Browsing by Author "Adedigba, O."

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    Assessment of Pupils’ Resilience level in Osun State: Implications for Counselling Interventions.
    (2024-06-29) Adedigba, O.; Ahmed, T. A.; Akinleye, S. J.
    In the face of socio-economic challenges, family instability, educational stressors, and environmental disruptions, many pupils struggle to adapt effectively, which can impact their emotional and academic development. Understanding their resilience levels is therefore essential in identifying those at risk and designing appropriate interventions. Therefore, this study investigated pupils’ level of resilience in Osun State, Nigeria. The study adopted descriptive research of correlation type. The population for the study comprised all pupils in 3,339 public primary schools in Osun State. Osun Central Senatorial District was selected out of the three (3) Senatorial Districts in the State. A simple random sampling technique was used to sample 10 Local Government Areas, 20 schools, and eventually 487 pupils that participated in the study. Pupils Resilience Rating Scale (PRRS) with reliability coefficient of 0.76, was used for data collection. The findings of the study revealed that the level of pupils’ resilience was moderate. The study also revealed no significant difference in the resilience of pupils based on their gender and parental education. Based on the findings of the study, it was recommended, among others that parents should provide an accommodating and enabling environment for children to develop their resilience skills and role model resilient behaviors for their children to emulate. Also, counselors and teachers should assist in developing resilience in pupils through regular talks, and life skills orientation to enable them to acquire coping skills to face challenges and unfriendly situations that may disrupt their academic achievement.
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    Relationship Between Teachers’ Competence and Pupils’ Attitude to Learning of Basic Science and Technology in Kwara Central.
    (A publication of the Department of Counselling and Human Development Studies, University of Ibadan, Nigeria., 2024-03-06) Adedigba, O.; Issa, A; Ahmed, T. A.
    The role of teachers in shaping students' attitudes towards learning is crucial in achieving educational goals. Competent teachers can effectively engage and motivate their pupils, particularly in subjects such as Basic Science and Technology. The study investigated teachers’ competence as a determinant of pupils’ attitude to learning of Basic Science and Technology in Kwara Central. The study adopted a descriptive research design of correlation type. The population for this study comprised all 12,134 primary school teachers in Kwara State while the target population included all 5,393 teachers in Kwara Central. A sample size of 341 was selected using a proportional and simple random sampling technique. Teachers’ Competence Rating Scale (TCRS) with r=0.86 and Pupils' Attitude to Learning of Basic Science and Technology Rating Scale (PALBSTRS) with 0.82 were the two instruments used for data gathering. The study was guided by two research questions and one hypothesis. Data gathered were analyzed using frequency, mean and percentage and Pearson Product Moment Correlation (PPMC). The findings showed relationship between teachers’ competence and pupils’ attitude to learning of Basic Science and Technology. It was recommended that government and private school owners should provide professional development opportunities for teachers to improve their competence in teaching Basic Science and Technology. This may motivate pupils to have right attitude towards learning basic science and technology.
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    Teachers’ Knowledge and Use of Dialogic Book Reading Strategy for Teaching Literacy in Ilorin Metropolis, Kwara State.
    (A publication of the Department of Arts and Social Science Education, University of Ibadan, Nigeria., 2025-02-12) Adedigba, O.; Babalola, P. B.,; Ahmed, T. A.
    The study examined teachers' knowledge and use of the dialogical book reading strategy in Ilorin metropolis. The research design was adopted. The participants were 200 teachers selected using the multistage sampling procedure. The instruments used was Teachers' Knowledge and Use of Dialogic Book Reading Strategy Questionnaire (r = 0.85). The descriptive statistics of frequency counts, mean, and percentage were used to test the formulated hypothesis at 0.05 level of significance. The findings indicated that teachers had knowledge of but did not utilize dialogue reading skills. It was then recommended that teachers should be exposed to regular training, while supportive environments and curriculum integration are also essential. Furthermore, access should be equal, and implementation should not depend on teachers' gender. qualifications, experience, or school type.