http://hdl.handle.net/123456789/33 2026-04-04T14:29:04Z 2026-04-04T14:29:04Z ADEYEMI, Suraju Ajibola http://hdl.handle.net/123456789/2372 2025-10-21T11:05:28Z 2021-09-01T00:00:00Z

EVALUATION OF THE NATIONAL HEALTH INSURANCE SCHEME IN HEALTHCARE CENTRES IN FEDERAL UNIVERSITIES IN THE SOUTH- WEST, NIGERIA, 2009-2018 ADEYEMI, Suraju Ajibola The National Health Insurance Scheme (NHIS) was introduced to improve access to quality healthcare at affordable cost for Nigerians through various pre-payment systems. Implementation of the scheme has been viewed from different perspectives, with regard to its impact on beneficiaries‟ health in the Federal Universities. The existing literature revealed few evaluative studies on impact of NHIS on its subscribers, though not focused on the quality and affordability of the healthcare services it provided. This study, therefore, evaluated the NHIS in healthcare centres in (FUs) in the south-west, Nigeria with regard to access to quality and affordable healthcare provision. The study was anchored to Outcome-Based Evaluation Model, and adopted the QUAN- dominant mixed method design using concurrent approach. The population comprised all staff of Federal Universities in the south-west, Nigeria. Three of the six FUs in the south-west that commenced NHIS since 2009 were purposively selected. The FU workers were stratified into subscribers, former subscribers and non-subscribers. The accidental sampling technique was adopted in selecting 223 subscribers while the snowballing was adopted in selecting 124 former subscribers and 91 non-subscribers, making a total of 438 respondents. The six programme managers of NHIS were purposively selected for key Informant Interview. The NHIS Access to and Participation Record Sheet, NHIS Subscribers Expenses on Drugs Record, NHIS Service Quality (r = .98) and NHIS-Subscribers Satisfaction Rating Scales (r = .89) and NHIS Subscribers Medical Expenses Interview Guide were used for data collection. The quantitative data were analysed using descriptive statistics and econometrics, while qualitative data were content analysed. Access to healthcare services in the three FUs fluctuated (45.85% in 2009, 80.43% in 2011, 72.87% in 2015 and 87.03% in 2018). Majority of subscribers found NHIS services affordable; however availability of required drugs was rated poor (38.2%). Doctors‟ attendance to subscribers‟ medical needs was rated good (61.1%), waiting time for diagnostic services and time of being attended to by para medical staff was rated poor (35.1%). Healthcare services in these universities were 99% consistent with the NHIS minimum standard benchmark. There was increasing trend of staff patronage of accredited healthcare service providers before commencement of NHIS (9.17% in 1999, 9.74% in 2002, 10.40% in 2004 and 10.71% in 2008), but fluctuated after (7.55% in 2009, 8.26% in 2002, 7.96 in 2014 and 10.04 in 2018). There was decreasing expenditure on drugs when all costs were subjected to yearly inflationary index (34.7% adjusted differential percentage of expenses on drug). Majority of non-subscribers were aware of the necessity for NHIS intervention in healthcare provision, but did not subscribe because they had alternative healthcare services as they believed that NHIS will not deliver on its promise. The National Health Insurance Scheme was effective in providing affordable healthcare services to subscribed staff of Federal Universities in the south-west, Nigeria. Management of NHIS should increase access to basic healthcare services by making it inclusive for all current staff of universities up to their various retirement ages. Special provision should also be made for ex- staff. Required quality drugs should be provided

2021-09-01T00:00:00Z OLADIPO-ABODUNWA, TAIWO OMORINOLA http://hdl.handle.net/123456789/2362 2025-10-20T11:14:53Z 2019-10-01T00:00:00Z

PARENT-TEACHER PARTNERSHIP, STUDENT INTEREST AND ENGAGEMENT AS DETERMINANTS OF ACHIEVEMENT IN SENIOR SECONDARY SCHOOL MATHEMATICS IN OYO STATE OLADIPO-ABODUNWA, TAIWO OMORINOLA Mathematics is a requirement for studying science-based courses in tertiary institutions. In spite of its importance, the trend of performance in external examinations in the subject is fluctuating. Efforts directed towards explaining the inconsistent performance by previous studies had not yielded the desired result. However, the extent of Parent-Teacher Partnership (PTP) coupled with some parent, teacher and student variables in a variance-based second order Partial Least Square Structural Equation Modelling (PLS-SEM) context to predict Mathematics achievement has not been explored. A 14-variable model consisting of PTP (knowledge, attitude and practice), teacher (qualification and mastery of Mathematics content), parent (qualification, occupation and family size), student (interest and academic engagement) and Mathematics achievement was therefore developed and validated. Social Cognitive Theory served as the framework and ex-post facto type of non-experimental design was adopted. Stratified random sampling procedure was used to select one rural and three urban Local Governments Areas (LGAs) from each senatorial district in Oyo State. Six schools (four public and two private) were randomly selected from each LGA. The intact classes of Science, Arts and Commercial were used. Ten validated instruments, namely Teacher-PTP (Knowledge r= 0.66, Attitude r=0.94 and Practice r=0.83), Parent-PTP (Knowledge r= 0.78, Attitude r=0.94 and Practice r=0.94); Student Mathematics Interest r= (0.91), Student Academic Engagement (r=0.80), Teacher Mastery of Mathematics Content (r= 0.98) scales and Mathematics Achievement Test (r=0.88) were used. Data were analysed using second order PLS model and tested for significance at 0.05 level of significance. Teacher-PTP, parent-PTP, student academic engagement, student mathematics interest jointly explained 14.0% variance in Mathematics achievement. Teacher qualification (β= -0.21, t=15.2); teacher mastery of Mathematics content (β= 0.15, t=10.88); parent qualification (β= 0.08, t=5.6); parent PTP (knowledge β= 0.11, t=8.11; attitude β= 0.04, t=2.35; practice β= 0.15, t=10.1); teacher PTP practice (β= 0.06, t=3.77); student Mathematics interest (β= -0.10, t=23.28) and student academic engagement (β= -0.07, t=4.62) had significant predictive strength on Mathematics achievement. The predictive relevance of Teacher-PTP (knowledge Q2=0.01, attitude Q2=0.07 and practice Q2=0.07); parent-PTP (knowledge Q2=0.01, attitude Q2=0.08 and practice Q2=0.08); student academic engagement (Q2=0.23) and student mathematics interest (Q2=0.02) on Mathematics achievement were all acceptable. Teacher mastery of Mathematics content (f2=0.03); teacher qualification (f2=0.05) and parent PTP practice (f2=0.02) had individualised effects on Mathematics achievement. The fit indices of SRMR=0.01, NFI=0.99 and RMStheta=0.1, indicative of good fit model, were established. Moreover, 57.0% of the causal effects in the structural model were direct effects, while 43.0% were indirect effects. More than the knowledge of parent-teacher partnership, a good attitude and the practise of it yielded better Mathematics achievement of students in Oyo State. Therefore, parents should partner with teachers to enhance the Mathematics achievement of their wards.

2019-10-01T00:00:00Z AKANDE, Ò̀̀̀ lúbukọlà Omowumi http://hdl.handle.net/123456789/2093 2024-04-25T16:19:45Z 2023-08-01T00:00:00Z

EVALUATION OF THE IMPLEMENTATION OF JUNIOR SECONDARY SCHOOL YÒRÚBA LANGUAGE CURRICULUM IN OYO STATE, NIGERIA (2014-2018) AKANDE, Ò̀̀̀ lúbukọlà Omowumi Yorùbá Language is included in the Nigerian junior secondary school curriculum to enable students acquire the knowledge of language usage in speaking ,reading and writing in the indigenous language. However, students achievement and interest in Yorùbá Language seemed unimpressive, although; Yorùbá is the major indigenous language in Oyo State. Past studies on improving students interest and achievement in Yorùbá focused largely on students acquisition of Yorùbá cultural values with little attention on school factors, teacher competence and classroom management. The study was, therefore, designed to evaluate the extent to which Yorùbá curriculum has been implemented with respect to teacher factors, school factors and language usage on students interest and achievement in Yoruba among Junior Secondary Schools in Oyo State. The study was anchored to Input, Process and Output Evaluation Model, while survey design was adopted. Three educational zones were randomly selected, while two co-educational junior schools with experienced teachers were purposively selected from each of the LGAs. Simple random sampling technique was used to select 763, 745, 737 JS I, II and III students. Forty-eight Yoruba teachers, 24 each from public and private schools were enumerated. The instruments used were: Yorùbá Language Implementation Questionnaire (r=0.85), Teachers Attitude Towards Yorùbá Language Questionnaire, (r=0.71) Yorùbá Language Classroom Interaction Checklist Sheet (r=0.61), Resource Availability Inventory (r= 0.76), Resource Adequacy Checklist (r=0.71), Yorùbá Language Students Perception Questionnaire (r=0.73), Student Interest towards Yoruba Language (R=0.78) and Yorùbá Language Achievement Tests: JS1 (r=0.71), JS2 (r=0.82) and JS3 (r=0.79), and interviews were held with teachers.Data were analysed using descriptive statistics and multiple regression at α ≤ 0.05 Ten percent of the teachers had at least five years teaching experience,48.6% specialise in Yorùbá Language while others have different areas of specialisations. Àte kóńsònáńtì (73.6%), Ìwé Àkọmọlédè Yorùbá (72.2%) and Ìwé Àṣàyàn Lítírésọ (75.0%) were the most available texts while only Àte kọńsònátì (35. 0%) and Ìwé Akọmọlédè (44%) were adequate. About JSl (51.0%) JSll (76.6%) and JS lll tr(67.0%) students indicated Yoruba lesson as their acquired major source of Yorùbá speaking ability. Most teachers (75.0%) showed positive attitude towards the teaching of Yorùbá. Adequacy of textual materials (β = 0.34), and Teacher experience (β= 0.18) significantly contributed to interest in Yoruba among JS1 students. Teachers area of specialisation (β = 0.34) competence, (β=0.25), and experience (β = 0.32) were significant contributors to interest among JS2, while language usage only contributed significantly to interest among JS3. Adequacy textual materials contributed significantly to Yorùbá achievement among JS1 (β= 0.17), JS2 β= 0.14) and JS3 β= 0.18) students. Class management, school location and school type were not significant factors to interest and achievement among JS1, JS2 and JS3 students. The Yorùbá Language curriculum was not effectively implemented in Oyo State owing to inadequate texts to teach the subject. Therefore, school owners should provide adequate Yorùbá Language texts to sustain students’ interest and achievement. Teachers should enhance their areas of specialisation and competence.

2023-08-01T00:00:00Z OLADIMEJI, David Oluwaseyi http://hdl.handle.net/123456789/2091 2024-04-25T16:16:03Z 2023-02-01T00:00:00Z

EFFECTS OF DECLARATIVE AND ENHANCED-DECLARATIVE KNOWLEDGE APPROACHES ON STUDENTS’ LEARNING OUTCOMES IN QUANTITATIVE ECONOMICS CONTENTS IN SENIOR SECONDARY SCHOOLS IN OYO TOWN OLADIMEJI, David Oluwaseyi The low performance of students in public examinations in Senior Secondary School (SSS) subjects has been a source of concern to scholars and other stakeholders in education. Previous studies showed that quantitative Economics is difficult for students due to the teaching approaches adopted. Various research efforts geared towards improving students’ achievement, learning and assessment-mode’s attitudes towards Quantitative Economics through diverse instructional approaches have not achieved impressive outcome. Hence, there is the need for adopting teaching approaches that are both conceptual and experiential in nature to improve students’ performance, learning and assessment-mode’s attitudes in quantitative economics. This study was, therefore, designed to explore the effects of declarative and EnhancedDeclarative (ED) knowledge approaches on students’ achievement, learning and assessmentmode attitudes in Quantitative Economics contents in SSS in Oyo town. The moderating effects of numerical ability and gender were likewise examined. Adaptive Control of Thought-Rational (ACT-R) and Gagne’s Systematisation theories guided the study, while a 3X3X2 factorial, non-randomised quasi-experimental design was adopted. The selection of three Local Government Areas and nine public senior secondary schools were purposively done while two hundred and nine from five thousand seven hundred and sixty-six SSS 2 students were considered. Data were gathered utilizing Quantitative Economics Achievement Test (r= 0.96), Economics Students’ Learning Attitude Scale (r= 0.82), Economics Students’ Assessment Attitude Scale (r = 0.89) and Numerical Ability Test (r= 0.81). Two teaching manuals used for the study were Declarative knowledge and ED knowledge. Descriptive analysis, Analysis of Covariance and Sidak post-hoc test were used to analyse at α 0.05. There were significant main effects of treatment (F(2,194)=19.66, η2 = 0.17), gender (F(1,194)=5.33, η2 = 0.03) and numerical ability (F(2,194)=17.57, η2 = 0.15) on students’ achievement in quantitative economics. Treatment, gender and numerical ability were not significant on learning and assessment-mode attitudes in quantitative economics. The participants in ED group had the highest adjusted mean score ( x=19.07) followed by the control group (x =15.98). Female students had the maximum mean score (x=16.88), while high ability participants had the uppermost mean score in numerical ability (x=17.19) followed by medium ability (x=16.20), and this implies that factor like gender can affect students’ performance with respect to their numerical ability levels. The two-way and three-way interaction effects were not significant on students' achievement, learning attitude and assessment-mode attitude in quantitative economics. Students with high ability in groups had the highest mean scores in achievement. The result of the mean score suggests that female participants performed better than male colleagues in the numerical ability test. Enhanced-declarative knowledge approach improved students’ achievement in Quantitative Economics, regardless of gender and numerical ability in senior secondary schools in Oyo town. This study further suggest that this knowledge approach is better when relevant examples are used in the course of teaching and learning of quantitative economics.Writers of Economics textbooks should explore modules of the teaching enhanced-declarative knowledge approach and come up with texts that will promote internalisation of quantitative Economics.

2023-02-01T00:00:00Z