Browsing by Author "Adedigba Olabisi"

Now showing 1 - 10 of 10
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    Assessment Of Pupils’ Resilience Level In Osun State: Implications For Counselling Interventions
    (The Journal of Positive Psychology and Counselling, 2024-06) Adedigba Olabisi; Ahmed Tijani Ayinla; Akinleye Sola Joel
    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. This 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 the three (3) Senatorial Districts in the State. 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 behaviours to their children to emulate. Also, counsellors and teachers should assist to develop resilience in pupils through regular talks, and life skills orientation to enable them acquire coping skills to face challenges and unfriendly situations that may disrupt their academic achievement.
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    Challenges to Educational Continuity for Displaced Children in Dutsin-Ma LGA, Katsina State, Nigeria
    (Scope, 2026-03-01) Adedigba Olabisi; Abdullahi Abubakar; Awoyemi Olusola A.; Soretire Olufunmilayo Olubunmi; Akinnaso-Olowo Folusade M.
    Ensuring uninterrupted education for all children, particularly those impacted by violence and displacement, is a crucial problem in an era of growing globalization. This study examined the challenges to educational continuity for children displaced by insurgency in Dutsin Ma Local Government Area, Katsina State, Nigeria. A descriptive survey research design was employed. The population was all school-aged children in Internally Displaced Persons (IDP) camps. Purposive sampling technique was used to select 60 displaced children who participated in the study. The instrument used for data collection was titled Challenges to Educational Continuity for Children Displaced by Insurgency Questionnaire (BECCDBIQ), with reliability coefficient of 0.77. Two research questions were answered using frequencies count, percentage and mean while t-test was used to test two hypotheses at 0.05 level of significance. The result revealed that children displaced by insurgency have challenges to educational continuity. These challenges are more pronounced on limited access to schools (3.27), psychosocial and emotional challenges (3.18), gender-specific challenges (3.08), inadequate educational resources (3.04), and teacher shortages (2.84). The findings also showed key challenges preventing children from resuming education post-displacement which included family separation (3.05), loss of peer and community connections (3.00), emotional distress such as anger and fear (3.17), lack of school access in host communities (2.87), and inadequate shelter (2.60). The study revealed no significant gender-based differences in the challenges faced by displaced boys and girls (t=.804; df=58; p>0.05). To support these displaced children, it is recommended that the Federal Government of Nigeria and the United Nations Children's Fund must develop sustainable policies and programmes that ensure uninterrupted education. Additionally, the Ministry of Education in Katsina State, the Universal Basic Education Commission, and aid organizations are urged to facilitate better access to education, supply necessary learning materials, and offer psychosocial assistance alongside gender-appropriate interventions. The National Emergency Management Agency and local community leaders must work together to reconnect displaced children with their families while guaranteeing their safety within these settings. Furthermore, teachers and school principals should focus on counseling students, strengthening their academic performance, and implementing interventions that are sensitive to gender issues.
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    Developing Conflict Resolution Skills in Children
    (Journal Of Teaching And Learning In Elementary Education, 2026-02) Adedigba Olabisi
    Conflict is an inevitable aspect of children’s social interaction; however, the manner in which it is managed significantly influences social competence, classroom climate, and long-term behavioural outcomes. This paper presents a conceptual and practice-oriented framework for developing conflict resolution skills in early childhood within Nigerian school contexts. Drawing from social learning theory, socio-cultural perspectives, and peace education principles, the study synthesizes contemporary literature to examine the developmental foundations of conflict behaviour and constructive resolution strategies among young children. Unlike general discussions on school conflict, this paper situates skill development within culturally responsive and school-based pedagogical practices relevant to Nigerian classrooms. It proposes an integrated framework that emphasizes emotional regulation, communication competence, peer mediation, restorative dialogue, and teacher modelling as core components of early intervention. The paper further highlights the role of educators, families, and community structures in fostering sustainable peace competencies. By bridging theory and practice, this study contributes a context-sensitive model for embedding conflict resolution education into early childhood pedagogy, thereby supporting peaceful learning environments and long-term social development.
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    Effects of Retrieval-Practice Instructional Strategy on Pupils` Performance in English Studies in Kaduna, Nigeria
    (African Journal of Educational Research, 2024-12) Awoyemi Adenike Olusola; Adedigba Olabisi
    This paper focused on assessing the effects of retrieval-practice instructional strategy on pupils’ performance in English Studies. The research design employed for the study was a quasi-experimental design. The target population consisted of all the 12,494 basic five pupils in Sabon Gari Local Government Area of Kaduna State. Multistage sampling procedure which consisted of purposive, stratified and simple random sampling techniques was used to sample 291 pupils that participated in the study. English Performance Test (EPT) was used for data collection and two guides were use for instructions. The instruments were validated by some lecturers in the Departments of Adult and Primary Education, University of Ilorin and basic five English language teachers. Parallel-form reliability subjected to Pearson Product Moment Correlation analysis yielded 0.76 correlation coefficient. The research hypotheses were tested using Analysis of Covariance (ANCOVA) at 0.05 level of significance. The study found a significant main effect of retrieval-practice instructional strategy on pupils’ performance in English studies. Also, the study showed no significant interaction effect of retrieval-practice instructional strategy and gender on pupils’ performance in English Studies but revealed significant interaction effect of retrieval-practice instructional strategy and school type on pupils’ performance in English Studies. Based on the findings, the study recommended that teachers should adopt retrieval-strategy to improve pupils’ performance in English while governments and educational stakeholders are urged to consider reviewing curriculum to integrate evidence-based instructional strategies like retrieval-practice into the national curriculum. Administrators need to also organise regular workshops and training sessions on retrieval-practice to help teachers improve their instructional abilities and as well provide adequate resource allocation for schools.
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    RELATIONSHIP BETWEEN COPING STRATEGIES AND ACADEMIC RESILIENCE OF PUPILS WITH SPECIAL NEEDS IN KWARA, NIGERIA
    (Sreda Publishing House, 2024) Adedigba Olabisi; Olawuyi Bolanle O.; Obimuyiwa Gabriel Ayodeji
    This study investigated the relationship between coping strategies and academic resilience among pupils with special needs in Kwara Central, Nigeria. A descriptive survey research design was adopted. The population was all children with special needs in primary and secondary schools of the State. The sample comprised 400 pupils with special needs purposely selected from 20 schools, both special and regular schools. Two data collection instruments used included the Coping Strategies Rating Scale (CSRS) and Pupils’ Academic Resilience Rating Scale (PARRS), validated for face and content validity and tested for reliability with coefficients of 0.82 and 0.85, respectively. Descriptive statistics of frequency, percentage, mean and standard deviation was used to analyse the two questions raised while inferential statistics of Pearson Product Moment Correlation (PPMC) was used to analyse the only hypothesis formulated at the 0.05 level of significance. The results revealed moderate levels of coping strategies (weighted mean = 2.40) and academic resilience (weighted mean = 2.44). The result also showed a strong a positive correlation between coping techniques and academic resilience (r-value is 0.713). These findings indicate the need to focus on building appropriate coping mechanisms to promote resilience in children with exceptional needs. Based on the findings, the study recommended teacher training, appropriate learning methodologies, and supporting school policies to increase children' adaptive capacities and boost academic resilience among children with exceptional needs.
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    Relationship between Preschoolers’ Digital Technologies Usage and Their Literacy Skills in Kwara State, Nigeria
    (INternational Journal of Tropical Educational Issues, 2023-12) Adedigba Olabisi; Abubakar Abdullahi
    As technology becomes increasingly integrated into daily life, understanding its impact on early childhood education is crucial. This study looked at the connection between preschoolers' use of digital technology and their literacy skills, employing a descriptive survey design. The study encompassed the entire population of preschool children in Kwara State. 600 children from private and public schools were sampled from using a simple random sampling technique. Participants ranged in age from 4 to 5 years old. Instruments included the Preschoolers' Digital Technologies Usage Rating Scale (PDUERS) and Preschoolers Literacy Skills Rating Scale (PLSRS), with reliability indices of 0.82 and 0.78, respectively. Analyzing data with frequency count, percentage, mean, and Pearson Product Moment Correlation, the study revealed a concerning inadequacy in both digital technology use and literacy among preschoolers. The findings underscored a significant correlation between digital technology use and literacy abilities. Recommendations include providing access to digital devices for literacy development, advocating for the integration of digital tools like computers, televisions, tablets, and picture books in both preschool and home settings.
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    Relationship Between Teachers Competence And Pupils Attitude To Learning Of Basic Science And Technology In Kwara Central
    (Nigerian Journal of Applied Psycology, 2024-06) Adedigba Olabisi; Issa Abdulrasaq; Ahmed Tijani Ayinla
    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` Knowlegde and use of Dialogic Book Reading Strategy for teaching Literacy in Ilorin Metropolis, Kwara State.
    (International Journal of Arts and Social Sciences (IJASSE), 2025-01) Adedigba Olabisi; Babalola Promise Bamidele; Ahmed Tijani Ayinla Ahmed
    The study examined teachers’ knowledge and use of dialogical book reading strategy in Ilorin metropolis. The survey 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 was used to test the formulated hypothesis at 0.05 level of significance. The findings indicated that teachers had knowledge of, but did not utilise dialogue reading skills. It was then recommended that teachers should be exposed to regular trainings, 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.
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    Teachers’ Perceived Effectiveness of Peace Education in Addressing Violence and Bullying among Pupils in Kwara State
    (TWIST, 2026) Adedigba Olabisi
    Violence and bullying in Nigerian primary schools continue to threaten pupils’ academic, emotional, and social well being. Although peace education (PE) has been integrated into the national curriculum to promote tolerance and non violent conflict resolution, its effectiveness depends largely on teachers’ perceptions and preparedness. This study investigated the perceptions of primary school teachers in Kwara State, regarding the role of peace education in addressing violence and bullying among pupils. The research employed a descriptive survey design, with a sample of 800 teachers selected using random sampling techniques across 40 primary schools. Data were collected using Role of Peace Education in Addressing Violence and Bullying among Children Questionnaire (RPEAVBCQ) with r=0.85 and analyzed through descriptive of percentage and mean and inferential statistics of t-test and Analysis of Variance (ANOVA). The findings revealed that teachers’ perception of the role of peace education in addressing bullying and violence in primary schools is positive with mean value of 3.19 and 3.25 respectively. Moreover, the study established that teachers’ perceptions varied significantly based on their gender and age. The study recommends enhanced teacher training programmes, stronger policy support, and community sensitisation efforts to promote peace education as a sustainable solution to school-based aggression. The findings contribute valuable insights for educational stakeholders and policymakers seeking to foster safer, inclusive, and non-violent primary school environments in Nigeria.
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    The Effectiveness of Muddiest-Point Instructional Strategy on Pupils’ Performance in English Studies in Kaduna, Nigeria
    (International Journal of Emerging Issues in Social Science, Arts, and Humanities, 2026-02) Awoyemi Adenike Olusola; Adedigba Olabisi; Ogunjimi Mayowa Olurotimi
    In Nigerian schools, the English language plays a pivotal role in all teaching and learning activities. It serves both as a medium of communication and a gateway to understanding other subjects. However, studies have shown that many pupils face challenges in mastering the language because of poor instructional strategies used by the teachers. This study assessed the impact of the Muddiest‑Point Instructional Strategy on learners’ achievement in English Studies in Kaduna, Nigeria. A quasi‑experimental design was employed for the research. From a population of 12,494 pupils, 250 were selected to participate through a multistage sampling procedure. Data was collected via the English Performance Test, which yielded r = 0.76. Analysis of Covariance was used to test three hypotheses at a 0.05 significance threshold. Findings indicated that the intervention markedly enhanced pupils’ English Studies results. A significant interaction emerged between the strategy and school type, while no interaction was observed between the strategy and gender. The paper recommends adopting the Muddiest‑Point Instructional Strategy to improve English proficiency. Curriculum developers are encouraged to embed it within instructional policies, and educators should be trained in its effective application. Also, inclusive methods must ensure gender equity, and implementation should consider differences across school types.