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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Educational Sciences
Osokoya, Modupe M.
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Investigating Pre-service Science, Technology, and Mathematics Teachers’ Attitudes toward Climate Change in Nigeria Oladipo, Adenike; Awofala, Adeneye O. A.; Osokoya, Modupe M.
Journal of Educational Sciences Vol 4. No. 2. April 2020
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.4.2.p.220-238

Abstract

The study investigated attitudes toward climate change among 480 pre-service science, technology, and mathematics (STM) teachers from four higher institutions of learning in Southwest, Nigeria using the quantitative research method within the blueprint of the descriptive survey design. Data collected using climate change attitude survey were analysed using the descriptive statistics of percentages, mean, and standard deviation and inferential statistics of factor analysis and independent samples t-test. Findings revealed that attitudes toward climate change assessed by the climate change attitude survey was a multi-dimensional construct (perceived beliefs component and intentions component). Gender differences in attitudes toward climate change among pre-service STM teachers were not significant even at the subscale level of perceived beliefs and intentions. In addition, the pre-service STM teachers showed a moderate level of attitudes toward climate change. In conclusion, there is need for a concerted effort to protect the earth from increased weather variability and the Nigerian government at all levels has both international and domestic commitments to reduce greenhouse gas emissions to ensuring sustainable human development. Future studies in Nigeria and elsewhere should conduct a confirmatory factor analysis on the climate change attitude survey to further generalise the findings of this study.
Socio-Economic Background and Access to Internet as Correlates of Students Achievement in Agricultural Science Adegoke, Sunday Paul; Osokoya, Modupe M.
International Journal of Evaluation and Research in Education (IJERE) Vol 4, No 1: March 2015
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (172.241 KB) | DOI: 10.11591/ijere.v4i1.4487

Abstract

This study investigated access to internet and socio-economic background as correlates of students’ achievement in Agricultural Science among selected Senior Secondary Schools Two Students in Ogbomoso South and North Local Government Areas. The study adopted multi-stage sampling technique. Simple random sampling was used to select thirty (30) students from each of the selected school in the two local governments. Stratified random sampling technique was used to select a sample of 300 students from various strata (school) chosen in the two local governments. Five research questions were answered. Descriptive Statistics, Pearson Moment Correlation and Multiple regressions were used to analyse the data gathered. The study observed that, 67.7% of the students have access to the internet (two-third of the sample). A positive but not significant relationship exists between access to internet and students’ achievement in Agricultural Science (r = 0.110 and p>0.05). There is a positive and significant relationship between socio-economic background and students’ achievement in Agricultural Science (r = 0.515** and p<0.01). Furthermore, relationship between socio-economic background and access to internet is not significant (r = 0.040 and p>0.05). Access to internet and socio-economic background are jointly related to students’ achievement in Agricultural Science. F (3,296) = 37.082, p<0.05, R value of .523ª, R ² of 2.73 and adjusted R square of .266.
Co-Authors Awofala, Adeneye O. A. Oladipo, Adenike Sunday Paul Adegoke