Browsing by Author "AJAYI, Olumuyiwa A."

Now showing 1 - 2 of 2
  • Item
    EFFECT OF PHONOLOGICAL AWARENESS STRATEGY ON PUPILS’ LEARNING OUTCOME IN READING IN ADO-EKITI LOCAL GOVERNMENT AREA, EKITI STATE
    (Unilorin Journal of Lifelong Education, Published by Department of Adult and Primary Education, University of Ilorin, 2020) AJAYI, Olumuyiwa A.; ADEDIGBA, Olabisi
    This study investigated the effect of phonological awareness strategy on pupils’ learning outcome in reading. Pretest posttest control group quasi-experimental design was employed in the study. The population for the study consisted of all pupils in Ado-Ekiti Local Government Area of Ekiti State. The sample size was 87 primary three pupils drawn from four schools through multistage sampling techniques. Data were collected using Reading Proficiency Test with reliability coefficient of 0.77. Phonological Awareness Instructional Guide and Conventional Instructional Guide were used to teach the pupils in the experimental group and control groups respectively. The data collected were analyzed using Analysis of Covariance, Bonferroni’s Post Hoc Pairwise Comparison and estimated marginal means within the Groups. All hypotheses were tested at 0.05 level of significance. The result showed that there was significant main effect of treatment on pupils’ learning outcome in reading (F (1; 79) = 241.899, P < 0.05). The study concluded that phonological awareness strategy could be used to effectively improve primary school pupils’ proficiency in reading. It was recommended that phonological awareness strategy should be employed in teaching pupils in the classroom to improve pupils’ learning outcome in reading.
  • Item
    Teachers’ Perception of the Role of Indigenous Languages for Culture Preservation and Improved Teaching and Learning in Kwara State, Nigeria
    (East African Journal of Education and Social Sciences, AJOL, 2023) ADEDIGBA, Olabisi; SORETIRE, Olufunmilayo Olubunmi; AJAYI, Olumuyiwa A.
    This study explored on the role of indigenous languages towards culture preservation and improved teaching and learning in Nigeria, using the descriptive survey design. The sample size was 266 out of 5,393 primary school teachers who were randomly selected from a selected state. The study used a questionnaire as source of data from the field. Data was analyzed using mean scores and standard deviations. A negative perception of teachers was indicated if the weighted mean was between 1.00 and 2.49 while a positive perception was indicated if it fell between 2.50 and 4.00. The study revealed that teachers considered indigenous languages as a powerful tool for culture preservation. They also held the view that indigenous languages support effective teaching and learning as when the indigenous languages are used in teaching and learning, learners are more likely to have a better and deeper understanding of what is taught than when foreign languages are used in the teaching and learning process. The study recommends that stakeholders need to encourage and support the usage of indigenous languages in Nigeria for the sake of culture preservation and effective learning in schools. Parents should strengthen the use of indigenous languages at home places for culture preservation and effective learning in schools to be realized. Finally, the government should put in place mechanisms that would enforce language policy guidelines that favor the use of indigenous languages in school settings