Browsing by Author "Lawal, Banjo"

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    Assessment of Primary Education Pre-Service Teachers' Perception towards Classroom Quality and Child Academic Skills in Ilorin, Nigeria
    (Department of Science Education, University of Ilorin, Ilorin, Nigeria, 2019-04) Ogunjimi, Mayowa; Lawal, Banjo
    Classroom quality is a cardinal feature of the total education. It has the potential to improve young children’s early academic skills and learning-related behaviors. Specifically, this study sought to assess the perception of pre-service teachers of primary education towards classroom quality and child academic skills in Ilorin, Nigeria. The study generated one research question and three hypotheses using descriptive survey research design. The target population for the study consisted of all pre-service teachers of primary education in public tertiary institutions in Ilorin, Nigeria. A purposive sample size of one hundred and ninety-five (195) pre-service teachers were drawn from the three tertiary institutions in Ilorin. Questionnaire developed by the researchers titled “Perception on Classroom Quality and Academic Skills” with Cronbach Alpha reliability coefficient value of 0.86 was used for data collection. The data collected were analysed using descriptive and inferential statistics. Findings revealed that the perceived classroom quality and child academic skills was high on majority. It was revealed that there is significant relationship between pre-service teachers’ perception towards classroom quality and child academic skills. Also, it was found out that there is no significant difference in the pre-service teachers’ perceptions towards classroom quality and child academic skills based on gender and types of institution. It was recommended that since majority of the teachers have high perception level of classroom quality and academic skills of children, efforts should be taken by school administrators towards ensuring sustainable classroom quality and academic skills for pupils
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    Assessment of Primary Education Pre-Service Teachers’ Perception towards Classroom Quality and Child Academic Skills in Ilorin, Nigeria
    (Department of Science Education, University of Ilorin, Ilorin, Nigeria., 2019-12) Ogunjimi, Mayowa; Lawal, Banjo
    Classroom quality is a cardinal feature of the total education. It has the potential to improve young children’s early academic skills and learning-related behaviors. Specifically, this study sought to assess the perception of pre-service teachers of primary education towards classroom quality and child academic skills in Ilorin, Nigeria. The study generated one research question and three hypotheses using descriptive survey research design. The target population for the study consisted of all pre-service teachers of primary education in public tertiary institutions in Ilorin, Nigeria. A purposive sample size of one hundred and ninety-five (195) pre-service teachers were drawn from the three tertiary institutions in Ilorin. Questionnaire developed by the researchers titled “Perception on Classroom Quality and Academic Skills” with Cronbach Alpha reliability coefficient value of 0.86 was used for data collection. The data collected were analysed using descriptive and inferential statistics. Findings revealed that the perceived classroom quality and child academic skills was high on majority. It was revealed that there is significant relationship between pre-service teachers’ perception towards classroom quality and child academic skills. Also, it was found out that there is no significant difference in the pre-service teachers’ perceptions towards classroom quality and child academic skills based on gender and types of institution. It was recommended that since majority of the teachers have high perception level of classroom quality and academic skills of children, efforts should be taken by school administrators towards ensuring sustainable classroom quality and academic skills for pupils.
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    Lower and Middle Basic School Teachers’ Conceptions of Classroom Assessment in Ilorin Metropolis, Kwara State
    (Association of Educational Researchers and Evaluators of Nigeria (ASSEREN), 2020-07) Ogunjimi, Mayowa; Lawal, Banjo
    The place of classroom assessment cannot be jettisoned in the determination of cognitive growth and development of pupils. This study examined lower and middle basic school teachers’ conceptions of classroom assessment in Ilorin metropolis. Two research questions were raised and one hypothesis was formulated to guide the study. The researchers employed descriptive survey research design for the study. The population of the study comprised all lower and middle basic school teachers in Ilorin metropolis while the target population consisted of all public lower and middle basic school teachers in Ilorin metropolis. Simple random sampling was used to select 20 basic schools and 300 teachers involved in the study. Teachers’ Conceptions of Classroom Assessment Questionnaire of 4-point Likert type, developed by the researchers with Cronbach Alpha reliability coefficient value of 0.77 was used to collect information for the study. The research questions were answered using descriptive statistics of mean, while the research hypothesis was tested using Two-way Analysis of Variance. The findings showed that the basic school teachers’ conception of classroom assessment in Ilorin Metropolis was positive. Also, the study showed a non-significant difference in basic school teachers’ conception of classroom assessment based on gender and qualification. It was, therefore, recommended that sensitization programmed be organised for basic school teachers on the importance of classroom assessment and the need to key into it for holistic development of their pupils.