FACULTY OF EDUCATION
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Item ASSESSMENT OF CONTENT ADEQUACY AND READABILITY LEVELS OF RECOMMENDED SOCIAL STUDIES TEXTBOOKS IN OYO STATE, NIGERIA(UNIVERSITY OF ILORIN, 2018-07) OLANIYAN, Joseph OlatunjiIn the teaching and learning of any subject, both teachers and students usually rely on text materials and, as such, it is not doubtful then that the quality of textbooks in use will determine, to a large extent, the quality of learning and transfer of such learning. Owing to scarcity of studies on assessment of Social Studies textbooks in Oyo State, this study, therefore, investigated content adequacy and readability of two Social Studies textbooks used in secondary schools in Oyo State, Nigeria, namely: Macmillan and Basic Social Studies textbooks. Specifically, the study determined the: (i) adequacy of the content and learning activities of the textbooks; (ii) adequacy of the content and learning activities, on each level of each of the textbooks; (iii) readability of the two textbooks; and (iv) difference in the teachers’ perception of the content adequacy of the textbooks. The descriptive survey design was adopted for this study. Out of 635 public secondary schools in the six education zones in Oyo State 65 were sampled. Out of a total of 112,500 junior secondary school III Social Studies students, 778 were selected and all the 405 Social Studies teachers were involved in the study. The instruments for data collection were Emerola’s 8-points model of Quantitative Approach to the Content Evaluation, Cloze Procedure and Social Studies Readability Test (SSRT). Emerola’s 8-points model was used to answer the research questions, while the independent t-test was used to test the formulated hypotheses. The findings of the study were that: i. Macmillan Social Studies textbook had overall higher content adequacy rating score of 4.02 on the six indices of Topical Coverage Index (TCI), Learning Activity Index (LAI), Chapter Summary Index (CSI), Study Question Index (SQI), Illustration Index (ILI) and Under Represented Population Index (UPPI), while Basic Social Studies textbooks had a lesser rating score of 2.85 on the same six indices; ii. Mean content adequacy score of JSS I, II and III in Macmillan Social Studies textbooks on the six indices were 1.44, 1.74 and 0.84, respectively, while the mean score on content adequacy of JSS I, II and III Basic Social Studies textbooks were 1.94, 0.35 and 0.56, respectively. iii. Macmillan Social Studies textbook had a low readability score of 43.7%, while Basic Social Studies textbook had a very high readability score of 80.1% ; and iv. There was a significant difference in the teachers’ perception of content adequacy of the two Social Studies textbooks in favour of Macmillan (t=2.28; ρ=0.02 <0.05). The study concluded that the two recommended textbooks were adequate in content, implying that the two recommended textbooks were appropriate for Social Studies teaching and learning. However, the Basic Social Studies textbook was better in readability than the Macmillan Social Studies textbook. It was, therefore, recommended that the two textbooks should continue to be used but Macmillan Social Studies textbooks needed improvement in readability while the content of Basic Social Studies should be reviewed periodically.Item ASSESSMENT OF FUNCTIONAL LITERACY NEEDS AND ENRICHMENT INTERESTS OF COMMERCIAL DRIVERS IN NORTH-CENTRAL NIGERIA(UNIVERSITY OF ILORIN, 2018) YUSUF, MurainaThe 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.