Teachers’ pedagogical skills and student readiness and achievement in data processing in senior secondary schools in Ibadan, Nigeria

This study investigated the extent to which general preference of students would predict their achievement in literature in English in selected senior secondary schools in Ibadan. Five research questions were asked while descriptive survey design was adopted for the study. Simple random sample technique was used to select 500 students offering Literature in English in ten senior secondary schools in Ibadan Metropolis. Two research instruments were used in the study namely general preference questionnaire r = .70 and Literature in English Achievement test r = .81. The data collected were analyzed using frequency count, simple percentages, and regression analysis. The result shows that: the student preferred prose to any other genre (X = 2.57); the preference for prose has significant contribution to the achievement of the students in Literature in English. (b = 0.463; + = 8.472; p < 0.05) and prose literature is the only genre capable of predicting students’ achievement in Literature. Based on the findings, recommendations were made that students’ interests should be developed in other genres not preferred through good instructional strategies for optimal performance. Key words : General preference; Predictor; Achievement; Prose; Poetry; Drama

The study investigated the knowledge, perception and attitude of teacher librarians in secondary schools in Ibadan, Oyo State towards makerspace. The survey research design was adopted for the study while questionnaire was used as the instrument of data collection. The sample size for the study comprised 103 teacher librarians in selected secondary schools in Ibadan, Oyo State. Nigeria. Findings from the study showed that the teacher librarians in secondary schools in Ibadan, Oyo State possessed adequate knowledge about makerspace especially as regards to choosing technologies that enhance student's teaching and learning process, selecting effective teaching approaches to guide students thinking and learning on makerspace, having prior knowledge on makerspace, having various ways and strategies of developing their understanding of the makerspace and using makerspace as a way of creating, tinkering and exploring new things just as they have positive perception about makerspace. The study further revealed that teacher librarians in secondary schools in Ibadan, Oyo State have positive attitude towards makerspace. Positive relationships were established between knowledge and attitude, perception and attitude as well as knowledge and perception of teacher librarians as regards makerspace.

The study assessed the level of digital literacy among science teachers at the Junior Secondary School in Ibadan, Oyo State, Nigeria. The study employed a descriptive survey design with a structured questionnaire administered to 200 Basic Science and Mathematics teachers in Ibadan Metropolis. The result: 164 (82%) respondents had &lt; 5 computers with digital tools, while 36 (18%) had &gt; 5 computers with digital tools; science teachers possess basic digital literacy skills with the highest internet usage (=3.445 and SD = 0.573); and the lowest in basic repairs and maintenance of computers (= 1.375 and SD = 0.562). Total average in all items: = 2.961; and SD = 0.856. Science teachers’ utilisation of Information and Communication Technology (ICT) skills was moderate (2.72), and the level of ICT competencies possessed by science teachers was high (= 3.137). These findings underscore the need for equitable distribution of ICT facilities, coupled with a call for continuous professional development programmes among science educators to ensure adept utilisation of these resources.

Researchers are concerned about students' difficulties in balancing chemical equations and are working to correct these inaccuracies. The survey identified difficulties among science students in public senior secondary schools in Ibadan, Nigeria. A descriptive research design was used; 188 respondents from six public senior secondary schools in Ibadan provided data for the study. The Chemical Equation Diagnostic Test was developed and validated utilizing test-retest methodology (r=0.86). The data demonstrates the incapacity of students to identify limiting reagents (96.56%), reactants in a reaction (48.4%), understand moles (76.1%), understand atomicity (79.3%), determine the number of elements present in a compound (22.9%); identify the physical states of elements (54.3%); and calculate the valency of elements (79.3%). According to the outcome, students have several difficulties balancing chemical equations. It is advised that teachers diagnose such difficulties by recognizing the numerous ways students struggle to balance chemical equations. Addressing such difficulties will reduce students’ misconceptions about chemistry, improve their conceptual knowledge of chemistry, and increase the number of students who may wish to pursue advanced courses in chemistry and science-related fields.

Objective. Research on air quality in and around schools, and the associated vulnerability of school-age children, is limited in less developed countries (LDCs), particularly Africa. The main objective of this study was to conduct an initial assessment of sources of air pollution in and around schools as a surrogate for air quality and report adverse health effects among students at selected secondary schools in urban Ibadan, Nigeria. Methods. The study was a descriptive cross-sectional survey involving eight secondary schools selected purposively, defined with eight acronyms (listed alphabetically): ABHS, AGS, BOHS, CDSS, IGS, LC, MGS, and OAHS. We used pre-tested, self-administered questionnaires, observational checklists to assess certain environmental health indicators, and interviews. The questionnaire was divided into five sections including environmental and health conditions. A total of 400 students from senior secondary classes, 50 from each school, were selected through stratified random sampling. Results. The school's location, especially if close to high traffic roadways, contributed to reported perceived poor air quality of school environments. The majority of students believed air pollution sources in the school environment were mainly refuse burning and car emissions from nearby roadways. Cough and asthma were the most frequently reported adverse health outcomes. The highest prevalence of reported recent asthma episodes (symptoms) were recorded at BOHS (84%) and at CDSS (62%); furthermore, at ABHS it was nearly 1-in-2 students and at OAHS about 1-in-5 students. BOHS and OAHS each reported over 10% for prevalence of bronchitis. Conclusions. Proximity of study schools to certain sources and activities such as refuse burning and major roadways seemed to present substantial risk factors for reported respiratory morbidity among secondary students in urban Ibadan, Nigeria. Future research should quantify source emissions and exposure and further characterize frequency and severity of respiratory symptoms, among other parameters, at schools in Nigeria and other sprawling urban areas of Africa.

Leadership does not only define an organisation’s successes and failures but also is important in sustaining teachers’ job engagement. The study investigates leadership styles and public senior secondary school teachers’ job engagement in Ibadan Metropolis, Oyo State. A descriptive research design was adopted. The population of the study consists of 1396 teachers and 143 principals in the 11 sampled local governments. The multi-stage sampling procedure was used, a sample size of 715 respondents was sampled of which questionnaires were administered and 600 (80%) of the sampled population were retrieved and used for analysis. Self-designed questionnaires with a reliability coefficient of r= 0.896 was used for data collection. Two research questions and one hypothesis were used to guide the study. Results of the findings show a high level of teachers’ job engagement, X = 3.56. The leadership style most utilised was digital leadership frequency 97 (principals’ perspectives) and Laissez-faire frequency 227 (teachers’ perspectives). The hypothesis raised shows a significant relationship between principals’ leadership styles and public senior secondary school teachers’ job engagement r= 0.934. The study concluded that leadership styles utilised by school principals influenced teachers’ job engagement. Hence, principals in public senior secondary schools in Ibadan should adopt digital leadership which encourages teachers’ job engagement as this style of leading is a blend of others’ leadership styles.

The role of the teacher in the teaching-learning process is crucial for facilitating students’ learning.. However, there is a dearth of literature that incorporate socio-economic status such as parental (qualification, occupation, education, income), teachers' factors such as (qualification, work attitude and competence) and gender as they predict students’ academic achievement, particularly in economic concepts within the field of Social Studies. This study therefore investigated socio-economic status, gender and teachers' factors as predictors of students' academic achievement in economic concepts in Social Studies. The study adopted cross-sectional survey research design. Questionnaire was the instrument used to collect data from 350 respondents drawn from five senior secondary schools in Ibadan, Oyo State. Seventy students were selected each from the five schools drawn from Ibadan North local government areas of Oyo state. Data collected were analysed using chi-square and t-test at 0.05 level of significance. The result of the data analysis showed that there is prominent association between socio-economic status and students' academic achievement; there is significant relationship between teachers' factor and students' academic achievement and there is no significant relationship between academic achievement of male and female students in economic concepts in Social Studies. Based on the findings, it was recommended parents should improve the conditions of their home environment to suite the purpose of their children performing better in school work while teachers improve their method of instruction to address various personality traits of students.Keywords: Socio-economic status; Gender; Academic performance; Teacher’s factor

In this investigation, the academic achievement of government pupils in secondary schools in Ibadan, Oyo State, was compared before and after they were exposed to teacher explanatory techniques and argumentation learning. The study looked at how well male and female government students retained material after using the Teacher Expository approach (TES) and Argumentation Learning Strategy (ALS), as well as how well they performed academically after using the argumentation learning approach. An experimental research design with a non-equivalent pretest-posttest control group was used. All 133 pupils from four senior secondary schools in Ibadan made up the study population, and they were chosen at random. While the control group B received instruction utilizing the teacher explanatory technique, the group performing the experiment A was introduced to the argument learning strategy. The gathered data was examined using the Government Performance Test (GPT). Prior to being exposed to the argumentation learning technique, academic performance did not significantly differ, according to the data. The academic achievement of pupils who received argumentation learning and instructor exposition tactics, however, differed significantly. There was a substantial difference in the retention of government concepts by students who were taught utilizing the argumentation technique. As a result, the study came to the conclusion that students who are exposed to argumentative learning strategies are more likely to remember the material than those who are exposed to explanatory.

Performance in the English language especially in public examinations in Nigeria has been very poor with summary writing identified as one of the dreaded aspects of the subject. Research efforts have shown that instructional practices in English studies are not tailored to learners’ personality traits such as cognitive style and gender. Cognitive style is an individual’s preferred means of receiving, processing, and making use of information. Gender also plays an important role in the teaching-learning process. This study considered the global and analytic dimensions of cognitive style. This study determines to what extent cognitive style and gender can predict students’ achievement in summary writing. The research design is descriptive with 350 participants drawn from four senior secondary schools in Ibadan. Data were analyzed using regression analysis, and the results show that cognitive style and gender are predictors of students’ achievement in summary writing. Teachers are encouraged to individualise instruction through the knowledge of learner-related variables.

&lt;div class="Section1"&gt;&lt;p&gt;This study examined school –related factors (school location, library resources, furniture and&lt;br /&gt;ventilation) as predictors of academic achievement of students in Literature-in-English in&lt;br /&gt;Ibadan Metropolis. The study employed a descriptive research design of survey type. The&lt;br /&gt;research instruments used were School–Related Factors Questionnaire (SRFQ) and&lt;br /&gt;Literature-in-English Achievement Test. The sample consisted of 400 students&lt;br /&gt;proportionately sampled from ten (10) randomly selected senior secondary schools in Ibadan.&lt;br /&gt;Data collected were analyzed using multiple regression analysis. Findings revealed that&lt;br /&gt;school location(B = 4.087; t= 6.507, P&amp;gt;0.05),instructional materials(B = 4.061; t= 5.710,&lt;br /&gt;P&amp;lt;0.05),classroom furniture( ), and appropriate ventilation all had significant relative&lt;br /&gt;contribution to students achievement in Literature in English. The composite influence of the&lt;br /&gt;four factors was also significant. Based on the findings, recommendation were made that&lt;br /&gt;school owners should improve on facilities provided in the schools, Mobile libraries should&lt;br /&gt;also be provided in and around all the local government areas to grant students access to&lt;br /&gt;reading materials.&lt;/p&gt;&lt;/div&gt;

The study focused on the effects of the application of two problem solving techniques—metacognitive (MPST) and heuristic (HPST)—on the achievement of students in the computation of creative mathematics problems. 245 (SS1) students were randomly selected from six senior secondary schools in Ibadan. The students were arranged in a 3 x 3 x 2 pre‐test‐post‐test quasi‐experimental design. The students were taught for eight weeks using MPST, HPST and the traditional/conventional approach. ANCOVA, ANOVA and multiple classification analysis (MCA) were the statistics used to analyse results. Results of the taree null hyopotheses tested, showed that: i. There was a significant difference in the achievement of experimental and control groups, ii. There was a significant difference in the achievement of high, average, and low ability students, iii. There was no significant difference in the achievement of male and female students in the computation of creative problems in mathematics.

Adolescents with hearing impairment have sexual and reproductive health needs like their normal counterparts. However, reports have shown that many adolescents with hearing impairment in Ibadan often engage in promiscuous behaviour which is inimical to their health. Previous studies focused on factors predisposing adolescents with hearing impairment to promiscuous behaviour with little consideration to curb this behaviour. The pretest-posttest control group quasi-experimental design with a 3x2x2 factorial matrix was adopted. Purposive sampling technique was used to select the three integrated secondary schools. Seventy-two (43 males and 29 females) Senior Secondary School I and II adolescents with hearing impairment were selected using purposive sampling technique. The school health record was used to screen the participants. Participants were randomly assigned to Sexuality education training (49), Assertiveness skill training (14) and the control (9) groups. The instruments used for data collection were Adolescent Sexual Behaviour Inventory, Sexual Assertiveness Scale and Promiscuous Behaviour Scale. Data was analyzed using Analysis of Covariance (ANCOVA) at .05 level of significance. The results showed that gender had a significant main effect on promiscuous behaviour among adolescents with hearing impairment (F (1.70) = 8.27, partial η2 =0.12), while Parenting style had a significant main effect on promiscuous behaviour of adolescents with hearing impairment (F (1, 70) = 4.25, partial η2 =0.07). the result also showed that there was no significant difference between parenting styles and gender in relation to promiscuous behaviour of Adolescents with hearing impairment. Sexuality education and assertiveness skill training were effective in reducing promiscuous behaviour among adolescents with hearing impairment in secondary schools in Ibadan, Oyo State. Teachers, special educators, guidance counselors and other stakeholders should adopt both strategies for reduction of promiscuous behaviour among adolescents with hearing impairment.&#x0D; &#x0D; &lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/edu_01/0778/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

The paper examines the teacher factor in the development of poetic appreciation skills among Senior Secondary School (SSS) students. A questionnaire was administered and data collected from two secondary schools in Ibadan, Oyo State, Nigeria. The data is analysed using mean average, frequency count, column chart, and rank scale. The major finding is that the teacher is a significant factor in the development of Senior Secondary School students’ poetry appreciation proficiency. Moreover, the effect of book scarcity, which could be severe due to the current economic problems worldwide, could be mitigated through the teacher’s creativity. A reconsideration of curriculum choices in terms of recommended poetry texts to reflect familiar African cultural products before the unfamiliar European ones is also advocated.

The study examined ‘Teachers’ Pedagogical Skills and Implementation of Trade/Entrepreneurship subjects in Senior Secondary Schools in Uyo Education Zone”. The design of the study was ex-post facto with a survey approach. The population of the study consisted of all 21,307 public senior secondary school II students (SS 2 students) in Uyo education zone. The sample size for the study was 600 respondents. Stratified random sampling technique was used to select the schools for the study. The instrument used for the study was “Teachers’ Pedagogical Skills and Implementation of Trade/Entrepreneurship subjects Questionnaire (TPSITESQ)”, which was validated by three experts; two experts in Curriculum and Instruction and one expert in Research Methodology all in University of Uyo. Cronbach’s Alpha statistical method was used to determine the reliability coefficient of .87 for the instrument. Five null hypotheses tested at .05 level of significance guided the study. Pearson’s Product Moment Correlation (PPMC) was used to test the null hypotheses. The results showed that there is significant relationship between teachers’ pedagogical skills and implementation of trade/entrepreneurship subjects in senior secondary schools. It was recommended based on the findings among other things that teachers should adopt innovating pedagogical skills that suit the trade/entrepreneurship subject he/she teaches.

This study was carried out to observe the link between parental factors and Conduct Disorder (CD) among Nigerian school adolescents. A cross-sectional survey research design was adopted for the study where multi-stage sampling techniques led to selecting 1006 participants (mean age = 15.4 years) from six secondary schools in Ibadan, Oyo State, Southwestern Nigeria. Participants responded to Socioeconomic Status (SES) scale, the Parenting Styles Scale (PSS) and Frequency of Delinquent Behaviour Scaling Instrument (FDBSI). A high prevalence of CD was observed. We also observed that parenting styles significantly influenced conduct disorders. Responsive parenting is not a significant predictor of CD, while control parenting significantly predicted CD. Parental occupation significantly influenced CD, with formal occupation types having higher mean scores for both fathers and mothers. Finally, there was a significant influence of socioeconomic status on conduct disorder among the participants. Findings concluded that there is a high prevalence of conduct disorder. Authoritarian and uninvolved parents with formal occupation and families with higher socioeconomic status were conduct disorder determinants among adolescents.