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The study was carried out to determine the effect of suggestopedia instructional technique on academic achievement, interest and retention of metal work students of technical colleges. Six research questions were answered while nine null hypotheses formulated were tested at 0.05 level of significance. The study adopted quasi experimental design and was carried out in Lagos State. The population for the study was 410 male and female students. The sample size for the study was 114 metalwork second year students which comprised 72 males and 42 females randomly selected from two technical colleges. The instruments for data collection were metalwork cognitive achievement test and metalwork interest inventory. To ensure content validity of the metalwork cognitive achievement test (MWCAT), a test blue print (Table of Specifications) was built for the test. The, MWCAT, metalwork technology interest inventory, suggestopedia instructional technique, metalwork technology lesson plan and the training plans for metalwork technology teachers and students were subjected to face validation by three experts. The MWCAT was trial tested for the purpose of determining the psychometric indices of the test. A total of 40 items of the MWCAT had good difficulty, discrimination and distractor indices. In addition to face -validation, the metalwork interest inventory was also subjected to construct validation using factor analysis.
This study evolved the sex education needs of adolescents in secondary school of Anambra state. Specifically, the study determined the sex related challenges (body changes, emotional changes and relationship with the opposite sex) of adolescents in secondary schools in Anambra State, the sex education knowledge needed by adolescents to cope with the sex related challenges, the sex education attitude required by adolescents to cope with the sex related challenges, the sex education skills needed by adolescents to cope with the sex related challenges, different ways of teaching sex education needs to adolescents in Anambra state. Five research questions and five null hypotheses guided the study at 0.05 level of significance. Descriptive survey design was adopted for the study. The population consisted of 93,060 respondents, these included 81,020 adolescents, 4,138 teachers and 7,902 parents. Multistage sampling technique was adopted in the selection of 300 adolescents, 43 parents, and 40 teachers as sample for the study. The instrument for data collection was a 81- item structured questionnaire. The instrument was subjected to face validation by three experts.
The main aim of this study was to develop a Peace Education curriculum for integration into senior secondary school Home Management programme in Rivers State. Specifically, the study sought to: determine objectives of Peace Education curriculum for integration into senior secondary school Home Management programme, determine content for Peace Education selected for Peace Education, find out methods for teaching Peace Education, determine instructional materials for teaching the content of Peace Education, determine the evaluation activities for assessing the achievement of the objectives of Peace Education curriculum for integration into senior secondary school Home Management programme. Seven research questions and three hypotheses guided the study. The study adopted R and D design. It was carried out in five phases as follows: Phase i: Collecting data for Peace Education curriculum, Phase ii: Development of Peace Education curriculum, based on objectives, content, methods of teaching, instructional materials and evaluation activities, Phase iii: Validation of the Peace Education curriculum, Phase iv: Testing of Peace Education curriculum using Peace Education Test (PET) and Phase v: Revision of Peace Education curriculum based on information and comments from phases iii and iv. The population was made up of 650 subjects involving seven members group discussion, Social Studies and Home Economics lecturers, Social Studies and Home Economics students, senior staff of Ministries of Women Affairs, Social Work and Rehabilitation and Youth Education and Development, Secondary School Home Economics and Social Studies teachers and Home Management students.
The major purpose of this study was to investigate the Utilization of Nigerian fabrics for garment making among Academic and Non Academic female staff in Enugu State.The study adopted descriptive survey research design. The study was carried out using Academic and Non Academic female Staff in government tertiary institutions in Enugu State. Six research questions were developed and answered by the study; and five hypotheses were formulated and tested at 0.05 level of significance. The population of the study was fourteen thousand, eight hundred and forty one (14,841)female academic and non academic staff of government tertiary institutions in Enugu state. A sample of 494 respondents was drawn from the population using purposive and proportionate 5% sampling techniques. The instrument for data collection was a structured questionnaire divided into two sections (A and B). Section A contained questions to elicit information on personal data of the respondents while Section B was developed based on the six research questions. The instrument had a four point rating scale of Strongly agree, Agree, Disagree and Strongly Disagree. The instrument was subjected to face-validation by three experts from the Department of Home Economics and Hospitality Management Education, University of Nigeria, Nsukka. To establish the reliability of the instrument, thirty (30) copies of questionnaire were trial tested on thirty (30) female workers in Abuja. Cronbach Alpha reliability method was used to establish the internal consistency of the instrument which yielded reliability coefficient of 0.82.The researcher administered and collected instrument with the help of three trained research assistants.
The study developed environmental risk reduction curriculum in textile production for Home Economics programme of tertiary institutions in Nigeria. Seven research questions were answered by the study which include: (i) identification of instructional objectives, (ii) contents, (iii) instructional methods, (iv) instructional materials, (v) evaluation techniques and activities, (vi) appropriateness and (vii) effectiveness of the developed risk reduction curriculum in textile production. Five null hypotheses were tested at p < 0.05 level of significance. The study adopted Research and Development (R & D) design. The population for the study was 443 subjects which included 39 lecturers of Clothing and Textiles, 68 workers in textile industries and all the 336 final year students of Home Economics in the tertiary institutions in the area of study. Due to the manageable size, the entire population of 443 subjects constituted the respondents for the study. Three sets of instrument were used for data collection for this study which include: (i) Need Assessment Instrument (NAI), (ii) Environmental Risk Reduction in Textile Production Questionnaire (ERRTPQ) and (iii) Environmental Risk Reduction Achievement Test (ERRAT). The instruments were validated by five experts. To establish the internal consistency of the instrument, Cronbach Alpha (r) reliability method was used which yielded an overall coefficient of 0.84 for the ERRTPQ.
The major purpose of this study was to determine the teacher initiatives for utilizing ICTs in teaching and learning in Colleges of Education in Delta State. Four research questions were answered and four null hypotheses were tested at 0.05 level of significance. The population for the study consisted of 2035 made up of 610, 723 and 702 teaching staff from Federal College of Education (Technical), Asaba, College of Education, Agbor and College of Education, Warri respectively, the three Colleges of Education in Delta State. The sample size for the study was 203, which represents 10% of the entire population and was determined through proportionate sampling technique. Descriptive survey design was used to generate data for the study. Structured questionnaire was used to elicit information for the study. The instrument was face validated by three research experts, two from the faculty of Vocational and Technical Education, University of Nigeria, Nsukka and one from Federal College of Education (Technical), Asaba. The questionnaire was pilot tested with a sample of 30 teaching staff from two Colleges of Education in Enugu State. Cronbach Alpha reliability test was used to determine the internal consistency of the instrument and this yielded a reliability coefficient of .82. Data were analysed using mean statistics for the research questions and ANOVA was used to test the null hypotheses at 0.05 level of significance.
A teacher is a person who gives instruction or lesson on a subject to human beings or animals. A teacher (also called a school teacher) is a person who provides education for students. MacLean and Mohr (2009) explained that the term teachers are subjective insiders involved in classroom instruction as they go about their daily routines or instructing students, grading papers, taking attendance, evaluating their performances as well as looking at the curriculum. Teachers raise questions about what they think and observe about their teaching and their student’s learning. They collect students work in order to evaluate performance, but they also see students work as data analyze in order to examine the teaching and learning that produced it”.
This study was carried out to determine the effect of learning objects in teaching and learning of computer appreciation. The study was based on mixed research design comprising quasi experimental, descriptive survey, and interview using focus group discussion guide. The area of the study is Enugu state. Data was collected from 66 students, 34 in the experimental group, 32 in the control group and 6 computer studies teachers. The Computer Appreciation Achievement Test (CAAT) was used to collect data for the experiments while questionnaire and focused group discussion were used to collect quantitative and qualitative data respectively from the teachers. The data were analyzed using the mean and the standard deviation. The results of the study reveal that there are statistically significant increase in the achievement of the students in the experimental group that received learning object. The results of the study also showed that learning object increased the achievement of both male and female students. The findings of the study showed that the teachers experienced problems using learning objects in teaching and learning computer appreciation. It was recommended that since the use of learning objects enhances the academic achievement of the students in computer appreciation, teachers and the students at all levels of education should adopt the use of learning object for instructional delivery. It was also recommended that seminars, workshops and conferences should be organized by state ministries of education where teachers will be taught the application and usage of various modern teaching techniques for effective teaching and learning of computer studies and other vocational subjects.
The study determined the effect of guided-discovery method on students’ academic achievement, interest and retention in financial accounting in Colleges of Education in North West, Nigeria. The study adopted quasi-experimental research design. The population for the study comprised 667 NCE I students offering financial accounting in nine Colleges of Education in North West, Nigeria. Random sampling technique was used to select Federal College of Education, Kano and Kaduna State College of Education, Gidan-Waya, Kafanchan. 80 financial accounting students from KSCOE, Gidan-waya and 60 financial accounting students in FCE Kano were used. The criteria for selecting the two Colleges of Education was based on colleges of education with approved financial accounting programme with final account of small scale enterprise, qualified financial accounting lecturers, and approved required facilities. The instrument for data collection was a 45-item multiple choice Financial Accounting Achievement Test (FAAT) and Financial Accounting Interest Inventory Scale (FAIIS). The instruments were subjected to face and content validation by three experts. The reliability of the instrument was determined using K-R-20 and Cronbach Alpha coefficient formula which yielded a reliability coefficient of 0.98 and 0.91 respectively after administering the instrument on Federal College of Education Zaria. Before the commencement of the experiment, all students in experimental and control groups were subjected to pre-test in order to obtain the pre-test scores for the study. On completion of the experiment, the post-test was administered with the post post-test scores collected two weeks after the post-test.
This study was designed to determine the effects of fieldtrip and land laboratory activities on students’ achievement and interest in poultry production in Senior Secondary Schools in Nsukka Local government Area, Enugu State. Six research questions were answered while six null hypotheses were tested at 0.05 level of significance. The study adopted a quasi-experimental design and was carried out in Nsukka, Enugu State. The population of the study was 1,671 senior Secondary School two students in Nsukka Local Government Area. The sample for the study was 104 students offering agricultural science in senior secondary school II, made up of 50 males and 54 females and is selected using simple random sampling technique. Instruments for data collection were a 53 – item multiple choice Poultry Production Achievement Test (PPAT) and Poultry Production Interest Inventory (PPII). The Lesson Plans, PPAT and PPII were validated by five experts. The reliability of the PPAT was established using Kuder Richardson 21 (K-R 21) Formular in which a coefficient of 0.85 was obtained; while Cronbach Alpha method was used to determine the internal consistency of the PPII in which a coefficient of 0.81 was obtained. The experiment was carried out during the normal school hour following the school timetable for senior classes. The duration of the experiment was seven weeks,. The data collected for this study were analyzed using mean to answer the research questions and analysis of Covariance (ANCOVA) to test the null hypotheses at 0.05 level of significance. The study found out that land laboratory activities increased students achievement in poultry production more than the field trip activities.
The study was carried out to determine the effects of Moringa oleifera leaf powder additive on the growth of layers, egg production and nutritive value of eggs. Specifically, the study sought to determine among others the effects of Moringa oleifera leaf powder fortified feeds and control feed on the growth of layers, effects of different inclusion rates of Moringa oleifera leaf powder on the growth of layers, effects of Moringa oleifera leaf powder fortified feeds and control feed on the egg production of layers and effects of different inclusion rates of Moringa oleifera leaf powder on the egg production of layers. A completely Randomized Design (CRD) was adopted for the study. The study was carried out in the Agricultural Education poultry farm located in the Department of Animal Science mini-livestock farms. The population for the study consisted of 252 Isa Brown day-old chicks and 25 students of Agricultural Education, University of Nigeria, Nsukka. Simple random sampling technique was used to select 240 chicks which were also randomly allotted to 12 pens and 12 students of Agricultural Education participated in the study. Weighing scale, spectophotometer and psycho-productive multiple choice test (PMCT) were used to collect data to answer research questions and test null hypotheses. On the procedure of the experiment, 240 chicks were randomly selected from 252 Isa Brown day-old chicks bought from day-old chicks distribution centre in Nsukka urban area.
The research was carried out in Udi Local Government Area. The primary aim was to assess the level of productivity of trained economics teachers, as measured by their senior students' as compared to the performance of equivalent economics student taught by untrained teachers..
The old and colonial system of educational programme in our technical colleges was all intent and purpose inadequate and irrelevant to the needs of the technical college students and the society. In view of this, the IBTE scw the need to re-examine and re-structure the entire technical college education programme to made the curriculum flexible and responsive t o the need of the
students an6 the society. This led to the introduction of NBTE Modular Curriculum in technical colleges in 1989.
The major purpose of the study was to determine the influence of sales promotion on soft drink companies and their major distributors in distributing their products in Enugu State. The study adopted a survey research design.
This study was carried out to assess the effectiveness of quality assurance frame factors
on the implementation of agricultural education programme of Colleges of Education in
Eastern Nigeria. Seven research questions were developed and four hypotheses
formulated to guide the study. Survey and evaluation designs were adopted for the
study. Three sets of structured questionnaire and competency multiple choice test
(COMCTI) were used to obtain data from a sample of 693 respondents comprising 63
lecturers of agricultural education, 450 NCE graduate teachers of agriculture and 180
supervisors/employers of NCE graduate teachers. The research instruments were face
validated by experts and tested for reliability using Cronbach alpha technique. The
reliability coefficients were: frame factor availability questionnaire (0.80), frame factor
suitability questionnaire (0.8B), competency multiple-choice test (0.83), and
improvement-required questionnaire (0.81). The data collected were analyzed using
percentage, mean and improvement required index (IN) to answer the research
questions. The t-test statistic and Spearman Rank Order Correlation were used to test
the hypotheses at 0.05 level of significance. The findings of the study were: (i) the
quality assurance frame factors for implementing agricultural education programme
were averagely available and those available were averagely suitable. This indicated
that the quality assurance frame factors were averagely effective; (ii) lecturers of
agricultural education in Colleges of Education were average in competence in teaching
skills and in the instructional content areas of agricultural education. This implied that
they were average in effectiveness in the implementation of agricultural education
programme; (iii) NCE graduate teachers of agriculture acquired low competence in the
instructional content areas of agricultural education while in training; hence, their
effectiveness in teaching agriculture in primary or JSS was low; (iv) both the lecturers
and NCE graduate teachers of agriculture indicated need for improvement in the
instructional content areas of agricultural education of colleges of education in order to
enhance their effectiveness. The hypotheses tested revealed that: (v) there was a fairly
high and significant correlation between the percentage scores of the lecturers and NCE
graduate teachers on availability of frame factors for implementing agricultural
education programme. This indicated that lecturers and NCE graduate teachers were
similar in their judgement on availability of quality assurance frame factors; (vi) there
was no significant difference in the mean ratings of the responses of lecturers of
agricultural education and NCE graduate teachers on 13 out of 22 frame factors; (vii)
there was an average and significant correlation between the percentage scores of the
lecturers in the competency multiple choice test on the instructional content areas of
agricultural education and those of NCE graduate teachers in primary and JSS in
Eastern Nigeria. This implied that the average competence of the lecturers was partly
linked with the low competence of the NCE graduate teachers; and (viii) the highly
experienced and less experienced NCE teachers of agriculture differed significantly in
their mean ratings on 9 of the 17 items on improvements required by NCE graduate
teachers of agriculture. The study recommended that stakeholders in Colleges of
Education and primary and JSS should: upgrade required facilities and equipment for
teaching agricultural education in the Colleges of Education to a level where they are
adequate, current and suitable and improve the competence of both the lecturers and
NCE graduate teachers of agriculture to enhance their effectiveness