Thesis submitted to the department of Adult Education over the years.
	Faculty of Education | University of Ibadan | Adult Education | Experts in Higher Education | Staff | Thesis
10.	An evaluative study of the political education program of the directorate for social mobilisation
	(MAMSER).
11.	An experimental study of different approaches to teaching, reading to adult learners. 308 PP.
12.	Comparative efficacy of two strategies of co-operative societies for enhancing local
	development in Oyo State. No of PP. 234
13.	The relationship between supervisory climate and quality of instruction in Oyo State
	continuing education centres. 275pp.
	TITLE: AN EVALUATIVE STUDY OF THE POLITICAL EDUCATION PROGRAMME OF THE DIRECTORATE FOR SOCIAL MOBILISATION (MAMSER)
	AUTHOR: ABIONA, ISAAC ADEKEYE, (PH.D. 1997)
	SUPERVISOR: DR. M. O. AKINTAYO
	MATRIC. NO.: 20016
	ABSTRACT
	The study evaluated the strategies employed by the Directorate for Social Mobilisation (MAMSER) for its Political Education Programme in Nigeria between 1987 and 1992. This was with a view to determining the best strategies for political education within the context of Nigerian environment.
	Chapter One is the Introduction to the study. A brief Historical Background of Nigerian Politics which resulted in the setting up of an agency for political education was reviewed. The chapter also contains the Need for the Study, Statement of Problem, Research Questions and the Overview of MAMSER.
	Chapter Two is the Conceptual Framework where concepts related to the study were examined. The concepts reviewed included Political Education, Political Culture, Mass Education, Evaluation Process and Models of Evaluation.
	Relevant related Literature on Political Education was reviewed. The review covered Political Education and the Society, Political Education and Mass Literacy, Political Education and Adult Education, methodology of Political Education and Evaluation of Political Education Programme.
	The Descriptive Survey Research Design was adopted for the study. A set of questionnaire was designed, using a five-point Likert Scale as the instrument for the study. 8000 randomly selected subjects drawn from rural and urban communities in Oyo State served as the subjects for the study. Oral interviews and records available at MAMSER’S Officers at the Local Offices and State Headquarters were used to complement the data collected through the questionnaire from the respondents. Key figures involved in the planning and implementation of the MAMSER Political Education Programme like the then Secretary to MAMSER, Professor Tunde Adeniran and the Bauchi State then Director of MAMSER, Dr. Musa Moda were interviewed.
	The data collected through the instrument administered to the respondents were analysed, using correlation co-efficient, chi-square and t-test statistical tools.
	From the study, the following findings were established.
	i	MAMSER was designed to fail by the government.
	ii	Most respondents were aware of the existence of MAMSER as a government organ;
	iii	Most respondents did not understand the content and objectives of MAMSER’s political
		education programme;
	iv	The delivery strategies used for the propagating/disseminating the political education p
		rogramme by MAMSER were not effective;
	v	Most of the personnel of MAMSER were not trained adult educators with expertise of
		mobilising adults;
	vi	There was no specified curriculum for the political education programme and
	vii	There was no effective monitoring of the programme.
		Based on the findings, the policy implications were identified and a feasible policy for
		political education was recommended in Chapter Five for better political awareness in the
		Nigerian polity to include:
	i	A framework for a political education programme in Nigeria;
	ii	Training of all personnel in adult education and political education;
	iii	Training in management and administration for all the cadres of MAMSER’s staff;
	iv	Preparation of curriculum/syllabus on political education geared towards the Nigerian
		environment.
	v	Involvement of other Government Agencies, Ministries and Universities in the Planning,
		implementation and Evaluation of the programme.
	TITLE: AN EXPERIMENTAL STUDY OF DIFFERENT APPROACHES TO TEACHING READING TO
	ADULT LEARNERS. 308 pp.
	AUTHOR: OKEDIRAN, ABIODUN (PH.D. 1997)
	SUPERVISOR: PROF. J. T. OKEDARA
	MATRIC. NO.: 42087
	ABSTRACT
	This study is an experiment in the use of three approaches to teaching Yoruba reading to adult learners in the beginners’ class. It was carried out within the ibadan Municipal Government and the Akinyele Local Government areas of Oyo State. The teaching appraoches employed were the synthetic, the analytic and a form of eclectic approach evolved by the researcher and known as the Integrated Approach.
	In line with the objectives of the study, a pre-test - post-test experimental design was carried out. Out of 60 adult literacy centres with 1,100 adult literacy learners, 12 centres were randomly selected, constituting 20% of the total. All the 220 learners in the centres, constituting 20% of the total population were used for the study within the two local governments.
	Instruments used in the study included three questionnaires, a syllabus, a scheme of work, lesson notes and a pre and post achievement tests in Yoruba reading.
	The obtained data were analysed using the Analysis of Variance Statistics (ANOVA). The ‘t’ test statistics,; the chi-square, and the multiple step-wise regression analysis were also applied where appropriate. Findings from the analyses are as follows:
	1.	There was no significant difference in the pre-test mean achievement scores in Yoruba
		reading among the synthetic, the analytic and the integrated classes in both the experimental
		and control groups.
	2.	There was significant difference in the post-test mean achievement scores in Yoruba reading
		within the experimental and control groups with learners taught by the Integrated Approach
		having the highest mean scores in both cases.
	3.	There was no significant difference in the post-test mean achievement scores in Yoruba
		reading between the experimental and the control groups, having been taught with synthetic,
		analytic and the Integrated Approaches.
	4.	There was significant difference in the pre and post mean achievement scores in Yoruba
		reading in both the experimental and the control groups, taught by the synthetic, the analytic
		and the Integrated methods, with the Integrated method having the highest contribution,
		among other variables, to learners performance mean scores. In short, the integrated
		method appears to be the most effective of the three approaches in teaching Yoruba
		Reading to Adult Learners.
	5.	There was a significant relationship between attendance and learners’ performance in
		Yoruba reading achievement tests while variables like age, sex, occupation, sponsor,
		religion and location did not have any significant relationship with learners’ performance.
	6.	In ranking the contribution of the variables to learners’ performance in Yoruba reading
		achievement tests, method ranked first, followed by attendance, location, occupation,
		religion, age, sex and sponsor in that order in the experimental group.
	7.	In ranking the contribution of the variables to learners’ performance in the Yoruba reading
		achievement test, method ranked first, followed and sponsor, in that order in the control
		group.
	The study also revealed that all the variables considered explained about 36.5% of the learners’ performance, and that the remaining 63.5% could be accounted for by other variables not yet considered in this study. Such variables could be psychological, sociological, cultural and economic factors. There is need for further research efforts in these direction.
	Since the integrated approach was the best in teaching Yoruba reading to adult learners in the present study, it was recommended to policy makers, adult education practitioners and theoreticians for adoption for teaching adults. Other recommendations and suggestions based on the findings of this study were also included in the body of the thesis.
	TITLE: COMPARATIVE EFFICACY OF TWO STRATEGIES OF CO-OPERATIVE SOCIETIES FOR ENHANCING LOCAL DEVELOPMENT IN OYO STATE. NO OF PP. 234
	AUTHOR: ADEWUNMI, A. (PH.D. 1991)
	SUPERVISORS: PROF. C. N. ANYANWU
	MATRIC. NO.: 10616
	ABSTRACT
	This study was designed to investigate and compare the efficacy of two strategies used by the Co-operative movement in, enhancing local development in Oyo State. The over-riding purpose of the study was to provide information which might serve as a partial basis for the establishment of guidelines for the organisation and development of a meaningful Co-operative movement attuned to the personal needs of members as well as the development of the community. it might also p0rovide the basis for the operation of governmental bodies like the Directorate of Food, Roads and Rural Infrastructure (DFRRI), Mass Mobilization for Social Justice, Self-Reliance and Economic Recovery, (MAMSER), Better Life for Rural Dwellers and the newly established People’s Bank of Nigeria (PBNN).
	Two questionnaire instruments were designed and used to gather the pertinent data. The first questionnaire was designed to collect the necessary data from the Co-operative societies. 114 questionnaires were returned out of 160 questionnaires distributed (71.25 per cent). The second was for Co-operative officers 41 questionnaires were returned by the officers.
	Twelve research questions were tested to determine significant relationship between several variables and societies’ performance. These included shares, savings, loan issued and membership attendance. The data were analyzed with the aid of a computer programme. The specific programme used in analyzing the main data was statistical package for the social sciences. The statistical measures used were t-test, chi-square and correlation at 0.5 significant level. The following findings were made from the study:
	i	Credit Societies were found to be more effective in the urban areas than in the rural areas.
		Urban societies has a mean share capital of N19,094.00 while that of rural societies was
		N10,025.00. These two figures showed marked difference. In terms of savings, there was
		no difference in the mean at 0.05 significant level.
	ii	There was sufficient evidence to support the claim that credit societies were more effective
		than marketing societies in mobilizing funds. The credit societies were more effective in
		share accumulation and savings mobilization.
	iii	Credit Societies were more efficient on return on total asset while marketing societies were
		found to be efficient on return to share capital 38.09 per cent.
	iv	There was significant difference in the mean attendance of members at meetings of both
		marketing societies and credit societies.
	v	There was a correlation between the society’s performance and participation (0.193).
	vi	Credit societies were more viable than marketing societies in Oyo State. It was also noticed
		that credit societies were no more secondary to marketing societies as it was when credit
		societies served as appendages to marketing societies. Credit societies have take up the
		leadership of the Co-operative movement in the State.
	vii	Illiteracy rate was higher in rural co-operative than urban cooperative societies. It was 82.0
		per cent in rural areas and 63.5 per cent among the urban co-operatives.
	viii	Most co-operative officers perceived credit societies to be more effective than marketing
		societies in enhancing development.
	ix	Credit societies were perceived to be more relevant to local development than marketing
		societies.
	x	So-operative societies can be used to promote community development programmes
		through such government institutions such as MAMSER, DFRRI, Better Life for Rural
		Dwellers and the Peoples’ Bank of Nigeria.
	TITLE: THE RELATIONSHIP BETWEEN SUPERVISORY CLIMATE AND QUALITY OF INSTRUCTION IN OYO STATE CONTINUING EDUCATION CENTRES. 275pp.
	AUTHOR: DEBORAH ADETUNBI EGUNYOMI (PH.D. 1988)
	SUPERVISORS: DR. C. N. ANYANWU
	MATRIC. NO.: 27099
	ABSTRACT
	There has been an increasing awareness of the persistent problem of improving quality of education for learners at formal and non-formal levels in Nigeria in recent times. This has given rise to more attention being focussed on within-school instructional supervision and supervisor-supervisee interaction. Although studies in many countries have revealed that the quality of instruction is a product of appropriate instructional supervisory behaviour, such studies are suprisingly scanty in Nigeria.
	The purpose of this study therefore, is to examine the type of climate created during the supervisor-supervisee interaction and its impact on the quality of instruction (measures by the performance of learners) in Oyo state Continuing Education Centres. The supervisors in this study are the proprietors and the organisers while the supervisees are the tutors.
	The research involved 20 averagely large Continuing Education Centres with a minimum population of 500 learners with a wide curriculum offering and having been operating specified subject-group for at least 3 years. The centres were randomly selected from all the 4 educational zones and 12 of the 24 Local Government Areas of the state. Two research instruments were used; namely, the supervisory climate Questionnaire (SCQ) and the Quality of Instruction Tests (IQT). A pilot study was conducted to standardise the instruments and to ensure their validity and reliability. The Analysis of Variance (Anova) F-Ratio and multiple step-wise regression statistics were used to test the study hypotheses.
	The major findings of this study are;
	1.	The organiser-tutor relationship is more cordial than the proprietor-tutor relationship in
		fostering the quality of instruction.
	2.	An “open” supervisory climate interaction between supervisors-supervisees is more
		positively related to the quality of instruction than the “closed” supervisory climate.
	3.	The supervisors interact much less with the supervisees at the professional dimension and
		much more at the personal dimension.
	4.	Tutor’s qualification is one of the most effective personal variables in enhancing the quality
		of instruction.
	The findings suggest that emphasis should be placed on improving the professional relationship between the supervisors and the supervisees in an attempt to effect tutors disposition to quality of instruction. The results of the study also shoe the important role of the organiser in enhancing the quality of instruction and argue strongly for the establishment of functional Continuing Education Centres manned by academically qualified professional tutors. Furthermore, the study points out the need to develop a less controversial and more reliable methodology for conducting non-experimental research involving interpersonal relationships and attitudes in educational institutions. There is need for further research to establish the impact of learners variables on quality of instruction.
	Faculty of Education | University of Ibadan | Adult Education | Experts in Higher Education | Staff | Thesis
	© 2002 Department of Adult Education, University of Ibadan, Nigeria.