Department of Early Childhood and Primary Education

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Browsing Department of Early Childhood and Primary Education by Author "Azeez Arisekola SALMAN"

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    INFLUENCE OF ORDINAL POSITION ON PUPILS' SOCIAL SKILLACQUISITION IN PRIMARY SCHOOL IN MORO LOCAL GOVERNMENT AREA OF KWARA STATE
    (JOURNAL OF CURRENT RESEARCH IN EDUCATION, 2024) Azeez Arisekola SALMAN; Usman Tunde SAADU; Alaba Afisat AMUSAT
    This study examined Influence of ordinal position of pupils' social skill acquisition in primary school in Moro Local Government Area of Kwara State. The study adopted a descriptive survey research design, with a total of 346 pupils selected using a simple random sampling technique. Two instruments were used tagged Pupils ordinal position rating scale and Rating Scale on Pupils' Social Skill Acquisition (POPRS and RSPSSA) two instrument were subjected to reliability tests which yielded 0.81 and 0.86 respectively. One research question was raised while three hypotheses were postulated. The findings of the study revealed that the level of pupils' social skill acquisition is average, Ordinal position does not significantly influence pupil social skill (F (1,346) = .649, P > 0.05), There was no significant difference in pupil's social skill acquisition based on gender (t = -.404; df = 344; P > 0.05) and there was a significant difference in pupil's social skill acquisition based on Parents level of education. The findings of the study revealed that the level of pupils' social skill acquisition was average and Ordinal position does not significantly influence pupils' social skill acquisition. It is recommended that educators should create a classroom environment that promotes inclusivity, encourages positive social interactions among pupils.
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    PUBLIC PRIMARY SCHOOL TEACHERS’ KNOWLEDGE AND ATTITUDE TOWARDS CHILDREN WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER IN ILORIN METROPOLIS
    (Journal of Current Research in Education, 2024-10-12) Asmau Bolanle QUDUS; Usman Tunde SAADU; Azeez Arisekola SALMAN; Adedayo Adesokan
    The study examined public primary school teachers ‘knowledge and attitude towards children with Attention Deficit Hyperactivity Disorder (ADHD) in Ilorin, Metropolis. A descriptive survey research design was employed. The population of the study comprised 3822 public primary school teachers in Ilorin Metropolis..A simple random sampling technique was used to select50primary schools and 357 primary school teachers for the study as suggested by research advisor. Two instruments were used to elicit information, Questionnaire on Primary School Teachers’ Knowledge of Attention Deficit Hyperactivity Disorder (QPSKADHD), Questionnaire on Primary School Teachers’ Attitude toward Attention Deficit Hyperactivity Disorder (QPSTAADHD). The instruments were subjected to face and content validity by experts in the field of special education with reliability coefficients of 0.77 and 0.72, respectively. Two research questions were answered, and two research hypotheses were tested, data were analyzed using percentage, mean, and t test. The finding revealed that the knowledge of primary school teachers about children with ADHD in Ilorin, metropolis, was high with a mean score of 3.19; the attitude of the teachers towards ADHD was positive with a mean score of 3.36. It was concluded that the knowledge of primary school teachers about children with ADHD in Ilorin, Metropolis was high, the attitude of teachers towards ADHD was positive. It was recommended that teachers should besensitized onthe need to sustain their level of knowledge about ADHD which was found to be high.
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    Teachers’ Perception of the Causes and Management of Bullying Among Primary School Pupils in Moro Local Government Area of Kwara State
    (APublicationofFacultyofEducation,Al-HikmahUniversity, Ilorin,Nigeria, 2026) Azeez Arisekola SALMAN
    This study investigated teachers' perceptions of the causes and management of bullying among primary school pupils in Moro Local Government Area of Kwara State. A descriptive survey research design was adopted for the study. The population consisted of primary school teachers in Moro Local Government Area, while a sample of 320 teachers was selected through simple random sampling technique. Data were collected using a researcher-developed instrument titled Questionnaire on Teachers' Perception of Causes and Management of Bullying among Primary School Pupils (QTPCMBPSP). The instrument was validated by experts and subjected to reliability testing. Mean and rank order statistics were used to answer the research questions, while independent sample t-test statistics were used to test the hypotheses at the 0.05 levelof significance. Findings revealed that teachers perceived peer pressure and the desire to fit in as the major cause of bullying among primary school pupils (Mean = 2.82). The study also found that immediate teacher intervention was perceived as the most effective strategy for managing bullying (Mean = 2.87). Furthermore, there was a significant difference in male and female teachers' perceptions of the causes of bullying (t = 2.92, p = 0.004), while no significant difference existed in their perceptions of bullying management (t = 0.24, p = 0.62). The study concluded that peer influence plays a major role in bullying behaviour among primary school pupils and that prompt teacher intervention remains crucial for effective management. It was recommended that schools strengthen anti-bullying programmes, provide teacher training on bullying prevention, and encourage collaboration between schools and parents to create safer learning environments.