Browsing by Author "Olatunji, D. S."

Now showing 1 - 3 of 3
  • Item
    Teachers’ Effectiveness in Maintaining Standards in Basic Education in Kwara State Central District
    (Department of Teacher Education, University of Ibadan, Ibadan, Nigeria, 2014-05) Olatunji, D. S.; Jimoh, M. I.; Balogun, A. O.; Saidu, A; Alhassan, Y. S.
    This study investigated teachers' effectiveness in maintaining standards in basic education in Kwara Central Senatorial District. Specifically, the study determined the influence of teaching qualification, years of teaching experience, areas of specialization and gender on teachers' effectiveness. The population of the study was 3,410 Upper basic teachers in the 84 schools in the district out of which 300 teachers were randomly drawn from 30 schools as a sample for the study. A questionnaire titled My Teacher Effectiveness Inventory (MTEI) was used to collect data about the teachers' effectiveness from their students. The collected data were analyzed with percentages and chi-squares. The findings showed that teachers in Basic Schools possess a minimum teaching qualification. Teachers' gender, teaching qualifications, years of teaching experience and area of specialization significantly influenced their effectiveness. Based on these findings, it was recommended that B.Ed/B.Sc (Ed)/ B.A (Ed) should be the least qualification for teaching in Upper Basic schools in Kwara Central Senatorial District. The experienced teachers should mentor the less experienced and newly recruited teachers; teachers' areas of specialization or discipline should be adhered to in the recruitment and placement of teachers. Also, male teachers should update their knowledge through a series of in-service training and refresher courses. These would improve teachers' effectiveness and standard in Basic Education would be assured.
  • Item
    Teaching and assessment for mastery: Maximizing Learning Gains in Senior Secondary Schools
    (Institute of Education, University of Ibadan on behalf of participating West Africa Universities and Ministries of Education, 2013) Owolabi, H. O.; Olatunji, D. S.; Sowumi, E. T.
    This study investigated the effect of Teaching and Assessment for Mastery (TAM) on Senior Secondary School (SSS) students’ achievement in Economics in Ilorin, Kwara State, Nigeria. It examines the effectiveness of TAM for improving general level of senior Secondary school students’ level of performance in Economics. The sample consisted of ninety Senior Secondary form one (SS 1) students from three intact classess- yellow, blue and red with 22, 27 and 41 students respectively. The non equivalent group post test only quasi experimental research design was adopted for the study. Four instruments were developed and used for data collection. These comprises three formative tests and a post-test. The postulated research question was answered with mean and standard deviation while Analysis of covariance (ANCOVA) was used to test the hypothesis generated for the study at the 0.05 level of significance with the students’ scond term examination scores in Economics as the covariate. Findings showed that TAM was effective for improving the general performance of the students in Economics. The degree of effectiveness manifested in the students’ mean performance before TAM (47.8) and after TAM (71.5) with effect size of 0.65. It was also observed that SS1 Red, the most populous class which had the lowest mean score (41.3902) in second term examination, had the highest mean gain of 67%. Based on this findings, it was suggested that TAM should be introduced for the teaching and learning of Economics in secondary schools and the experiment should be extended over the whole term and to cover other subjects. In addition, the teachers of classes with large number of students should take note of the likely effect and vary their instructional methods to cater for this.
  • Item
    Teaching and assessment for mastery: Maximizing Learning Gains in Senior Secondary Schools
    (Institute of Education, University of Ibadan, 2013) Owolabi, H. O.; Olatunji, D. S.; Sowumi, E. T.
    This study investigated the effect of Teaching and Assessment for Mastery (TAM) on Senior Secondary School (SSS) students’ achievement in Economics in Ilorin, Kwara State, Nigeria. It examines the effectiveness of TAM for improving general level of senior Secondary school students’ level of performance in Economics. The sample consisted of ninety Senior Secondary form one (SS 1) students from three intact classess- yellow, blue and red with 22, 27 and 41 students respectively. The non equivalent group post test only quasi experimental research design was adopted for the study. Four instruments were developed and used for data collection. These comprises three formative tests and a post-test. The postulated research question was answered with mean and standard deviation while Analysis of covariance (ANCOVA) was used to test the hypothesis generated for the study at the 0.05 level of significance with the students’ scond term examination scores in Economics as the covariate. Findings showed that TAM was effective for improving the general performance of the students in Economics. The degree of effectiveness manifested in the students’ mean performance before TAM (47.8) and after TAM (71.5) with effect size of 0.65. It was also observed that SS1 Red, the most populous class which had the lowest mean score (41.3902) in second term examination, had the highest mean gain of 67%. Based on this findings, it was suggested that TAM should be introduced for the teaching and learning of Economics in secondary schools and the experiment should be extended over the whole term and to cover other subjects. In addition, the teachers of classes with large number of students should take note of the likely effect and vary their instructional methods to cater for this.