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Textbook utilization and class participation as predictors of pupils’ academic achievement in mathematics
(JECPE, 2014) Obafemi, K.E., Orji, J. C., & Ola-Alani, E. K.
The study investigated textbook utilization and class participation as predictors of academic achievement in mathematics in Ilorin West Local Government Area of Kwara State. Survey research design was adopted for this study. 480 primary six pupils were randomly selected. Three (3) research instruments were used for data gathering- Questionnaire on Pupils' Utilization of Mathematics Textbooks (QPUMT), Observation Scale Measuring Pupils ' Participation in Mathematics Class ( OSMPPMC) and Mathematic Achievement Test (MAT). Both QPUMT (a = 0.84) and OSMPPMC (a = 0.87) were validated and tested for reliability with Cronbach's Alpha while MAT (K - R 20 = 0.72) was equally validated and tested for reliability with the use of Kuder - Richardson Formular 20 ( KR20 ). Analysis of data was carried out using multiple linear regression. The findings showed that there was positive relationship among textbook utilization (r = .597), class participation (r = .607) and pupils’ academic achievement. The predictor variables were significant in their composite contribution to the prediction of academic achievement in mathematics (F ( 2, 477 ) = 267.963 ; R = .727, R² = .529 , Adj. R² = .527 ). About 53 % of the variation in pupils ' academic achievement in mathematics was accounted for by the predictor variables. Also, the predictor variables were significant in their relative contribution to the prediction of academic achievement in mathematics. Class participation of the pupils had the highest predictive rate of academic achievement in Mathematics. Based on the findings, it was recommended that teachers should use teaching strategies or methods that will foster active participation of pupils in Mathematics class. It was also recommended that pupils should make use of the recommended Mathematics textbooks.
Assessment of Kwara State Social Studies Teachers of the Adequacy of Upper Basic Social Studies Curriculum Content for Sustainable Development in Nigeria
(HSS, 2015) Yusuf, A., Daramola, D. S., Bello, M. B., & Obafemi, K.E.
The purpose of the study was to find out the adequacy of upper basic Social Studies curriculum content for sustainable development in Nigeria as assessed by Social Studies teachers. 306 Social Studies teachers (109 male and 197 female teachers) from 341 upper basic schools in Kwara State participated in the study. A researcher-designed questionnaire was used to collect data that were analysed using descriptive statistics and chi-square. The results showed that the content of upper basic Social Studies was not adequate, as assessed by teachers. It was also revealed that teachers’ assessment was significantly influenced by teaching experience, qualification and school type. However, the research showed that gender did not significantly influence Social Studies teachers’ assessment. Based on the findings, it was suggested that upper basic Social Studies curriculum should be reviewed and taught so as to ensure sustainable development in Nigeria.
AN EXPLORATION INTO DEMOGRAPHIC CHARACTERISTICS OF CHILD LABOURERS IN ILORIN METROPOLIS, KWARA STATE, NIGERIA
(JOURNAL OF EARLY CHILDHOOD ASSOCIATION OF NIGERIA, 2017-06-18) Dr. Hafees Tosin SULYMAN
Children are wonderful creation, an image of what we use to be (childhood). Children are foetus form from the union of male sperm and female egg. Children moved through all the stages in pre natal and gradually become an adult who are responsible and fully aware of their actions. Before reaching this stage, they are vulnerable and depend on external factors for their growth and development. Engaging these young children in any activities that affect their development or prevent them from attending school is called child labour. This study investigated the characteristics of the child labourer, result indicates that children were all of school age; some of the children were living with their parent while others were living with guardian, masters and distance relatives. Children from less educated parents and with low income background form the majority of the child labourers.
STEP-BY-STEP DEPLOYMENT OF INDEPENDENT T-TEST USING SPSS IN EARLY CHILDHOOD STUDIES
(University of Maiduguri Press, 2019) Obafemi, K. E.
Conducting research is a prerequisite to adding to the body of existing knowledge. The findings of any research can be adjudged trustworthy only if the data gathered are analysed with the appropriate statistical tool(s) because the use of wrong statistical tool(s) can mar the findings of such research. There are many parametric statistical tools which can be used to analyse data especially, when the variables involved in the study are dichotomous categorical independent variable and continuous dependent variable, hence, independent samples t-test is the most appropriate statistical tool required for such analysis. Independent samples t-test is used to compare the mean scores of two different groups of people or conditions. The analysis of independent samples t-test can be computed manually but it is prone to error(s) particularly when large sample is involved. However, the use of computer application can help to avert the potential errors of manual analysis of research data. This paper unfolds the meaning of independent samples t-test, its assumptions underlying the use of independent samples t-test and the step by step procedures for analysing data using computer application of Statistical Package for Social Science (SPSS).
DEMOCRACY IN TROUBLE; CAN SOCIAL STUDIES SAFE IT? ILORIN EMIRATE SOCIAL STUDIES TEACHERS’ PERCEPTION
(SOSAN, 2020) Yusuf, A., Obafemi, K. E., & Sayomi, R. T.
The study investigated Ilorin emirate teachers' perception of the use of Social Studies addressing the troubles of democracy. The study adopted a descriptive survey research design. One hundred and eighteen Social Studies teachers were randomly selected in Ilorin Metropolis. A validated and reliably (r = 0.78) tested research instrument titled 'Questionnaire on Teachers' Perception of the use of Social Studies in addressing the Problems of Democracy' (QTPUSSPD) was used for data gathering. One research question was raised and three research hypotheses were formulated. Frequency count, percentage and mean were used to answer the research question while formulated hypotheses were tested at 0.05 level of significance using inferential statistics of independent samples t-test and Analysis of Variance (ANOVA). The findings of the study revealed that teachers' perception of the use of Social Studies in addressing the troubles in democracy was positive. Gender (t = -1.255; df = 116; P > 0.05), school type (t =-1.337; df = 116; P > 0.05) and qualification (F (3; 114) = 1.050; P > 0.05) did not account for any significant difference in teachers’ perception of the use of Social Studies in addressing the troubles in democracy. Based on the findings, it was recommended that current challenges of democracy in Nigeria should be included in social studies curriculum so that the future leaders who are still in school now can be taught how these challenges can be addressed democratically.
LEARNING MANAGEMENT SYSTEM: AN EFFECTIVE METHOD OF TEACHING IN TERTIARY INSTITUTIONS IN THE 21ST CENTURY
(Technology Trends in Higher Education, 2020-01-01) Usman Tunde Saadu Ph.D
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.
CLOSING PUPILS’ ACHIEVEMENT GAP IN MATHEMATICS THROUGH THE USE OF PREPARATORY HOMEWORK IN ILORIN METROPOLIS, KWARA STATE
(JOURNAL OF EARLY CHILDHOOD AND PRIMARY, 2020-05-17) Dr. Hafees Tosin SULYMAN, Olayinka Morenike DAGUNDURO
This study examined closing pupils’ achievement gap in mathematics through the use of preparatory homework in Ilorin metropolis, Kwara State. The study adopted a pre-test, post- test control group quasi-experimental research design. Sixty five primary two pupils in both private and public schools in Ilorin metropolis, Kwara State were selected to participate in this study, multi stage sampling technique was used to select the sample. The research instrument titled Preparatory Homework Activities Pack (PHAP) and mathematics achievement test (MAT) was used for data collection. The reliability index of PHAP was determined using Pearson Product Moment Correlation (PPMC) and it yielded (0.82). Seven 2 research hypotheses were formulated and tested in this study at 0.05 level of significance. Inferential statistics of Analysis of Covariance (ANCOVA) was used. The finding revealed that preparatory homework has significant effect on pupils performance in mathematics. Based on the findings of this study, the following recommendations were made; Preparatory homework should be given to pupils who have strong and as well weak academic performance in schools, and 10 minutes rule of homework per grade should be observed by teachers and parents
Effect of Jolly Phonics On Pupils' Academic Performance of in English Language in Ilorin, Kwara State, Nigeria
(International Journal of Academic and Applied Research (IJAAR), 2020-08-08) SAADU, Usman Tunde1, OREAGBA Fatimoh2, YUSUF, Ganiyu Akanbi
Despite the significance of this subject matter as a learning concept, students' poor academic performance in the English language continues. As a result, researchers looked into how Jolly Phonics affected students' academic performance in English in Ilorin, Kwara State. The pretest-posttest quasi-experimental research design was used for this study. English Language Proficiency Exam (EAT). The test was validated by English teachers. At 0.81, it is proven to be trustworthy. A covariance analysis was used to analyse the data that were gathered (ANCOVA). A significance threshold of 0.05 was used to test hypotheses. It showed that joyful Phonics has a substantial main influence on students' academic achievement in the English language (F (2; 75) =14.516; P 0.05). It was determined that Jolly Phonics could aid primary school students in learning more effectively than the traditional approach, particularly in English. It was suggested that teachers receive training on the most effective method for instructing students to use Jolly phonetics during English language sessions.
EFFECT OF INSIDE-OUTSIDE CIRCLE INSTRUCTIONAL STRATEGY ON PRIMARY SCHOOL PUPILS’ ACADEMIC ACHIEVEMENT IN MATHEMATICS IN KWARA STATE
(UNILORIN JOURNAL OF LIFELONG EDUCATION, 2021) Obafemi, K. E.
This study investigated the effect of inside-outside circle instructional strategy on pupils' academic achievement in mathematics in Ilorin West Local Government Area of Kwara State. Pretest post-test control group quasi-experimental research design was adopted. A total of 74 pupils from two public primary schools were involved in the study. One validated and reliably tested research instrument titled 'Mathematics Achievement Test' (MAT) was used. The reliability index of MAT (r = 0.74) was determined using test retest method. Three hypotheses were formulated and tested with Analysis of Covariance (ANCOVA). The findings of the study revealed that treatment had significant effect on pupils' academic achievement in mathematics (F (1; 69) = 248.743, P < 0.05). However, gender (F (1; 69) =1.325; P > 0.05) did not have significant effect on pupils' academic achievement in mathematics. And finally, the interaction of treatment and gender did not have any significant effect on pupils' academic performance (F (1; 69) = .603; P > 0.05). Based on the findings, it was concluded that inside-outside circle instructional strategy can improve academic achievement of pupils in mathematics. Based on the conclusion, it was recommended that teachers should be trained on inside-outside circle instructional strategy and also be encouraged to use it.
A SEARCH OF APPROPRIATE ONLINE INSTRUCTIONAL APPLICATIONS IN COVID-19 AREAS: SOCIAL STUDIES TEACHERS PERCEPTION
(SOSAN, 2021-01-01) Yusuf, A., & Obafemi, K. E.
This study investigated the perception of social studies teachers towards the use of online instructional applications in covid-19 areas. The study adopted a descriptive survey research design. A number of 238 teachers were randomly selected to participate in the study. Researcher-designed questionnaire was used for data gathering. The questionnaire was titled: Questionnaire on Social Studies Teachers’ Perception towards the use of Online Instructional Applications (QSSTPOIA). The questionnaire was validated and tested for reliability (r = 0.78). One research question and three null hypotheses were raised and formulated respectively. Gathered data were analyzed using descriptive statistics (Frequency count, percentage and mean) and inferential statistics (independent sample t test and Analysis of Variance. The hypotheses were tested 0.05 level of significance. The findings of the study revealed that the perception of social studies teachers towards the use of online instructional applications in covid-19 areas was positive (Weighted mean = 2.56). Also, the findings of the study unfolded that there was no significant difference in the perception of social studies teachers towards the use of online instructional applications in covid-19 areas based on gender (t=-.146; df = 236; P>0.05), years of experience (F(2; 235) = .012; P>0.05) and educational qualification (F (2; 235) = .055; P>0.05). Based on the findings of this study, it can be concluded that the perception of social studies teachers towards the use of online instructional application was positive. Based on the findings, it can be recommended that virtual teaching-learning should be incorporated into teacher education programme. Also, Social studies teachers should also be exposed to in-service training on how to use the online instructional application.
Comparative Assessment of Facilities Provision in Public And Private Primary Schools in Irepodun Local Government of Kwara State
(JPIS (Jurnal Pendidikan Ilmu Sosial), 2021-01-01) Olumuyiwa Ajayi*, Azeez Arisekola Salman
The study focused on comparative assessment of facilities provision in public and private primary schools in Irepodun Local government of Kwara state Descriptive survey research design was used for this study. population of this study comprises all private and public primary school teachers in Irepodun Local Government Area of Kwara State. The sample size comprised of 80 teachers in 16 schools selected by simple random sampling technique from the total population of primary school. From the study, it shows Facilities provided based on findings includes: headmaster/principals offices, classrooms, laboratory, playground (WA=2.56) There was significant difference in the facilities provided in primary schools in Irepodun Local Government Area of Kwara State based on school type 01 (P<0.05) There was no significant difference in the facilities provided in primary schools in Irepodun Local Government Area of Kwara State based on school location. 55 (P>0.05). It was therefore recommended that, the management of both public and private primary schools should endeavor to provide adequate classroom facilities to meet up school enrolment, School administrators should establish good relationship with communities and organization that can assist them in the provision of playground/sporting facilities to facilitate effective teaching and learning.
PUPILS’ RELATED VARIABLES AS CORRELATE OF SKILLS ACQUISTION IN CREATIVE ARTS IN MORO LOCAL GOVERNMENT AREA OF KWARA STATE
(UNILORIN JOURNAL OF LIFELONG EDUCATION 5(1) 2021, 2021-01-01) Usman Tunde Saadu Ph.D
Creative Arts as a subject at primary school level is gradually going into extinction because of pupil’s attitude toward it and this could be seen in pupils’ performance in the subject. Therefore, this study examines pupils related variables as they correlate to skills acquisition in Creative Arts. The research design adopted for the study was descriptive design of correctional type. This population for this study comprised all the 2,495 primary five pupils. The simple random sampling technique was used to select 10 primary schools comprising 5 public and 5 private schools. The simple random sampling technique was also used to select 200 primary 5 pupils as sample size. The instruments used were Pupil’s Variables Rating Scale” (PVRS) and Creative Skills Rating Scale (CSRS) were validated and tested for reliability. The reliability index of 0.73 and 0.77was obtained. inferential statistics of t-test and multiple regression were used to test the research hypotheses formulated at 0.05 level of significance. It was found that there was no significant difference in pupil’s skill acquisition in Creative Arts based on gender (t = .464; df = 198; P >0.05), there was no significant difference in the pupil’s skill acquisition in creative arts based on school type (t = .1.188; df = 198; P >0.05) while there was a significant relationship between pupil’s variables and skill acquisition of pupils in creative arts in Moro Local Government Area of Kwara State (F (1,198) = 15110.618, P < 0.05. It was recommended among others that teachers should be encouraged to understand intrinsic and extrinsic variables of the pupils as it determines their skill acquisition in Creative Arts.
Factors Influencing Educational Policy Implementation in Basic Schools in Ilorin West Local Government Area, Kwara State
(International Journal of Educational Management, 19(2). Retrieved from https://www.ijem.org.ng/index.php/ijem/article/view/82, 2021-06-17) ISSAH, J.; BASHIR, B. T.; Arisekola Azeez SALMAN
This paper examined factors influencing educational policy implementation in basic schools in Ilorin west local government area, kwara state. Acorrelation survey research design was used. Random sampling technique was used to select 200 teachers(43%) out of 465 in six of the eleven basic schools in Ilorin west local government with the nomenclature of being upgraded from primary to lower and upper basic schools in 2006. Two research questions were raised and answered while two hypotheses were formulated and tested using percentages and Pearson Product moment correlation statistic at .05 level of significant respectively. The findings revealed that there was significant relationship between factors and educational policy implementation in basic schools in Ilorin west local government area, kwara State. It was recommended among others that; Political elite should be committed in will power to provide the needed facilities for UBE as stated in the white paper, relevant sectors and ministries such as National Directorate of Employment (NDE), Central Bank of Nigeria (CBN), River Basins, Agricultural Institutes, Research Institutes and donor agencies should link up with UBE schools in the supply of equipments, training and employment of teachers and recipients of the programme, School administrators should invite individuals, industries, firms, market women, trade association, artisans and professional groups within the locality as part of management to constitute diverse committees of ensuring UBE success, the constituted management in various committees should ensure compliance for image promotion in providing schools with relevant aid as technical advice, financial, skills germane to reduce inequalities, dependencies and so on the intending beneficiaries of UBE.
EFFECT OF CONCRETE-REPRESENTATIONAL-ABSTRACT ON PUPILS' ACADEMIC PERFORMANCE IN NUMERACY IN MORO LOCAL GOVERNMENT AREA, KWARA STATE, NIGERIA
(2022) Lukman Ajanaku HAMMED, Olumuyiwa Ayobami AJAYI (Ph.D.) & Kayode Ezecheal OBAFEMI
The study examined the effects of concrete-representational-abstract on pupils' academic performance in numeracy in Moro Local Government Area, Kwara State. The researcher adopted pre-test, post-test, non-equivalent control group quasi-experimental research design. The population comprised all primary school pupils in Moro Local Government. Three public and three private primary three classes were sampled. Three instruments were used for this study. Instructional Guide on Concrete-representational-abstract (IGCRA), Instructional Guide on Conventional Teaching Method (IGCTM) and Test on pupils' Numeracy Academic Performance (TPNAP). Seven research hypotheses were formulated and tested at 0.05 level of significance. Data were analysed using the Analysis of CoVariance (ANCOVA). The findings of the study revealed that there was significant main effect of treatment on pupils' academic performance in numeracy (F = 76.186; P < 0.05). (1; 64) There was no significant main effect of gender on pupils' academic performance (F = (1; 64) 0.001; P > 0.05There was no significant main effect of school type on pupils' academic performance in numeracy (F = .651; P > 0.05).There was no significant interaction (1; 64) effect of treatment and gender on pupils' numeracy academic performance (F = .245; P (1; 64) > 0.05). There was no significant interaction effect of treatment and school type on pupils' numeracy academic performance (F = .856; P > 0.05).There was no significant (1; 64) interaction effect of gender and school type on pupils' numeracy academic performance (F (1; = 1.225; P > 0.05). There was no significant interaction effect of treatment, gender and 64) school type on pupils' numeracy academic performance (F = .796; P > 0.05). The study (1; 64) concluded that concrete-representational-abstract could be adopted for teaching Numeracy to improve academic performance at the primary school level. Based on the findings of the study, was recommend that adoption of this strategy should be made for teaching numeracy
Improving Academic Achievement of Pupils in Basic Science and Technology: Differentiated Instruction as the Panacea
(International Journal of Academic and Applied Research (IJAAR), 2022) Obafemi, K. E., & Olawole, O. A.
The study investigated the effect of differentiated Instruction on pupils' academic performance in Kwara State. The study made use a pretest posttest control group quasi-experimental research design. Two (2) government primary schools were randomly selected to participate in the study. One validated and reliably tested research instrument titled 'Achievement Test Basic science and Technology (ATBST) was used. Three (3) research hypotheses were tested with Analysis of Covariance (ANCOVA). The findings of the study revealed that treatment had significant effect on pupils' academic performance (F (1; 84) = 1795.319, P < 0.05) in basic science and technology. However, gender (F (1; 84) =.002; P > 0.05) did not have significant effect on pupils' academic performance. And Finally, The interaction of treatment and gender did not have any significant effect on pupils' academic performance (F (1; 84) =.541; P > 0.05). It was concluded that differentiated instruction can improve academic performance of pupils. It was suggested that instructors be trained in the use of differentiated instruction.
EFFECT OF CONCRETE-REPRESENTATIONAL-ABSTRACT ON PUPILS' ACADEMIC PERFORMANCE IN NUMERACY IN MORO LOCAL GOVERNMENT AREA, KWARA STATE, NIGERIA
(Obafemi Awolowo University, 2022) AJAYI, O. A., HAMMED, L. A., & OBAFEMI, K. E.
The study examined the effects of concrete-representational-abstract on pupils' academic performance in numeracy in Moro Local Government Area, Kwara State. The researcher adopted pre-test, post-test, non-equivalent control group quasi-experimental research design. The population comprised all primary school pupils in Moro Local Government. Three public and three private primary three classes were sampled. Three instruments were used for this study. Instructional Guide on Concrete-representational-abstract (IGCRA), Instructional Guide on Conventional Teaching Method (IGCTM) and Test on pupils' Numeracy Academic Performance (TPNAP). Seven research hypotheses were formulated and tested at 0.05 level of significance. Data were analysed using the Analysis of Co Variance (ANCOVA). The findings of the study revealed that there was significant main effect of treatment on pupils' academic performance in numeracy (F = 76.186; P < 0.05). (1; 64) There was no significant main effect of gender on pupils' academic performance (F = (1; 64) 0.001; P > 0.05There was no significant main effect of school type on pupils' academic performance in numeracy (F = .651; P > 0.05).There was no significant interaction (1; 64) effect of treatment and gender on pupils' numeracy academic performance (F (1; 64) = .245; P > 0.05). There was no significant interaction effect of treatment and school type on pupils' numeracy academic performance (F = .856; P > 0.05).There was no significant (1; 64) interaction effect of gender and school type on pupils' numeracy academic performance (F (1; = 1.225; P > 0.05). There was no significant interaction effect of treatment, gender and 64) school type on pupils' numeracy academic performance (F = .796; P > 0.05). The study (1; 64) concluded that concrete-representational-abstract could be adopted for teaching Numeracy to improve academic performance at the primary school level. Based on the findings of the study, was recommend that adoption of this strategy should be made for teaching numeracy
Effect of Blended Instructional Method on Pupils’ Academic Achievement in Social Studies in Ilorin West Local Government Area of Kwara State
(A2Z Edu-Learning Hub, 2022) Obafemi, K. E.
In many fields, including pedagogy, technology has had a significant impact. The use of synchronous and asynchronous digital tools in instructional processes exemplifies this trend. The combination of face-to-face classroom instruction with computer mediated activities to deliver instruction characterized blended instructional method. Hence, the study investigated the effect of blended instructional method on the pupils' academic performance in social studies in Kwara State. The study adopted a pretest posttest control group quasi-experimental research design. The population used contains of all pupils in upper basic education in llorin West Local Government Area Kwara State. The simple random sampling technique was used to select two (2) private schools which were used in the study. One instrument titled Social Studies Achievement Test (SSAT) was validated and tested for reliability. Three research hypotheses were tested with analysis of Covariance (ANCOVA) at 0.05 level of significance. The findings of the study revealed that treatment had significant effect on pupils' academic achievement in social studies. However, gender did not have significant effect on pupils' academic achievement in social studies and there was no significant interaction effect of treatment and gender on pupils' academic achievement in Social Studies. Based on the findings, it was concluded that blended instructional method can improve academic achievement of pupils in social studies. It was therefore recommended that blended instructional method should be employed as a method of teaching social studies. School owners should organize and sponsor their teachers to attend workshop and training on the use of blended instructional method.
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.
Effect of Blended Instructional Method on Pupils’ Academic Achievement in Social Studies in Ilorin West Local Government Area of Kwara State
(A2Z Edu-Learning Hub, 2022) Obafemi, K. E.
In many fields, including pedagogy, technology has had a significant impact. The use of synchronous and asynchronous digital tools in instructional processes exemplifies this trend. The combination of face-to-face classroom instruction with computer mediated activities to deliver instruction characterized blended instructional method. Hence, the study investigated the effect of blended instructional method on the pupils' academic performance in social studies in Kwara State. The study adopted a pretest posttest control group quasi-experimental research design. The population used contains of all pupils in upper basic education in llorin West Local Government Area Kwara State. The simple random sampling technique was used to select two (2) private schools which were used in the study. One instrument titled Social Studies Achievement Test (SSAT) was validated and tested for reliability. Three research hypotheses were tested with analysis of Covariance (ANCOVA) at 0.05 level of significance. The findings of the study revealed that treatment had significant effect on pupils' academic achievement in social studies. However, gender did not have significant effect on pupils' academic achievement in social studies and there was no significant interaction effect of treatment and gender on pupils' academic achievement in Social Studies. Based on the findings, it was concluded that blended instructional method can improve academic achievement of pupils in social studies. It was therefore recommended that blended instructional method should be employed as a method of teaching social studies. School owners should organize and sponsor their teachers to attend workshop and training on the use of blended instructional method.
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

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