Browsing by Author "Aletan, Sola"

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    Cohorting Exercise and Socio-Economic Performance of Students in Tertiary Institutions
    (Triumph-Providential Publishers, 2011) Aletan, Sola; Ogunjimi, Mayowa Olurotimi
    The usefulness of cohorting exercise to students in tertiary institutions cannot be overstressed. The study aimed at determining the relationship between cohorting exercise and socio-academic performance of students in University of Lagos. Four research questions and four corresponding hypotheses were generated for the study. Descriptive survey research design was adopted for the study where 100 students and 20 cohort advisers across faculties in the University of Lagos were randomly selected. Two sets of questionnaires titled “Cohorting Exercise and Socio-academic Performance Questionnaire” and Perception of Students and Staff on Cohorting Exercise” were used in collecting information from the students and members of staff. The questionnaire had two section each. Section one elicited the bio-data of the repondents while section two measured the variables in the study. The data generated were analysed using t-test statistics for independent sample to test hypotheses one and two while Pearson Product Moment Correlation Coefficient was used to test hypotheses three and four. The result findings showed that cohorting exercise can make or mar socio-academic performance of students and that personal dispositions of cohort advisers could make or mar the entire cohorting exercise. It was also revealed that there was a positive and high relationship between cohorting exercise and socio-academic performance of students. It was recommended that cohort advisers should be adequately compensated by school authority so as to be motivated to do the work judiciously.
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    Impact of School Conservation Club Membership on Secondary School Students' Behaviour in Ojo, Lagos State, Nigeria
    (Serials Publications, New Delhi, Indian, 2009-10) Owolabi, Henry Olumuyiwa; Aletan, Sola; Ogunjimi, Mayowa Olurotimi
    The study aimed at determining the impact of school conservation club membership on students’ behavior. The study was designed to compare the behavior of members and non-members of school conservation club in the area of knowledge of environmental conservation, attitude to environmental conservation and involvement in environmental conservation. The impact of school type, gender and stream on environmental conservation behaviour of students were also investigated. A sample of 575 secondary school students consisting of 275 of the school conservation club members and 300 non-members, was drawn from six randomly selected private and public secondary schools with functional conservation clubs in Ojo Local Government Area of Lagos State. Data analysis shows that there is a significant effect of club membership, stream of class and school type on students’ knowledge, attitude and involvement in environmental conservation. Members of school conservation club performed significantly better than non-members on all the three aspects of environmental conservation behaviour investigated. It was also observed that gender does not significantly affect students’ knowledge, attitude and involvement in environmental conservation. Since establishment of a functional school conservation club has been linked to positive environmental conservation behaviour, all schools should be encouraged to have it. Other States should take a cue from Lagos State as this is a significant way of promoting learning outside the classroom.
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    School-Based Assessment in Universal Basic Education: Identifying the Concerns of Teachers
    (Serials Publications, New Delhi, Indian, 2010-04) Owolabi, Henry Olumuyiwa; Aletan, Sola; Ogunjimi, Mayowa Olurotimi
    It has been planned to expand school-based assessment in Universal Basic Education programme of the country. Empirically, nothing is known about teacher concerns regarding the adoption or implementation of such an educational innovation. This article presents the findings from a cross-validation study of a five-stage model of teacher concerns. A 22-item questionnaire was constructed to measure teacher concerns on five sequential stages: Indifference, Informational-Personal, Management, Consequence-Collaboration, and Refocusing. Using the questionnaire, a survey to study three hundred primary and junior secondary school teachers’ concerns about school-based assessment as a component of Universal Basic Education was conducted. The survey results supported the five-stage model, but information collected through an open-ended questionnaire survey indicated that the five-stage model needed to be extended to include a stage of evaluation concerns.