Scholarly Publication
Permanent URI for this collection
Browse
Recent Submissions
- ItemNUMERACY ANXIETY AS A CORRELATE OF PUPILS’ ACADEMIC PERFORMANCE IN ASA LOCAL GOVERNMENT AREA, KWARA STATE(Department of Early Childhood and Primary Education, KWASU, 2024-05-15) Usman Tunde SAADU, Hafees Tosin SULYMAN & Abdulkadir Tunde AREMUThis study investigated numeracy anxiety as a correlate of pupils’ academic performance in Asa local Government, Kwara State. The study adopted correlational research design. The population for the study comprised2,711basic five pupils in both public and private basic schools. Krejcie and Morgan (1979) table was used to determine the total number of 335 basic five pupils in both public and private basic schools in Asa Local Government Area, Kwara State. Two instruments were used for the study “Numeracy Anxiety Scale” (NAS) and Numeracy Academic Performance Test (NAPT)were subjected to validity by the experts in Department of Early Childhood and Primary Education Kwara State University, Malete and a test-re-test reliability procedure was used to determine the reliability index of NAS (r=0.76).One research question was raised using descriptive statistic of percentage and mean and three research hypotheses were formulated using PPMC to test hypothesis one while t-test to test hypotheses two and three at 0.05 level of significance. The findings of the study revealed that numeracy anxiety had a significant relationship on pupils’ academic performance (r= .161; p<0.05). However, gender (t = 6.637; p > 0.05) and school type (t = 2.103; p > 0.05) did not have significant difference in pupils’ numeracy anxiety in Asa local Government. The study concluded that numeracy anxiety determined pupils’ academic performance. Also, gender and school type had no influence on pupils’ numeracy anxiety. It was recommended that teachers should provide support for pupils who experience numeracy anxiety through one-on-one support, in order to build their confidence and skills in handling numeracy and to improve their academic performance.
- ItemINVESTIGATING ROLES OF QUALITY EDUCATION IN MITIGATING ANTI-SOCIAL BEHAVIOR AMONG YOUTHS IN KWARA STATE(Deapartment of Early Childhood and Primary Education, KWASU, 2024-05-15) Dr. Ibrahim Ali Lafiagi, Dr. Abdullahi Ibrahim Salah-Deen,Immoralities are in commonplace in the world, and Nigeria is no exception and education is only an effective healing to them. This paper investigates the roles of quality education on reducing antisocial behaviors in Kwara State, Nigeria. The researchers purposively sampled 800 respondents who were selected among families residing in five towns of Agbede polygate, Akewushola, Boyi, Lajolo, and Malete in Moro Local Government Area of Kwara State. The study adopted survey research design. The research instrument used for the study was adapted and modified from prior study of Wall Myers, Sellbom and Goodwin (2013) measuring juveniles and college students’ delinquencies and antisocial conducts respectively. The adapted and modified survey questionnaire named Educational Intervention to Antisocial Behaviors (EITAB) used for this study, contains 10-item self-report inventory to reliably assess educational interventions in combating antisocial behaviors among youths in the study areas. The analysis of this study was in two ways namely; the descriptive and Inferential statistics of the Linear Regression Analysis run with the Statistical Package for Social Sciences (SPSS) software version 21 for windows by Newest. The psychometric property of the research instrument showed the Cronbach Alpha reliability of 0.76. One research question and one hypothesis were formulated for the study. The findings of the study revealed that, quality education is a lasting solution to curbing anti-social behavior according to the majority of the respondents. Additionally, the findings of the study showed that, quality education significantly reduces social vices 74% as revealed by the adjusted R Square in our environments (F=.652, p=.002). However, educational strategies such as the implementation of life-skills programmes, access to educational resources and provision of positive messages in the media could potentially reduce the prevalence of social vices in Nigeria. The paper concludes y considering the implications for further research and for practitioners working to alleviate anti-social behaviors in Nigeria. The study ecommended among other things, excellent implementation of education policies that touch on societal development free of anti-social behaviors. In addition, there should be the provision of quality education to all Nigerians irrespective of religion, tribes, gender, region and languages, and particularly, youths’ inclusion in education. Quality education is to be given priority by the state governments in Nigeria not only to Kwara State in order to avoid development of social vices at all levels and education systems are to be given good attention in upholding Universal Basic Education System funded by the Federal government of Nigeria.
- ItemSPECIAL NEEDS EDUCATION IN NIGERIA: QUALITY OF ITS SERVICE DELIVERY FOR CHILDREN WITH DISABILITIES IN ONDO STATE PRIMARY(Department of Early Childhood and Primary education, KWASU, 2024-05-15) Oluwaseun Temitope, LAWAL PhDSpecial Needs Education in Nigeria takes place majorly in formal school environment like other regular schools. This implies that the quality of its service delivery must not be different from regular education in the country. This study investigated the quality of service delivery provided for Children with Disabilities in Ondo State Nigeria. It adopted survey research design and the population consisted of all the children in the four public primary schools providing education for children with disabilities in the state. The respondents for the study comprised 4 Head Teachers and 8 Assistant Head Teachers in the schools. Purposive sampling technique was used to select the respondents. An instrument named Quality of Education Service Delivery for Children with Disabilities Checklist (QESDCDC) and interview was used. Data were analysed using frequencies, percentages and content analysis. The result showed that there was low provision of schools for CwDs, the children were not going through screening assessment before placing them in classes, the children classrooms were overcrowded and the curriculum available was inappropriate. The study concluded that the quality of education service delivery provided for CwDs in Ondo state needs urgent improvement and attention by the State and Local Government.
- ItemEFFECT OF ROUND ROBIN INSTRUCTIONAL STRATEGY ON PUPILS’ ACADEMIC PERFORMANCE IN NUMERACY IN ILORIN SOUTH LOCAL GOVERNMENT AREA OF KWARA STATE(DEPARTMENT OF EARLY CHILDHOOD EDUCATION, KWASU, 2024-04-17) Kayode Ezecheal Obafemi, DR Hafees Tosin SULYMAN, Abdulakeem BABAThis study investigated the effects of Round Robin teaching strategy on pupils’ academic performance in numeracy in Ilorin South Local Government area of Kwara State. The study adopted a pre-test, post-test control group quasi-experimental design. Total number of 79 pupils were sampled from four selected schools in both public and private primary schools in Ilorin South Local Government area of Kwara State. Two instruments were used in the study, round robin instructional strategy treatment guide and ‘Numeracy Academic Performance Test (NAPT)’ were subjected to validity by the experts in department of early childhood and primary education Kwara state university, Malete and test-re-test reliability procedure was used to determine the reliability index of (r=0.78) was determined using Pearson Product Moment Correlation (PPMC). Four research hypotheses were raised and tested using inferential statistics of Analysis of Covariance (ANCOVA). The findings of the study revealed that round robin instructional strategy had significant effect on pupils’ academic performance (F (1; 70) = 13.976; P < 0.05) in numeracy. However, another finding also revealed that there was no significant main effect of round robin treatment and gender on pupils’ academic performance in Numeracy (F (1; 70) =1.077; P >0.05). Another finding reveled that there was no significant interactive effect of treatment and school type on pupils’ academic performance in Numeracy (F (1; 70) =13.390; P >0.05). Lastly, the finding revealed that there was no significant interactive effect of treatment, gender and school type on pupils’ academic performance in Numeracy(F (1; 70) =.028; P >0.05). The study concluded that round robin can improve pupils’ academic performance in numeracy. Itwas recommended that the teacher should adopt the use of round robin instructional in teaching numeracy in their classroom. Also, Curriculum planners should incorporate the Round Robin teaching strategies in the preservice teachers’ program. Also, government and private school owners should organize or sponsor teachers to attend workshop or conference on the use of round robin instructional strategy.
- ItemTEACHERS’ PERCEPTION OF THE CAUSES AND MANAGEMENT OF READING DIFFICULTIES AMONG PRIMARY SCHOOL PUPILS IN KABO LOCAL GOVERNMENT OF KANO STATE(DEPARTMENT OF EARLY CHILDHOOD AND PRIMARY EDUCATION, KWASU, 2024-04-17) Dr. Usman Tunde SAADU, Dr. Ezekiel Kayode OBAFEMI, Aminu Kabo YUSUFThis study investigates teachers' perceptions of the causes and management of reading difficulties among primary school pupils in Kabo Local Government Area of Kano State descriptive survey design was used, with 260 teachers selected using simple random sampling. Two uestionnaires were designed: the Questionnaire for Teachers' Perception of the Causes of Reading Difficulties (QTPCRD) and the Questionnaire for Teachers' Perception on how to Manage Reading Difficulties (QTPMRD). The validations of the two Questionnaires were carried out by the lecturers from the department of Early Childhood and Primary Education, Faculty of Education, Kwara State University. The reliability of QTPCRD and QTPMRD were established by using test-retest method and the coefficients were 0.74 and 0.78 respectively. However, the study, revealed that, lack of child’s interest, professional teachers, reading materials and absenteeism were the major causes of reading difficulty. Furthermore, frequent reading , identifying the sound of the letters and words before pronunciation, encouraging independent reading to the child, and teaching pupils different types of grammar were the major ways of managing reading difficulties among primary schools pupils. However, the study revealed that There was no significant difference in the perception of teachers of the causes of reading difficulties among primary school pupils based on school type (t = .526; df = 258; p > 0.05). And also revealed that There was no significant difference in the perception of teachers on how to manage reading difficulties among primary school pupils based on School type (t = -1.171; df = 258; p > 0.05). the study conclusively shows that lack of child’s interest, professional teachers, reading materials and absenteeism by the child were the causes of reading difficulties. However, frequent reading to the child and identifying the sound of the letters and words before pronunciation were the ways of managing reading difficulties. Some recommendations were made: Teachers should use different methods to develop and retain pupil’s interest in order to avoid reading difficulty among primary schools’ pupil.