Language, perform below expectations in the English language examinations, especially in composition writing. This paper examined the correlation between bilinguals’ First Language (L1) and their choice of language learning strategies (LLS) in composition writing. Relational Frame Theory guided the work with three Research Questions. Survey and Causal-Comparative designs were adopted with purposive and random sampling technique, using four hundred and twelve JSS Three participants. Instruments were -Bilingual Identification Questionnaire, Learning Strategies Inventory, and Composition Proficiency Test. Findings revealed that bilinguals’ L1 influences their choice of LLS as participants chose LLS differently with differing performances. The choice of bilinguals’ LLS was found to be influenced by the bilinguals’ L1. Teachers should identify the bilinguals’ different LLS preferences in a multilingual class, enhance the LLS already in use and encourage the use of the neglected ones as the LLS are interrelated.
- ItemOpen AccessIdentifying students’ language learning strategies to remediate poor composition writing in the junior secondary schools(CUREL, Institut Universitaire Panafricain, Republic of Benin and Linguistic Immersion Centre for Foreign Students, University of Ilorin, 2018) OlaOlorun, M.O; Ikonta, N.R; Adeosun, A.OIn Nigeria, the rate of failure in English language external examinations by students is alarming. WAEC Chief Examiner’s Reports have yearly decried this. Students perform poorly in essay writing called composition writing in the junior school which is one of the major components considered in English language paper assessment. Many scholars like Ikonta (2008) have looked at possible teaching factors that could be responsible for this rate of failure to no avail. Students’ learning process now needs to be focused on. Research on writing indicates that the use of strategies and the knowledge which students bring to the text influence their writing process in a significant way (Ascención, 2008). This makes a critical look on language learning strategies of students very imperative. This study identifies the junior school students’ Language Learning Strategies as they impact their proficiency in composition writing. Oxford’s (1990) Strategy Inventory for Language Learning (SILL version 7.0 for EFL/ESL learners) which dichotomises strategies into Memory, Cognitive, Compensation, Metacognitive, Affective and Social strategies was used to identify Ojo Local Government, Lagos State’s junior secondary three students’ strategies usage. Students’ composition papers were also assessed to determine the subjects’ proficiency in composition writing. It was found out that all, except affective strategy, impact the different aspects of composition writing. Awareness of and appropriate use of Language Learning Strategies is therefore recommended as an antidote to poor composition writing in junior school
- ItemOpen AccessIn-Service Training for Primary School Teachers: Need, Focus, Problem and Prospects(Lagos: Bprint, 2007) Lawal, O.O; Adeosun, A.OConcerned about the dearth of continuous professional development for teachers in Nigeria, the empirical article analysed and evaluated the content, implementation modes, and perceived benefits of two training workshops given to primary school teachers of English. Topics covered include effective language teaching strategies, development and use of instructional materials, understanding and interpreting the curriculum, selecting textbooks, recognition of the learner’s needs and upgrading teacher’s skills and competencies in speaking, reading and grammar. The feedbacks, which were positive, were used to strongly argue for the need for regular and content specific training workshops for teachers at all educational levels.
- ItemOpen AccessInfluence 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.OThe 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.
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