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Adebisi, Rufus Olanrewaju

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Author-ID : 2075952

Religion Humanities Biochemistry, Genetics & Molecular Biology Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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Identifying autism spectrum disorders in school children for placement using a valid screening instrument in Nigeria Adebisi, Rufus Olanrewaju; Igwe, Eucharia Nwakaego
Konselor Vol 9, No 2 (2020): KONSELOR
Publisher : Universitas Negeri Padang

The purpose of this study is to identify and analyze the Autism Spectrum Disorders (ASD) using Childhood Autistic Rating Scale (CARS). This research was also conducted as an effort to carry out placement and intervention in special schools. Samples of this study is 52 subjects randomly selected from the population of 138 were used to rate their behaviours using the CARS. Method that used in this study is cross-categorical survey (descriptive research). This is a survey that studies a group of sample in order to identify traits of such group. With the use of statistical data of chi-square, scores collected from the participants revealed that there was no significant difference in the scores or ratings. Also, the result obtained from the use of t-test indicated that the instrument significantly differentiate ASDs traits from Non-ASDs. The findings in this study prompted a suggestion that special schools, centres, homes etc should get this valid instrument handy for the purpose of identifying autistic traits in school children for correct placement and intervention.

Science Learning Performance and Retention of Biology Concepts Among Secondary Students Adebisi, Rufus Olanrewaju; Adeyemi, Motunrayo I; Umbugadu, Mary Ashelo
Journal of Biological Science and Education Vol 3, No 1 (2021): June
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jbse.v3i1.1442

This study investigated into effects of science learning materials on performance and retention of biology concepts among senior secondary school two students in Afijio local government area of Oyo State. The study was Quasi-experimental involving pretest, posttest equivalent group design. In this design, 40 students were randomly selected from SS2, pretested to ascertain their group equivalence, and then divided into two groups (experimental and control) using the lottery method of sampling techniques. The experimental group was taught biology concepts with science learning materials,while the control group was taught the same concepts without science learning materialsfor three weeks. The two groups were pretested and post-tested for performance and retention, respectively. The data collected were analyzed using a simple percentage method, mean, and standard deviation. Based on the data generated and results obtained from the experiment, the findings revealed that the use of science learning materialsin the leaching of Biology concepts significantly improves the academic performances, enhances the retention ability of students involved in the study. The study also revealed that students exposed to the use of science learning materialsin the teaching of biology concepts generally had better academic performances and retention ability than students who were not exposed to the use of science learning materialsin the experiment. The study recommended, among others, that the Ministry of Education should provide science learning materials for effective teaching and learning of Biology concepts in Oyo State Senior Secondary Schools.Â Keywoard: Science Learning Performance,Â Retention,Â Biology Concepts

Cognitive skill instruction on enhancing retention in pupils with mild intellectual disability Longpoe, Patricia Kwalzoom; Adebisi, Rufus Olanrewaju
Journal of Social, Humanity, and Education Vol. 3 No. 4 (2023): August
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/jshe.v3i4.1490

Purpose: This study aimed to determine the effectiveness of cognitive skill instruction on pupils with mild intellectual disability retention in spelling exercises, retaining poems, and letter recognition. Research methodology: Research questions and hypotheses were formulated as a part of the methodology. This study used a non-equivalent pre-test, post-test, experimental, and control group design. Working memory is the cognitive skill chosen by the researchers. Flash cards, 100 frequency words, and the working rating scale were used to measure working memory in order to examine the cognitive skills of retention of pupils with mild intellectual disability. The study included ten (10) pupils. While the other five pupils comprised the control group, they did not receive any intervention strategy. Five of the ten pupils were in the experimental group and received an intervention package. The instrument was reliable with a reliability index of 0.85 and was valid for its intended use in measuring the required area. Six weeks were spent on the treatment. The t-test for independent samples was used to examine the treatment results. Results: The study's findings showed that parents had an impact on their children's cognitive development and abilities, and special educators had a significant impact on a child's ability to remain in school. Limitations: The researchers suggest that cognitive skill instruction should be implemented in educational settings. Contribution: This research will provide special educators, parents, and the government with information on how well cognitive skills can help students with mild intellectual disability retain information.

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