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- ItemTeaching-Learning Process: A Veritable Tool for Classroom Management in Kwara State Secondary Schools(Journal of Teaching and Teacher Education (JTTE), 2018) Fashiku, C. O., Okotoni, C. A., & Yusuf, A. A. (2018)The study was carried out to investigate teaching and learning process as a veritable tool for classroom management in Kwara State public junior secondary schools. The descriptive survey design was used in the study. The population of the study comprised all the principals and teachers in 430 in Kwara State secondary schools. The sample comprised 500 respondents which included 50 principals and 450 teachers who were proportionally and randomly selected from 50 public junior secondary schools in the State. Two sets of research instruments were used to collect data for the study. A validated self-designed questionnaire titled ‘Teaching-Learning Process Questionnaire’ (TLP) was used to collect information from the respondents and Observation schedule titled ‘Teachers’ Effectiveness Observation Schedule’ (TEOS) to collect additional information in the study. The reliability index of the questionnaire was 0.89. Data collected were analyzed using frequency counts, percentage scores and t-test statistics. The hypothesis formulated was tested at 0.05 level of significance. Results indicated that, student-centered approach was found to be predominantly used by the teachers. The result showed that students’ centered approach was very effective, 82% and teachers’ centered 69% was moderately effective respectively in classroom control and management in public secondary schools in Kwara State. The results further showed that there was no significant difference in teacher-centered and student-centered approaches to teaching in classroom management in public junior secondary schools in kwara State N = 500, tcal. = 1.82, ttab= 1.96, p <.05. The study concluded that, student-centered approach of teaching was predominantly used by teachers in Kwara state junior secondary schools. It was therefore recommended that teachers should make teaching in the classroom more interesting through the use of child-centered approach as the situation demands in order to achieve effective classroom control and management in Kwara State public junior secondary schools.
- ItemApplication of Scientific Management Principles for Effective Management of Higher Institutions in Nigeria(Singaporean Journal of Business Economics and Management Studies (SJBEM),, 2018) Yusuf, S., Jimoh A., Sani, I. M., & Yusuf, A. A.For resources allocated to organization to be appropriately managed, it requires the dexterity of dynamic and focused people who are versed with various management theories and principles. It is against this background that this study examines the need for the application of Fredrick Wislow Taylor’s scientific management principles for efficient and effective management of higher institutions (universities, colleges of education and polytechnics) in Nigeria. The study highlighted lack of proper implementation of good educational policies, lack of adequate funding, misappropriation of funds, brain drain and poor monitoring and evaluation as some of the major problems inhibiting against higher institutions in Nigeria. To ensure that the challenges are addressed, the study suggests the need for proper application of Wislow Taylor’s scientific management principles (planning, organising, staffing, budgeting and controlling) for efficient and effective management so that the goals and objectives of higher institutions in Nigeria can be achieved.
- ItemPROFESSIONAL DEVELOPMENT PROGRMME: A VERITABLE TOOL FOR IMPROVING TEACHERS'PRODUCTIVITY IN NORTH CENTRAL ZONE PUBLIC JUNIOR SECONDARY SCHOOLS, NIGERIA(Bulgarian Journal of Science and Education Policy,, 2016) Yusuf, A. A., & Fashiku, C. O. (2016)The study was on Professional Development programme: A tool for improving teachers’ productivity in junior secondary schools in North Central Geo-political Zone of Nigeria. The design of the study was a descriptive survey carried out ex-post factor. The population of the study comprised all the teachers and principals in public junior secondary schools of the studied Geo-political Zone. The sample of the study was made up of 975 principals and teacher respondents who were randomly selected from 75schools in the studied area. Two research questions were raised and two hypotheses were formulated to guide the study. A self-designed questionnaire titled “Professional Development Programme and Teachers’ Productivity (PDPTP)” as well as interview scheduled titled “Approaches to Professional Development” (APD) were used to elicit information from the respondents. The instruments were validated by six experts from two Departments in Faculty of Education of Obafemi Awolowo University. The reliability of the questionnaire was ensured through test re-test method which yielded a reliability coefficient of 0.72. This was considered high enough for use. The data collected was analyzed using percentage and Pearson’s Product Moment Correlation statistical method of data analysis. The study revealed that; cluster type seminar, mentoring, on-the-job training and in-service training approaches among others, were used by the government in teachers’ professional training programme. Also, teachers were found to be selected for professional development programme based on their; qualifications, years of experience, subjects taught and areas of specialization. A significant relationship existed between professional development programme and teachers’ productivity in junior secondary schools of North Central geo-political Zone of Nigeria (r tab=0.785,r cal.0.195) at 0.05 level of significance. In view of the findings of the study, it was concluded that, teachers’ professional development programme improved teachers’ productivity in junior secondary schools of North Central geopolitical Zone of Nigeria. It was therefore recommended that government should not relented efforts in Professional Development Programme of every teacher as it is germane to their productivity in the geo-political Zone.
- ItemChallenges And Prospects in The Efficacy of Technologies in The Transformation of Education for Tertiary Institutions in Nigeria(Afrotropic Discourse and Beyond, AMultidisciplinary journal of the Association of West African Universities, 2024-11-09) Abubakar Abiola YUSUF; Muritala Adaramaja SHEUAround the world, the importance of integration of emerging technologies such as artificial intelligence, robotics, and blockchain cannot be underscored, as these technologies are presumed to play a pivotal role not only in revolutionizing traditional educational paradigms but also in enhancing various aspects of the academic experience, and thereby contributing to the overall growth and development of tertiary institutions. It is on this premise that this study explored the efficacy of emerging technologies, delving into considering the transformation of education for tertiary institutions in Nigeria. First, the study provides a brief literature review on emerging educational technologies such as artificial intelligence, robotics, and blockchain. Next, it presented Technology Acceptance model (TAM) as theoretical contribution. Thereafter, it demonstrated that fear of job disruption, inadequate technology infrastructures, insufficient allocation of funds, and shortage of trained technology professionals, privacy and security concerns, and resistance to change were identified as some of the challenges of most of the tertiary institutions as a result of the use of different technologies. Furthermore, the prospects for transformation of education for tertiary institutions includes: personalized learning experiences, enhanced teaching, transparency and accountability, collaborative research opportunities, and administrative efficiency and resource management. It was concluded that appropriate utilization of emerging technologies such as artificial intelligence, robotics, and blockchain would offer exciting opportunities for innovative learning experiences in the institutions. It was suggested that stakeholders in education sectors should collaborate with non-governmental organizations and technology developers through continued research and development to ensure the transformation of education propelled by innovative technological advancements.
- ItemRELATIONSHIP AMONG COGNITIVE STYLES OF FIELD INDEPENDENCE, FIELD DEPENDENCE AND SENIOR SECONDARY STUDENTS' ACHIEVEMENT IN MATHEMATICS IN ILORIN EAST LOCAL GOVERNMENT, KWARA STATE(JOURNAL OF CURRENT RESEARCH IN EDUCATION, 2023) Yunusa kayode, SAADU, Muritala Adaramaja SHEUMathematics is key to science and technological development of any nation. Research has revealed the downward trend in students' performance in Mathematics and this has been partly traced to teacher and learner-related factors. Therefore, this study investigated the relationship between cognitive styles of field independence/ field dependence and students' achievement in Mathematics in Ilorin East Local Government, Kwara State. The objectives of the study were to assess: (i) students' profile of academic achievement (ii) students' cognitive styles (FI/FD) (iii) the relationship among field independence, field independence and students' achievement in Mathematics. The study adopted a descriptive research design of correlational type. The sample comprised 270 students III in Ilorin East, Kwara State. An adapted version of FI and FD Scale by Wyss (2002) and an adopted Mathematics Performance Test in WAEC May/June 2022 multiple choice past questions were used for data collection. The reliability coefficients and face and content validity of the instruments were determined. The data collected were analyzed using frequency count, percentage, and Multiple regression at 0.05 level of significance. The findings of the study revealed a significant positive relationship among field independence/ field dependence and students' achievement in 2 Mathematics (R =.041; F=5.684, p 0.05). The study concluded that students' academic performance in Mathematics has positive relationship with students' cognitive styles of field independence and field dependence. The implication of this study is that students' cognitive style is a positive factor of students' achievement in Mathematics. It was recommended among others that stakeholders, especially teachers, should take into account students' cognitive styles and adapt their teaching methods to suit the learners' cognitive styles especially in teaching mathematics.