DEPARTMENT OF ARTS EDUCATION

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FUNCTIONAL LITERACY NEEDS AND ENRICHMENT INTERESTS OF ADOLESCENT INMATES OF BORSTAL HOMES IN NIGERIA
(UNIVERSITY OF ILORIN, 2018) ABIOLA, Muhydeen Olaitan
Illiteracy is one of the factors that may lead to juvenile delinquency and incarceration. When inmates with a low literacy level are freed from correctional facilities, social and economic difficulties, including future unemployment and welfare dependence are some of the challenges they are confronted with.This study attempted to seek ways of ameliorating the conditions of juvenile inmates and rehabilitate as well as re-integrate them into the mainstream.The objectives of the study were to: (i) investigate the functional literacy needs of the adolescent inmates of Borstal homes in Nigeria; (ii) analyse their literacy enrichment (reading and writing) interests; (iii) establish the influence of religion, training, ethnicity and home background on their functional literacy needs; and,(iv) ascertain the influence of these variables on their literacy enrichment interests. This study was a descriptive study of the cross-sectional survey type. The target population involved all the current adolescent inmates in all the three Borstal Institutions in Nigeria situated in Kaduna, Ilorin and Abeokuta. The sample consisted of all the 498 adolescent inmates in Kaduna (257), Ilorin (141)and Abeokuta (100) as at the time the study was carried out. The purposive sampling technique was therefore used for the selection of the sample and the locale. A researcher-designed questionnaire with reliability index of 0.95 and an oral interview schedule were used for data collection. The validity was ascertained by a group of seven arbitrators. The percentage was used for analysing the demographic data, while One-way Analysis of Variance and the t-test were used to test the hypotheses of the quantitative data which were further corroborated by context analysis of qualitative data. The findings were that: the functional literacy needs rated “very crucial” were both the cultural (x ̅=2.69) and the economic (x ̅=2.64); the literacy enrichment interests rated “very crucial” were both the quantitative enrichment reading (x ̅=2.50) and writing (x ̅=2.51); there was no significant difference in the functional literacy needs based on ethnicity, inmates’ parents’ educational background, and training; and, there was a significant difference in the enrichment interests based on religion (reading F=14.70, p<0.05; writing F=9.76, p<0.05), ethnicity (reading F=3.93, p0.009<0.05; writing F=8.87, p<0.05), inmates’ parents’ socio-economic status (reading F=7.94, p<0.05; writing F=5.56, p0.004<0.05), and training (reading t=4.80, p0.000<0.05; writing t=5.54, p0.000<0.05). Conversely, there was no significant difference in the enrichment(reading and writing) interests based on inmates’ parents’ educational background. It was concluded that all the predictor variables were significant in enhancing the re-integration of the adolescent inmates into the mainstream after discharge from the correctional institutions.The implication isthat the functional literacy needs as well as the enrichment reading and writing interests should further be explored in order to forestall an inadvertent relapse.The study recommended that the controllers of prisons should ensure that the enrichment materials that would be stocked in the institutions’ libraries and the classrooms must be those that can consolidate the identified functional literacy needs of the inmates. Parents are also to work harmoniously with the institutions in ensuring sustainable literacy development for all inmates irrespective of religious and ethnic affiliation, or home background.
COOPERATIVE AND GENERATIVE INSTRUCTIONAL STRATEGIES AS DETERMINANTS OF NIGERIAN COLLEGES OF EDUCATION STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION
(UNIVERSITY OF ILORIN, 2018) ABDULSALAM, Nike Abiodun
Reading is a literacy skill that its comprehension enhances the understanding of other subjects. Despite various researches on reading instructions, the trend of low performance of students in national examinations in English Language still continues, this is a threatening inhibition to the attainment of the educational goals. This study is a remedy seeking measure bearing in mind the crucial role of reading in formal information retrieval.Therefore, the aim of this study was to assess Jigsaw IV Cooperative Instructional Strategy (J4CIS) and Question-Generation-and-Answering Strategy (QGAAS) as Determinants of Nigerian Colleges of Education Students’ Achievement in Reading Comprehension. The objectives were to: (i) examine the entry achievement level of students in reading comprehension; (ii) ascertain the effects of J4CIS, QGAAS and a combination of the two on students reading comprehension at the literal, inferential and evaluative levels; (iii) assess the influence of gender, course of study and passage content on students’ achievement in reading comprehension when exposed to J4CIS, QGAAS and a combination of the two. The study adopted the quasi-experimental researchdesign. Purposive and simple random sampling techniques were used to select 300 participants from the threeKwara State Colleges of Education. Reading comprehension achievement tests were used for the data collection; items of the tests were adopted from recommended texts and were validated by language experts. Data collected were analysed using percentages and Analysis of Covariance (ANCOVA) at 0.05 level of significance. The findings of the study were that: i. before the treatments, most students can read but a few comprehend effectivelywith low and poor grades (control;53.30%, QGAASS;38.67%, J4CIS;37.33%, combination;34.67%, and Poor(control; 46.67%, QGAAS; 61.33%, J4CIS; 62.67%, combination; 63.35%) ii. a significant difference exists in the reading achievement of students taught with J4CIS, QGAAS and a combination of the two (F=90.15;P=0.00<0.05=H¬¬¬¬¬¬¬¬¬¬¬¬¬01rejected) in favour of J4CIS+QGAAS; iii. a significantdifference exist in the reading achievement of students taught withJ4CIS,QGAAS and a combination of the two at the literal, inferential and evaluative levelsofcomprehension(Literal;F=393.798;P=0.000<0.05=H02rejected.Inferential;F=662.865;P=0.00<0.05=H02rejected. Evaluative;F=307.305;P=0.00<0.05=H02rejected) iv. gender does not have any significant influence on the reading achievement of students when exposed to J4CIS, QGAAS and a combination of the two (F=0.59;P=0.44>0.05)=H¬02retained; v. course of study does not have any significant influence on the reading achievement of students when exposed to J4CIS, QGAAS and J4CIS+QGAAS (F=0.10;P=0,91>0.05)=H03retained; and vi. passage content had a significant influence on the reading achievement of students when exposed to J4CIS, QGAAS and J4CIS+QGAAS,in favour of familiar content(F=11,09;P=0,00<0.05)=H04rejected The study concluded that literal, inferential and evaluative levels of comprehension can be better enhanced when learners are exposed to either J4CIS, QGAAS or both. This impliedthat these strategies embraced communicative teaching since the learners get meaningfully involved. The study recommended that teachers should employ the use of either J4CIS, QGAAS or both in reading instruction so as to integrate other language skills and improve students’ achievement level.
ASSESSMENT OF FUNCTIONAL LITERACY NEEDS AND ENRICHMENT INTERESTS OF COMMERCIAL DRIVERS IN NORTH-CENTRAL NIGERIA
(UNIVERSITY OF ILORIN, 2018) YUSUF, Muraina
The general aim of literacy is to equip individuals with knowledge, attitudes, skills and values for personal, interpersonal and community development. Individuals are expected to use these attributes to acquire information, values and other skills that can enable them function more effectively and efficiently. Based on this key role of literacy, this study assessed functional literacy needs and enrichment interests of commercial drivers in North-central Nigeria. The objectives were to investigate: (i) their functional literacy needs; (ii) their enrichment literacy interests; and (iii) the influence of social demographic characteristics of ethnic background, age, religion, formal education and driving experience on their functional literacy needs and enrichment interests. A descriptive research survey of the cross-sectional type was employed in this study. The population for this study was all the literate commercial drivers in Kogi, Kwara and Niger states. The target population was all inter-state literate commercial drivers in Kogi, Kwara and Niger states. Six hundred and sixty respondents were selected using incidental sampling technique. A researcher-designed questionnaire was used to collect data from the respondents. The test-retest method of three-week interval was employed to determine its reliability and a value of 0.67 was obtained. Thirteen research questions were answered using mean and standard deviation while ten hypotheses were tested with One-Way Analysis of Variance. The findings of the study were that: the commercial drivers in the North-central Nigeria needed functional literacy much for cultural (x ̅=3.30), civic (x ̅=3.25), economic (x ̅=3.38) and social (x ̅=3.31) development in all settings, with economic development (x ̅=3.38) more needed than the others; the commercial drivers had moderate interest in enriching their prose (x ̅=3.12), document(x ̅=3.18) and quantitative (x ̅=3.28) literacy domains, with more interest in enriching their quantitative (x ̅=3.28) than document (x ̅=3.18) and prose (x ̅=3.12) literacy skills; and ethnicity and driving experience did not influence their functional literacy needs, but age (F=4.68, p˂0.05), religion (F=13.27, p˂0.05) and formal education (F=5.03, p˂0.05) significantly influenced their functional literacy needs, while ethnicity (F=8.05, p˂0.05), age (F=8.46, p˂0.05), religion (F=14.01, p˂0.05), formal education (F=7.63, p˂0.05) and driving experience (F=5.76, p˂0.05)significantly influenced their enrichment literacy interests. The study concluded that commercial drivers needed functional literacy more for their economic development than social, cultural and civic development; they also had moderate interest in enriching their quantitative literacy domain more than document and prose. The implication of these findings was that there was need to plan and organise functional literacy programmes for the drivers, especially for economic development and with regard to quantitative domain. The study recommended that a functional literacy programme be organised by adult literacy professionals for the commercial drivers, taking cognisance of their economic development and quantitative literacy domain. Also, other stakeholders such as the Federal Road Safety Commission should endeavour to discharge voluntary community service by organising a functional literacy programme for commercial drivers, taking into consideration their demographic characteristics of ethnic background, age, religion, formal education and driving experience.
EFFECTS OF PICTURES AND POSTERS ON SENIOR SECONDARY STUDENTS’ PERFORMANCE IN CHRISTIAN RELIGIOUS STUDIES IN NIGER STATE, NIGERIA
(UNIVERSITY OF ILORIN, 2018-04) EDORHE, Florence Onokhifa
Christian Religious Studies (CRS) is one of the academic subjects aiming at creating awareness in the learners’ relationship with God as revealed in their personal experience, the biblical revelation as a whole and in Jesus Christ in particular.Notwithstanding the nature and importance of Christian Religious Studies to the individual and the value of religious education to the society at large, yet, the academic performance of students in the subject over the years has not improved.The objectives of this study were therefore toexamine the: (i) effects of pictures on senior secondary students’ performance in Christian Religious Studies; (ii) effect of posters on academic performance of Christian Religious Studies students; (iii) effect of a combination of pictures and posters on academic performance of Christian Religious Studies students and (iv) interactive effect of pictures and posters and gender on Christian Religious Studies students’ academic performance. A 4 by 2 pre-test, post-test, control group, quasi-experimental design was employed for this study.Four public secondary schools were selected from the three senatorial districtsin Niger State. From each school, 50 students were selected for this study. Thus, a total of 200 SS2 students were sampled for this study. Christian Religious Studies Performance Test (CRSPT) was used to collect data from the respondents.A reliability coefficient of 0.67 was obtained using Pearson Product Moment Correlation statistics.Percentage, mean, standard deviation, Analysis of Covariance (ANCOVA) and Post Hoc Pairwise comparison analyses were employed in the analysis. The findings were that: i. there was a significant difference between the performance of students taught Christian Religious Studies using pictures and those taught using conventional method in favour of those taught with pictures (F(1, 97) = 4.968, p<0.05), ii. there was a significant difference in the performance of students taught Christian Religious Studies using posters and those taught using conventional method in favour of those taught with posters (F(1, 97) = 20.947 p<0.05), iii. there was asignificant difference in the performance of students taught Christian Religious Studies using a combination of pictures andposters and those taught using conventional method in favour of those taught with the combination of pictures and posters (F(1, 97) = 241.450, p<0.05). iv. There was no significant difference in the performance of male and female Christian Religious Studies students exposed to pictures (F(1,47) = 1.012, p>0.05); posters (F(1,47) = .477, p>0.05) and a combination of pictures and posters (F(1,47) = .070, p>0.05) v. CRS students taught with pictures and posters performed best, followed by those taught with posters and the least by those taught with pictures. The study concluded that Students taught CRS usingpictures, posters and a combination of pictures and posters performed better than those taught with conventional method. The study recommended that CRS teachers should employ the use of pictures illustrations, posters illustrations and the combination of pictures and posters illustrationsin the classroomto interact with learners for effective learning outcomes.
ASSESSMENT OF TECHNIQUES AND RESOURCES USED IN TEACHING ISLAMIC STUDIES IN COLLEGES OF EDUCATION IN NIGERIA
(UNIVERSITY OF ILORIN, 2021) LAARO-MUSA, AbdurRahman
Islamic studies education is the development of behaviours, attitudes, beliefs and practices of Islamic religion in the individual. It is to acquaint the students with the broad doctrines of Islam. It is observed that explanation technique was frequently used in the Colleges of Education to prepare the trainee teachers. This cannot help them to teach effectively and efficiently when they eventually get to the field. The fact is that the aim of NCE is to prepare the student teachers to teach in primary and junior secondary schools. This study assessed techniques and resources used in teaching Islamic studies in Colleges of Education in Nigeria. The objectives of the study were to: (i) assess the various techniques used in teaching Islamic studies in Colleges of Education in Nigeria; (ii) assess the various resources used; (iii) establish the difference of gender, college type, qualification and teaching experience of lecturers in the use of techniques and resources; and (iv) determine the difference of these variables on the use of techniques and resources. This is a descriptive study of the cross sectional type. The target population study involved all Islamic studies lecturers in Colleges of Education in the four sampled geopolitical zones of Nigeria (i.e. North- central, North- east, North- west and South-west zones). The purposive sampling technique was used to select400 Islamic Studies lecturers in the Colleges of Education. Structured questionnaire was used to elicit responses from the respondents. Frequency counts and percentage were used to analyse the demographic data of the respondents, while hypotheses were tested with the use of t-test statistical analysis and one-way analysis of variance at 0.05 level of significance The findings of the study were that: i. the explanation technique was used in the teaching of Islamic Studies; ii. the Glorious book, Qur’an and Hadith as educational resources were very adequately used in teaching Islamic Studies; iii. there was a significant difference in techniques as well in resources used by male and female colleges of education Islamic Studies lecturers in teaching Islamic studies in favour of male lecturers; (t=24.30, p<0.05) and (t=12.53, p<0.05);and iv. there was a significant difference in techniques as well in resources used by less qualified, qualified and very qualified college of education Islamic studies lecturers in teaching Islamic studies in favour of very qualified lecturers (f=491.62, p<0.05) and (f=698.76, p<0.05). The study concluded that all the variables were significant in the use of techniques and resources. The implication is that the various techniques as well as resources should be explored in order to boost the performance of trainee teachers. The study recommended that Islamic Studies lecturers should employ various techniques such as explanation, description, demonstration, narration, illustration, role-play, fieldtrip/excursion, drilling, discussion and observation. Likewise resources, both human and non-human such as, audio, visual and audio-visual should be used to teach their students. School authority should provide different instructional resources to colleges of education for effective and efficient teaching and learning.
AVAILABILITY AND USE OF ICT TOOLS FOR TEACHING ARABIC LANGUAGE IN COLLEGES OF EDUCATION IN NORTH-CENTRAL NIGERIA
(UNIVERSITY OF ILORIN, 2021) SANNI, Abdulhameed Muhammed
Arabic language is one of the tools used to access information on the World Wide Web like other major world languages such as Chinese, English, French, Hausa, Igbo, and Yoruba. Its teaching and learning could also be enhanced through the use of Information and Communication Technology (ICT) tools. However, the inadequate availability and lackadaisical attitude of some teachers to the use of ICT tools in some educational institutions are factors responsible for the low enrolment and poor performance of students in Arabic at the higher institutions. This study aimed at investigating the level of availability and use of ICT tools for teaching Arabic Language in Colleges of Education in North-central, Nigeria. The objectives were to: (i) examine the level of affordability, adequacy, accessibility and functionality of ICT tools; and (ii) establish teachers’ attitude towards the use of ICT tools for teaching Arabic Language based on gender, qualification, experience and college ownership. This study was a descriptive survey research type. The target population and sample consisted of all the 75lecturers of Arabic language in the 15 Colleges of Education in the North-central, Nigeria which comprised Benue, Kogi, Kwara, Nasarawa, Niger, Plateau and the FCT-Abuja. The study sample was purposively drawn from the colleges where Arabic language was taught. A researcher-developed questionnaire with reliability index of 0.78 and an oral interview schedule were used for data collection. Percentage, One-way Analysis of Variance and the t-test were used for data analysis at 0.05 level of significance. The findings of the study were that: i. out of 23 ICT tools assessed, 14(60.9%) were available while 9(39.1%) were not available; 12(52.2%) were usable while 11(47.8%) were not usable; ii. 21(91.3%) were affordable and 2(8.7%) were not affordable;11(47.8%) were adequate while 12(52.2%) were not adequate; 12(52.2%) were accessible and 11(47.8%) were not accessible;12(52.2%) were functional and 11(47.8%) were not functional; and iii. there was no significant difference in teachers’ attitude towards the use of ICT tools to teach Arabic language based on gender (t=0.384, p=0.702> 0.05); qualification (F=1.80, p=0.154> 0.05); experience (F=0.774, p=0.465> 0.05) and college ownership (F=2.661, p=0.077 > 0.05). The study concluded that teachers’ gender, qualification, experience and college ownership did not determine the availability and use of ICT tools for teaching Arabic language in colleges of education. The implication is that the availability and use of ICT tools for teaching Arabic language in colleges of education is not premised on the predictor variables examined in the study. The study recommended that the government private proprietors should intervene in the procurement of those unavailable ICT tools.
STAKEHOLDERS’ PERCEPTION OF THE EDUCATIONAL VALUES OF YORÙBÁ ORAL LITERATURE AMONG SENIOR SECONDARY SCHOOL STUDENTS IN SOUTH-WESTERN NIGERIA
(UNIVERSITY OF ILORIN, 2021-03) BADRU, Surajudeen Adéwálé
The general aim of performing oral literature in Yorùbá society is to help individuals, especially the youths to tap from the rich values of this heritage to enrich their knowledge and improve their lives. The use of oral literature in educating the youths is under threat of total extinction and the rate at which social vices are ravaging the Yorùbá nation is increasing day-by-day. Based on the crucial role of oral literature, this study examined Stakeholders’ Perception of the Educational Values of Yorùbá Oral Literature among Senior Secondary School (SSS) Students in South-western Nigeria. The objectives were to: (i) investigate their perception of the educational values of Yorùbá oral literature; (ii) evaluate the differences among the perception of parents, teachers and artistes; and (iii) determine the influence of socio-demographic characteristics of gender, religion, formal education level/qualification and experience/age on stakeholders’ perception. A descriptive research survey of the cross-sectional type was adopted in this study. The population for the study was all the parents, teachers and artistes in South-western Nigeria. The target population was all Yorùbá parents who have attained age forty, teachers of Yorùbá at SSS level and Yorùbá artistes in Lagos, Ò̩̩yó̩̩ and Èkìtì States. One thousand, two hundred respondents (600 parents, 450 teachers and 150 artistes) were sampled through incidental and purposive sampling techniques. A researcher-designed questionnaire was used for data collection. The test-retest of four-week interval was used to determine its reliability and a value of 0.83 was obtained. Fourteen research questions were raised. Research Question One was answered using mean rating and standard deviation. Other research questions were answered through their corresponding hypotheses using the t-test and One-way Analysis of Variance, at 0.05 level of significance. The stakeholders’ perception was measured on a five-point scale of Very Low (1.00-1.49), Low (1.50-2.49), Moderate (2.50-3.49), High (3.50-4.49) and Very High (4.50-5.00). The findings of the study were that: (i) the stakeholders had moderate (𝑥 ̅=3.22, .970) perception of the educational values of Yorùbá oral literature; (ii) there was no significant difference among parents, teachers and artistes’ perception; (iii) gender and religion did not significantly influence parents’ perception, but formal education level (F=4.752, p<0.05) and age (F=6.513, p<0.05) significantly influenced their perception; (iv) religion did not significantly influence teachers’ perception, but gender (F=4.156, P<0.05), qualification (F=5.147, p<0.05) and experience (F=2.062, p<0.05) significantly influenced their perception; and (v) gender, religion and formal education level did not significantly influence artistes’ perception, but experience did (F=7.039, P<0.05). The study concluded that irrespective of gender, religion, formal education level/qualification and experience/age the three groups of stakeholders had moderate perception of the educational values of Yorùbá oral literature. The implication of these findings was that there was a need for the various interest groups (i.e. parents, teachers and artistes) that make up a part of the society to work closely and complement one another in employing oral literature to educate the youths. The study recommended that the stakeholders should emphasise the educational (and other) values that are derivable from Yorùbá oral literature.

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