http://hdl.handle.net/123456789/13 Education 2026-04-21T19:55:56Z http://hdl.handle.net/123456789/2415 TWO STORYTELLING STRATEGIES AND PRIMARY SCHOOL PUPILS’ LEARNING OUTCOMES IN CHRISTIAN RELIGIOUS STUDIES (CRS) IN LAGOS STATE, NIGERIA AREMU, VICTORIA IYABO Christian Religious Studies (CRS) is purposely included in the Nigerian primary school curriculum to expose pupils to moral instructions capable of developing positive values and attitudes. However, there is a prevalence of social vices, immoral and anti-social behaviours among pupils in Lagos State. This calls to question the effectiveness of the teaching methods. Previous studies showed that CRS teachers use different methods like simulation and games, dramatisation, interactive videos but less attention has been paid to digital storytelling methods. This study, therefore, was designed to determine the effects of Teacher-led Digital Storytelling Strategy. (TLDSS) and Pupil-led Digital Storytelling Strategy (PLDSS) on primary school pupils’ value acquisition, achievement in and attitude to CRS in Lagos State, Nigeria. The moderating effects of computer literacy skills and gender were also examined. Piagetian Cognitive Theory served as the anchor, while the pretest-posttest control group quasi experimental design of 3×3×2 factorial matrix was adopted. Three Local Educational Areas (LEAs) in Lagos State were randomly selected, while three public schools with available qualified CRS teachers were purposively selected from each LEA. Nine intact classes with 450 pupils were randomly assigned to TLDSS (147), PLDSS (149) and control (154) groups. Treatment lasted 11 weeks. Instruments used were Pupil Value Acquisition (r=0.79), Pupil Attitude to CRS (α=0.87), and Pupil Computer Literacy (α=0.74) scales, CRS Achievement Test (r=0.82), and instructional guides. Data were subjected to Analysis of Covariance and Bonferroni post-hoc test at 0.05 level of significance. About half of the participants were boys (50.8%), 49.2 % were girls while 47.5% had medium computer literacy skill. Treatment had a significant main effect on pupils’ value acquisition in CRS (F(2;431)=65.02; partial η2=0.23). Pupils exposed to TLDSS had the highest post value acquisition mean score (53.86), followed by PLDSS (52.55) and control (35.86) groups. There was a significant main effect of treatment on pupils’ achievement in CRS (F(2;431)=15.16; partial η2=0.07). Pupils in PLDSS had the highest post achievement mean score (25.80), followed by TLDSS (25.22) and control (23.84) group. Also, treatment had a significant main effect on pupils’ attitude to CRS (F(2;431)=505.33; partial η2=0.70). Pupils in TLDSS had the highest attitude mean score (25.64), followed by PLDSS (25.61) and control (17.11) group. Gender had a significant main effect on pupils’ attitude to CRS (F(2;431)=6.46; partial η2=0.02) but none on value acquisition and achievement in CRS. The boys scored higher (23.10) than the girls (22.47). Computer literacy had no significant main effect on pupils’ value acquisition, achievement and attitude to CRS. There is a significant two-way interaction effect of treatment and computer literacy on pupils’ value acquisition in CRS ( F(2,431)=3.39; partial η2=0.03) and attitude (F(4,431)= partial η2=0.03) but not on achievement, while the other two-way and three-way interaction effects were not significant. Teacher-led and Pupil-led digital storytelling strategies were effective in enhancing primary school pupil’s values, attitude and achievement in Christian Religious Studies in Lagos State, Nigeria. Digital storytelling strategies should be adopted by Christian Religious Studies teachers, particularly for the girls with low computer literacy skills. 2021-06-01T00:00:00Z http://hdl.handle.net/123456789/2411 EVALUATION OF VOCATIONAL REHABILITATION PROGRAMME FOR PERSONS WITH SPECIAL NEEDS IN SOUTHWESTERN NIGERIA (2000-2017) ADEDOKUN, ADEWALE PHILIP Vocational Rehabilitation Programme (VRP) is designed to address the social, economic and learning needs of Persons with Special Needs (PwSNs). Though there is evidence that the programme’s objectives are hardly met, previous studies largely focused on determinants of learning outcomes of PwSNs in southwestern Nigeria with little emphasis on evaluation of VRP. Therefore, this study was carried out to evaluate VRP in terms of availability and adequacy of facilities, equipment and facilitators’ effectiveness in southwestern Nigeria. Stufflebeam's Content Input Process and Product Evaluation Model provided the framework, while the survey design of the ex-post facto type was adopted. The five public-owned Vocational Rehabilitation Centres (VRCs) in southwestern Nigeria were enumerated. Also, 21 Public-owned Special Schools (PoSSs) that offer VRP were purposively selected across Oyo (3), Osun (4), Ondo (3), Ekiti (3), Ogun (4) and Lagos (4) states. The 26 heads of VRCs and PoSSs, 276 facilitators, 168 caregivers and 1,099 PwSNs were enumerated. The instruments used were VRP’s Equipment and Materials (r=0.89), VRP’s Providers (r=0.87), VRP’s Objectives Attainment (r=0.97) and Facilities, Equipment and Resources (r=0.87) Inventories; VRP’s Trainees’ Content Coverage (r=0.95), VRP’s Techniques (r =0.76) and Facilitators’ Attitude to VRP (r=0.79) questionnaires and VRP’s Checklist (r=0.97). In-depth interviews were held with four caregivers (two each of VRC and PoSSs). Quantitative data were subjected to descriptive statistics, while qualitative data were content analysed. The PwSNs’ age was 18.50 ±1.70 years, while 52.1% were male and 47.9% female. The VRP in the VRCs was of two years duration, while those in the PoSSs were of six years duration. The PwSNs attending the VRP across the states were Lagos (26.7%), Oyo (19.8%), Ogun (18.8%), Osun (16.6%), Ekiti (9.7%) and Ondo (8.5%). The VRP contents were adequate in line with the stated objectives mean value of =3.28 as against the objective norm of 2.50. The availability of facilities, equipment and resources (18.1%) was low. Discussion ( =3.53), demonstration ( =3.36), project ( =2.79) and group work ( =2.79) methods were predominantly used by the facilitators, while laboratory ( =2.25) and field trip ( =2.13) were rarely used. The general performance of the PwSNs in the programme was low against the objective norm of 2.50, while supervision and control by the supervising government agency were ineffective. In addition, lack of trained facilitators, inadequate funding, ineffective supervision and monitoring, lack of training equipment and facilities were the major challenges confronting the effective VRP implementation. The vocational rehabilitation programme provided for Persons with Special Needs in southwestern Nigeria was not impactful. Therefore, there is the need for effective supervision and provision of essential facilities and resources. 2019-07-01T00:00:00Z http://hdl.handle.net/123456789/2409 INFORMATION LITERACY SKILLS, INFORMATION SECURITY AWARENESS, E-RESOURCES USE AND SCHOLARLY PUBLICATIONS OUTPUT OF LECTURERS IN FEDERAL UNIVERSITIES IN THE NORTH-CENTRAL, NIGERIA FADEYI, VICTORIA OLUBOLA Scholarly Publications Output (SPO) which includes books, journal articles, technical reports and conference proceedings is one of the measures of research productivity of lecturers. However, reports have revealed a decline in the SPO of many lecturers in federal universities in the North-central, Nigeria. Previous studies have focused largely on quantity, level and types of SPO, with little emphasis on the factors that influence lecturers’ SPO. This study, therefore, was carried out to investigate Information Literacy Skills - ILS, Information Security Awareness - ISA and E-resources Use as predictors of lecturers’ SPO in federal universities in the North-central Nigeria. The Job Performance, Diffusion of Innovation and Protection Motivation theories provided the framework, while descriptive survey design of correlational type was adopted. The seven federal universities in the North-central, Nigeria were enumerated with a population of 5185 lecturers. Stratified random sampling technique was used to select 60.0% of departments in each of the universities (Federal University, Lafia – 13; Federal University, Lokoja, - 7; Federal University of Technology, Minna – 25; University of Abuja – 27; University of Agriculture, Makurdi – 23; University of Ilorin – 71 and University of Jos – 47). The disproportionate stratified random sampling technique was used to select 1065 lecturers (five per department). The instruments used were Information Literacy Skills (α=0.81), Information Security Awareness (α=0.79), E-resources Use (α=0.84) and Scholarly Publications Output (r=0.75) scales. Data were analysed using Descriptive statistics, Pearson product moment correlation and Multiple regression analysis at 0.05 level of significance. Lecturers’ age was 42.7±10.2 years and 61.3% were male. There was a moderate level of lecturers’ ILS (weighted 2.61) and ISA (2.67) as against the threshold of 2.50. Majority of the lecturers (71.5%) acquired ILS through workshops and seminars. The main purpose of e-resources use was to enrich research work with relevant information from other disciplines (59.3%). Frequently used e-resources were social networking sites (42.7%) and SPO that are regularly published by lecturers are articles in learned journals (68.2%), conference proceedings (60.2%) and occasional papers (67.4%). The ILS (r=0.58), ISA (r=0.17), E-resources Use (r=0.51) had significant relationships with SPO. The ILS, ISA and E-resources Use jointly contributed to SPO (F(3;1017) = 18511.63; Adj. R2=0.981) accounting for 98.0% of its variance. ILS (β=0.83), ISA (β=0.83) and E-resources Use (β=0.71) had significant relative contribution to SPO of lecturers in federal universities in the North-central, Nigeria. Information literacy skills, information security awareness and e-resources use influenced scholarly publications output of lecturers in federal universities in the North-central, Nigeria. Lecturers should give adequate attention to these factors to increase their scholarly publications output 2023-10-01T00:00:00Z http://hdl.handle.net/123456789/2407 EFFECTS OF TWO INSTRUCTIONAL STRATEGIES ON LEARNING OUTCOMES IN READING COMPREHENSION AMONG STUDENTS WITH LEARNING DISABILITIES IN IBADAN, NIGERIA AKINBILE, Samson Oladayo Reading Comprehension (RC) is a skill that enhances achievement in school subjects. Studies have shown that some Students with Learning Disabilities (SLDs) exhibit deficiency in RC, resulting in low academic achievement. Previous studies focused more on student-related factors influencing SLDs learning outcomes in RC than on the use of activity-based instructional strategies such as the THIEVES Strategy (TS)—Title- Heading-Introduction-Every first sentence- Visuals-End of chapter-Summary of the text, and Instructional Conversation Strategy (ICS). This study, therefore, was conducted to determine the effects of TS and ICS on Achievement in Reading Comprehension (ARC) and Reading Self-efficacy (RSe) among SLDs in Ibadan, Nigeria. The moderating effects of Vocabulary Knowledge (VK) and MA (MA) on learning outcomes in RC were also examined. Schema and Speech Act theories were used as the framework, while the pretest-posttest control group quasi-experimental design with 3x2x2 factorial matrix was adopted. Three local government areas were randomly selected from the five in the Ibadan metropolis. Six public secondary schools with the presence of SLDs were purposively selected. The students in Senior Secondary one (SSS1) were screened for LD (LDs) using Slosson Intelligence Test and LD Evaluation Scale (LDES). Seventy-five students who exhibited LDs were assigned to TS (25), ICS (25) and control (25) groups. The instruments used were VK (r = 0.80), RC (r = 0.71), RSe (r = 0.84), Slosson Intelligence (r = 0.92); LDE (r = 0.80) scales and MA inventory. The treatment lasted 10 weeks. Data were analysed using descriptive statistics, Analysis of Covariance and Bonferroni post-hoc test at 0.05 level of significance. Participants’ age was 16.30 ± 1.45 years and 65.0% were female. There was a significant main effect of treatment on ARC (F(3,72) = 5.47, Partial = .134) and RSe (F(3,71) = 8.33, partial = .190). The participants in ICS ( = 64.95) had the highest mean score in ARC, followed by those in the TS ( = 61.96) and in the control ( = 41.99) groups. Also, participants in ICS (=57.24) had the highest mean score in RSe, followed by those in TS ( 41.42) and control (=39.03) groups. There was a significant main effect of VK on ARC (F(2,72) = 4.306, partial = .042). The main effect of MA on ARC was not significant. The main effect of VK and MA on reading RSe was not significant. There was no significant interaction effect of VK and MA on ARC and RSe. The two-way interaction effect of VK and RSe on ARC and RSe was not significant. There was a significant three- way interaction effect of treatment, VK and MA on ARC and RSe. Instructional conversation strategy, more than Title-Heading-Introduction-Every first sentence- Visuals-End of chapter and Summary of the text strategy enhanced achievement and self-efficacy in reading comprehension among students with learning disabilities in Ibadan, Nigeria. These strategies should be adopted by teachers to improve achievement and reading self-efficacy for this category of students. 2023-06-01T00:00:00Z