Browsing by Author "Ola-Alani, Eniola Keji"

Now showing 1 - 2 of 2
  • Item
    Improving Teacher's Quality in Public Primary Schools in South- Western Nigeria 1976-2005
    (African Journal of Historical Sciences in Education, 2016-05) Ola-Alani, Eniola Keji
  • Item
    School environment and upper basic school pupils learning outcome in Oshogbo Local Government Area of Osun State, Nigeria
    (The Institute of Education, Obafemi Awolowo University, Ile-Ife, Nigeria, 2022) Ola-Alani, Eniola Keji
    The study examined school environment and upper basic school pupils’ learning outcome in Osogbo Local Government Area of Osun State, Nigeria. Descriptive research design was adopted for this study. Three research questions were generated with a research hypothesis. The sampled population for this study comprised of five upper basic schools within the local government area, while the sampling technique was simple random sampling, selecting two hundred (200) respondents, forty each from each school. The instrument used for data collection was a self-designed questionnaire and a pro forma. Frequency counts and percentage were used to describe the demographic data of sampled respondents, mean and standard deviation for analyzing the generated research questions, and multiple regression analysis for answering the postulated hypothesis. The findings showed that learning outcome of upper basic school pupils in Osogbo Local Government Area of Osun State was average with a mean score of 58.6%; the predominant school environment in Osogbo Local Government, Osun State was favorable (55.5%); the predominant school environment in Osogbo Local Government, Osun State was staff-students relationship and classroom experience; and there was no significant relationship between school environment and learning outcome of upper basic schools outcome in Osogbo Local Government, Osun State. Recommendations were made that school staff should develop with the pupils a good interaction which is helpful in promoting pupils’ learning outcome; a well-programmed learning and teaching environment which is conducive enough to achieve effective teaching and learning should be established; well trained and qualified teachers should be employed for teaching in upper basic schools; and schools should be situated in a friendly environment where teaching and learning could take place successfully.