STUDIES IN AGATU ADVERBIAL CLAUSES 

¹Umaru, J.Y. and ²John, M.O.

¹Department of Languages and Linguistics, Nasarawa State University Keffi, Nigeria.

²Department of English, Nasarawa State University Keffi, Nigeria.

E-mail: yaqice@gmail.com

ABSTRACT

The article offers an overview of the heterogeneous set of adverbial clauses with their characteristic inferential and distributional properties. Specifically, the paper aims at highlighting the patterns and usage of adverbial clauses in Agatu as well as providing a framework for the study and analysis of adverbials of the language. This study is born out of careful observation of the importance of adverbials and the near absence of research work on the topic as it concerns Agatu. Introspective method, unstructured interview and some personal one on one chat with the native speakers of Agatu are the methods used. Some subjects who are native speakers of Agatu and are also speakers of English were chosen to serve as informants. They were required to translate some adverbials from English to Agatu. The analysis of the data is based on the various levels of adverbials such as; simple, compound, adverbial phrase, clause, forms and type are discussed in the language. Sufficient examples are given on adverbials and their differences which is the major concern of this paper. Adverbial paradigms in Agatu have shown that there are morphological processes. The main method of forming majority of derivational adverbs is by reduplication and negative marker of which new adverbs are created from adjectives. Forming open class adverbs from adjectives in Agatu is however unstable. It is also noticed in Agatu that some adverbs are formed without the addition of prefix or suffix, yet, exhibit the minor and major method of adverbial formation. Suffixation, spittoon as well as embedding are used in Agatu for the formation of compound adverbials. Many simple adverbs in Agatu denote position and direction. Adverbial clauses in Agatu have various means of expressing locative, temporal and indeed all kinds of other circumstantial information. The clause can be regarded as having the function of adjunct in sentence; though in this case it is a matter of embedding one clause in another clause. This research is expected to fill the existing vacuum in the study of Agatu syntax, add to linguistic research findings and, therefore stimulates further research of similar or wider dimensions in related fields in order to facilitate better and more productive language learning.

EFFECTS OF CROSSWORD-PICTURE PUZZLE TEACHING STRATEGY AND GENDER ON STUDENTS’ ACHIEVEMENT IN BASIC SCIENCE

Olagunju, A.M and Babayemi, J.O

Department of Teacher Education

University of Ibadan, Ibadan, Nigeria

E-mail: amolagunju@yahoo.com, john.olakunle@yahoo.com

Abstract

This paper examined the effect of Crossword-Picture Puzzle (CPP) Teaching Strategy and gender on students’ achievement in Basic Science. A pretest-posttest quasi experimental design was employed. The sample consisted of 389 JSS II Basic Science Students from nine schools randomly selected in three States in Southwestern Nigeria. Three instruments used were-Teachers’ Instructional Guides for: Crossword-Picture Puzzle Teaching Strategy (r=0.76), Conventional Lecture Method (r=0.74); Basic Science Students’ Achievement Test (r=0.70).Three hypotheses were tested at 0.05 level of significance. Data were analysed using ANCOVA and mean scores. Results showed that treatment had significant main effect on achievement score (F _(2,389) =202.16; p< 0.05; ᵑ²=.52). Gender had significant main effect on achievement score (F _{(1, 389)} =3.99; p<0.05; ᵑ²=.01). The two-way interaction effect of treatment and gender was not significant on achievement score (F _(2,389) =.980; p>.05; ᵑ²=.005).Crossword-picture puzzle strategy is therefore, recommended to be adopted by Basic Science teachers and curriculum planners.

EFFECTS OF GUIDED-DISCOVERY AND SELF-LEARNING STRATEGIES ON SENIOR SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN BIOLOGY

Akanbi, A.A. and Kolawole, C.B.

Department of Teacher Education

University of Ibadan, Ibadan, Oyo State, Nigeria.

E-mail: adejokeak@gmail.com, comfortlawrence@yahoo.com

ABSTRACT

The traditional instructional strategy employed by most biology teachers in teaching Biology concept has resulted in low learning outcomes. There is need to employ strategies such as guided discovery and self learning, particularly, among secondary schools students. The two strategies have been proved in literature to have exposed students to a better response to life changes in the real world; needed in alleviating the problem of low students’ achievement in biology, but they have not been adopted in the teaching of biology concepts. This study, therefore, examined the effects of guided discovery (GD) and self-learning (SL) strategies on senior secondary school students’ achievement in biology. The pretest-posttest control group quasi-experimental design with 3x2x2 factorial matrix was adopted. Two hundred and forty (240) SS2 students from six purposively selected senior secondary schools in two local government areas of Oyo State were used for the study. The schools were randomly assigned to experimental (GD and SL) and control (CS) groups and the study lasted for fourteen weeks. Six instruments used were: Teachers Instructional Guides for teachers using the two treatments and control group; Students Environmental Achievement Test (r=0.80), Cognitive Style Test (test-retest r=0.81) and Assessment Sheet for evaluating research assistants. Three null hypotheses were tested at 0.05 level of significance. Data were analysed using ANCOVA and Scheffe post hoc test. Treatment had significant main effect on students’ achievement score (F_(2,227) = 197.804; p < 0.05). SL enhanced achievement scores (  =14.59) than GD (  = 14.20) and CS (  = 12.53). Self learning and guided discovery strategies improved students’ achievement in biology. It is, therefore, recommended that teachers, curriculum developers and textbook writers adopt these two strategies for the improvement of students’ learning outcomes in biology.

ACADEMIC PERFORMANCE IN AN ARCHITECTURE SCHOOL:

THE STUDENTS’ DOMAIN CONCEPT

¹Oko, J.O. and ²Oko, C.A.

¹Department of Architecture, University of Jos, Jos, Plateau State, Nigeria.

²Department of Educational Foundations, University of Jos, Jos, Plateau State, Nigeria.

E-mail: agaba30@yahoo.com

ABSTRACT

Frequently, in the academia and in other enlightened circles there are discourses, treatises and debates on the falling standard of education in Nigeria, especially when comparing the colonial / immediate post colonial era on one hand with the early 1990s to the present day period on the other hand. There seems to be a general consensus that the standard has fallen and it is still falling, what is however a source of discordance are the factors that have led to this trend. This paper is a contribution to the discourse by contributing a concept that has the potential of reversing this ugly trend. The “Student Domain Concept” is an idea enunciated by this paper that relates to what the architecture student can and should do within his/her sphere of influence, control or jurisdiction with respect to enhancing good academic performance. The special nature of architectural education was underscored and compared with some other professional courses. Aspects of attitudes to life and approach to architectural studies that inhibit or enhance good performance were examined. It is hoped that the application of the provisions of this study and recommendations by the student of architecture will put him / her in good stead to not only perform well academically but also be instrumental in reversing the ugly downward trend in Architectural Education.

RESTRUCTURING EDUCATION IN NIGERIA THROUGH EDUCATIONAL MANAGEMENT DEVELOPMENT APPROACH

Patience .O. Edoimioya

Department of General Studies

Edo State Institute of Technology and Management Usen, Benin City, Edo State, Nigeria.

E-mail: pedoimioya@yahoo.com

ABSTRACT

Many countries have a national curriculum and these often leave little scope for schools to decide their own educational aims. Institutions may be left with the residual task of interpreting external imperatives rather than determining aims on the basis of their own assessment of student need. Except adequate and the right type of education be provided for the Nigerian populace, especially the youths and children, unemployment will always remain the bedrock of Nigeria’s turn around to backwardness. This paper addresses the fact that for the Nigeria education to impact on the society particularly the employers of labour, Educational Management Development must be encouraged i.e. Empowering educational institutions to enrich the already existing curriculum by providing regulatory bodies.