|
Thesis submitted
to the department over the years
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| 56 | Relationship between language, dialogue and conscientization in Paulo Freire's philosophy of | |
| education. | ||
| 57. | Active-Directive strategy in the improvement of Nigeria adult leaners teaching perception and | |
| effectiveness | ||
| 58. | Literacy as political empowerment in Paulo Friere's philosophy of education. | |
| 59. | Integration of training programs towards effective training skill in some segments of the Nigeria | |
| Armed Forces. | ||
| 60. | A study od academic and job aspiration correlates of job satisfaction among working adult learners | |
| 61. | Comparative cost-benefit analysis of Bachelor of Education sandwich and conventional degree | |
| programs in Ondo State. | ||
| 62. | A modular approach towards effective training of local officers for improved efficiency of selected | |
| industrial unions in Oyo State. | ||
| 63. | Home background and social functioning of secondary school students in Oyo State. | |
| 64. | The impact of literacy and non-formal education on women empowerment in Oyo State of Nigeria, | |
| 1976-1993. | ||
| TITLE: Relationship between language, dialogue and conscientization in Paulo Freire's philosophy | ||
| of education. | ||
| AUTHOR:
CHUCWUGOZIE MADUKA B.SC. (MATHS./PHYSICS) (UNIVERSITY OF NIGERIA, NSUKKA) P.G.D.E., M.ED. (PHILOSOPHY OF EDUCATION) (UNIVERSITY OF JOS) |
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| ABSTRACT | ||
| This study sets out to explore the relationship between language, dialogue and conscientization in Paulo Freire’s philosophy of education. It also examines the implications of these relationships for educational practice. | ||
| Chapter 1 introduces the study by giving an overview of Freire’s work and the background influences. It identifies the problem to be probed, discusses the scope of the research and the methodology to be used. | ||
| In chapter 2, it is shown that the search for ‘pure causation,’ which Freire seems to highlight, poses a number of problems. In a social set up, for instance, problems might arise about which among a number of possible ‘sufficient conditions’ constitutes the legitimate cause of an event. Further difficulties arise as to how we can on the basis of thought and reflection alone, for example, decipher the myriad components of a single cause. It is consequently suggested that concern should rather be directed to the enunciation of causal-adequacy, meaning - adequacy and relational categories. Freire’s ontological models for consciousness are discussed and it is discovered that the discovered that the Husserlian intentionality thesis provides amore satisfactory explanatory model than the Brentano version which Freire seems to adopt. The role of commitment and action are also examined. It is shown that two types of reasons abound-extrinsic reasons and intrinsic reasons. Extrinsic reasons do not pertain directly to the object of commitment and may include emotions, whims, idiosyncrasies and so on. These necessarily precede commitment. Intrinsic reasons on the other hand, are inherent in the object of commitment itself and come into play after the initial upsurge of commitment. The however help to enrich and sustain the commitment thereafter. The principal role of reflection then lies in bringing to the fore these intrinsic reasons and in embellishing them. | ||
| In chapter 3, we discover that it is only by splitting language into outer and inner components that Freire’s claim about the indistinguishability of thought and language can be firmly sustained. The is so because in such a rendering, inner language becomes insperable from thought since both share a common metaphoric origin. | ||
| It is clear from chapter 4 that dialogue is meaningful to the extent to which the common linguistic universe of interlocutors is progressively enriched by the discernment of newer metaphoric relationships. In addition, the dialoguer’s ultimate aim is found to be use of the outer language to penetrate the inner language which represents the true intentions of the others. | ||
| We observe in chapter that the degree of accord between interlocutors’ levels of consientization determines the development of the dialogue between them and thus dialogue itself aims at harmonizing progressively the awareness levels of participants. On this rendering, true intelligibility cannot exist between people who are operating at entirely different consciousness levels. Consequently, intelligibility is a function of consiousness-gap which in turn depends on the level and dept of consciousness. | ||
| In chapter 6, we hold that Freire’s theory is a conceptualization of his won practical own practical experiences which have been purposefully and considerably refined and embellished with philosophical constructs. Its anticipated implications include directing attention to lapses in present practice, giving new and additional justifications to existing practice and surprising that our findings. | ||
| -
draw attention to certain shortcomings in current practice, for example,
in the use of ‘felt-needs’ in needs assessment for community development
and educational practice. - provide more penetrating and rigorous support for androgonic practice. - Provide new directions for among others, needs assessment strategies, extension education methods and workers’ education pedagogy. |
||
| The study ends with chapter 7 which is made up of a summary of our findings, notes on the limitations of the study, recommendations for further research and a conclusion which warns against the reification of Freire’s theory. | ||
| TITLE: Active-Directive strategy in the improvement of Nigeria adult leaners teaching perception and | ||
| effectiveness | ||
| AUTHOR:
ADESINA, E.O. (PH.D) 1991 SUPERVISOR :- * PROFESSOR J.O. AKINBOYE * PROFESSOR M.A.L. OMOLE |
||
| ABSTRACT | ||
| This study investigated the relative effectiveness of active-directive learning strategy over lecture method in enhancing the satisfaction, self-concept and cognitive performance adult learners. | ||
| One hundred adults; holders of Teachers’ Grade Two Certificate with a minimum of five years experience were selected by cluster sampling. The age-range was between twenty-eight and fifty years. | ||
| Using a 2 x 2 factorial design, fifty adult learners were exposed to the experimental programme while fifty others served as the control. | ||
| Three psychological instruments namely - Akinboye Self-Concept Scale with a coefficient alpha of =0.75, Adult Learner Perception of Programme Scale (&=0.98) and Teaching Effectiveness Scale (&=0.89) were validated and used as criterion measures. They were administered before and after treatment. | ||
| Nine hypotheses tested at 0.001 level of significance. The following results were obtained: | ||
| (i). | Treated subjects showed no main significant increase in self-concept compared with | |
| untreated subjects. (F=0.71; df=1/98,NS). | ||
| (ii) | Results from t-test analysis indicated that the experimental subjects improved significantly | |
| on self-concept. There was a significant increase in the self-concept of high self-concept | ||
| active-directive group compared with the self-concept control group. | ||
| (t=9.62, P<.001, df = 47). | ||
| The
light self-concept active-directive strategy was superior to the low self-concept
control (t=14.53, P. <001, df=49). Treated subjects showed significant
increase in satisfaction as measured by the perception of programme scale. (F=9.48, df=1/96, P < 001) (t=87.92, df=47, P < .001) (t=86.19, df=49, P < .001) (t=77.99, df=49, P < .001) |
||
| There
was a significant increase in the cognitive performance of treated subjects
(F=17.64,df=1/96, P < 001). Active-directive was significantly superior to the control. (t=19.63; df=47, P < .001) (t=12.02, df=49, P < .001) (t=11.04, df=49, P < .001). Active-directive Learning Strategy proved to be effective in enhancing the cognitive attainment and satisfaction of learners. The relevant implications in the instruction and training of adult learners were discussed. Recommendations were also made for adult educators who are concerned with skill-building effectiveness and for extension workers. |
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| TITLE: Literacy as political empowerment in Paulo Friere's philosophy of education. | ||
| AUTHOR:
AVOSEH M.B.M. (PH.D) 1991 SUPERVISOR :- PROFESSOR J.A. AKINPELU |
||
| ABSTRACT | ||
| There has always been a close relationship between literacy and power, and between literacy and development in human history. Literacy has always been a powerful weapon which has helped in bringing about desirable socio-economic and political changes when steered by forces committed to the liberation and development of the people. While it may not be easy to establish a direct causal link, it is an incontrovertible fact that there is a close relationship between illiteracy, political apathy, ignorance, superstition and underdevelopment. | ||
| The problem includes how to eradicate illiteracy generally and especially so in Nigeria. The traditional and functional literacy methods appear incapable of tracking down illiteracy and the problems associated with it. The need for a new perspective gives significance to the study. The study tries to establish the extent to which the Freirean method, if it truly empowers, can be a viable alternative. | ||
| As a philosophical research, it scope is universal. Hence, our basic method is philosophical analysis, both logical and linguistic. Our use of linguistic analysis has been limited to considering words and sentences as sensible facts. We have also made use of dialectics and argument by analogy. We have employed the advantage of philosophical synthesis to preserve what is rational in the different views and concepts analysed. | ||
| An examination of the logical relationship between the basic concepts - literacy, dialogue, conscientization and political empowerment - reveals that the relationship is symmetrical. | ||
| The symmetrical relationship provides the premise for our argument that literacy is a political project. It is established at this point that education and politics necessarily complement each other. And that, creating a gap between the two will amount to increasing the volume of the problem we identified in our introduction. | ||
| Our critique of Freire’s work reveal both theoretical and practical problems. Despite this, his work appears a necessary and viable complement to those literacy methods we have hitherto used. Our analysis also reveals that critical literacy according to Freire manifests itself in empowerment. | ||
| The study concludes with our submission that although the Freirean literacy method empowers, it is very difficult to put into practice. It therefore cannot be the solution to the problem we identified. It has to be combined with both traditional and functional literacy methods. | ||
| TITLE: Integration of training programs towards effective training skill in some segments of the | ||
| Nigeria Armed Forces. | ||
| AUTHOR:
YUSUF, TAJUDEEN ADEMOLA PH.D. (1998) SUPERVISOR :- PROFESSOR M.A.LANRE OMOLE |
||
| ABSTRACT | ||
| Fragmented training strategies in the Nigerian Armed Forces have been shown to lead to a series of adverse effects which include duplication of course, overlapping of objectives, bureaucratic bottlenecks, under-utilization of training resources, poor funding and non-accreditation of their courses by appropriate national and international bodies. Moreover, it is documented that the morale of the trainees is further dampened by lack of recognised equivalents in civilian institutions for the service certificates. | ||
| This study therefore sought to determine training programmes of mutual interest to the Armed Forces and highlighted the problems and prospects of integrating the programmes for more effective training skills among the Senior non-commissioned officers (Warrant Officers). The study focused particularly on all the Warrant Officers with a population of about four thousand (4,000). | ||
| The descriptive study was conducted expost facto under a vertical survey. Four hundred randomly selected Warrant Officers, and one hundred ad twenty instructors from ten Arms and Service institutions running unclassified courses and distributed in ratio 3.1.1 based on relative population of the Army, Navy and Airforce were used for the study. These samples were divided into two namely: those engaged in fully integrated training programmes and those in programmes attached to particular services. The instruments used for the study included two sets of Armed Forces Evaluation Questionnaire (AFEQ). These were complemented with oral interviews and available records from the Executive regulations and training policy books of the Services. Seven null hypotheses were tested and the data collected analyzed using Chi-square statistics at 0.05 level of confidence. F-ratio ANOVA, and t-test. The major findings of the study established that the three arms of the service have largely overlapping training programmes which when integrated will lead to a reduction in training costs and higher training standards among the Warrant Officers in the Nigerian Armed Forces while accreditation of courses will be made easier. | ||
| The highlight of the findings are as follows: | ||
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Integration of training programmes will significantly affect funding and maintenance of infrastructure in the service schools of the Nigeria Armed Forces. | |
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Integration of training will significantly affect the level of certification and accreditation of courses in the service schools of the Nigerian Armed Forces. | |
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Integration of training will significantly affect the spirit of cooperation and tenets of joint warfare among the warrant officers in the Nigerian Armed Forces. | |
|
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Integration of training programmes will significantly affect the standard of training in the service schools of the Nigerian Armed Forces. | |
|
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Integration of training programme will significantly affect the foreign patronage an generation of funds in the service schools of the Nigerian Armed Forces. | |
|
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Integration of training programmes will significantly affect the parent services identity of the training centres in the Nigerian Armed Forces. | |
|
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Integration of training programmes will significantly affect the overall efficiency of the personnel in the Nigerian Armed Forces. | |
|
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Based on the findings, centralized control was recommended to guarantee effective integration of training programmes with common service orientations. | |
| TITLE: A study of academic and job aspiration correlates of job satisfaction among working adult learners | ||
| AUTHOR: REUBEN OLU-UDOCHUKWU ANI PH.D. (1988) | ||
| ABSTRACT | ||
| Many Nigerian workers are known to be aspiring to obtain University degree certificates while working and studying at the same time. It is being debated whether those workers are likely to get job satisfaction to wok more diligently and be more productive in their jobs. | ||
| The purpose of this study is an effort to find out the relationships between academic and job aspirations, and job satisfaction among working adult learners. The study also examined the relationships between the three dependent variables and some selected demographic variables of the learners. | ||
| The subjects used for this study were 310 learners of the Correspondence and Open Studies Institute of the University of Lagos, Lagos, Nigeria. | ||
| Three instruments namely, Academic Aspiration Questionnaire, Job Aspiration Questionnaire and Job Satisfaction Questionnaire, were constructed and used for the investigation. | ||
| The statistical methods used for analyzing the data collected were univariate and multi-variate correlations, regression analysis, analyses of variance and covariance, and multiple classification analyses. | ||
| The
results show that academic aspiration of the learners is positively highly
related to their job aspiration and job satisfaction at the significant
level of 0.001. Academic aspiration was also found to be highly related to the ages and educational qualifications of the learners at a significant level of 0.01 and with economic status at 0.05. Job aspiration was found to be very significantly related to age and working experience of the learners at 0.01 level and at 0.05 level with occupation and economic status. Job satisfaction of the learners was found to be highly related to their course of study and social influence for COSIT study at 0.01 level of significance and at 0.05 level with their ages and working experience. The other selected variables (sex, residence and marital status) have very low correlations with the three scale scores. |
||
| It
was found that those who have higher academic qualifications aspire more
for academics than those who are with lower academic qualifications. On analysis of variance it was found that none of the selected demographic variables has any significant effect on academic aspiration. Age was found to have a very significant effect on job aspiration with 3.15 F-ratio and at 0.025 significance of F. Working experience was also found to have significant effect on job aspiration with 2.48 F-ratio and at 0.03 significance of F. |
||
| Course
of study was found to have a significant effect on job satisfaction with
4.86 F-ratio and at 0.008 significance of F. Working experience of the learners
and the social influence on them for COSIT study were found to have very
significant effect on job satisfaction with 2.76 and 4.59 F-ratios at 0.019
and 0.001 significance of F. respectively. Only occupation out of the other selected variables that had low correlation with job satisfaction showed a significant effect on it with 3.57 F-ratio and at 0.001 significance of F. Majority of the learners were found to be not satisfied with their jobs. |
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| TITLE: Comparative cost-benefit analysis of Bachelor of Education sandwich and conventional | ||
| degree programs in Ondo State. | ||
| AUTHOR: Borode, Matthew PH.D. (1998) | ||
| SUPERVISOR :- Professor M.O. Akintayo | ||
| ABSTRACT | ||
| This work set out to: (i) analyse the cost and benefit of B.Ed sandwich course as well as that of conventional degree programme; (ii) find out whether the B.Ed programme for both the society and the individuals; and (iii) determine the economic returns for both sandwich and the conventional programmes. | ||
| The target population comprises: undergraduate B.Ed students of both conventional and sandwich programmes in Ondo State University, Ado-Ekiti. This population is made up of 1,800 sandwich and 929 conventional students. Seventy per cent (70%) of this population was selected using simple random sampling technique. | ||
| Descriptive survey research design was adopted for the study. Two sets of questionnaire using 4 point-likert scale were used for the study. These were complemented with oral interviews, extraction and analysis of available records from the State Ministry of Education, the Ondo state University and the Ondo State Teaching Service Board. The net present value (NPV) was used in addition to other non-parametric statistics for the analysis of data collected. | ||
| Based on the analysis of the data, the following were established: The total private and social costs of the conventional bachelor of Education degree were consistently greater than those of the Sandwich programme at Ondo State University for the students generation that graduated in 1992/93. | ||
| Based on the findings, the following recommendations are made: | ||
| 1. | Government should encourage their deserving teachers to participate in the sandwich B.Ed. | |
| programme where study leave with pay cannot be guaranteed for serving teachers to | ||
| increase their efficiency and productivity. | ||
| 2. | Government should recognize the contribution of graduates of the sandwich programme to | |
| the overall development of the education sector of the state without any cost to the | ||
| government by giving incentives through bursary award and enhanced salary to compensate | ||
| for the additional qualifications acquired. | ||
| TITLE: A modular approach towards effective training of local officers for improved efficiency of | ||
| selected industrial unions in Oyo State. | ||
| AUTHOR: AYANTUNIJI, ISOLA OYELEKAN PH.D 1997 | ||
| SUPERVISOR :- PROFESSOR M.A.L. OMOLE | ||
| ABSTRACT | ||
| The study examined the effectiveness of modular approach to training local officers of selected industrial unions in Oyo state. This was with a view to determine the approach’s advantages over the traditional method in terms of reduction in cost of training, creation of access for many officers to be trained and encouragement of positive behavioural change for practical results. Al the 2.800 local officers of the twenty-six industrial unions in Oyo state served as the population of the study, while one thousand and forty randomly selected officers were used as sample for the study. | ||
| A descriptive survey research design was adopted for the study. The main instrument used was the International Labour Organisation (ILO) Management Development Programme Package (IMDP) based on the validated methodologies about how adults learn. This was complemented with oral interviews of the officers and the available records at the offices of the unions in the state and at the National levels. Data collected were analysed using Analysis of Variance (ANOVA), students’ t-test and a multivariate statistical option (correlation matrix) 0.05 degree of freedom. | ||
| Findings from the study established that the use of the modular approach to training is more cost effective than the traditional approach. The modular approach also allows for greater number of officers having access to training thus leading to economy of time, space and large number of officers benefiting from training. There is a significant relationship in the behavioural change of the trainees and their practical results as union officers with the use of modular approach thus enhancing better union activities co-ordination among local, state and national officers than the traditional approach thereby eliminating boredom that is always associated with training using the traditional approach. | ||
| Based upon these findings, necessary recommendations are made for better training for trade unions local leaders among which we have the need to ensure that all the rank and file of union members have access to training to ensure industrial peace in work organisations. | ||
| TITLE: Home background and social functioning of secondary school students in Oyo State. | ||
| AUTHOR: FOLARANMI, OLUFUMILAYO OLANREWAJU PH.D 1998 | ||
| SUPERVISOR :- DR. J.O. OJESINA | ||
| ABSTRACT | ||
| The purpose of the study was to determine the relationship between home background variables of students like parents education, occupation and marital status and the social functioning of selected students in the secondary schools in Oyo State. | ||
| Social functioning here includes students’ ability to communicate and express themselves in English and Yoruba languages, pass school and external examinations, attend school punctually and regularly, cooperate with parents, teachers and other adults in their communities, cope with crisis situations and adapt to changing environment. This was with a view to determining relevant social workers intervention that would be most ideal to assist the students who are not able to function adequately by themselves. | ||
| An ex-post facto research design was adopted for the study. Out of 310 secondary schools with a total number of 36,00 students, 30 schools were randomly selected from both the rural and urban areas of the four educational zones of Ibadan, Oyo, Ogbomoso and Saki, this constitutes 10% of the total. A total number of 1,816 students consulted their school counselors from these 30 schools for solutions to their social and academic problems. 1,135 formed the sample for this study. Two sets of validated questionnaires were used for the study, the structured Home Background and Students’ Social Functioning Questionnaire (HBSSF) and the Adolescents Personal and Data Inventory (APDI). These were complemented with secondary data such as documents and records of the students in the schools. Data collected were analysed using the X+2 +statistics to determine the relationship between the home background and social functioning of the subject. T-test was also used for post-hoe correlation analysis to test the difference between respective paired means of the variables. Nine null hypotheses were formulated for the study at 0.05 level of significance. | ||
| The study established varying degree of relationships between students home background and their level of social functioning in the schools. The study also revealed that the students engaged in all sorts of examination malpractices usually with collaboration of their parents and teachers, to cover up their inadequacies. | ||
| Based on the above findings, necessary social workers’ interventions on how to reduce the degree of vulnerability of the students were recommended. | ||
| TITLE: The impact of literacy and non-formal education on women empowerment in Oyo State of | ||
| Nigeria, 1976 - 1993. | ||
|
||
| SUPERVISOR :- PROFESSOR M. OMOLEWA | ||
| ABSTRACT | ||
| This study set out to examine The Impact of Literacy and Non-Formal Education on Women Empowerment in Oyo State between 1976 and 1993. This was with a view to determining the influence of Literacy and Non-Formal Education on women’s reproductive, productive and emancipatory roles in the socio-economic development of Oyo State during the period under study. The study was also to help determine the contributions of the various agencies involved in Literacy and Non-Formal Education to women empowerment and development in Oyo State during the period. | ||
| All the 25 Local Government Areas of Oyo State were covered with special focus on the women beneficiaries of the Model Literacy Centres organised by the State Government. | ||
| The descriptive survey research method was adopted for the study. A questionnaire designed, using a 4-point Likert Scale served as the main instrument for the study. This was complimented with focus group discussion conducted on the subjects and women leaders. Available records in all the learning centres and the Agency for Adult and Non-Formal Education were also examined. A total number of 335 women beneficiaries of the state Model Literacy Centres served as the subjects sample out of the 500 population. The data collected through the questionnaire were computed and analysed with the use of the z-score and t-test statistical tools. | ||
| The findings from the study established the following: | ||
| i | Literacy-Non-Formal Education increased the self-confidence power of women in Oyo | |
| State. | ||
| ii. | Literacy-Non-Formal Education helped women to function effectively as leaders and | |
| participants in civil activities in their various local government areas. | ||
| iii. | Literacy-Non-Formal Education improved the reproductive roles of women in raising and | |
| nurturing children as well as improving family health. | ||
| iv. | Literacy-Non-Formal Education increased the productive roles of women through their ability | |
| to secure economic assets and assist in the provision of family food. | ||
| v. | Literacy-Non-Formal Education improved the emancipatory roles of women in Oyo State | |
| by enhancing their participation in education and social activities. | ||
| vi. | There is a significant difference in the perception of women’s roles in political matters | |
| between the Muslims and Traditionalist. | ||
| vii. | There is a significant difference in the perception of women’s roles in decision-making | |
| power between Muslims and Traditionalists. | ||
| viii. | There is significance difference in perception of women’s roles in decision making power | |
| between rural and urban women. | ||
| ix. | Women are passive social and political actors notwithstanding the influence of literacy- | |
| Non-Formal Education acquired. | ||
| Based on these findings the following recommendations were made. | ||
| a. | Literacy and non-formal education is capable of improving reproductive, productive and | |
| emancipatory roles of women. Therefore campaigns should be consistent to make women | ||
| enjoy the benefits of the programme to the fullest. | ||
| b. | Provision for continuing education should be made to enable women to aspire to attain | |
| their full potentials. | ||
| c. | For literacy permanence as well as acquisition of other emancipaorty skills, the period of | |
| six moths for the programme should be increased to nine months. | ||
| d. | Courses in the programme should be re-examined continuously and modified to meet not | |
| only the reproductive, productive and emancipatory roles, but also political and decision - | ||
| making roles. | ||
| e. | Government should give more financial support and equip the centres with necessary | |
| modern tools and equipment to make the centres viable. | ||
| f. | Women networks should be created for projects and programmes which can influence | |
| women emancipation. These networks and forums could be used to discuss women | ||
| problems and achievements. | ||
|
© 2002 Department of Adult Education,
University of Ibadan, Nigeria.
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