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    Effect Of Personalized Instruction Strategy On Pupils’ Academic Achievement In Numeracy In Ilorin West Local Government Area Of Kwara State
    (International Journal of Educational Research & Social Sciences, 2024) Azeez Arisekola Salman; Ojo Ajibola Elisha
    This study focused on effect of personalized instructional strategy on pupils academic achievement in Ilorin West Local Government Area of Kwara State. The study adopted pre test post-test control group quasi-experimental research design. A factorial design of 2X2 was adopted for the study. The population comprises of all public and private primary schools pupils. The sample size were four primary three classes. First, all the schools were divided into two strata (Private and Public), and Purposive sampling technique was used to select (2) public and (2) private schools using intact class. Three research instruments were used titled: Pupils’ Numeracy Achievement Test (PNAT) with two treatment packages, Instructional Guide for Personalized Instruction (IGPI) and Instructional Guide for Conventional Method (IGCM). Instruments were subjected to face and content validity by some selected numeracy. Test re-test method of reliability was used. Thereafter, Pearson Product Moment Correlation (PPMC) was used to determine the reliability index of (r=.71). Three research hypotheses were formulated and tested at 0.05 level of significance. The demographic data of the participants, were analyzed using frequency counts, mean, and percentage while the research hypotheses were tested, using analysis of co-variance (ANCOVA) at 0.05 level of significance. The finding revealed among others that there was a significant main effect of treatment on pupils’ academic achievement in Numeracy in Ilorin West Local Government, Kwara State (F (1; 129) = 10.175, P< 0.05). Those exposed to Personalized Instruction (15.726) performed significantly higher than those exposed to conventional method (14.667). Based on the findings of this study, it can be explicitly stated that personalized instructional strategy can enhance better performance in Numeracy than the traditional method of teaching and learning. Recommendation were made among others, Numeracy teachers should be enlightened on the effectiveness of personalized instructional strategy on pupils’ academic performance in Numeracy.
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    INTERFAITH DIALOGUE AND UNDERSTANDING: A POSSIBLE CONSEQUENCE OF ARISING SINGLE FAITH SCHOOLS IN ILORIN METROPOLIS, KWARA STATE
    (INTERFAITH DIALOGUE AND UNDERSTANDING: A POSSIBLE CONSEQUENCE OF ARISING SINGLE FAITH SCHOOLS IN ILORIN METROPOLIS, KWARA STATE, 2024-12) 1Hafees Tosin Sulyman, 2Sheriffdeen Omotayo Folorunsho, 3Fatimat Abiodun Jimoh, 4Jawad Olosunde & 5Bakare Abdullahi 1Department of Early Childhood and Primary Education, Faculty
    The rise of single faith schools in Ilorin Metropolis, Kwara State, Nigeria, may have unintended consequences in a very diverse country like Nigeria where religion matters remain very sensitive and can greatly impact interfaith understanding. This study examined the impact of single faith schools on pupils’ interfaith understandings. The research investigates whether exposure to a single-faith school environment fosters interfaith understanding or reinforces religious boundaries. Descriptive, survey research design was used. 174 pupils were selected for this study from privately owned single faith and conventional schools using stratified sampling technique. Rating scale was used as the research instrument. One research question and two hypotheses were formulated and tested at 0.05 level of significance. The findings revealed that pupils from single faith schools have a low level of interfaith religion understanding. Also, there was no significant difference in interfaith religion understanding of pupils’ based on gender. The researcher therefore recommends that the unintended consequences of the rising numbers of single faith schools in the metropolis should be evaluated as Nigeria remains a country which is largely still sensitive to religious issues. Also, single faiths should make deliberate effort to teach and promote interfaith dialogue in their schools and the country needs all her citizens to understand and be tolerant to other religions.
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    INTERFAITH DIALOGUE AND UNDERSTANDING: A POSSIBLE CONSEQUENCE OF ARISING SINGLE FAITH SCHOOLS IN ILORIN METROPOLIS, KWARA STATE
    (A PUBLICATION OF THE CENTRE FOR RESEARCH, INDUSTRIAL LINKAGE AND INTERNATIONAL COOPERATION, AL-HIKMAH UNIVERSITY, ILORIN, KWARA STATE, NIGERIA, 2024-12-30) Hafees Tosin Sulyman, Sheriffdeen Omotayo Folorunsho, Fatimat Abiodun Jimoh, 4Jawad Olosunde & Bakare Abdullahi
    The rise of single faith schools in Ilorin Metropolis, Kwara State, Nigeria, may have unintended consequences in a very diverse country like Nigeria where religion matters remain very sensitive and can greatly impact interfaith understanding. This study examined the impact of single faith schools on pupils’ interfaith nderstandings. The research investigates whether exposure to a single-faith school environment fosters interfaith understanding or reinforces religious boundaries. Descriptive, survey research design was used. 174 pupils were selected for this study from privately owned single faith and conventional schools using stratified sampling technique. Rating scale was used as the research instrument. One research question and two hypotheses were formulated and tested at 0.05 level of significance. The findings revealed that pupils from single faith schools have a low level of interfaith religion understanding. Also, there was no significant difference in interfaith religion understanding of pupils’ based on gender. The researcher therefore recommends that the unintended consequences of the rising numbers of single faith schools in the metropolis should be evaluated as Nigeria remains a country which is largely still sensitive to religious issues. Also, single faiths should make deliberate effort to teach and promote interfaith dialogue in their schools and the country needs all her citizens to understand and be tolerant to other religions.
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    THE EFFECTS OF DIGITAL STORYTELLING ON PUPILS' ACADEMIC ACHIEVEMENT AND LEARNING RETENTION IN LITERACY IN KANO STATE, NIGERIA
    (Journal of Current Research in Education, 2023-03-01) Musa Lawan, Dr. Usman Tunde Saadu, Dr. J. S Maman, & Dr. Adedayo Adesokan
    This experimental research aimed to examine the influence of incorporating rhymes into literacy instruction on the learning retention and academic achievement of pupils in Kano State, Nigeria. The study adopted a pretest-posttest control group design and involved 103 pupils (50 in the experimental group and 53 in the control group) selected from primary schools within Kano State. The experimental group received instruction enriched with rhymes, while the control group received conventional instruction. By employing t-tests for comparative analysis of the mean scores between the two groups, the findings revealed that pupils exposed to rhymes during instruction exhibited significantly improved learning retention and academic achievement when compared to those exposed to traditional instruction. This suggests that the incorporation of rhymes in literacy instruction positively impacts pupils' learning outcomes. The implications of these results underscore the advantages of integrating rhymes into literacy education. Such an approachcan effectively enhance pupils' engagement and comprehension, contributing to improved learning retention. Moreover, the findings advocate for the adoption of interactive and engaging teaching methods, such as the use of rhymes, to foster a conducive learning environment. In the context of Kano State, Nigeria, where educational resources may be limited, the incorporation of rhymes represents a cost-effective and culturally relevant strategy for promoting effective literacy instruction and academic success among pupils. These findings serve as a valuable resource for educatorsand policymakers, highlighting the potential of innovative teaching approaches to advance educational outcomes in the region.