Browsing by Author "Omosewo, Esther Ore"

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    ASSESSMENT OF EDUCATION POLICY THRUST OF THE NATIONAL ECONOMIC EMPOWERMENT AND DEVELOPMENT STRATEGY (NEEDS) IN NIGERIA
    (Problems of Education in the 21st Century, 2014-03-08) Abimbola, Isaac Olakanmi; Omosewo, Esther Ore; Upahi, Johnson Enero
    The National Economic Empowerment and Development Strategy (NEEDS) is Nigeria’s plan for prosperity. The plan focuses on four key strategies: reorienting values, reducing poverty, creating wealth and generating employment. In realizing the plan, education is recognized as the vital transformational tool and a formidable instrument for any socioeconomic empowerment. Policy frameworks for education were developed to propel and sustain the NEEDS initiative. The NEEDS set six goals (with targets) for education, and each of the goals is keyed to each of the policy thrust. This study, therefore, attempted to assess the extent to which the targets of NEEDS for education are implemented. A structured questionnaire was developed to elicit 250 university lecturers’ views on the extent of implementation of the education policy thrust of the NEEDS. It was found that, the targets of each of the goals of the plan that were originally designed to be a medium–term development strategy; spanning year (2004-2007) have not been fully realized 10 years after its inception. Conclusion was drawn and recommendations were made, among which are: the NEEDS planners and operators should set specific, realizable targets and time framework of human development, for students to become self-sufficient in the areas of basic needs through skills acquisition and job creation.
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    Teachers' Gender Disparity as Correlates of Students Academic Performance in Mathematics
    (Africa Forum of Teaching Regulatory Authorities (AFTRA), 2016) Akanmu, Morenikeji Alex; Koroma, Abdul; Omosewo, Esther Ore; Fajemidagba, Michael Olubusuyi
    The study investigated disparity in teachers’ gender in relation to students’ academic performance in mathematics. The study was carried out in Oyo State, Nigeria with a sample drawn from 9 Senior Secondary Schools from the 3 Senatorial districts of the State. A population of 270 students (m=116; f=154) and 9 teachers (m=4; f=5) participated in the study. The instruments used were a pro-forma of already conducted mathematics test scores of students retrieved and used for analysis; and, a teacher-centred questionnaire to elicit relevant data on teachers’ gender and qualification. Data collected were analyzed using frequency counts and t-Test to test the hypotheses formulated as guide for the study. The findings showed that generally, there was a difference with respect to students’ academic performance, in that female students obtained higher mean gain score in mathematics, though this difference was not statistically significant. Across the board, students taught by male or female teachers performed almost in the same pattern. The implication of this is that, teachers’ gender disparity has no role or does not influence the performance of students in mathematics.