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Author(s):
Editor in Chief.
Page No :
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British Journal of Education, Learning and Development Psychology, Volume 6 Issue 1, Complete Issue
Abstract
British Journal of Education, Learning and Development Psychology, Volume 6 Issue 1, Complete Issue
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Author(s):
Happiness A. Elufidipe-Olumide, Justina Ifeoma Ofuebe (PhD), Dike Felix O. (Ph.D)2,.
Page No : 1-11
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Placed-Based Experiences of the Young Adult Inmates in Nsukka Correctional Centre
Abstract
Considering the peculiarities of the young adults in their transition period from adolescence to adulthood, this study aims to explore the place based experiences among young adult inmates in Nsukka Correctional Centre. Exploratory qualitative research design was employed. 15 young adults that have spent between 1 month and 10 years were purposely selected for the study. Informed consent form was signed by the participants after due explanations of the research purpose. Data were collected through face to face in-depth interviews done in a quiet office to maintain privacy. The data were transcribed, analyzed thematically and emergent themes were supported by quotes from the respondents. Findings from the study showed that the young adults were depressed, longed for freedom to become productive, regretted past mistakes and bored of regimented life. Recommendations were made for the reduction of the number of young adult inmates, by ensuring access to opportunities and increased support that enhance restoration from any long-term negative physical and mental health effects of incarceration and skills needed for resilience and effective functioning for sustainable national transformation when re-integrated into the society.
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Author(s):
Philip K. Ikiyei (Ph.D), Enekeme Ayibatari Blessed (Ph.D).
Page No : 12-26
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Student-Teachers’ Interest in the Teaching Profession and the Future of Teaching as a Profession in Nigeria. A Study of Faculty of Education Students, Niger Delta University, Bayelsa State, Nigeria
Abstract
The teaching profession in Nigeria appears to suffer a lot of neglect compared to most other callings. Ironically, it is the teacher that trained all the professionals including the political class that tends to underrate teachers. Most young people seeking admissions would ordinarily consider this noble profession as their last option of study due to the perceived neglect of those already in the teaching system. In view of the above perception, this study was carried out at the Faculty of Education, Niger Delta University, Wilberforce Island, Bayelsa State, Nigeria to ascertain the extent of keen interest and zeal student-teachers would appreciate becoming teachers upon graduation from the university. The study adopted a simple random sampling technique to select 50 students each from the 6 (six) Departments within the Faculty to respond to the 12 items in the instrument developed by the researchers for the study. The instrument was presented to experts in Measurement and evaluation in the Department of Educational Foundations and considered satisfied before they were administered to the randomly selected respondents. In all, 300 respondents among the 300 Level students served as respondents. Two research questions and one null hypothesis were posed and tested to guide the study. Frequency counts, percentages and mean scores of each item collated from the data and analysed were used to arrive at results for the two research questions, while Independent t-test statistics were applied to analyse for results with respect to the hypothesis. The results from the research questions indicated that the majority of the student-teachers were not interested in the teaching profession and would ordinarily opt out for other careers if they are opportuned to do so. However, the result of the hypothesis tested accepted the null hypothesis, indicating that there is no meaningful difference between student-teachers who will be interested in teaching as their future profession upon completion of their course of study and those who may not want to be teachers upon graduation. The study concluded among others that the issues of teacher welfare in terms of regular/prompt payment of salaries and boosting of their morale through motivational incentives and regular training in addition to considering the aptitude of the student’s interest in becoming future teachers should be taken into consideration before they are admitted into the Faculties of Education pursue a course in education. This, no doubt, will check the attrition rate of teacher education graduates and save the future of the teaching profession.
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Author(s):
Adeosun Praise Kehinde (PhD).
Page No : 27-37
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Assessment of Obsessive Compulsive Disorder (OCD) Among the Staff of University of Benin
Abstract
This study is an assessment of Obsessive Compulsive Disorder among the staff of the University of Benin using a descriptive survey research design. It was aimed at gathering relevant information on the occurrence of OCD among the academic and non-academic staff of the University of Benin. The population of the study included all the academic (188) and non-academic (84) staff in the Faculty of Education, University of Benin, Nigeria. The sample size for this study was 136 staff in the Faculty of Education. This was done by stratifying the staff into Academic and Non-Academic staff, thereafter simple random sampling was used to select a sample of 50% of the total number of academic and non-academic staff. Data were collected with a structured questionnaire (Questionnaire on Obsessive Compulsive Disorder, QOCD) administered to the sample. Research question 1 was answered using descriptive statistics, such as mean and standard deviation and hypotheses 1 and 2 were tested using a t-test of the Independent sample. The hypotheses were tested at 0.05 level alpha of significance. The findings of the study showed that there is no statistically significant difference in the occurrence of OCD between male and female staff of the University of Benin and also that there is no significant difference in the proportion of academic and non-academic staff with medium to high levels of OCD in the University of Benin, Nigeria.
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Author(s):
Adeosun Praise Kehinde (PhD), Ebite Grace Ozioma.
Page No : 38-48
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Entry Qualification and Academic Achievement of Direct Entry Students in the Faculty of Education, University of Benin, Nigeria
Abstract
The study investigated direct entry qualification and students’ academic achievement in the Faculty of Education, University of Benin. The study was aimed at ascertaining a difference in the academic achievement of Direct Entry students with different entry qualifications such as NCE, OND and those with JUPEB entry. Seven research questions were raised and six research hypotheses were formulated to guide the study. This study employed the ex-post facto research design. The total population was 164 direct entry students of the 2018/2019 academic session students’ folders. The population sample for this study was made up of all 164, a proforma was used for data collection. The proforma named, Students Record Profile Form which contained the classification of 300 Level students in the 2019/2020 academic session based on their direct entry qualification (JUPEB, NCE AND OND), their sex and their corresponding standardized scores in the faculty courses (EDU 311, EDU 321, EDU 312 and EDU 322) examinations held in the 2019/2020 academic session. The scores were standardized using the z-score and t-score statistics. Data obtained was analysed using descriptive statistics (mean, frequency tables and percentages) to answer research question one while research questions two to six were hypothesised. Null hypotheses one to three and five were tested with the Independent Samples T-test, and the fourth and sixth null hypothesis was tested with a Two-way Analysis of Variance at 0.05 level of significance adopting SPSS Version 21. Based on the finding of the study, it was concluded that there is a \significant difference in the academic achievement of direct-entry students with respect to their entry qualifications. A recommendation was made that students with certificate entry qualifications need monitoring and mentoring to ensure better academic performance.
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Author(s):
Shamsudeen Bello, Mudasir Ibrahim Gatawa, Bilkisu Umar Mani.
Page No : 49-62
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Enhancing University Students’ Ecoliteracy Through Concept Mapping Instructional Strategy
Abstract
Lives on earth solely depend on the environment for food, shelter and production of the next generation. Ecologically literate society ensures the sustainability of a healthy environment for future generations. This study aimed at enhancing the ecoliteracy of university students through concept mapping. To achieve that, four research questions and hypotheses were answered and tested respectively. Quasi-experimental design, involving experimental and control groups, was employed. 210 students were selected from four programmes in the two universities in Sokoto State, Nigeria using convenient and random sampling techniques. The ecological knowledge and Thinking Test was used for data collection. The statistical tool used for data analysis was independent t-test. The study found that both concept mapping and lecture methods enhanced students’ ecological knowledge, but concept maps enhanced students' critical thinking more than lecture methods. Thus, the study recommends the use of concept mapping during ecoliteracy training designed to promote ecological critical thinking.
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Author(s):
Njoku Christopher Nkemakolam.
Page No : 63-73
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Basic Education and Reading Readiness Skills: An Appraisal of Early Childhood Kindergarten in Imo State, South-East of Nigeria
Abstract
Reading is a basic tool of education and also a crucial aspect in the Nigerian language curriculum. As a receptive skill, it involves the ability to meaningfully interpret or decode written or graphic symbols of a language. It is not merely about how to pronounce words; it is significant that the children understand the meaning of the words they read in order to unfold the hidden treasure of knowledge and also participate in the words’ universal culture and civilization. It becomes imperative to kindle reading culture among the children who are faced with several competing leisure time activities. The early childhood or the kindergarten, being the best time to imbibe reading culture and early literacy skills in children, is also the time to get them reading ready. This research, therefore, was mainly initiated to investigate how reading readiness could enhance children’s early literacy and factors that affect reading readiness among the kindergarten in Imo State. The sample of the study was drawn from the population of nursery/ primary school teachers in the three educational zones using stratified sampling technique. The main objective of the study being to ascertain the essence of reading readiness in building early childhood literacy skill; thus, a qualitative research method was employed. The findings indicated that the majority of the kindergarten teachers are unqualified and inexperienced to impart reading culture into the children. Other factors are overcrowded classrooms and poor environment that prohibit one-to-one teacher/pupil relationship in the reading class. It was suggested that the government should always organize all-inclusive workshops to train the teachers on the steps in teaching reading. Also, parents should always be provided with regular information on the reading progress of their children for them to make their own input in the reading skill of their children. All the above will help to build a solid reading skill which will promote basic functional education in Imo State.
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Author(s):
Dr. Victor-Akinyemi Helen Bidemi.
Page No : 74-84
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Effects of Jigsaw II and Students’ Team-Achievement Division on Performance in Secondary Schools Economics in Ilorin West Local Government, Nigeria
Abstract
The knowledge of Economics plays a vital role in fostering societal development. In spite of its importance, few of the students who took Senior Secondary Certificate Examinations consistently have grade C and above each year. This performance has been traced majorly to the use of teacher centered strategies. This study aimed at determining the effects of Jigsaw II and Students’ Team-Achievement Division (STAD) on Performance in Secondary Schools Economics in Ilorin West LGA. The objectives were to: (i) investigate academic performance of students in Economics (ii) examine the effect of Jigsaw II instructional strategy in teaching Economics (iii) examine the effect of STAD in teaching Economics (iv) determine the effects of treatments Jigsaw II and STAD instructional strategies, and (v) ascertain if there was an interaction effect of gender and treatments on students’ performance in Economics in Ilorin West LGA, Nigeria. The design adopted for the study was a pre-test post-test, control group quasi-experimental design. The population of the study was all public senior secondary schools in Ilorin West LGA while the target population was students offering Economics. Using the simple random technique, three schools in Ilorin West LGA were drawn after which SSS II students were purposely sampled for the experiment. The instrument for the study was an Economics Performance Test which was face and content validated through expert judgment. Its reliability was determined using parallel forms reliability statistics with a reliability coefficient of 0.82. Research questions were analysed using descriptive statistics of mean (x̅) and skewness while the hypotheses were tested using ANCOVA statistics at 0.05 level of significance. The study concluded that STAD is effective for improving students’ academic performance in Economics. This implies that learner-centered strategy can complement other strategies to enhance teaching-learning effectiveness in Economics. The study therefore recommended that teachers should use STAD and Jigsaw II in teaching Economics, authors should make for more learner centered activities in Economics textbooks while school administrators should map-out incentives as well as recognition for teachers who go beyond the traditional method of teaching in implementing the secondary school Economics curriculum, among others.
