This paper investigated the effectiveness of adaptive interactive cartoon animated package in teaching and learning English language in selected primary schools in Ife East Local Government Area of Osun State. This is with a view to improving the primary school pupils ' pronunciation, reading and comprehension sub-skills BackgroundIt is evident that there are problems and challenges facing the teaching and learning of English language in our schools. This is revealed in the persistent high failure rates in the Junior and Secondary School Examinations. This decline in standard and poor performance of students in the secondary schools and even at the tertiary institutions could be traced to the foundation level which is the primary schools. As a result of the importance of English as one of the core /compulsory courses that students must pass at credit level. Many students have developed phobia for the subject thinking that it is one of the most difficult subjects. Also from the researcher's observation, as a member of the monitoring team during WAEC and NECO Examinations, securities are normally beefed up during English Language and Mathematics examinations. These subjects normally witness high rate of students who wanted to cheat in-order to pass. Many students every year consider English Language Examination as a do or die affair, this is because of the phobia developed as a result of persistent high failure rates every year round. The reasons for the students resulting to examination malpractice is because English Language is an important pre-requisite that every student must sit for and pass at credit level before gaining entry into any higher institution in Nigeria. The poor performances of students in this subject over the years have become a subject matter of public debate and news paper head lines. Prominent researchers that have studied the problems of teaching English Language are Egbowon (1986), Okobi (1992 Literature ReviewEgbonwon (2005) quoting Obemeata (1984) states that Every year, for the past few years, the performance has tended to be worse than the previous years; however this year,
The study examined the influence of gender and attitude of pre-service teachers on habitual use of online instruction in Faculty of Education at Obafemi Awolowo University, Ile Ife, Nigeria. The sample size of 300 part two Education students (150 males and 150 females) was used as sample for the study. Data were collected using 12 items structured questionnaire. The reliability of the questionnaire was determined using Cronbach Alpha and a reliability coefficient of 0.86 was obtained. The results showed that gender was a significantly factor in the usage of online learning. It was also revealed that female Education students showed higher habitual use of online learning than the male student's teachers. The results also showed that gender significantly influenced attitudinal constructs. Female pre-service teachers were found to have higher habitual use. It was therefore concluded that gender was a determinant factor in the use of online instruction. Not only this, student's actual usage was determined by their perceived ease of use and usefulness.
This study investigated the adoption of low cost mobile phone and its influence on the social behavior , schooling and academic works of young adolescent students in a selected university in Nigeria .It also examined whether there is any difference in the rate of adoption among the sample and the different ways mobile phone influenced the school. Its impact on student's projects, assignments and performance was also investigated.The study was conducted in Obafemi Awolowo University, Ile-Ife (OAU).Three hundred and eighteen students were selected from six faculties using st ratified sampling technique based on level of study, faculty and gender. A 20 item questionnaire designed on five points Likert Scale was used to gather information from the sample. The results were analyzed using simple percentage, one way analysis of Variance (ANOVA) and Scheffe test.The results showed that: (i) there was a significant difference in the rate of adoption of mobile phone across the six faculties .Mobile phone led to increase in negative social behavior among the young adolescents In addition mobile phone encouraged parental intrusion and remote mothering On the impact of mobile phone on school, it was revealed that inappropriate use of mobile phone caused a lot of problems for school administration. Also examination fraud became more rampant . In spite of all these negative impacts, mobile phone positively enhanced student's academic performance. Students also found it to be a cheaper, quicker, more reliable and useful source of information for their assignments, projects and research works .
The study assessed the impact of a World Bank Assisted Project “STEP-B” on teaching and learning of Science, Technology and Mathematics Education (STM) in Nigeria. It also described the contribution of Obafemi Awolowo University, Ile-Ife to the improvement of STM through research development, utilization of ICT, human resources and Educational Technology infrastructure in Post Basic Education Institutions (PBEIs) in Nigeria. A sample of 360 participants was used. They were selected from all the PBEIs through stratified sampling technique based on gender, course, department, unit and job prescription. Data was collected using a-34 item questionnaire designed by the researcher with six sections.The data was analyzed using descriptive and inferential statistics. The results revealed that there was a remarkable improvement in the teaching and learning of STM in PBEIs (F(4,233) =6.112, P<0.00). A new creative, participatory and competency based learning method that is flexible, robust that incorporate web-based instruction (F(4,235)=2.248, p<0.04) was used. There was an increase in female enrolments in STM as a result of the different motivation and sensitization workshops (F(4,231) =8.109 , p<0.01). The project was effective in building staff and students capacity to utilize WBLS (F(4,234)=5.569 , p<0.01). There was also a reduction in the drop-out and failure rates among female students (F(4,233) =7.360 ,p<0.05).
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