Browsing Department of Science and Technology Education by Issue Date
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- ItemOpen AccessScience education for national development and self-reliance in a deregulated economy.(Nigerian Academy of Education, Foremost Educational Ser4vices Ltd, Magodo, GRA, Lagos, Nigeria., 2004) Okafor, NThis paper explains the concepts of science education, national development and self-reliance in a deregulated economy. It highlights the purpose of science education as a veritable tool for national development. Past efforts on science education and their impact on national development are delineated. A catalogue of inadequacies that has befallen the efforts or understanding and teaching of quality science education in Nigerian schools are outlined. The need for practical utility of science education is discussed. Some of the indices of an efficient science educational system that can bring about true national development are emphasized The paper concludes that Nigerian governments should improve and sustain existing science education programmes to enable indigenous production of goods and services to flourish for the benefits of its citizenry.
- ItemOpen AccessEvaluation of Science Education Research.(Ladoke Akintola University of Technology, Ogbomosho., 2005) Okafor, NThe thrust or science education research is to develop evaluation indicators Tor analyzing and critiquing a completed study. This paper has challenged this policy thrust by examining the concepts of evaluation and research. It highlights that all studies fall under three types of research: Historical, descriptive and experimental research. Twelve steps that could be applied when evaluating science education research arc enumerated. The paper suggests that science education research should follow patterns, styles and forms used in academic circles, even though style may differ. It concludes that effective science education evaluation research would help the researcher (o develop competencies and skills during curriculum evaluation process.
- ItemOpen AccessBuilding the ICT Capacity of Language Teachers: Empirical Insights and Lessons for Sub-Saharan Africa(2006) Owhotu, V.B.This paper first highlights insights and lessons from several empirical studies of ICTs in education in Asia,Europe and sub-Saharan Africa. Based on these valuable lessons, an action plan strategy is proposed for ICT capacity building of language teachers in sub-Saharan countries.
- ItemOpen AccessNigerian Teachers’ Perception of Junior Secondary School Integrated Science Curriculum(Scientia Paedagogica Experimentalis, 2006) Francis, A. A; Owoyemi, T. EThe study was designed to factor analyze the Integrated Science Teachers’ perception of Integrated Science Curriculum. Two questions were raised and answered in this research work. Data were collected from 303 Junior Secondary School Integrated Science teachers in all the Secondary Schools in Ekiti State, Nigeria through the area education officers using researchers’ developed and validated Likert type questionnaire with a Cronbach Coefficient alpha of 0.75. Analysis of data was carried out using principal component factor analytic approach. The findings of the study revealed that, nine factors were extracted as peculiar factors as perceived by the Integrated Science teachers of Integrated Science Curriculum. The factors are, I. Development of basic skill in science, II. Philosophy with meaningful objectives and relevant contents, III. Integrated science teaching methodology, IV. Availability of resources for teaching integrated science, V. Involvement of teachers and parents in integrated science curriculum planning and implementation, VI. Cooperative attitude of integrated science teachers, vii. Integrated science teachers’ attitude to correction and change, VIII. Students’ readiness to learn and adequate provision of instructional materials, and IX. Allotted time and students’ understanding. There were also underlying relationships among variables of each factor perceived by the Integrated Science teachers of the Curriculum. All the high loaded variables on each factor showed a common feature, which led to the naming of each factor. Based on the findings, it was recommended that both the government and the Curriculum developers should seriously address factors perceived by the teachers of Integrated Science Curriculum if we sincerely want the spirit of scientists to be inculcated in the learners.
- ItemOpen AccessMathematics and chemistry senior school certificate results,gender and attitude as predictors of achievement in physical chemistry course(African Journal of Educational Research, 2007) Owoyemi, T. EThe research work examines the extent to which mathematics and chemistry senior secondary school certificate (SSCE) results, gender and attitude of students can predict students’ achievement in physical chemistry course. An ex post facto research design was adopted since there was no manipulation of the independent variables. Results of fifty seven National Certificate in Education (NCE) chemistry students in Ekiti State College of Education were collated for analysis. A regression model was used to determine whether there is a linear relationship between physical chemistry result and the independent variables and to ascertain which of the variables can be used to predict achievement in physical chemistry course. This study shows that mathematics and chemistry SSCE results are the most important predictors of achievement in the course while attitude and gender do not influence the performance. The relative predictive power of SSCE Mathematics to the students’ achievement in Physical Chemistry doubles that of SSCE Chemistry. The relative explanatory importance of SSCE Mathematics obtained is 0.755 when controlling Chemistry knowledge whereas that of Chemistry is 0.350 when Mathematics is controlled. Specific recommendations are given curriculum planners and policy makers to make achievement in mathematics and chemistry prerequisites to offering chemistry in higher institutions so as to improve student learning
- ItemOpen AccessNational Policy on Education and the Problem of Science Education in Nigeria.(Institute of Education, University of Calabar., 2007) Okafor, N; Umoinyang, I.E.; Bassey, S.W.Nigeria hopes on the product of science and technology for her national development. This is why in the National Policy on Education, plans are made for the acquisition of prerequisite skills for contribution to the development of the society. The issue is, to what extent is the practice of science education in Nigeria matched with the policy? This is the focus of this paper.
- ItemOpen AccessRe- Assessing Teacher Education Programme in Nigeria: A Focus on Federal Colleges of Education (Technical) in Nigeria.(Nigerian Association of Educational Administration and Planning, 2007) Okafor, NNigeria like other nations has adopted teacher education programme as an instrument per excellence for national development. This paper has re-examined teacher education programme in Nigeria Federal Colleges of Education (Technical). It has stated some policy documents Nigeria uses in pursuit of quality in teacher education. Selection of entrants; curriculum and teaching practice are considered in maintaining the quality of the programme. Some strategies through which teacher education could be promoted and protected are equally delineated. Career progression and performance in job situations of teacher education out-puts are further explained. The paper has outlined poor image of teachers; dwindling enrolment of prospective NCE teachers; inadequate instructional and infrastructural facilities and poor reading culture as some of the problems of teacher education programme in Nigeria. The paper has made some suggestions and concluded that since teacher education programme holds the key to national development; the NCE guidelines in the minimum standard for Federal Colleges of Education (Technical) should be adequately implemented and sustained.
- ItemOpen AccessTowards Enhancing Information and Communication Technology (ICT) Compliance of the Primary School Teachers for Effective Teaching(The Michigan Science Teacher Association, 2008) Okafor, N; Umoinyang, I.E.This study has examined primary school teachers’ Computer literacy level and utilization of Information and Communication Technology (ICT). Three research questions are drawn to guide the study. The sample size consists of 144 teachers randomly selected from 6 public primary schools in Ekwusigo Local Government Education Authority (LGEA)Anambra State. Computer Literacy Status (CLS) and Teachers’ Level of ICT Utilization (TL1U) are two instruments used in data collection and they have reliability indices of 0.73 and 3.85 respectively. The data collected are analyzed using simple percentages. The result has shown that majority of primary school teachers are computer illiterates and thus cannot effectively teach primary concepts with ICT facilities. The study has suggested adequate provi¬sion of computers to schools and in-service training of teachers for skills acquisition in the development of ICT educational software for leaching primary subjects. The study concludes that: if teachers are not ICT literates, Nigeria involvement and participation in this emerging electronic market will be a mirage.
- ItemOpen AccessTeachers’ Perception of Integrated Science Curriculum in Nigeria: Does Gender Matter?(International Journal of Social and Management Sciences, 2008) Owoyemi, T. E; Francis, A. AThe influence of gender in the understanding of scientific concepts has been receiving the attention of many scholars all over the world. In particular, the need to address the under representation of females in science subject and to identify appropriate methods of improving females instruction, as well as their learning of science seems to have received greater attention. This paper contributes to knowledge on science curriculum in Nigeria. Data were collected from 303 (192 males and 111 females) junior secondary school integrated science teachers of integrated science curriculum in Nigeria. The results showed that nine and ten principal component factors were extracted from correlation matrices rotated by the varimax criterion for male and female teachers respectively. The resultant nine factors from male teachers’ responses accounted for 62.2% of the total variance on the perception profile. The results indicate that gender disparity exists in the teaching and learning of science in Nigeria.
- ItemOpen AccessThe realities and challenges of Universal Basic Education (UBE) scheme in Nigerian primary schools.(Colleges of Education Academic Staff Union South-West Zone of Nigeria, Adeniran Ogunsanya College of Education, Otto/Ijanikin, Lagos State., 2008) Okafor, NIt is obvious that primary education in Nigeria has continue to respond to local, state and international dynamics in policy formulation, implementation, curriculum design and institutional reform. In identifying with Jomtien Declaration on Education for all, in 1990, Nigeria has mad a giant stride in providing educational opportunities for all citizens by introducing Universal Basic Education (UBE) programme. This paper has described extensively the ownership of primary schools and its control. Access to Primary Education and its quality provision are also explained. This paper has highlighted on the declarations and interventions of educational educational diplomats in Nigeria. Realities and Challenges of Universal Basic Education (UBE) programmes in Nigeria at the Primary school sector are equally outlined. The paper also has suggested in-service training of teachers with good welfare packages, protection of Child's right against violence, sexual harassment as well as continuity in education policies for successful implementation of UBE programme in Nigeria. It thus concludes that UBE has a lofty vision, mission and objectives and if properly implemented, could eliminate illiteracy, ignorance and poverty and thereby stimulating and accelerating development, political consciousness and national integration in the country.
- ItemOpen AccessAssessment of the Adequacy of Training Facilities Used for Vocational and Technical Education in Colleges of Education in South/West Nigeria(African Journal for the Study of Educational Issues, 2008-03) Olabiyi, O. S.; Adigun, E. O; Adenle, S. OThe study Was designed to assess the training facilities used for technical /vocational education program south west, Nigeria colleges of education. A survey design approach was adopted. the respondents of the study consisted 175 lecturers and 40 instructors, making a a total of 115 respondent. Three research questions were answered and two null hypotheses were tested at .05 level of Significance. Mean and standard deviation were employed to answered the research questions; t test was used to test the null hypotheses. A structured questionnaire containing 39 items was used for data collection. The study revealed among others things, colleges of education lack necessary training facilities such as hand tools, portable power tools, relevant text books and machines. Also effective method and techniques should VI' effective to the learning efficient using project, discussion, feed back. and adequate reinforcement of students. Consequently, the study recommended among others things management and social [actors to facilitate learning and effective teaching of technical vocational education will involve use of many techniques and strategies.
- ItemOpen AccessCritical Issues in Evaluating Educational Outcomes in Nigeria.(Foremost Educational Services Ltd., 2009) Okafor, NAdjustment in life for sustainable development should be focused on how educational outcomes might be effectively assessed or evaluated for global competitiveness. Education stakeholders in Nigeria do not have adequate knowledge of its investment in education. This paper outlined five evaluation models and their inter-relatedness in evaluating social action programmes. The scopes of evaluation classified are outline with the three broad categories of events that must be evaluated. The information required to be collected on the categories are stated. The roles of evaluation are extensively discussed. Ten critical issues that must be considered when evaluating educational learning outcomes are also discussed. The paper concludes with a wake-up call for rigorous evaluation of educational outcomes that should be innovative and relevant in Nigeria education system, and suggested the need to develop additional evaluation tools that could be used to measure students learning of basic skills in computer literacy, collaborative skills acquisition and life-long learning ability.
- ItemOpen AccessAnalysis of Students’ Evaluation of Teaching Effectiveness Qualities in Nigerian Secondary School Classrooms: Challenges for Teaching/Learning Process(African Journal of Social Research and Development, 2009) Owoyemi, T. EEstablishing the specific criteria by the effective teaching can be evaluated is a vital step in the process of identifying teaching effectiveness qualities. Proper evaluation of teaching effectives establishes a climate that communicates a commitment to professional improvement and it is an expected means by which a teacher should make a valuable contribution to the achievement of the goals of the school. This study focused on the analysis of secondary school students’ evaluation of teaching effectiveness qualities in Nigerian Secondary Schools. A survey design of ex-post facto type was employed, using randomly selected 2988 senior secondary schools chemistry students as sample from the six states in the South West geopolitical zone of Nigeria. The participants were asked to rate the teaching effectiveness qualities expected from chemistry classroom. Data were collected using valid and reliable student’s evaluation of teaching effectiveness scale (SETES). Three research questions were answered in the study and data were analyzed using descriptive statistical tools. The results indicated that the average rating of teaching effectiveness variables by the student is (2.9447≤x≥3.5155). it implies that on the average, the students agreed that all the 50 variables in SETES are important and relevant indices of teaching effectiveness. The probability distributions of all the teaching effectiveness variables are asymmetrical. They are all negatively skewed (-1.6240 and -0.6070) and it indicates that most of the students rated all the items high as seminal to effective teaching in chemistry classroom. The kurtosis (k) are generally positive (0.0450 ≤k≤2.4530) except var16 (-0.4920) and Var48 (-0.0070), it implies that most of the distribution are leptokurtic. The major finding of the study was that Nigerian students’ rating of what constitute teaching effectiveness compared favourably with those of experts/researchers from developed countries. This showed the level of preparedness of Nigerian secondary school students in the effective evaluation of their teachers. Therefore, students’ evaluation of teaching effectiveness instrument should be developed based on the identified qualities
- ItemOpen AccessProcess based approach: An effective method of teaching inorganic chemistry(Science Teachers Association of Nigeria, 2009) Owoyemi, T. E; Akinsete, A. MFull texts attached
- ItemOpen AccessIntegration of Moral Values into the Science Teaching-Learning Process for Functional Science Education Curriculum in Nigeria(Scientia Paedagogica Experimentalis, 2009) Owoyemi, T. EThe paper looks at how moral values can be given a serious consideration in the science teaching-learning process in our classrooms. Values intersect with science in three primary ways. First, there are values, particularly epistemic values, which guide scientific research itself. Second, the scientific enterprise is always embedded in some particular culture and values enter science through its individual practitioners, whether consciously or not. Finally, values emerge from science, both as a product and process, and may be redistributed more broadly in the culture of a particular society. The relationship between values of education and the senior secondary school science curriculum has been examined. In identifying the claims of functionality, comprehensiveness, relevance and scope, depth and application for the science curriculum, the rationale for the curriculum has been discussed. But an assessment of the curriculum in terms of students' performances in examination and improving their moral worth for functional science education for national development has posed a lot of controversy. Despite the claim that the science curriculum is adequate and satisfactory, and has been attested to by an analysis of both the content and the accompanying instructional materials, yet we are nowhere to be found in the global village of scientific and technological advancement. It is in line with this thinking that the paper sought to open up ethical aspect of science for teachers to judiciously explore if we need to catch up with the ongoing scientific and technological race.
- ItemOpen AccessEffect of Predict-Observe-Explain Instructional Strategy on Students Practical Skills in Physics(ACADEMIA, 2010) Ogunleye, B.O.; Babajide, V.F.T.This study determined the effect of Predict-Observe - Explain (POE) instructional strategy on Senior Secondary School students’ practical skills in Physics. This initiative was borne out of the current status of science teaching generally, and physics instruction in particular, which provides for inadequate exposure of students to practical activities with resultant student poor practical skills. The pre-test post-test quasi-experimental design was adopted for the study. 213 SS II Physics students from six senior secondary schools in Ibadan, Nigeria constituted the sample for the study. Results obtained through the use of descriptive statistics and ANCOVA showed that the Predict- Observe-Explain instruction was more effective (adjusted mean = 33.37) than the conventional practical instruction (adjusted mean = 24.42), It was recommended that Physics teachers should adopt the Predict-Observe-Explain instruction strategy while school administrations should propagate the potentials inherent in the novel strategy among Nigeria science teachers.
- ItemOpen AccessRelative Effects of Two Instructional Strategies on Secondary School Students’ Achievement in Physics(Association of Applied Psychology and Human Performance, 2010) Iroegbu, T.O.; Babajide, V.F.T.This paper reports the importance of physics as a science subject in the development of a nation. However, students' performance in the subject has not been encouraging. Physics educators and researchers have identified method of instruction as one of the factors responsible for students' poor performance in physics. The study investigated the effects of two instructional strategies (Generative and Predict-Observe-Explain) on secondary school students' achievement in physics. The study is a quasi-experimental one using participants of three hundred and thirty physics students from twelve schools purposively selected from four Local Government in Oyo State. Three hypotheses were tested at 0.05 level of significance. One response and two stimulus instruments were used in collecting data. The data collected were analysed using Analysis of Covariance (ANCOVA). The result obtained shows that students in the Predict-Observe-Explain Instructional Strategy performed better than those in the Generative Instructional Strategy and the performance of students in the Conventional Teaching Strategy was the least. Gender has no significant effect on achievement in physics. The two strategies were recommended for teaching physics.
- ItemOpen AccessManagement of technology education facilities for effective human resources development(A Publication of University of Nigeria, Nsukka, Nigeria, 2010) Oke, S; Olabiyi, O. S.; Jimoh, J. AThe study examined how technolof.Y education instructional [aci/ities can be manaRec/ [or effective human resources development in Nigeria schools. The study employed a survey research design. The /Jopulatioll o[ the study consisted of 200 respondents made up of 75 female technical teachers and I 15 male technical teachers. Four research questions were formulated. Mean was employed to answer the research questions. A questionnaire containing 63 items was designed using five point Likert scale for the purpose of collecting data for the study. The instrument was validated by two lecturers from Department of Science and Technology Education, University of Lagos and a director technical education board. The reliability coefficient for the instrument was 0.76 using Cronbach alpha reliability test. It was found out that appropriate technique for managing facilities for effective human resources development is that (i) adequate technical information of all tools, equipment and consumable used in the workshop be specified; tools need to be organized and arranged so that supervisors can inspect. Process involved Organize work-study training for craftsmen and technology teacher to improve their creativity. It was recommended that Effective institutional framework should be established for managing the available training facilities and Seminars and conferences on the need for management of available tools, equipment, machines and materials should be organized.
- ItemOpen AccessStrategies for improving competencies of personnel in construction industries to reduce building collapse in Oyo State(A Publication of the Department of Adult Education, University of Ibadan, Ibadan, Nigeria., 2010-07) Olabiyi, O. S.; Ologban, J. A; Chinedu, N. NIncidences of building collapse have been on the increase recently in Nigeria, in general, and in Lagos State in particular. This has become a threat to the health, comfort, and life of the building users and their properties. Therefore, this study was designed to ascertain the strategies for improving competencies of personnel in construction industries so as to reduce building collapse in Lagos state. A descriptive survey research design was adopted. The population for the study consisted of 250 respondents; 180 technical teachers in post-secondary technical institutions and 70 professionals in construction industries. Structured questionnaire containing 23 items was used for data collection. Two research questions and two hypotheses, tested at .05% level of significance, guided the study. Mean and standard deviation were used to answer the research questions, while t-test statistics was employed to test null hypotheses. The findings of the study among others revealed: that strategies of improving construction personnel required skill including understanding physical properties of construction materials, understand the nature and types of soil in addition, determining the work load and capacity of construction. It was recommended that Federal Government through standard organization of Nigeria (SON) should ensure that building materials of good quality and standard and empower town planner to supervise materials used and Technical institutions in Nigeria should be empowered to train their students in actual work situations so as to give them competencies required to adopt appropriate construction methods and techniques and effectively manage materials during construction activities.
- ItemOpen AccessEffects of three modes of personalisation on students’ achievement in mathematical word problems in Nigeria(2011) Awofala, A. O. A.; Balogun, Taju A.; Olagunju, M. A.This study investigated the effects of modes of personalisation of instruction crossed with two levels each of verbal ability and cognitive style as moderator variables on the mathematical word problems achievement of 450 junior secondary Nigerian students. Personalisation was accomplished by incorporating selected information with students’ personal preferences into their mathematics word problems content on either group basis, individual or self-referencing format. Students were randomly assigned to one of four treatment conditions: self-referencing, individual personalisation, group personalisation, and non-personalisation versions of an instructional programme on mathematics word problems. Results showed that treatment, verbal ability and cognitive style had significant main effects on students’ achievement in mathematical word problems. Thus, students exposed to group personalisation performed significantly better than those in other groups followed by individual personalisation, self-referencing, and nonpersonalisation in that order. High verbal ability students performed significantly better than low verbal ability counterparts. Also, analytic cognitive style students significantly outscored their non-analytic cognitive style counterparts. There were significant two-way interactions effects of treatment and verbal ability, treatment and cognitive style, and verbal ability and cognitive style on students’ achievement in mathematical word problems. These findings suggest in part that group personalisation; individual personalisation and self-referencing modes enhanced students’ achievement in mathematical word problems than the non-personalisation strategy. This impact was however sensitive to the cognitive style and verbal ability of the students. These findings show the need for choosing improved strategies for mathematical word problems teaching and the recognition of the influence of verbal ability and cognitive style on students’ achievement in mathematical word problems