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All Journal International Journal of Educational Review, Law And Social Sciences (IJERLAS)
Hafees Tosin Sulyman
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INFLUENCE OF PRE PRIMARY EDUCATION ON EMOTIONAL SKILL ACQUISITION OF PUPILS IN ILORIN SOUTH LOCAL GOVERNMENT AREA OF KWARA STATE Hafees Tosin Sulyman; Alawaye Rukayat Damilola
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 4 No. 2 (2024): March
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v4i2.1512

Abstract

The study examines the influence of pre-primary education on emotional skill acquisition of pupils in Ilorin south local government area of Kwara state. Descriptive survey research design was used. Three hundred and eighty-one (368) pupils were randomly selected for this study from twenty (20) schools both private and public using simple random sampling technique. Rating scale was used as the research instrument to measure the level of emotional skill acquisition of pupils. One research question and three hypotheses was formulated at 0.05 level of significance. The findings revealed the level of emotional skills acquisition of pupils’ in Ilorin South Local Government Area of Kwara State Mean (2.53) which indicate that the level of emotional skill acquisition of pupils’ in Ilorin South Local Government Area of Kwara State is high. Also, Preprimary education have significant influence on pupils’ emotional skill acquisition in Ilorin South Local Government Area of Kwara State (F 1.368)=.149, P<0.05). Also there was significant difference in emotional skills acquisition of pupils’ based on Gender (t =,783; df =366; P <0.05), this implies that male emotional skill acquisition (Mean= 38.03) is significantly higher than of female (Mean= 37.87). the findings also shows that there was significant difference in emotional skills acquisition of pupils’ based on school type (t = -,294; df = 366; P < 0.05). The researcher therefore recommends that every child should be exposed to preprimary school education and there should be more focus on pupils emotional.
INFLUENCE OF TEACHERS’ FAVOURITISM ON PUPILS LEARNING OUTCOME Hafees Tosin Sulyman; Olamide Temitope Ayodele
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 4 No. 2 (2024): March
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v4i2.1536

Abstract

Influence Teachers favoritism and pupils learning outcome is a crucial issue that needs urgent attention because empirical studies have shown that teachers favouritism can go a long way in influencing pupils learning outcome and holistic development . This study focuses on influence of teachers favouritism on pupils learning outcome in Ilorin south local government area Kwara state. Decriptive survey research design was adopted, simple random sampling technique was adopted to select (5) private schools and (5) public schools to participate in the study. The instrument used was rating scale titled questionnaire on teachers favouritism on pupils learning outcome (QTFPLO) , another instrument used was achievement test titled pupils learning outcome test (PLOT) test retest was used to determine the reliability and index obtained from the instrument were 0.81 and 0.87. Data were analysed using descriptive statistics of frequency counts , percentage and mean for demographic data and research question while inferential statistics of t-test was used to test the hypotheses. The findings revealed that teachers favouritism is high there is no significant influence of the teacher’s favoritism level on pupils learning outcome in Ilorin South Local Government Area of Kwara State (F (1,217) = 1.417, P > 0.05). There was no significant difference in teacher’s favouritism in Ilorin South Local Government Area of Kwara State based on gender (t = -2.245; df = 18; P > 0.05).There was no significant difference in teacher’s favouritism in Ilorin South Local Government Area of Kwara State based on school type (t = -.272; df = 18; P > 0.05). Teachers should ensure that favouritism should be equal among pupils in class and educational settings. It was recommended that the ministers and other concerned agencies should set seminar, conferences on the advantages and disadvantages on the influence of favouritism on pupils learning outcome.
EFFECT OF STEAM METHOD ON PUPILS’ ACADEMICPERFORMANCE IN ILORIN SOUTH LOCAL GOVERNMENT AREA, KWARA STATE Hafees Tosin Sulyman; Esther Damilola Emmanuel
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 4 No. 2 (2024): March
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v4i2.1537

Abstract

This study examined the effect of STEAM method on pupils’ academic performance in Ilorin South Local Government, Kwara State. The study adopts a pre-test post-test control group quasi-experimental design due to the suitability in establishing possible effect relationship. The study was limited to four schools and factorial design of 2x2x2 was adopted to test the null hypotheses for this study. The research instrument used for data collection were STEAM instructional guide and Pupils Achievement Test which is specifically titled (PAT) with reliability index of r=0.91. Data were analyzed using descriptive statistic (frequency count, mean and percentage) for demographic data and inferential statistics (ANCOVA) was used to test the formulated hypotheses which were all tested at 0.05 level of significance. The findings revealed that there was significant main effect of STEAM method on pupils’ academic performance (F (1; 69) = 23.934, P< 0.05). There was no significant interaction effect of treatment and school type on pupils’ academic performance (F (1; 69)=.240; P > 0.05). and also There was no significant interaction effect of treatment and gender on pupils’ academic performance (F (1; 69)=.683; P > 0.05). Based on these findings the following conclusions were drawn from this study, it is evident that STEAM method has main effect on the academic performance. STEAM method can bring about improvement in the academic performance of pupils regardless of gender. It was highly recommended that Nigerian Teachers in general should adopt it in their classroom interaction. Teachers should not limit their knowledge to what they were taught while in training they should be current and updated with latest strategies. Through this, they will be equipped with more knowledge that will improve pupils’ academic performance.
FACTORS LIMITING THE EFFECTIVE USE OF INNOVATIVE SCIENCE TEACHING STRATEGIES IN SENIOR SECONDARY SCHOOLS IN SOUTH WEST, NIGERIA: Olufunke Olayinka KAYODE; Abdulraheem Dare GBIGBADUA; Hafees Tosin SULYMAN
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 4 No. 3 (2024): May
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v4i3.1634

Abstract

Using a descriptive survey research design, this study examined and discussed the problems associated with implementing a few chosen innovative twenty scientific teaching practices. All senior high school science instructors in a few chosen states in the southwest of Nigeria made up the study population. A purposively random sample of 622 science teachers drawn from Ekiti, Osun, Oyo and Lagos States were involved in the study. A researcher designed survey questionnaire with reliability coefficient of 0.91 was used to collect data from the teacher respondents. For the purpose of answering the study's research question, frequency counts and percentages were used to analyse the data. Findings of the study revealed the following factors as limiting the effective use of innovative teaching strategies: non-availability of teaching resources, strategies being demanding and stressful, poor motivation for teachers, absence of in-service training for teachers, and students non-commitment to extra effort in science learning. Finally, appropriate recommendations were proffered to enhance the use of innovative strategies in science teaching.
Co-Authors Abdulraheem Dare GBIGBADUA Alawaye Rukayat Damilola Esther Damilola Emmanuel Olamide Temitope Ayodele Olufunke Olayinka KAYODE