Browsing by Author "Badru, S. A."

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    Assessment of basic school pupil’s knowledge of Yoruba riddles in Ilorin South, Local Government Area of Kwara State
    (institute of Education Adekunle Ajasin University, Akugba-Akoko, Ondo State, Nigeria., 2020) Badru, S. A.; Ogunniran, V. O.
    Despite the significant roles Yoruba riddles play in promoting and aiding pupils' critical thinking ability, its performance both at home and in school is declining. Most Yoruba children cannot engage in riddling session, while some who do engage in it cannot give appropriate responses to riddle posed. This paper examined middle basic school pupils' knowledge of Yoruba riddle in Ilorin South Local Government Area of Kwara State. Through stratified and random sampling techniques, three public and three private schools were selected. One hundred and eighty respondents were randomly selected from the six schools. A 15-item researcher-designed test of Yoruba riddles was used to elicit responses from the subjects. The data collected were analyzed using mean percentage, the t-test and One-way Analysis of Variance. it was found that the pupils had average knowledge of Yoruba riddles, there was no significant influence of gender and class on pupils' knowledge of Yoruba riddles respectively and school type significantly influenced pupils' knowledge of Yoruba riddles. Based on the findings of the study, it was recommended that children should be exposed to Yoruba riddles at their formative years.
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    Attitude of University of Ilorin undergraduate students to the teaching and learning of History
    (Department of Educational Foundations, University of Benin, Nigeria., 2017-05-02) Saidu, A.; Badru, S. A.; Oyinloye, S. K.
    The study examines attitudes of University of Ilorin Undergraduate Students toward the teaching and learning of History.Specifically,the study finds out the attitudes of undergraduate students toward the teaching and learning of History based on gender,academic levels and faculties. The study was descriptive in nature.The population of the study included all History undergraduate students in the Faculties of Arts and Education. Incidental sampling technique was used to select the first 30 students that came for lectures in HIS 210, 308 and 424 in the two faculties making a total of 180 students. Four research questions were generated, research question one was answered with summated mean rating, while the remaining research questions with corresponding hypothesis were tested with the use of the t-test and ANOVA statistical techniques. Majority of History students in the University of Ilorin had positive attitudeto the teaching and learning of History but they agreed that History curriculum istoo wide.They also agreed that History is pretty important for general knowledgeand they find the work in their History classes interesting and feel good aboutthemselves as History leamers.It was recommended that curriculum developersshould take a critical look at the History curriculum with a view of makingamendment to either reduce the topics for the semester.Also,workshops anseminars should be organised for undergraduate students to further sharpen theiorientation to History as a course.Teachers of History should adopt the method oF using instructional materials to facilitating learning during lessons,and alsoadopt diversified methods of teaching and be friendly to the students in class.