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Thesis submitted to the department over the years.
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| 25 | Socio-economic determinants of adult literacy performance in basic education classes in Borno | |
| State of Nigeria. | ||
| 26 | Socio change as a factor in child rearing among the Widikum of Cameroon. | |
| 27 | Home background and social functioning of secondary school students in Oyo State. | |
| 28 | An experimental study of different approaches to teaching reading to adult leaners. | |
| 29 | Patterns of state intervention in adult literacy education: a case study of Borno State (1976- | |
| 1989 | ||
| 30 | Better Life Program implementation strategies as correlates of outcomes in Imo and Abia | |
| States Nigeria. | ||
| TITLE: Socio-economic determinants of adult literacy performance in basic education | ||
| classes in Borno State of Nigeria. June 1988 | ||
| AUTHOR: AYODELE ANTHONY FAJONYOMI
B.Ed. (EDUCATIONAL MANAGEMENT/ BOTANY), IBADAN M.Ed. (ECONOMIC/PLANNING OF EDUCATION), IBADAN |
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| ABSTRACT | ||
| The study examined the socio-economic determinants of adult literacy performance in rural and urban basic literacy classes in Borno State. The determinants comprised twenty-five independent variables grouped under learners’ background, instructor quality, non-instructor centre quality and distance factors, while the performance was represented by drop-out rate and academic performance level. | ||
| The sample consisted of five-hundred and fifty-four adult basic literacy participants and thirty-six literacy instructors in thirty-six literacy centres, located in rural and urban areas. Data were gathered from the participants, instructors and adult literacy officials through drop-out and successful completer questionnaires, instructor questionnaire and inventory format respectively. Data analysis involved the used of t-test statistical analysis to compare the performance of rural and urban literacy centres in retaining their learners and fostering their academic success. Also, multiple step-wise regression analysis was used to identify the significant effects of each of the four aggregated factors on dorp-out rate and academic performance level, separately for rural | ||
| and urban literacy centres. The findings revealed the following results: | ||
| 1. | There was a significant difference in the average drop-out rate of learners in both rural and | |
| urban literacy centres, with rural literacy centres having higher drop-out rate. | ||
| 2. | There were significant differences in academic achievements in English, Arithmetic and | |
| General Paper examinations between rural and urban literacy learners. These differences | ||
| were in favour or urban literacy learners. However, the difference between rural and urban | ||
| learners in Arithmetic examination was not statistically significant, while differences between | ||
| the two groups in English and General Paper examinations were statistically significant. | ||
| 3. | There was a significant difference in the mean rates of passes (academic performance level) | |
| between rural and urban literacy centres. The difference was to the advantage of urban | ||
| literacy centres. | ||
| 4. | There was no significant difference in the percentages of drop-out variance jointly explained | |
| by the four aggregated factors of learners background, instructor quality, non-instructor | ||
| centres quality and distance, in both rural and urban literacy centres. Considering the | ||
| explanatory and contributory powers of each factor, instructor quality factor constituted the | ||
| most significant determinant of drop-out rate in both rural and urban locations. However, | ||
| instructor factor was followed by learners’ background, non-instructor centre quality and | ||
| distance factors in decreasing order, as determinants of drop-outs in urban location. All the | ||
| four factors made statistically significant contribution to drop-out variance in urban location, | ||
| while in rural regression equation, instructor, centre and learners’ background factors made | ||
| significant contributions to the variation distance factor did not. | ||
| 5. | There was no significant difference in the parentage of academic performance variance | |
| jointly explained by the aggregated factors of learners'’ background, instructor quality, non- | ||
| instructor centre quality and distance, in both rural and urban locations. More, instructor | ||
| quality factor still ranked as the most significant determinant of academic performance in | ||
| both rural and urban locations. In rural location, after instructor factor, the effects of learners | ||
| background, non-instructor quality and distance factors on academic performance ranked | ||
| second, third and fourth, respectively. The contributions of the last three aggregated factors | ||
| were however, not statistically significant. In the case of urban locations, after instructor, the | ||
| effects of centre quality, learners’ background and distance factors, on academic | ||
| performance ranked second, third and fourth respectively. The effects of instructor and | ||
| centres quality factors were statistically significant, while those of learners background and | ||
| distance factors were not. The findings presented above underline educational | ||
| administrators and planners, adult education authorities and instructors responsibility to | ||
| ensure that literacy programme is relevant to the needs of learners, especially those in the | ||
| rural literacy centres. It also suggested the need to improve the quality of instructors in both | ||
| rural and urban literacy centres, in order to enhance the efficiency of literacy education. | ||
| TITLE: Socio change as a factor in child rearing among the Widikum of Cameroon. | ||
| AUTHOR: ASONGWE, EMMANUEL TABOH Dip. Theology (Nyasoso) B.Ed. (Hons), M.Ed. (IBADAN) |
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| ABSTRACT | ||
| Child rearing is an important mechanism of cultural transmission. This is because the proper time to influence the character of a child is during the time of rearing. It has always been observed that the development of children is substantially affected by the character of their parents. However, since society is not static, this study has tried to assess the effects of social change on child rearing activities of the Widikum people. Though not much haws been one in this area of study, few studies of patterns of child rearing procedure have brought out clearly the importance of the study of child rearing methods (Parson 1971, Litwak 1965, Lasch 1977, Ehrenreich and English 1986, Wilson 1977, Feldman and Scherz 1967). | ||
| However, none of these studies have brought out some diversities and similarities of child rearing practices among rural and urban people except Olusanya (1985) who noted that in recent years high rate of migration from rural to the urban centres in Nigeria is contributing to the change in nature and decline in breast feeding and an increase in bottle feeding. | ||
| This study dwells on parents and other relatives involvement in caring for children, involving the analysis of how rural and urban parents encourage sex role in children, fostering procedures, feeding patterns, and assessment of their reactions towards good or bad behaviour of their children. | ||
| Using the multi-stage sampling method, a selection of six hundred people was made, three hundred from the villages and three hundred in town among the Widikum people of Cameroon. | ||
| The percentages of other relatives involvement in various activities as regards child care in both areas were proportionate thus indicating that there are always other relatives who participate in the up bringing of children in various homes. | ||
| Sex role was stressed more by parents in the urban
children by parents in both areas. With regards to breast feeding a marked difference was observed. Whilst the rural mothers breast fed their children for up to two years, their counterparts in the urban breast fed their children for less than two years. Hence, it become obvious that the incidence of malnutrition in children is more pronounced in the urban towns than in the villages. |
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| Although there was no significant difference as regards the time when rural and urban mothers started bottle feeding their children, in contrast the number of mothers involved in such a process varied in both areas. | ||
| The study also revealed that there were differences I the approach by parents in both rural and urban areas in reinforcing and punishing good and bad behaviours in children respectively. | ||
| TITLE: Home background and social functioning of secondary school students in Oyo State. | ||
| AUTHOR: FOLARANMI, OLUFUNMILAYO
OLANREWAU B.Ed. Adult Education (IBADAN) M.Ed. Adult Education/Social Welfare (IBADAN) |
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| 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 her 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 36,000 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 counsellors 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 X2 statistics to determine the relationship between the home background and social functioning of the subjects. T-test was also used for post-hoc 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 degrees of relationships between students home background and their level of social functioning in the schools. The study also revealsed 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’ intervention on how to reduce the degree of vulnerability of the students were recommended. | ||
| Back to Top | ||
| TITLE: An experimental study of different approaches to teaching reading to adult leaners. | ||
| AUTHOR: ABIODUN OKEDIRAN B.A. (Special Honours) ENGLISH, IFE M.Ed. (Adult Education, English) IBADAN |
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| 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 approaches 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 centrees 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 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 tests, method ranked first, follower by attendance, location, occupation, | ||
| religion, age, sex 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 directions. | ||
| 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: Patterns of state intervention in adult literacy education: a case study of Borno State | ||
| (1976- 1989) | ||
| AUTHOR: JULIUS AYODEJI ONI B.A. (Ed.) ENGLISH, ILORIN M.Ed. (Adult Education) IBADAN |
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| ABSTRACT | ||
| This study examined the patterns of Government’s intervention in the adult literacy education in Bornu State of Nigeria from 1976 to 1989. The examination includes the policies on adult literacy education and the extent to which such policies have been implemented. Both the historical and group survey research methods were adopted Ro the collection of data and analysis of the study. | ||
| Information sources for the historical design mainly consisted of available records in forms of documented accounts, relics and some human repositories. In addition to the informal discussions relating the research, carefully designed interview-checklists were used to elicit useful information from the human repositories consulted for the study. For the written documents, available reports, records, diaries, files and relics were thoroughly gleaned and relevant information extracted. The information obtained helped to ascertain the kinds of policies formulated on adult literacy education, the extent to which such policies were implemented and the general state of the Government’s attitude towards adult literacy education from its creation in 1976 up to 1989. | ||
| Data for statistical analysis were collected with the aid of four well constructed questionnaires. They were the State Officials’ Attestation Questionnaire (SOAQ); Instructors’ Opinion Questionnaire (IOQ); Learners’ Opinion Questionnaire (LOQ); and Non-Governmental Organisation Attestation Questionnaire (NGOAQ). | ||
| Using the Fish-bowl random sampling technique, fourteen of the twenty four Local Government Areas of the state were selected for the study. To obtain information for the group survey, the statrified random sampling technique was used. The random samples thus selected consisted of 468 subjects - 70 state officials, 119 adult instructors, 237 adult learners and 42 private agencies. These were drawn from the fourteen randomly selected Local Government Areas. | ||
| While historical findings were critically appraised and analysed, statistical analysis of the group survey was carried out using frequencies, percentages and chi-square (X2) of significance. The results of both the historical and group survey research methods revealed the following: | ||
| (i) | That the state government showed interest in adult literacy education by formulating some | |
| policies on it since the state was created in 1976; that the state’s effort to promote adult | ||
| literacy education increasred as time progressesd; | ||
| (ii) | That not all the state formulated policies on adult literacy education were often implemented | |
| while those implemented showed varying pattern of funding, personnel recruitment and | ||
| training, provision of materials and involvement of the private agencies in the state; and | ||
| (iii) | That the state government showed favourable attitude towards adult literacy education. | |
| On the whole, reasons were advanced to explain the direction of findings and suggestions offered for the extension of the study. The study concluded by highlighting emerged patterns of state intervention, some recommendations which could ensure a more successful prosecution of adult literacy education as well as enhance the eradication of illiteracy in Nigeria, and in particular, Borno State. | ||
| TITLE: Better Life Program implementation strategies as correlates of outcomes in Imo and | ||
| Abia States Nigeria. | ||
| AUTHOR: ALAJURUONYE, LUCKY N. B.Ed. (Hons) EDUCATION/ ENGLISH, (CALABAR) M.Ed. INDUSTRIAL EDUCATION (IBADAN) |
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| ABSTRACT | ||
| A correlational research design was adopted in the study to investigate the patterns of relationships, between the Better Life Programme implementation strategies and the outcomes, as well to ascertain the combined and relative contribution of the implementation variables in predicting the outcomes. A stratified sampling technique was used to select the four hundred and twenty rural woman and the one hundreds and four hundred and twenty rural women and the one hundred and fifty management personnel in the thirty-eight Local Government Areas of Imo and Abia States. Data were gathered from the rural women and the management personnel using “Better Life Outcomes Questionnaire” (BLOQ) and Better Life Implementation Questionnaire” (BLIQ) respectively. Data analysis involved most importantly simple correlation and multiple regression analysis. | ||
| From the interpretation and discussions of the results obtained, the following findings emerged: | ||
| 1 | The five BLP implementation variables, combined, were effective predictors of the | |
| programme’s economic outcome. But relatively, management, followed by mobilization | ||
| were the strongest predictors of the outcome. | ||
| 2. | The five implementation variables when taken together were effective in predicting BLP s | |
| ocial/domestic outcome, and mobilization was the best predicter amongst others. | ||
| 3. | The five implementation variables, combined, were not effective in predicting the health | |
| outcome of BLP and none of the variables made any significant relative contribution to the | ||
| prediction. | ||
| 4. | The five BLP implementation variables as a whole were strong predictors of education | |
| outcome, however, management, followed by planning were the strongest contributors to | ||
| the prediction. | ||
| 5. | The five implementation strategies of BLP, taken together, were weak predictors of political | |
| outcome. However, relatively speaking, funds made a significant contribution to the | ||
| prediction of the outcome. | ||
| Based on the findings of the study, a number of suggestions with particular reference to the State Implementation Committee (SIC) of BLP in Imo and Abia States, were made. | ||
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© 2002 Department of Adult Education,
University of Ibadan, Nigeria.
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