Faculty of Education
Permanent URI for this collection
Browse
Browsing Faculty of Education by Issue Date
Now showing 1 - 20 of 200
Results Per Page
Sort Options
- ItemOpen AccessSome Issues and Policies in the Reform and Education of Juvenile Delinquent in the Lagos Area from 1876 to 1979.(University of Lagos, 1979-10) Fagbongbe, Emanuel OladosuThe study describes the historical development and functioning of three reformatory schools established at varying times in the Lagos area between 1876 and 1979 to reform and educate juvenile delinquents.
- ItemOpen AccessRegister in Oral Discourse: A Contrastive Study in First and Second - Language Situations(University of Lagos, 1980) Osisanya, Dorcas . Oluwale.In first-language and second-language acquisition, the training of oracy skills before literacy skills ensures a natural, efficient learning process. The development of oracy skills should embrace the formal and informal Varieties of English. The present study attempts to identify clusters of stylistic features of Register in Oral Discourse by native-English students on the one hand and second- language speakers of English on the other hand. It discovers that native-English students in small group discourse acts use features of informal, casuals, familiar, personal conversation such as: casuals beginnings, repetitions, dialoguing with interruptions and turn- interchange, a higher frequency of intimacy signals, contracted forms of model auxiliaries, verbs-to-be, pre-packaged forms of agreement, verbal fillers, phrasal verbs and active voice of verbs.
- ItemOpen AccessThe Relationship Between Teacher Characteristics and Student Academic Achievement in Selected Secondary Schools in the Lagos Metropolis.(University of Lagos, 1980) Ikpeazu-Bello, Pat. NkemThe purpose of the present investigation was to examine the relationship between teachers' characteristics and students' academic achievements. The study was justifiable both from a theoretical and policy implication point of view.
- ItemOpen AccessSocial Studies Offerings by the Advanced Teachers Colleges of Nigeria: A Study of Innovation and Diffusion in Education(University of Lagos, 1980) Oladebo, Olawole OmotayoIn both the United States of America, Social Studies emerge towards the turn of the century in response to the problems created by industrialisation. Faced with similar prospects, Nigeria introduction Social Studies into the curricula of her educational institutions in the early 1970s. Up till now, however, the objectives, content and methods of the subject have not been clearly defined in the Nigerian context, and the extent its diffusion down the educational system not assessed.
- ItemOpen AccessThe Relevance of the Secondary School Experience to Employment in Plateau State.(University of Lagos, 1980-05) Taylor, Ellen. Marian.An increasing proportion of secondary school in Plateau State achieve results in the school certification which are inadequate for admission into institutions of higher learning. This group of students is very likely to seek employment after completing their course. The purpose of the study is to consider the relevance of the secondary school experience to employment in Plateau State in terms of the content of the secondary education available to students and the attitudes and expectations they imbibe while in schools.
- ItemOpen AccessCultural Influence on Selective Attention Process. A Study with special Reference to Nigerian Catholic Adolescents.(University of Lagos, 1980-05) Uba, Anselm.The present study is concerned with the cross-culture differences in selective attention among the ethnic groups of the Ibo and Yoruba catholic adolescents of Nigeria. The general hypothesis that the Yoruba adolescents are more likely than the Ibos to possess audio-visual skill in selective attention was proposed. A group of two hundred 16-year-old adolescent boys and girls for this study were randomly drawn from four Catholic secondary schools.
- ItemOpen AccessThe Effect of Academic Performance and Counselling on Choices of Selected Students in Bendel State.(University of Lagos, 1980-10) Adugbo, Adonowe. Jonathan.Since some secondary schools are known to offer guidance services to their students in Bendel State, it is logical to expect that certain benefits are likely to be derived by the beneficiaries. Already, there is a growing awareness in Nigeria about the usefulness of these services but there is a dearth of concrete data for assessing the role fulfilled by counselling in the growth and development of secondary school students.
- ItemOpen AccessThe Dynamics of Teaching Social Studies at the Grade Two Teachers' College Level in Lagos State(University of Lagos, 1981) Adeyoyin, Felicia. Adebola.The purpose of this study was to investigate and identify the various factors capable of enhancing dynamism in the teaching of social studies at the Grade Two College level in Lagos State. The study was justified from theoretical and practical points of view in extending the frontier of knowledge in classroom interaction and in influencing curriculum planning and development in social studies.
- ItemOpen AccessTeachers' Participation in Decision Making, Teachers Effectiveness, and the Academic Performance of Secondary School Students in Two Nigerian States.(University of Lagos, 1982) Adesua, A.This study sets out to determine the relationships between teachers' participation in decision making, their teaching effectiveness and the academic performance of their students. Eighteen secondary schools principals, 248 secondary school teachers, and 1,284 form four students in urban and non-urban locations in Ogun and Lagos States participated in the study. Five instruments were used in data collection from the subjects of this study. On the whole, no significant relationships were found between teachers' participation in decision making and teaching effectiveness, and between teachers' effectiveness and the academic performance of students. There were also no significant differences among teachers in respect of participation in decision making using their age, marital status and qualifications; as well as type (all-boys', all-girls' co-educational) and location (urban, nonurban; Ogun, Lagos) of schools as test factors. However, teachers' sex and teaching experience were significant predictors of their participation in decision making. There were no significant differences in the effectiveness of teachers in Ogun and Lagos States. The size of a school - (large or small), as well as the sex, age, marital status, qualifications and teaching experience of teachers were not significant predictors of teaching effectiveness. But type, location (urban, non-urban) of schools, the number of teachers per school were significantly related to teachers' effectiveness. The sex and age of student; and teachers' sex, marital status, and teaching experience were significantly related to the academic performance of students. However, the location of a school in Ogun or Lagos State in an urban or a non-urban area; and teachers' age and qualifications were not significant predictors of students' academic performance. The study has implications for the Nigerian educational system. These include the need for professional training of principals and others in authority in secondary schools, in school administration, and the equipping of schools with the facilities needed for effective teaching and learning. One should of course note that the non-significant differences found within the two states studied could be due to the similarities between those two contiguous states in terms of teachers' characteristics as well as the degree of urbanization attained in both states
- ItemOpen AccessThe Implications of the incidence of dropouts in Selected Secondary Schools in Rivers State for Curriculum Development in Adult Education(University of Lagos, 1982-06) Ihejirika, J.C.This ex-post facto study investigated the nature of the incidence of dropouts in secondary schools in Rivers State with the view to determining the sort of curriculum that should be developed for the youngsters who later enter the province of adult education. Twenty secondary schools approved for the West African School Certificate Examinations were selected by the stratified random technique to include rural and urban schools in the state. Both the sample (400 out of 686 dropouts) and the control subjects of same number were randomly selected from the schools' 1976 intake. In addition, 20 principals and 97 teachers participated in the study. Following review of the literature, five hypotheses were generated to direct collection of data and the principal instruments used were: questionnaires, interviews and analyses of relevant school records. In addition to analysis of variance, the data thus collected were tested by means of t-test and chi-square. The study revealed among other things that: (1) More dropouts occur in rural secondary schools than in secondary schools located in urban centres. (2) The parents of dropouts are mostly illiterates and semi-literates, and are largely self-employed. (3) Dropping out is no monopoly of students of any particular ordinal position in the family, however, more students from large families drop out than students from small-sized families. (4) Contrary to popular view, single-sex secondary schools particularly all female secondary schools have higher dropout rate than co-educational and all male secondary schools. In all, more female students drop out in the higher classes ( 3 - 5) while the male students dominate the scene in the lower classes. (5) Dropouts have low perception of education, prefer Arts and Commercial subjects to mathematics and science related subjects, and perform better in activities that require physical prowess than in pure academic undertakings. (6) Dropouts particularly those in rural areas have slim idea about activities that come under the umbrella of adult education. However they are desirous to participate in non-formal opportunities to improve their qualifications or acquire new skills needed by employers of labour. An analysis of above findings reveals that a client-centred or employment-oriented curriculum where the welfare of the youngsters will be central in selection of subject-matter is imperative. Such a curriculum must: (1) be tailored towards satisfaction of needs - physiological, social, ego-integrative, emotional, economic as well as educational; (2) embody opportunities for practical, vocational and technical experiences to compensate for the dropouts' lack of academic orientation; (3) be made relevant to real life situations particularly to the realities of the society; and (4) be devoid of any semblance of rigidity, there should be opportunity for interdisciplinary 'crossing of carpet.' The following non-formal opportunities can be adapted and utilized to meet the aspirations of secondary school dropouts: Job Corps centres, rural technology workshops, Agricultural Extension services, Farm settlement schemes, and remedial evening classes. Most importantly, the curriculum of adult education programmes should be properly developed in association with the curriculum of the formal school system so that one complements the other, and when a student becomes mal-adjusted in the latter, he merely transfers to the former. Under such an arrangement, the main change in his status will be from a youth to an adult. His educational programme may be modified or entirely different, but it will be continuing. Recommendations to contend the incidence of dropouts in secondary schools include, inter-alia, government take-over of all remedial evening classes; compulsory functional literacy and encouragement of an adult education service in every state to take care of the psycho-social problems facing 'academic casualties.'
- ItemOpen AccessAn Analysis of the Impact of a Home Economics Programme on Under-Privileged Women in Lagos(University of Lagos, 1982-12) George, Mary. Martha.The need to provide educational opportunities for underprivileged women to enable them play significant roles in the society has been articulated throughout Nigeria and indeed the world especially since 1975 (Gayfer 1980). Few programmes however exist towards this goal and the women hardly participate in them. What factors have been responsible for this low level of participation? Are the women themselves, or to how the programmes are operated or to a combination of these? This research however is not so much to answer these questions but to evaluate the effect of a particular adult education programme, spearheaded by the researcher, on the lives of women in some suburban areas in the Lagos metropolis. The three-years participatory research programme by the researcher provides a model geared towards helping underprivileged women in urban slum areas to fulfil their educational needs so that they can better utilise and improve their income-generating skills as well as develop better understanding of their potentialities for improving their general wee-being of the society.
- ItemOpen AccessSchool Certificate Literature in Nigeria: A Study in Content Analysis and Classroom Interaction.(University of Lagos, 1983-03) Lawal, O.O.The shortcomings in students’ performances in the literature examination at the West African School Certificate level have been found to be underlied by teaching deficiencies. These deficiencies could, in turn, be remedied by certain basic strategies for teaching. The study has postulated that a combination of Stylistic Analysis and Literature Criticism be adopted as a frame of reference for developing teaching plans for literature. It is also believed that if the teachers were to conduct their lessons in conformity with the study’s two-dimensional system of lesson interaction, some of the shortcomings in literature lessons would be rectified. Literary criticism and stylistic analysis are two major approaches to the study of literature which have applied well formulated theories to the description, analysis, interpretation and evaluation of literary works. They have basic principles ans strategies for teaching literature as a school subject. From these two approaches, a checklist of criteria for analysis and interpretation of literary materials was derived and applied to a selection from the school certificate syllabus.
- ItemOpen AccessThe Impact of Modern Geographic Thought on Geography Education in Nigerian Secondary Schools(University of Lagos, 1983-08) Akande, O.M"A geography educational gap" between the universities and the secondary schools had been alleged (Brook, 1969; Ola, 1978). It was assumed that the "conceptual revolution" that predominates geography education at the tertiary level of our educational system has not taken root in our secondary schools. The new geography thought otherwise labelled "conceptual revolution" (Davis, 1972) is characterised by increased use of ideas; about space, that can be applied generally. The need for such new geographical ideas being generated in the Universities to have a trickle-down effect on the secondary schools has been emphasized (Ojo, 1978). This study therefore investigated the extent to which the new geographical concepts and practices affect geography education in the secondary schools. The "geography teachers" use of the new geographic knowledge in five major contexts were examined. The context include: statement of lesson objectives; approaches to geography lesson delivery; evaluation of geography lessons; students responses to evaluation questions, and the literatue in use. The rationale for the study is that whereas the function of secondary school geography as preparatory for living is important, the same education in geography is also preparatory to university geography. That being the case, both levels of educaton should be interrelated and interdependent. Besides, where secondary school education is terminal for a student, the quality of secondary school geography already received by him considerably determines the extent to which he can cope with geography problems and utilize or appreciate geographical opportunities. Also the study was intended to shed some light on the needed innovations in secondary school geography curriculum. A panel survey design defind by Labovtz and Hagedorn (1971: 62) as "repeated observations on the same sample over a period of time" was adopted for the study. The target population consisted of all geography lessons delivered in Nigerian secondary schools. A multi-stage, stratified random sampling technique was used to randomly select ten secondary schools from five randomly selected states of Nigeria namely; Plateau, Lagos, Ondo, Kano and Kwara. A preliminary investigation was conducted in ten states of the federation to assess geography teachers awareness of the new trends in geography education. The result of the Pilot study showed that four categories or types of geography teachers are in the Nigerian secondary schools namely: Non-graduate Untrained Teachers (NUT); Non-graduate Trained Teachers (NTT), Graduate Untrained Teacher (GUT); and Graduate Trained Teachers (GTT). Also, in the pilot study, more than ninety eight per cent of the geography teachers indicated "conceptual revolution" as the main feature of modern geographic knowledge. The Geography lesson observation schedule (GLOS) for intensive geography lesson observation was administered periodically and repeatedly for about nine months. 256 separate geography lessons were observed. Chi-square (X2) analysis; analysis of proportion, and percentages were the main inferential and descriptive statistical techniques used to analyse data collected. It was discovered that the four categories of geography teachers differed significantly in their formulation of geography lesson objectives and in their geography teaching approaches. However not significant difference, in presentation of current ideas in geography was found between all trained geography teachers and all untrained geography teachers put together. Also it was discovered that students' participation in lessons differed significantly in regional geography lessons; systematic geography lessons and conceptual geography lessons. It was also found that there was a relatively higher proportion of lower order cognitive evaluation questions over the higher order cognitive evaluation questions used by all geography teachers to evaluate geography learning. However, the hypothesis that "the proportion of the students' lower order cognitive responses to both lower order and higher order cognitive evaluation questions would not be less than 0.5 was accepted. It was discovered that about forty one per cent of the 256 geography lessons observed were conceptually-based meaning that approaches to geography teaching and the content of secondary school geography are gradually being modernised. However, it was found that variables like lesson objectives; evaluation of geography lessons; students responses to evaluation questions; fieldwork activities and textbooks did not reflect the new changes that have started to affect both the teaching and content of secondary school geography. The study highlights the need to revise the present secondary school geography syllabus. It also accentuates the need to review very critically the present mode of evaluating students learning in geography especially in examinations conducted by the West African Examinations Council.
- ItemOpen AccessTowards a Philosophy for Nigerian Education: Contribution from the Thomistic. Teilhardian and African Philosophical Stand-Points.(University of Lagos, 1983-12) Aniagwu, J.F.K.A.Since the attainment of political independence by Nigeria in 1960, the need has been felt and expressed in various quarters to evolve a system of education that better responded to the genius, outlook and world-view of Nigerians, as well as served to meet their genuine "needs, values, aspirations and development" than did the system inherited from the erstwhile colonial masters. (Adaralegbe, A., 1972, p. xiii; of. also p. xvii). As such, there arose a problem of devising an educational system that was authentically Nigerian. It soon became obvious to most people, especially government policy makers, that every educational system anywhere needs a philosophy to undergird it, to hold it together, and give it direction. (National Policy on Education, 1977, Section I). Thus, there arose a problem also of formulating an educational philosophy upon which to erect the needed new system of education for Nigeria. Educational philosophy has been described to involve, among other things, "the application of formal philosophy to the field of education" (Kneller, G., 1971, p.5). Because Nigeria is an African country, and Nigerians, even today, still exemplify the characteristic traits of traditional Africans in their thinking and way of life, therefore, in selecting a system of formal philosophy that would lend itself to application in the education of Nigerians, the present work has opted for the traditional African world-view, understanding of man, and of morality, which can be termed a philosophy, at least in a broad sense. (Akinpe J.A., 1982. p. 2). Since, however, African traditional thought does not constitute a school or system of philosophy in the strict sense, this work tries to assign it a place in the worldwide phenomenon that is philosophy. That place is decidedly alongside the great systems of the spiritualistic tradition of philosophy. Two representatives of that tradition, namely, Thomism and Teilhardianism, which, as is later demonstrated, bear remarkable affinity to and congruency with the African Traditional thought are singled out. The three systems are then first expounded each in its own right, but African traditional thought more exhaustively than the others. There follows a comparatively analysis of the three systems intent on determining the areas and extent of affinity and congruency between them. In the same chapter, due consideration is given to the on-going debate about whether or not there is such a thing as an African philosophy. The position of this work on the said debate is also stated. Next, a major transition is made into the realm of educational philosophy properly so called, and this constitutes the second part of the present work. Here an application is made of the congruent and convergent materials in the formal philosophies of the three T's (i.e. Thomism, Teilhardianism, and (African) Traditional Philosophy) to the field of education in general. From such application, there emerge implications for the aims and objectives, content/curriculum, methodology, administration/control of education in general. In the conclusing chapter, the work gets more specific still by relating the said implications the three T's for education to the Nigerian context in the form of proposals for the theory and practice of education. In the proposals, the aims and objectives of education are so formulated that the principal overriding aim is seem to reside in the making of person, that is the integral development of man, via the development of the ability to think of character, and of the human body, all within the context of the essential sociality of man as envisioned by the three T's. It is established also that the curriculum of education would have to accord a status at least of parity to the humanities, religious education, moral education and cultural education with the natural sciences, the social sciences, and technical education, as against the undisguised bias of the current policy against the former set of disciplines in favour of the latter. (National Policy on Education, 1977, p. 16). In the area of methodology, an experimental, life-oriented approach to education emerges as normative; one also in which the role of the teachers in the educational process invests the character of exemplarily in relation to his pupils. Finally, the principle is established that educational control and administration should be vested primarily in the community; and any bodies engaged in the enterprise of education should do so only as agents of the community, and be accountable to the community. As such, the bodies in question cannot justifiably prosecute the educational enterprise without due reference to the community, or, worse still, in utter disregard of any contributions the community might be entitled to bring to the process of education, especially as regards the formulation of policies. Certain modalities for consulting the interests and desiderata of the community are indicated.
- ItemOpen AccessAdequacy of Movement Education as a Programme for Physical Education in Some Primary Schools in the City of Lagos.(University of Lagos, 1984-04) Ajasin (Mrs), B.SAdequacy of Movement Education as a programme for Physical education in some Primary Schools in the City of Lagos sought to investigate the extent to which movement education can adequately lead to the realisation of physical education objectives despite problems of 1. lack of space, 2. insufficient equipment and supplies, and 3. inadequately trained teachers. 114 boys in two groups and 114 girls in two groups aged between 7 and 9 years, all selected by purposeful random methods from three Lagos State Schools, constituted the subjects of the study. One group was taught physical activities by the traditional methods, the other was taught movement education. Physical Fitness Tests and Sports Skills Tests, modified from standardised tests were used as major measurement instruments to determine the performance of the two groups before and after teaching. Statistical procedure used was the t-test. Findings of this study show that subjects in the movement education group generally performed better and scored higher than subjects in the physical activities group in the physical fitness tests when test items were taken singly and not collectively. While subject in the physical activities group generally performed better and scored higher than subjects in the movement education group in the sports skills tests, when test items were taken not only singly, but also collectively. Other findings show that differences exist in the way boys and girls performed on the Physical Fitness and Sports Skills Tests 1. The conclusions are:1. That movement education can be adequate as a programme for physical education in Lagos State Primary Schools and 2. That the present available syllabus, facilities, space, equipment and teaching staff can adequately allow for the implementation of movement education programme in Lagos State Primary Schools. These conclusions are recommended for implementation and suggestion is made for further studies.
- ItemOpen AccessThe Role of the Counsellor in Dealing with Factors Leading to Secondary School Attrition in Cameroon.(University of Lagos, 1984-06-20) Satia, N.PThis study is an attempt to verify the extent of student attrition in secondary schools in Cameroon; and to identify the possible reasons that deter young people from continuing their studies. The study also examines differences in attrition tendencies due to sex, the social status of students' parents the location of schools, institutional climate, as well as the effect of counselling on the attrition tendencies and academic performance of pre-identified exit-prone students. Subjects used in this study were, 5 principals, 92 teachers and 600 students of five state managed secondary schools. In all, seven hypotheses were tested. The sample size-varied with the hypotheses tested but in all cases participation by the subjects was voluntary. Two validated questionnaires and five questionnaires developed by the researcher, as well as the eclectic counselling approach with behavioural bias were the instruments and techniques used to test the seven hypotheses verified in this study. The result of the study shows that: The rate of attrition in secondary schools in Cameroon is high. Slightly over one-half (55 percent) of a given student cohort persists in school to graduate. This phenomenon is due to several factors of which the most important are: Financial problems, poor school climate, teacher-student conflicts or poor relationship between teachers and students, academic incapacity, and the low social status of the students' parents. Attrition tendencies are sex and social status related. Significantly more girls than boys drop out of school, and children whose parents are of the low socio-economic background drop out of school more than children with parents of a high socio-economic background. The location of an Urban or rural environment does not seem to have any significant bearing on attribution rates. Counselling is an effective tool in combating attrition. Counselling also help significantly in improving the academic performance of pre-identified exit-prone students. The academic scores were significantly higher and the attrition rates significantly lower among students who received counselling over a six month period than among similar students who did not. Students in secondary schools in Cameroon exhibit a high degree of normlessness, that is, the believe that socially unapproved behaviours are required to achieve school goals. The technically most effective course of action, legitimate or not, becomes preferred to formally prescribed conduct of the school. These results bear implications on fighting a social menace in Cameroon. With effective and in-depth studies coupled with a continuing analysis of available data, energies can be directed towards preventing students, that is anyone who desires to be a student, from dropping out of school. Futhermore, more exit-prone students could be salvaged if discipline masters and other staff posted to secondary schools received training in guidance counselling, and if counselling services are made available to a larger number of Cameroonian students.
- ItemOpen AccessThe Indigenous Mechanical Apprenticeship System in the Lagos Metropolis: A Study of the Instructional Procedures and Learning Effectiveness of Informal Skill Training.(University of Lagos, 1984-09) Asiedu, K.The indigenous mechanical workshop is perhaps the most virile form of informal business set-up in West Africa. Its basic function is the repair of vehicles, and as transportation expands, so does the demand for the mechanic. Indigenous mechanics can be found in almost every street in Lagos, and their occupation attracts more young boys than any other single occupation in the informal sector. Yet, to date, the training these workshops provide is rudimentary and need therefore to be improved. Before any meaningful suggestions for improvement can be made, we need a thorough understanding of the procedures they adopt in instructing their wards, and the level of efficiency obtained by the training they impart. This study investigated the approaches adopted by fifty mechanics in imparting their skills to their apprentices, and also measured the levels those apprentices had acquired at various stages of their training. Two hundred apprentices were tested using a Mechanics' Skill Test developed by the researcher, and their scores correlated with such variables as their educational background, and that of their masters, their ages, their school experience, their level of commitment, the size of the workshop and the volume of work at the workshop. The scores of the terminal group were also compared with those of apprentices trained in modern-sector workshops. The instructional procedures were closely observed personally by the researcher at five of the fifty workshops. The study found that junior apprentices hardly had any instructional contact with their masters, and were taught mainly by senior apprentices. Their learning in the first year was confined to mastering the social work environment, rather than the learning of technical skills. Learning at the workshop was promoted largely through observation and trial and error, with a very little theoretical component. The study found that a sizeable number of apprentices entered training with very little understanding of what to expect, and therefore with little commitment to the training. Apprentices were drawn mostly from pupils who were more interested in manipulative subjects than in liberal subjects. Six years of schooling for both the master and the apprentice was found to be necessary for effective learning at the workshop, and learning was best promoted where workshops were collectively sited. The training received at the modern-sector workshop was found to be superior to that received at the indigenous workshop, and the study, therefore, made certain suggestions for improving upon the latter, including the establishment of counselling services in schools, the registration, and resettlement of mechanics, the indenturing of apprentices, an extensive programme to supplement workshop training with theoretical tuition and the organisation of seminars for master mechanics on instructional techniques and business management. It was also recommended that apprenticeship comes after the completion of the Junior Secondary School, that apprentices be made to leave training only after passing the Grade III Trade Test, and that those who so desire must be admitted into formal trade schools. It was recommended that all State Ministries establish Technical Education Divisions to manage the industrial extension programme and that each district or local government unit have a Vocational Training Board to take charge of the placement of young school leavers and the supervision of their training. The study also found that some features of the apprenticeship system, such as its curriculum, level of supervision, and its cost, are gradually approximating to those of the formal system of technical training and were becoming slowly institutionalised. The researcher thus concluded that the two systems were gradually becoming indistinguishable, and can play supplementary roles to each other. He, therefore, suggested various ways by which the apprenticeship system could provide useful out-of-school practical experiences for students in technical schools, and those by which these schools could also enhance the theoretical content of apprenticeship training. In the end, the researcher recommended, each of these two systems of training should be seen as mutually dependent upon each other, rather than as parallel, shadow, competing systems of technical education.
- ItemOpen AccessThe Comparative Effectiveness os Different Instructional Strategies on the Learning of Cross Motor Skills.(University of Lagos, 1985) Ikulayo, Philomena. Bolaji.There were two studies designed to find the most effective instructional strategies in the acquisition of four gross motor skills, associated with four physical sports. The instructional strategies were demonstration with verbal feedback; verbal instructions with verbal feedback; demonstration, proprioceptive awareness with verbal feedback verbal instruction, proprioceptive awareness with verbal feedback; and combination method (comprising demonstration, verbal instruction, proprioceptive awareness with verbal feedback). The skills were volleying in volleyball, zig- zag dribbling in hockey, headstand in gymnastics and sail long jump in athletics. 350 from two students were used as experimental sample. 200 students from Akoka High School and 150 students from Howell’s Memorial Grammar School, and of both sexes. They were divided into 2 by 5 equally grouped samples who learned under specified treatment conditions as outlined under chapter three. The second study was conducted to validate findings revealed by study one. ANCOVA, ANOVA, student’s t.Test and Q. factor statistical techniques were utilized in analysing the data. The results confirmed consistency in the findings of the two studies. It was revealed that learning of gross motor skills is enhanced by different instructional strategies, and that no one instructional strategy was solely most effective for the teaching and learning of all the four gross motor skills. However, the combination method (method 5) recorded the highest score in effectiveness for both studies on the scoring system approach adopted for position placement. Method 3 and method 4 were least effective for study 1 and study 2 respectively, while method 1 placed 2nd in the first study, it placed 3rd together with method 3 in the second study. The two-way (2x5) factorial analysis conducted on study 2 revealed that sex and instructional strategies (methods) had interacting influences on the learning of sports skills. Both sexes responded differently to teaching instructions. These were reflected in their performances on the skills. It was therefore concluded that various instructions should be tried out in teaching learners to acquire skills speedily. Boys and girls should be taught physical skills separately and different methods.
- ItemOpen AccessThe Effect of a Guidance Programme on Students' School Adjustment in Selected Lagos State Secondary Schools(University of Lagos, 1986) Omotosho, O.FThe experimental and one central group were selected in each of two schools namely: King's and Queen's Colleges, Lagos. Each of the six groups consisted of 36 subjects. Each group was divided into A and B with 18 students each, for effective group counselling. There were 108 girls and 108 boys selected by random methods from the entire freshmen from each school. The investigator following the design by Withall (1967) gave a learner centered and problem-centered orientation treatment to the experimental groups Is, (ETGs) experimental group Is were given group counselling, using eclectic approach for a period of three months. The experimental group IIs (ETGIIs) were leaderless and unstructured. They were left to their own devices. They also met at the same time as the subject in the experimental groups. The control groups (CG) did not have any group experience at all. A pretest-posttest design was used. The instruments used were: 1) The Personal Orientation Inventory (POI) developed by Shostrom (1964) to measure values and behaviours perceived as important in the self-actualizing person. It consists of two major scales. The Time and Support Ratios, and 10 minor scales. 2) The anxiety scale of the Multiple Affect Adjective Checklist - Today Form (MAACL) developed by Zuckerman and Libin, (1965) which measure situation - Specific anxiety. School records were used to obtain information on school adjustment specifically, absences, grade averages conduct grades and numbers of extra-curricular activities. Subjects in the treatment groups and the first control groups were given a subjective questionnaire which enabled them anonymously to evaluate the group experience and the investigator. The result of the pretest and post test of the two measuring instruments were statistically analyzed using analysis of variance and covariance techniques. Statistically, significant differences were found on levels of anxiety between the experimental and the control groups. Both males and females in the experimental groups benefitted from treatment sessions. However, peer interaction favoured females more than males. Females in control group 1 experienced reduced anxiety considerably more than males than both males and females in control group II. Statistically, significant differences were found on the first major scale of the PCI, the Time Ratio between the experimental and control groups for males. No statistically significant differences were found on the second major scale of the PCI, the support ratio, between the experimental and control groups for males and females. Statistically significant differences were found between the treatment and the control groups on four and three of the ten subscales for male and females respectively. The overall result on the POI, in terms of change cannot be said to be significant, although both male and females registered some significant changes in some of the scales No statistically significant differences were found in terms of school adjustment between the experimental and control groups for males and females. Both male and females subjects in the experimental treatment groups I and II rated the group experience favourably. The following recommendations were made: 1) The Personal Orientation Inventory (POI) needs further investigation. 2) Various method of groups counselling maybe useful as treatment methods. 3) an eclectic approach to counselling is advocated. 4) Counselling Orientation programmes should be made available in all schools. 5) The role of age, intelligence and social factors on personal growth, self-actualization and reduction in anxiety should be further investigated
- ItemOpen AccessEffects of a Communication Workshop on Attitudes Conducive to Modern Development.(University of Lagos, 1986-01-20) Luma, E.LThe march towards progress and modern development is of first priority to most countries of the underdeveloped world. Consequently, it is imperative that inhabitants of these areas begin the search for solutions to this problem based on empirical findings regarding its approach and content. The purpose of this study is to verify the effects of a communication workshop (CW) on attitudes conductive to modern development. Modern development here is limited to individual psychological modernity because it is considered basic to all other types of modern development. The study also investigates the relationship between certain personality factors (extraversion, reflectiveness, responsibility, ego-centricity, self-esteem) and readiness to change as a whole. Their correlation with modernity components like attitudes toward work, the sexes and children are also examined. Seven hypotheses in all are tested. A sample of 234 first-year-students of the faculty of Letters, University of Yaounde, Cameroon, aged 17 - 25 years were used for this investigation. The design used for the study was the present-post test experimental and control groups, the IPMQ - (Cameroon) was made up of modified borrowing from Eysenck (1979), Smith and Inkles (1966), Kahi (1968), Doob (1967) and others. It also contained items composed by the researcher herself. Such items were intended to measure attitudes typical of Cameroon. The techniques used in testing the seven hypotheses of this study ranged from the analysis of variance to the Pearson correlation co-efficient and the t-test. The significance level for all the hypotheses was set at 0.05. The results of the investigation showed that: 1. the CW made a significant impact on the attitudes of the sample in favour of modern development, the results also showed that the attitude change of the experimental groups, that is, those who receive the CW was more significant than that of the control group which did not receive the treatment at all. 2. Extraversion, Reflectiveness; Responsibility, Egocentricity, and self-esteem are all good predictors of modernity and attitudes toward work. Egocentrically is a good predictor of attitudes towards work, the sexes and children. Self-esteem is a good predictor of attitudes towards work and the sexes but not of attitude towards children. Surprisingly, Extraversion, Reflectiveness and Responsibility did not correlate significantly with attitudes towards the sexes and towards children. 3. Ego-centrically does not facilitate change towards modern development. 4. Participants who were in favour of female emancipation (Group 1) had a significantly higher self-esteem (M = 24.487) than those (Group II) who were against female emancipation (M = 23.211). 5. There is no difference between the attitudes of extroverts and introverts towards modernity. 6. There was greater tendency for more favourable attitude change towards children than towards women. 7. Fatalism is a more important contribution than attitude towards work in the delay modernity. Among the many recommendations made were the use of the CW as a tool in combating attitudes not condusive to modern development particularly among the future teachers and University Students whose attitudes are likely to influence the cause of development in decade to come. Without doubt, teachers and teacher-trainers are expected to play a leadership role in this needed attitude modification. As a conclusion to the whole study, a personality moulding programme of instruction is suggested. It is hoped that if such habits and attitudes as indicated in the programme are instilled early in youth, they would apply them both in their personal lives and interactions with others, and also in favour of modern development in Cameroon and, possibly, in other developing countries. Development would thus emerge as a consequence of internal dynamics of each individual personality, and society in general, rather than from external forces. Some implications on development policies and issues for further research are raised in the closing chapter of this report.