OVERVIEW OF ATTITUDE OF ADULT LEARNERS TOWARDS EXAMINATION IN MASS LITERACY PRORAMMES IN BORNO STATE, NIGERIA

   ¹Abubakar Abba Aji And ²Mariam M.A Zakari

¹Department of Continuing Education and Extension Services, Faculty of Education, University of Maiduguri

²Department of Primary Education Studies (PES), Kashim Ibrahim College of Education, Maiduguri.

E-mail: abbaganabenisheikhali@gmail.com  

ABSTRACT

Attitude is a general term which refers to one’s feelings, thought and predisposition to behave in a particular manners towards some aspects Mukherjee (2008) in this case attitude can be defined as the way of thinking, feeling, interest and behaviour of adult learners towards examination. Examination in the other hand is administered to adult learners enrolled in basic literacy programme at the end of their course duration aimed at certifying them. Examination is a yardstick by which learners learning abilities and potentials are identified, help learners to discover how much they know and areas to improve upon, provide feedback to the teacher as to how much impact he is making on his learners (Oni, 1994). Therefore, seeing the importance of examination to students and adult literacy programmes, this paper attempted to give an overview of the attitude of adult learners towards examination, with close look at attitude, examination, proper teaching and learning  situation, classroom communication and their implications in literacy programmes in Borno State.  The paper concludes by making some suggestions to address negative attitudes of adult learners toward examination.

PROMOTING HUMAN CAPACITY BUILDING AMONG NIGERIA YOUTH AT TERTIARY LEVEL THROUGH PRACTICAL ENTREPRENEURSHIP EDUCATION 

Ibrahim Sukola Tambaya

Department of Science Education

Faculty of Science and Education

Federal University Dutsin-Ma Katsina State.

Email: sibrahim@fudutsinma.edu.ng

ABSTRACT

The necessity of human capacity building cannot be over emphasis especially among the youth who are the backbone of any society. Nigerian youth have been bedeviled by unemployment sager after graduation from tertiary institution. This has been attributed to lack of qualitative education that will make the student acquire skills that will make them job creators after graduation. Entrepreneurship education has been introduced as a general study course in Nigerian higher institutions to make students acquire skills that will make them self–reliant in order to reduce the rate of unemployment. The laudable effort of introducing Entrepreneurship education is commendable though it is only being taught at theoretical level. The theoretical Entrepreneurship education is not making Nigerian youth to get the basic Entrepreneurship skills that will built their capacity to become job creators. It is in line with this trend that this paper advocates practical Entrepreneurship education at tertiary level. The paper also reviewed the concept of Entrepreneurship, Entrepreneurship education, Entrepreneurship skills, practical Entrepreneurship education, human capacity building and how Entrepreneurship education promote human capacity building among Nigerian youth. It is recommended that government should incorporate practical/field training skill in the existing mandatory Entrepreneurship curriculum of tertiary institution in Nigeria.

EDUCATION AND HUMAN CAPACITY BUILDING

Ajewole, Idowu Philip

Department of Educational Management, University of Ilorin, Kwara State, Nigeria.

E–mail: ajewolephilip@yahoo.co.uk

ABSTRACT

Education is the bedrock for every development that takes place in the society and the answer to the menace of unemployment that plagues the third nations, Nigeria in particular.  Education enables high skillfulness of human resource  and technological development of an organization that enhances input maximization that brings unquantifiable  benefits  to  individuals  in the  societies.  This  paper  examines  human capacity  building  as an offshoot  of education  that  enhances  the transformation  of individuals  and  the  societies.  It  stresses  education  as  the  only  builder  of  human capacity,   organizations   and  societies.   Human  capacity  building   is  enshrined   in education   with   various   systems   to   solve   identified   problems   of   individuals, organizations  and  societies.  The  paper  sees  education  as  the  only  tool  to  human capacity building that can solve all mirage of problems confronting  the third world nations. Solution to the problems of human capacity building, especially those that are peculiar to the field of education in the third world is hereby addressed.

MANAGEMENT OF DIVERSIFICATION IN NIGERIAN EDUCATION: IMPLICATION FOR PRIMARY EDUCATION LEVEL IN NIGERIA

Johnson Agbonavbare Osaigbovo

Department of Education

Faculty of Arts & Education Benson Idahosa University

Benin City, Edo State, Nigeria

E-mail: drjaosaigbovo@yahoo.com, drjaosaigbovo@gmail.com

ABSTRACT

Primary education is very important in Nigerian education system. Since, independence in 1960, the federal, state and local governments have played significant role in the management and administration of primary education level in Nigeria. The introductions of Universal Primary Education (UPE) Scheme (1976) by the then regional governments and the Universal Basic Education (UBE) in 1999 by the federal government in the country have helped to diversified primary education. The management of primary education in Nigeria has been moving from one body to another. However, the reintroduction of the National Primary Education Commission (NPEC) through decree No. 96 of 1993, along with the structure of State Primary Education Board (SPEB) and Local Government Education Authority (LGEA), make these bodies responsible for the management and fund allocation in the primary level. The paper focused on management of diversification of Nigerian education and its implications for primary education level in Nigeria. It was recommended that there should be regular training and retraining of staff to ensure availability of capable human resources to manage the diversification of primary education level in Nigeria.

EFFECTS OF INTERACTIVE-INVENTION AND PROBLEM-BASED INSTRUCTION STRATEGIES ON STUDENTS’ ATTITUDES TO BIOLOGY

Ogunbowale Ngozi Blessing

Teacher Education Department

 Faculty of Education, University of Ibadan, Ibadan.

E-mail: ogunblessing1@yahoo.com

ABSTRACT

The prevailing poor outcomes of students in biology every year in Senior School Certificate Examination suggests that the instructional strategies employed by teachers may be inappropriate. There is the need to employ strategies where student will engage in problem solving skills and involve class interaction coupling with wide discussion to ascertain its effect on students‘  performance  This study therefore, concerned itself with the effects of Interactive-invention and Problem-based Instruction strategies on achievement in Biology. It also examined the moderating effect of students’ self-efficacy on learning outcome in Biology. A pre-test, post-test, control group quasi –experimental research design was adopted for this study. The participants for the study were made up of 201 (79 male and 122 female) Senior Secondary Class two (SSII) Biology Students selected from six purposively co-educational secondary schools in Ibadan North, Ibadan North East and Akinyele local government Areas of Oyo State. Seven research instruments were used for this study, Biology Achievement Test (BAT),Students Biology Self Efficacy Questionnaire (SBSQ), Teachers Instructional Guide Problem-based Learning Strategy (TIGPBLS);Interactive Invention Strategy (TIGIIS) and Conventional Lecture Method (TIGCLM) including Evaluation Sheet for Assessing Instructors’ Performance during Training (ESAIP). Three hypotheses were tested at 0.05 alpha levels. Data collected were analyzed using Analysis of Covariance (ANCOVA). There was a significant main effect on treatment on the Academic Achievement of the Students in Biology (F(2,182 ) = 14.355  P <.05,η² = 0.136). Problem-based learning strategy was significantly different from Interactive Invention and conventional strategies in their achievement scores.. There was no significant difference between of Self-efficacy on Students’ Achievement in Biology (F(2,182) = 0.022, P > .05, η² = .000). Problem-based learning strategy is effective in improving students’ Academic Achievement of the Students in Biology taking into cognisance the self efficacy of students concerned.

DEVELOPMENT AND STANDARDIZATION OF AGRICULTURAL SCIENCE ACHIEVEMENT TEST FOR SENIOR SECONDARY SCHOOL STUDENTS IN TARABA STATE NIGERIA

¹Egunsola Abraham, ²Denga Luther and ³Pev Isaac

¹Department of Vocational Education, Modibbo Adama University of Technology Yola, Adamawa State, Nigeria

²College of Education, Zing, Jalingo,Taraba State, Nigeria

³Department of Vocational Education, Modibbo Adama University of Technology Yola, Adamawa State, Nigeria.

Email- zikpev@yahoo.com

ABSTRACT

An Agricultural Science Standardized Achievement Test (ASSAT) was developed for Senior Secondary School class one (SS1) students in Taraba State, Nigeria. The test was developed to provide a valid and reliable instrument to be used for diagnosis, placement and guidance services in Taraba state senior secondary schools. A table of specification was drawn by the researchers based on the content of SS1 Agricultural Science Curriculum and used as a guide to generate 60 objective test items. The test items were face and content validated by experts and pilot tested on 48 students in two schools not included in the study. Split half reliability was determined using Spearman Brown Prophecy formula to determine the internal consistency of the test. The test had a reliability coefficient of 0.82. The researchers adopted an instrumentation research design. The final revision of the test items was made and a final copy containing 50 objective questions was administered to three hundred and eighty four students in sixteen schools, using disproportionate stratified random sampling technique. Four research questions were formulated and answered; one hypothesis was formulated and tested at 0.05 level of significance using the Z – test analysis. Data collected were analyzed using the Maximum Likelihood estimation technique of the BILOG MG Computer programme based on one parameter model of item response theory. Norms for the test was based on measures of central tendency and percentile ranks. The result revealed areas of instruction in Agricultural Science curriculum needing greater emphasis It was recommended that the Taraba state ministry of education should integrate the use of the Test in senior secondary schools for placement of students who will offer Agricultural science. Also Agricultural science teachers should incorporate strategies that will reflect critical thinking among agricultural science students during delivery of topics that demand calculations.

ISSUES AND CHALLENGES IN TEACHING LIBRARY INSTRUCTION COURSE IN NIGERIA UNIVERSITIES

.

Enite Anita Urhefe

Assistant Librarian

 Federal University of Petroleum Resources, Effurun, Delta State.

E-mail: anitaurhefe@yahoo.com 

ABSTRACT

The Library instruction course is aimed at teaching students the techniques of effective use of library to enable them appreciate the importance of the library. Majority of students, especially the secondary school leavers who gain admission for higher studies and who by that privileged find themselves in large libraries have difficulties in retrieving information from the library and some do not even consider the library as an  important organ in the university. This is the reason why university libraries teach the Use of Library course. The teaching of the course enables new students to acquire the skills for using the library.  However majority of students still find it difficult to use the library resources. This paper therefore discusses issues and challenges facing the teaching of the course. Prominent among these challenges are lack of commitment by the university management which results to inadequate funding of the course and lack of standardization in the teaching methodology of the course. The recommendations as obtained from the study includes the need for proper commitment by  university management and  cooperation of academic staff  both from the university library and other faculties members.

UTME AND POST-UTME SCORES AS PREDICTORS OF POLYTECHNIC STUDENTS’ ACHIEVEMENT IN FIRST YEAR NATIONAL DIPLOMA (ND) EXAMINATIONS

(A CASE STUDY OF MOSHOOD ABIOLA POLYTECHNIC, ABEOKUTA, NIGERIA.)

¹Sojobi, O.A., ²Mabosanyinje, A., ³Ogunsanya, B.G. and ⁴Sulaimon, M.O.

Department of Statistics & Mathematics

Moshood Abiola Polytechnic, Abeokuta, Ogun State, Nigeria.

E-mail: olayiwolasojobi@gmail.com,maboadedeji@yahoo.com,

ABSTRACT

This study was conducted to examine the relative effectiveness of the Unified Tertiary Matriculation Examination (UTME) and Post Unified Tertiary Matriculation Examination (Post-UTME) on the first year (NDI) academic performance of students admitted to Moshood Abiola Polytechnic in 2012/2013 session. This is a correlation research as well as Ex-Post facto design. The study was set out to investigate the relationship that exists between the performances of students in UTME and Post-UTME (predictor variables) and MAPOLY students’ achievement (CGPA) in first year ND examination (predicted variable). Secondary data from the institution were used to develop a predictive model. The population consists of all registered admitted students for the 2012/2013 academic session. Total sample of one thousand (1000) students were randomly selected from all the academic departments of the institution with respect to each department’s population vis-à-vis stratified sampling and simple random sampling technique. Using Multiple regression, Multiple correlation coefficient, Coefficient of multiple determination, t-Test, ANOVA F-Test, LSD multiple comparison test and Correlation Matrix to analyze the data, result shows the regression coefficient for Post-UTME to be 0.0212 with a  P-value of  while that for UTME to be 0.0004 with a P-value of . Findings show that Post-UTME was more effective than the UTME. More so, there was a low and inverse relationship between students’ score in Post-UTME and UTME. Polytechnics managements should give high priority to students’ Post-UTME performance than their UTME performance when admitting them. A 35% pass mark in Post-UTME in addition to a student’s UTME score is considered adequate when considering students for admission into polytechnics.  JAMB should be saddled with the responsibility of conducting pre-qualifying examination whereby polytechnics should be allowed to conduct a Post-UTME screening

THE EFFECTS OF PHYSICAL, INTELLECTUAL AND SOCIAL CHANGES ON ADOLESCENTS’ PERSONALITY: IMPLICATION FOR CLASSROOM

Abubakar Hussaini Yoffo

Department of Educational Psychology

Federal College of Education, Yola Adamawa State.

E-mail: abubakarhussaini121@gmail.com

ABSTRACT

The Effects of Physical, Intellectual and Social Changes on Adolescents’ Personality can not be over emphasis. This paper therefore dwelled on the concept of adolescent, the concept and structure of personality, the adolescents and adults, the personality need of Adolescents, the developmental tasks of adolescent, the physical development of adolescent, intellectual development of adolescent, social development of adolescent and educational implication for teaching learning were highlighted. Finally, the paper provided some recommendations that may help Adolescents to satisfy their needs.