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- ItemA COMPARATIVE ANALYSIS OF EARLY CHILDHOOD AND PRIMARY EDUCATION STUDENTS’ ACADEMIC PERFORMANCE BEFORE AND DURING COVID-19 PANDEMIC IN KWARA STATE UNIVERSITY, MALETE(Association of Business Educators of Nigeria, 2022-10) Lukman Ajanaku HAMMED, Florence Ibukun AJIBOYE & Mary Oladamola ADEBOYEThe Covid-19 pandemic has led to major disruptions in social and economic activities as well as educational sector in all countries of the world. The primary aim of this study was to conduct a comparative analysis of Early Childhood and Primary Education students’ academic performance before and during Covid-19 Pandemic in Kwara State University, Malete. The research design used was descriptive research design. The respondents were 150 students and were purposively selected. The research instrument was Proforma on Students Academic Achievement (PSAA). Five hypotheses were tested at 0.05 level of significance. Data obtained from respondents were analyzed through the use of descriptive statistics (percentages and frequency counts) and inferential statistics (t-test and Hypothesis (Analysis of Variance). The results of this investigation showed that there was no significant difference between students' academic performance before and during the COVID-19 pandemic. Since female students perform better than male students, there was a significant difference in academic performance between students before and during the COVID-19 pandemic depending on gender (t-cal was 0.19, degree of freedom 148, F was 1.92, and significant level of 0.01, P0.05). Students' academic performance differed significantly between before and during the COVID-19 pandemic based on level since 300L (F (2,149) = 0.537; P 0.05).students perform better than 200l and 400l. Based on the research findings, Researchers recommended that, governments, policy makers and curriculum planners should modify curriculum to accommodate both physical and virtual learning, parents should provide technological(teaching and learning) tools to enable their children to meet the standard of 21st century teaching and learning, teachers should update their knowledge on daily basis.
- ItemA 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.
- ItemAN 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 SULYMANChildren 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.
- ItemAssessment of Environmental Factors Militating Against Achievements of University Objectives in Nigeria(International Journal of Academic Multidisciplinary Research (IJAMR), 2022-09-19) BASHIR, B. T. 1 , Arisekola Azeez SALMAN2 , ISSAH, J.The significance of environment as an activity of human phenomenon is being underestimated in the commitment towards the achievement of university objectives in Nigeria. This paper explored the barriers militating against achievement of university objectives in Nigeria. A descriptive survey with population of 77,315 which comprised of university management staff, academic staff and non-academic for the 128 universities in Nigeria as at 2017. Based on the multistage sampling procedure, universities were clustered into six geopolitical zones while 18 were selected on the purpose of ownership. The study adopted KENPRO (2012) sampling size table for 384 respondents. Three research questions were raised while one hypothesis was formulated. These were answered and tested using percentage and analysis of Variance (ANOVA) statistic at .05 level of significant. The findings shows that there exist differences between environmental issues and achievements of universities objectives in Nigeria. It concludes that; inadequacies in resources not in tandem with societal needs, overemphasis on theoretical knowledge and no relevancy in curriculum designed with oversight on moral value made it difficult for the achievement of university objectives in Nigeria. The study recommends among others that; universities through parent body to address structures, systems, processes and regulations to be societal relevance in areas of recruitment of qualified staff, involvement of parents and students representatives in decision making; strengthen internal efficiency universities by having a clear understanding of needs in terms of manpower requirement for selection of priorities, capacities and capabilities in response to sectors demand; universities to build up innovation through linkage with alumni, professional bodies, Non-governmental agencies and employers on curriculum design, delivery and assessment, and work based learning to provide specific training and employment galore.
- ItemAssessment 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.
- ItemCHILDHOOD EDUCATION UNDERGRADUATES’ ATTITUDE TOWARDS LEARNING MANAGEMENT SYSTEM IN KWARA STATE(A2Z Edu-Learning Hub, 2023) Obafemi, K. E., Olayonu, O. O., & Obafemi, T. O.This study examined the attitudes of undergraduate students in Childhood Education towards learning management systems in Kwara State, Nigeria. A descriptive survey research design was employed and a multi-stage sampling technique was used to select 507 participants. Data was collected using the Questionnaire on Childhood Education Undergraduates' Attitude towards Learning Management System (QCEUALMS), which was validated and tested for reliability (r=0.74). One research question and one hypothesis were developed to guide the study. The collected data was analyzed using percentage, mean, and independent t-test. The findings revealed that undergraduate students in Childhood Education had a positive attitude towards learning management systems in Kwara State. In addition, it was found that there was no significant difference in attitudes towards learning management systems based on gender. Based on these findings, it was concluded that undergraduate students in Childhood Education, regardless of their gender, hold a positive attitude towards learning management systems. It was recommended that efforts be made to further encourage the use of learning management systems among these students by providing access to internet facilities
- ItemCHILDHOOD EDUCATION UNDERGRADUATES’ PERCEPTION OF THE EFFECT OF SOCIAL MEDIA ON THEIR READING HABIT(A2Z Edu-Learning Hub, 2023) Obafemi, K. E.This study examined the perceptions of undergraduate students studying childhood education on the impact of social media on their reading habits. The research employed a descriptive survey design and used a multi-stage sampling technique to select 435 participants. A researcher-designed questionnaire, titled the "Questionnaire on the Perceived Effect of Social Media on Reading Habit," was administered and found to be reliable through the use of the test-retest method (r = 0.78). Data were analyzed using percentages, means, and an independent t-test. The results showed that social media has an impact on the reading habits of these undergraduate students, but there was no significant difference in perceptions based on gender. The conclusion was that social media affects the reading habits of childhood education undergraduates, and it is recommended that these students be taught how to use social media in a way that does not negatively affect their reading habits.
- ItemCHILDHOOD EDUCATION UNDERGRADUATES’ PERCEPTION OF THE EFFECT OF SOCIAL MEDIA ON THEIR READING HABIT(A2Z Edu-Learning Hub, 2023) Obafemi, K. E.This study examined the perceptions of undergraduate students studying childhood education on the impact of social media on their reading habits. The research employed a descriptive survey design and used a multi-stage sampling technique to select 435 participants. A researcher-designed questionnaire, titled the "Questionnaire on the Perceived Effect of Social Media on Reading Habit," was administered and found to be reliable through the use of the test-retest method (r = 0.78). Data were analyzed using percentages, means, and an independent t-test. The results showed that social media has an impact on the reading habits of these undergraduate students, but there was no significant difference in perceptions based on gender. The conclusion was that social media affects the reading habits of childhood education undergraduates, and it is recommended that these students be taught how to use social media in a way that does not negatively affect their reading habits.
- ItemCLOSING 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 DAGUNDUROThis 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
- ItemComparative 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 SalmanThe 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.
- ItemDEMOCRACY 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.
- ItemDr(Department of Research & Publications A2ZLearningHub LLP, 2023-04) Usman Tunde SaaduNigeria has embraced the idea of using education as a tool for national development. To achieve remarkable growth and development across all sectors, it is essential to establish a robust educational system that can drive rapid development. Nigeria, as a developing nation, has implemented various educational systems to fulfill its objectives. This paper investigates the components of the 6-3-3-4 educational system, the challenges encountered in its implementation, and offers recommendations to facilitate its full implementation. The effective application of the suggested solutions would bring about significant changes in society, the product of this educational system will shift from being job seekers to job creators, especially among the youth.
- ItemEarly Childhood Education Matters: Comparing Educational Outcomes of Children with and Without Home Instruction for Parents of Preschool Youngsters (HIPPY)(ASEAN Journal of Community Service and Education, 2023) Obafemi, K. E ., Saadu, U. T., Olaniyan, A. O., Sulyman, H. T., Ajayi, O., & Abubakar, O. A.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.
- ItemEarly Childhood Education Matters: Comparing Educational Outcomes of Children with and Without Home Instruction for Parents of Preschool Youngsters (HIPPY)(2023) Usman Tunde SAADUThe 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.
- ItemEarly Childhood Education Matters: Comparing Educational Outcomes of Children with and Without Home Instruction for Parents of Preschool Youngsters (HIPPY)(ASEAN Journal of Community Service and Education, 2023) Obafemi, K. E., Saadu, U. T., Olaniyan, A. O., Sulyman, H. T., Ajayi, O., & Abubakar, O. A.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.
- ItemEffect 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.
- ItemEffect 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.
- ItemEffect of Blended Learning Teaching Strategy on the Academic Performance of Pupils in Social Studies(2022-04) Usman Tunde SAADUOne 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
- ItemEffect Of Classroom Wall Design On Pupl’s Literacy In Ilorin East Local Government Area Of Kwara State(JPIS (Jurnal Pendidikan Ilmu Sosial), 2023-07-07) Dr. Hafees Tosin Sulyman; Aishat Titilayo BabalolaThis study examined the effect of classroom wall design on pupils’ literacy in Ilorin East Local Government Area of Kwara State. Eighty primary two pupil’s in both private and public schools in Ilorin East Local Government Area of Kwara State were selected to participate in this study, the simple random sampling technique was used to select the sample. The research instrument titled Pupil’s Literacy Achievement Test (PLAT)was used for data collection. The research instrument was validated and tested for reliability. The reliability index of PLAT was determined using Pearson Product moment correlation (PPMC) which yielded (0.74) level of significance. Inferential statistics of Analysis of Covariance (ANCOVA) were used. Based on the findings, it shows that classroom wall design had no significant effect on pupil’s literacy, gender had no significant effect on pupil’s literacy, school type had no significant effect on pupil’s literacy, gender and school type had no significant effect on pupil’s literacy, interaction of gender and school type had no significant effect on pupil’s literacy, treatment and school type had no significant effect on pupil’s literacy, classroom wall design, gender and school type had no significant effect on pupil’s literacy in Ilorin East local government Area of Kwara State. It was concluded that learners should be encouraged to learn using classroom wall design, read the words on the wall design every day to improve their literacy
- ItemEFFECT 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
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