DSpace Community: DEPARTMENT OF EARLY CHILDHOOD AND EDUCATIONAL FOUNDATIONS

EVOLUTION, PRACTICES AND CHALLENGES OF THE UNDERGRADUATE DISTANCE EDUCATION PROGRAMMES IN DUAL-MODE FEDERAL UNIVERSITIES IN SOUTH-WESTERN NIGERIA, 1974-2014

2019-03-01T00:00:00Z

Title: EVOLUTION, PRACTICES AND CHALLENGES OF THE UNDERGRADUATE DISTANCE EDUCATION PROGRAMMES IN DUAL-MODE FEDERAL UNIVERSITIES IN SOUTH-WESTERN NIGERIA, 1974-2014 Authors: OYESOMI, T.A Abstract: Distance Education Programme (DEP) was introduced in the 1970s by some Nigerian universities as an alternative mode to the conventional delivery. However, reports have shown that the programme has been bedevilled by low quality learning, unethical practices and mismatch between policy and practice. Previous studies focused on enrolment, retention and analyses of some factors for motivating distance learners with less attention paid to evolution, practices and challenges of the programmes. Therefore, this study was designed to investigate the evolution, practices and challenges of the undergraduate DEP in dual-mode federal universities in South-Western Nigeria, 1974-2014. Cognitive Dissonance, Independent Study and Transactional Distance Learning theories provided the framework, while historical and descriptive survey methods were adopted. The DEP of the three accredited dual-mode federal universities in South-Western Nigeria were enumerated, namely University of Lagos Distance Learning Institute (DLI), University of Ibadan Distance Learning Centre (DLC) and the Obafemi Awolowo University Centre for Distance Learning (CDL), Ile-Ife. Primary data included oral interviews with the centre / institute directors and archival materials of the National Universities Commission (NUC) and sampled institutions, while secondary sources included relevant textbooks, journal articles, bulletins, periodicals and unpublished Ph.D theses. Questionnaires were administered to the 77 tutors, 102 administrative staff and 959 distance learning students that were purposively selected based on their experience. Historical and descriptive methods were employed for data analyses The DEP began in 1974 with the establishment of the University of Lagos Correspondence and Open Studies Unit which eventually transmuted to DLI in 1997. The University of Ibadan External Studies Programme later changed to the Centre for External Studies in 1988 and became DLC in 2002, the same year the CDL was established in Ile-Ife. Although the institutions ran DEP on part-time basis between 2002-2009, accreditation of courses by the NUC in 2011 transited the programmes to full-fledged practice. The period 2009-2014 featured improved institutional commitment, better compliance with the NUC guidelines, general increase in enrolment and a reduction of face-to-face interactions. The DLI, DLC and CDL organised orientation programmes for new students and packaged instructions into tablets, but conducted interactive sessions respectively at weekends, week days and two weeks to examinations. The weighted mean across the centres / institute was high against > 2.50 threshold in term of Capacity Development (CD), Learner Support Services (LSS) and Quality Assurance (QA) respectively. The mean values of DLI, DLC and CDL on CD, LSS and QA are (2.98 + 0.75; 2.84 + 0.85; 3.35 + 0.83), (3.10 + 0.75; 2.89 + 0.74; 3.35 + 0.50 and (3.08 + 0.85; 2.92 + 0.87 3.41 + 0.90) respectively. Despite constraints of low internet bandwidths and erratic power supply in the Universities, the undergraduate DEP had transformed from correspondence to a technologically-driven mode. Within the four decades of existence, the undergraduate Distance Education Programmes in dual-mode federal universities in South-Western Nigeria had witnessed better regulatory framework and improved productivity in spite of infrastructural constraints. To enhance better practice of the programmes, all stakeholders should be more committed. Description: A Thesis on The Department Of Early Childhood And Educational Foundations, submitted To The Falculty Of Education, in Partial Fulfilment Of The Requirements For The Award Of Doctor Of Philosophy of The University Of Ibadan, Ibadan

Teachers' perception of attention deficit hyperactivity disorder and their knowledge of Strategies used for pupils with the disorder

2022-07-01T00:00:00Z

Title: Teachers' perception of attention deficit hyperactivity disorder and their knowledge of Strategies used for pupils with the disorder Authors: Amosun, M. D.; Rasaq, O. A. Abstract: Attention-Deficit Hyperactivity Disorder (ADHD) is one of the most frequent diagnoses in schools today, it is a common childhood neurodevelopment disorder that involves unremitting, and controversial childhood disorders, receiving large amounts of attention from researchers and general public. Pupils with this disorder have problems with attention span, impulse control and activity which frequently interfere with both classroom and social activities. The success of these categories of pupils in classroom situation depends on the ability of teachers to manage them. Despite the existence and availability of many empirical studies examining the causes, assessment, associated issues and treatment of ADHD, relatively few studies have examined teachers' perception of ADHD and their knowledge of support strategies used for pupils with the disorder. The extent to which this is done forms the basis of this study. A descriptive survey research was conducted, two hundred and thirty five pre-primary and primary school teachers participated in the research process where it was discovered that teacher hadpositive perception of the disorder and had low knowledge ofthe majority of the measured strategies used in handling pupils with ADHD. It was recommended that government and all private school owners should encourage the teachers through training for better implementation of strategies used for pupils with ADHD. Curriculum for teacher education should be restructured to include early childhood special education courses for pupils with special needs like ADHD.

Home environment as correlates of primary school pupils’ literacy skills development in Ibadan metropolis

2022-03-01T00:00:00Z

Title: Home environment as correlates of primary school pupils’ literacy skills development in Ibadan metropolis Authors: Amosun, M. D.; Ogunyebi, T. C. Abstract: Abstract: One serious problem currently facing primary education in Nigeria is illiteracy. An alarmingly high percentage of primary school children are not learning to read, that is, they cannot use reading as a tool of learning, a problem which is also synonymous to writing. Researchers have also identified factors such as teachers’ quality, school factor and availability of reading materials, foreign language usage, as factors that could be responsible for such marred development of literacy skills in children. However, most studies on the influence of home language on children’s literacy skills were all foreign studies. In view of these, this study investigates home environment as correlate of literacy skills of primary pupils in Ibadan metropolis. The study adopted a correlational survey research design. Simple random sampling technique was used to select one and twenty (120) primary three pupils. Pupils reading assessment (0.92), Pupils’ Home-environment and literacy Questionnaire (0.70) as well as Writing assessment scale (0.91) were the instruments used in the study. Two research question were answered using inferential statistic of Pearson product movement correlation. The findings revealed that there is a significant positive relationship between home environment and reading skills of pupils. (r=0.30; p<0.05), but no significant relationship between home environment and writing skills (r=-0.04; p>0.05). The study recommended that effort must be made on the part of the parents to ensure that their home environment is such that facilitates and stimulates the literacy skills of their children

Efficacy of think-aloud strategy on the cocktail party effect of pupils with auditory processing disorders

2022-01-01T00:00:00Z

Title: Efficacy of think-aloud strategy on the cocktail party effect of pupils with auditory processing disorders Authors: Adewunmi, A. T.; Olusanya, O. A.; Amosun, M. D.; Osisanya, A.