DSpace Angular :: Browsing by Author "Usman Tunde SAADU"

Browsing by Author "Usman Tunde SAADU"

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Early Childhood Education Matters: Comparing Educational Outcomes of Children with and Without Home Instruction for Parents of Preschool Youngsters (HIPPY)
(2023) Usman Tunde SAADU
The study adopted a pre-test and post-test quasi-experimental research design for understanding the phenomena in 60 children. A purposive sampling technique was used for selecting the sample. Three instruments were used: Home Instruction for Parents of Preschool Youngsters (HIPPY) Instructional Guide (HIG), Parent-Child Interaction Survey (PIS), and School Readiness Assessments (SRA). The Parent-Child Interaction Survey and School Readiness Assessment were subjected to reliability tests and yielded 0.79 and 0.83, respectively. There was a significant effect of the HIPPY model on pupils' learning outcomes in literacy. Those exposed to the HIPPY model performed significantly better in literacy than those without HIPPY literacy exposure. There was no significant interaction effect of the HIPPY model and gender on pupils' learning outcomes in literacy. There was no significant interaction effect of the HIPPY model and location on pupils' learning outcomes in literacy. There was no significant interaction effect of the HIPPY model, gender, and location on pupils' learning outcomes in literacy. The HIPPY model seems promising and effective in the selected community. It is therefore recommended that the government and private school owners adopt the HIPPY model as an effective strategy to enhance children's literacy development. Parents should be encouraged to adopt the HIPPY model in their homes to improve their children's literacy development.
Effect of Blended Learning Teaching Strategy on the Academic Performance of Pupils in Social Studies
(2022-04) Usman Tunde SAADU
One of the modern trends in education and one of the new trends in teaching in the twenty first century is blended learning, which can be defined as an educational approach in which more than one means is used to convey knowledge and experience to learners in order to achieve the best learning results. So, it's important to use a mixed-methods approach to teaching. The study employed a quasi-experimental design, and its sample size was 75 people who were selected via stratified sampling and simple random sampling. All of the study participants took a social studies-related achievement test both before and after the research was done. Through a series of tests and retests, the reliability of this instrument was established. Using Pearson's product moment correlation, we were able to calculate an instrument's reliability coefficient of 0.74. (PPMC). The collected data was analysed using an Analysis of Covariance (ANCOVA). There was a significant improvement in students' social studies grades as a direct result of their treatment (F (1; 70) = 14.358; P 0.05), as determined by testing all hypotheses at the 0.05 level of significance. Furthermore, the results showed that there was no statistically significant difference between the sexes in terms of social studies performance (F (1; 70) =.020; P > 0.05). Furthermore, school type was found to have a significant impact on students' social studies grades (F (1; 70) =37.306; P > 0.05). For the subject of social studies, we also discovered that there was no treatment by gender interaction (F (1; 70) =.036; P >.05). In addition, there was no indication of an effect of treatment by school type (F (1; 70) =1.492, P > 0.05) on students' performance in social studies. Regarding students' performance in social studies, no significant gender by school type interaction was found (F (1; 70) =.385; P >.05). In terms of social studies performance, there were no statistically significant differences between the groups of students (F (1; 70) =.827; P >.05). Blended learning appears to have had a major impact on the students' performance in social studies. Seminars and workshops, for instance, were proposed as possible venues for educating educators on the subject of blended educatio
Effect of Numbered-Heads-Together Method on Pupils’ Academic Performance in Social Studies in Ilorin East Local Government Area of Kwara State
(2022-09) Usman Tunde SAADU
Effect of Numbered-Heads-together on pupils’ Academic achievement in Social Studies, The research design adopted was the pre-test, post-test, control group quasi-experimental research design. The population consisted of all the primary school pupils. Sample size for the study was 4 primary four classes. Three Instruments were used and seven hypotheses were formulated to guide the study. The instruments were validated by six experts. The Pearson’s Product Moment Correlation (PPMC) was used to determine the reliability index of 0.88. The research hypotheses were tested, using Analysis of Covariance (ANCOVA) at 0.05 level of significance. Findings showed that there was significant effect of Numbered-heads-together on pupils’ academic achievement in Social Studies. Numbered-Heads-together enhanced better performance in Social Studies than the traditional method of teaching. Recommendation, Social Studies teachers should be enlightened on the effectiveness of Numbered-Head-together on pupils’ academic performance in Social studies.
Female Genital Mutilation: Parental Perception and Religious Point of View
(2023-04) Usman Tunde SAADU
Female genital mutilation (FGM) is a cultural practice prevalent in various parts of Africa, the Middle East, and Asian countries. The study examined parents' perception of FGM in the Ilorin South Local Government Area of Kwara State. We also compared it with the religious point of view. The study adopted a descriptive research design. A sample of 378 parents was randomly selected to participate in the study. Once validated and reliably tested questionnaire was used for data gathering. The study was guided by one research question and three hypotheses. Mean, independent t-test and Analysis of Variance (ANOVA) were used to answer questions and test hypotheses. The findings of the study revealed that parental perception of FGM was negative. It also unfolded that there was no significant difference in the parental perception of FGM based on gender. Also, the findings showed that there was a significant difference in the Perception of parents toward FGM based on parental educational background. Finally, there was no significant difference in parental perception of FGM based on religion. While parental educational background influences their perception of FGM, parental gender did not influence their perception. It was recommended that government should introduce educational programs to raise awareness about the harmful effects of FGM among parents
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.
LEARNING MANAGEMENT SYSTEM: AN EFFECTIVE METHOD OF TEACHING IN TERTIARY INSTITUTIONS IN THE 21ST CENTURY
(2023-04) Usman Tunde SAADU
Learning Management System (LMS) has become the best option in our citadel of learning today due to some unforeseen circumstances that heralded the closure of schools worldwide some years back. Throughout this time, all sectors became paralyzed and education is inclusive and students were made to move about on the street without doing anything reasonable. Technology has eased the burden on us today and There ought to be none a justification for any student not learning in any situation. Apart from a circumstance like COVID-19, which led to the closure of schools some years back, the student population today is worrisome owing to the admission policy of carrying capacity that does not allow some institutions to admit more than what their resources could serve. Many qualified students today could not be admitted into tertiary institutions because of the problem of where to put them during classroom interaction. If Learning Management System is given top priority as the best option, some of these problems will not suffice again in our institutions. This platform provides an opportunity for both educators and learners to interact anywhere at any time and it reduces physical classroom interaction. This article examined the meaning of the Learning Management System, its advantages and many of the challenges confronted by the users and based on this, recommendations were made.
Parent Awareness of Child's Rights Policy Documents in the Moro Local Government Area of Kwara State
(2022-07) Usman Tunde SAADU
Children in different parts of Nigeria are experiencing various kinds of violence and abuse more or less daily. Therefore, the researcher investigated parent awareness of child's rights policy documents. A descriptive survey research design was adopted. The accidental sampling technique was used to select 120 respondents. Parents Awareness on Child Rights (PACR) was used to collect the data. The lecturers validated the instrument. Pearson Product Moment Correlation was used to establish the reliability coefficient.77.Descriptive statistics of frequency counts, percentage scores and mean and inferential statistics of Analysis of Variance (ANOVA) were used to test all hypotheses raised at the 0.05 level. It was found, among others, that parents were unaware of the child rights policy in Moro Local Government Area(Mean=2.41). It was concluded that educational background and experience equipped parents with knowledge regarding children's rights. It was recommended, among others, that awareness should be spread through street campaigns
PARENTING STYLES AS CORRELATE OF PRESCHOOLERS SOCIO-EMOTIONAL SKILLS IN ILORIN EAST LGA KWARA STATE
(Al-Hikmah Journal of Educational Management and Counselling, 2022-06) Usman Tunde SAADU
Preschoolers are delayed in the development of socio-emotional skills due to a lack of interactions with parents, caregivers, siblings and peers. This leads to a series of negative feelings such as dissatisfaction, poor academic achievement and behavioural problems. This research investigated parenting styles as correlates of socio-emotional skills of preschoolers in Ilorin East LGA of Kwara State. This study adopted a Correlational survey research design. This study targets Pre-schoolers and their parents from both public and private schools in Ilorin East LGA of Kwara State. Proportional sampling techniques were used to select 362 of the respondents from 7 public preschools and 8 private preschools in Ilorin East LGA of Kwara State. Parenting Styles Questionnaire (PSQ) and Pupils Socio-emotional Skills Rating Scale (PSESRS) were used to eliciting information from respondents. To ascertain the reliability of the instruments, the test-retest method was used within two weeks. Therefore, Cronbach’s Alpha was used to establish the co-efficient at 0.80 and 0.89, respectively. The descriptive statistics of mean and percentage were used to analyse the research questions raised, while inferential statistics of Pearson Product Moment Correlation (PPMC) were used to test the hypotheses formulated at a 0.05 level of significance. Findings revealed that there was a significant relationship between authoritarian parenting style and preschooler’s socio-emotional skill (F (1,180) = 11580.933, P < 0.05); there was a significant relationship between authoritative parenting style and preschooler’s socio-emotional skill (F (1,180) = 12319.100, P < 0.05). It was recommended that parents should be enlightened to have a clear understanding of the significance of parenting styles that could stimulate socio-emotional skills of children within and outside the school through a workshop and seminars.
Pre-Primary School Teachers’ and Classroom Characteristics Towards The Attainment of the Objectives of Policy Documents in Early Childhood Education in North Central, Nigeria
(2022) Usman Tunde SAADU
Pre-primary education is adjudged the best investment any country can offer the young generation. Hence, the study, investigated exploration of pre-primary school teachers’ and classroom characteristics towards the attainment of the objectives of policy documents in early childhood education in north central, Nigeria. The descriptive survey design was adopted for this study. The sample consisted of 81 pre-primary schools. Multi-stage sampling was used to select the sample. Researcher-designed questionnaires were used to elicit information. Pre-primary school Teacher Characteristics Questionnaire (PTCQ), and Pre primary school Classroom Characteristics Checklist (PCCC) all the instruments and were subjected to face and content validation. The reliabilities of the instruments were established using PPMC; the result yielded 0.91, and 0.96 respectively. Two research questions were generated and answered. Descriptive statistics of frequency, mean, and percentage were used to answer the research questions. The findings indicated that teachers with NCE qualification were more in number, female teachers were more in number than male teachers. Also, the groups chosen by pupils’ were predominant in the classroom. The grid was the most used seating arrangement in some pre-primary school, the most available learning corner in most pre-primary school classrooms was play corner. It was recommended that the bodies in charge of granting approval for the establishment of pre-primary schools across the country should be proactive and be more meticulous in following the minimum standards.
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.

Browsing by Author "Usman Tunde SAADU"

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