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1
Egbeji, Bridget Ekwutosi 1947. "CERAMICS INSTRUCTION FOR NIGERIAN JUNIOR SECONDARY TEACHERS." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276492.
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This thesis develops a discipline-based ceramic instruction using art history, art criticism, aesthetics and art production, which will be used to train Nigerian junior secondary school ceramic teachers. Concepts of discipline-based art education, materials, and techniques of ceramics production will be used to make a systematic, sequential, written curriculum of activities that will be used in the class.
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Aleman, Marilyn K. "Korean celadon pottery : "first under heaven"." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1345332.
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The primary objective of this creative project is the exploration of Korean celadon pottery. This unassuming style of pottery has been highly revered in Asian cultures and has been called the "first under heaven" by the Chinese scholar Hsu Ching (Covall 46). But for Westerners, little is known. This makes the unique features of Korean celadon pottery a subject worthy of study, particularly the celadon vessels of the Koryo Dynasty.For this research, I first studied the Goryeo or Koryo Dynasty (918-1392 A.D.) during which time Korean celadon was revealed, developed to its zenith and declined. Secondly, I concentrated on the clay body, the style and shape, and the glaze and decorating techniques used in celadon vessels of the Koryo Dynasty.As a result of this study I have used the knowledge gained to 1). develop a body of pottery work which will incorporate Korean type clay, celadon glaze and the decorating techniques of incising, relief, impressed designs, inlay and carving or open work. 2). I have produced a disciplined-based art education curriculum which can be used in teaching advanced ceramics (10th-12th grades) high school level.Department of Art
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Zaram, Gyang Nyam. "An experimental study of self-regulated learning with mathematically gifted pupils in Nigerian primary schools." Thesis, Nelson Mandela University, 2017. http://hdl.handle.net/10948/13381.
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The purpose of this study was to determine whether gifted pupils can master an enriched advanced level curriculum in mathematics using self-regulated learning strategies. A mathematics curriculum for class five primary school learners in Nigeria was developed for this study. An empirical study was conducted on primary five pupils who were seen to be significantly gifted in mathematics. The study employed the quantitative method of research, that is, the true experimental research. The pre-test, post-test control group design was used. Sixty gifted pupils who participated in a mathematics enrichment programme (MEP) were assigned into two groups of the control group and experimental group with thirty pupils forming each group. The control group was exposed to direct teaching (DT) while the experimental group used self-regulated learning (SRL) strategies. Four teachers served as facilitators in the MEP. The teaching and learning activities were carried out at a higher cognitive level as opposed to the regular curriculum, ensuring that the contents of the MEP were enriched and accelerated. Pupils in both the experimental group and the control group were administered a pre-test, problem-solving exercises, and post-test. These pupils also completed an attitudinal questionnaire to provide feedback about the MEP. The empirical results show that gifted pupils in primary five are capable of self-regulating their own learning through self-monitoring, self-evaluation, and self-reinforcement. The empirical results also show that there is a significant relationship between self-regulated learning, gifted learners, and an enriched advanced level differentiated curriculum as a realistic alternative to the present regular curriculum for gifted pupils in the mainstream of education. The findings further show that the lack of differentiation of instruction, lack of facilities such as libraries, media centres, and support materials contributes to low achievement of gifted pupils. Furthermore, the findings show that pupils were challenged and motivated with the MEP to the extent that they were engaged to think divergently and applied their metacognitive skills in finding solutions to mathematical problems. Therefore, the findings of this study could have significant implications for the future direction of gifted primary school education as well as teacher education. This study has made a significant contribution to the existing body of knowledge for implementing an enriched advanced level curriculum using SRL strategies for mathematically gifted pupils in the mainstream of primary school education.
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Daniel, Olusoji. "Perception and patient satisfaction : a case study of olabisi onabanjo university teaching hospital, Nigeria." Thesis, Blekinge Tekniska Högskola, Sektionen för management, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-1130.
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Patients view about health care service delivery is a neglected subject in many developing countries. Patients are viewed as passive beneficiary of health care service without a voice. However, the views and opinions of patient on perception of service quality and satisfaction of health care service can assist management and policy makers in the design, implementation and evaluation of services which in turn assist to better improve and deliver qualitative health care service to the populace. This study was aimed at assessing patient perception of service quality and satisfaction with health services received at Olabisi Onabanjo university teaching hospital, Sagamu, Nigeria. A cross-sectional study was carried out at the outpatient clinics of the hospital during the study period. A total of 349 patients were interviewed using a pretested questionnaire to collect information on several dimensions of perceived quality and patient satisfaction. The data collected was analysed using SPSS statistical software. Factor analysis and multiple regressions were used to develop an 18-item scale having good reliability and validity identify. Four important dimensions of quality and satisfaction including doctor’s behavior and communication, supportive staff behavior, health infrastructure and waiting time were described. A total of 290 (83.1%) patients were satisfied with the overall service received at the hospital. The level of satisfaction was statistically significantly associated with female sex and employment status. Patient who were satisfied with the service significantly had a shorter waiting time than those not satisfied. Also patients who were satisfied with service had a longer consultation time compared with those not satisfied. In conclusion patient perception of quality and satisfaction are associated with the four important dimensions of quality. Long waiting time negatively affected satisfaction. If this is improved upon it will lead to increase patient satisfaction of health care service deliveryWHO liaison office No 10 Osborne road ikoyi Lagos, Nigeria +2348036591678; +2347090486687 +23414620493
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Gimba, Solomon Musa. "Barriers to provision of psychiatric nursing care : a case study of a teaching hospital, Nigeria." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/13137.
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Includes bibliographical references.Barriers to the provision of psychiatric nursing care have been reported worldwide, although literature on these barriers in Nigeria is limited. The purpose of the study was to explore and describe the barriers to provision of psychiatric nursing care, using the case study methodology. A sample of 12 participants was recruited for the study, comprising four key informants and eight study participants. The data collection methods included grand tour interviews with the key informants, in-depth interviews with key informants and other study participants and participant observation of all 12 participants. Content analysis was conducted. It yielded five themes related to barriers, namely: personal barriers to provision of psychiatric nursing care, relationship related barriers to provision of psychiatric nursing care, environmental barriers to provision of psychiatric nursing care, organisational barriers to provision of psychiatric nursing care and “public” related barriers to provision of psychiatric nursing care. The sixth theme: Motivators to provision of psychiatric nursing care despite barriers was discovered serendipitously. These findings are in line with previous findings of studies carried out in other settings. The study findings raise the need for management to value the psychiatric nurses, refrain from the use of derogatory statements and passing comments and place high value on the educational and career progression of the psychiatric nurses and the design of a therapeutic environment.
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Ndaminin, Mohammed Bida 1953. "COURSE CONTENT USEFUL IN IRRIGATION COURSE AT DIPLOMA LEVEL IN NIGERIA." Thesis, The University of Arizona, 1986. http://hdl.handle.net/10150/275555.
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Adewuyi, David Aderemi. "Understanding school effectiveness and English language certification in the Third World, an ethnographic study of some Nigerian secondary schools." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ34501.pdf.
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Unuigbey, Oloruntoba P. (Oloruntoba Phillip). "Analysis of Job Prospects and the Relevance of Printing Education to the Printing Industry: A Case of Nigeria." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc279356/.
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The overall purpose of this study was to determine the job prospects and relevance of printing education to the printing industry. The study was conducted in four Nigerian cities—Lagos, Kaduna, Kano and Benin City.
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Uadiale, O. M. "Applicability of performance management systems framework in public sector : a case study of a teaching hospital in Nigeria." Thesis, University of Essex, 2018. http://repository.essex.ac.uk/21207/.
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This study seeks to examine the applicability of performance management systems (hereafter, PMSs) framework in public sector. Using a teaching hospital as a case study, this thesis provides empirical evidence on how PMSs are functioning from the context of Nigeria. It demonstrates the extent to which performance management can be understood/explained using a framework developed in the western context. To maintain anonymity the hospital is termed the Nigerian State Hospital (NSH). The study draws on the contingency theory of management accounting to identify and explain contextual factors which could influence the design and operation of PMSs in the NSH. Data were collected using a triangulated approach. Interviews were the main sources of evidence and were conducted with various members of staff of the NSH. The interview evidence was supplemented with observation and document analysis. Various documents on health policies, newspaper articles were analysed. Furthermore, a number of observations were made and documented. The case findings were analysed using Ferreira and Otley’s (2009) PMSs framework and interpreted using the lenses of contingency theory. The study revealed the implication of contextual factors on the operation and structure of PMSs from an emerging economy context. It showed that the application of PMSs framework cannot be generalised but needs to be contextually understood and adapted to local structural conditions. Based on the findings, the study proposes an extension to Ferreira and Otley’s (2009) PMSs framework to incorporate contingencies which are likely to implicate its application in healthcare settings in EEs. Overall, the study contributes to PMSs literature in emerging economies by providing empirical evidence on how PMSs are functioning from the context of Nigeria. The findings have implications for the design and use of PMSs in public sector in Nigeria and emerging economies.
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Saale, Nwike B. (Nwike Brother). "The Participation of Nigerian Licensed Engineers in Professional Development Activities Related to Management." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331294/.
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Many engineers perform managerial roles; however, their professional education in engineering usually does not include management education. Thus, this study examined the participation of the Nigerian licensed engineers in professional development activities in management. The study proposed (1) to determine if, in fact, Nigerian licensed engineers participate in management education and training; (2) to determine the management programs in which the engineers participated and whether participation was voluntary or required, or within Nigeria or overseas; (3) to test hypotheses dealing with these variables: age, management level, academic level, years of experience in a managerial role, and sector of employment; and (4) to identify the mean number of hours of participation. Also, the engineers were asked to judge the value of non-credit versus credit programs.
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Atebe, Humphrey Uyouyo. "Student's van Hiele levels of geometric thought and conception in plane geometry: a collective case study of Nigeria and South Africa." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003662.
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This study is inspired by and utilises the van Hiele theory of geometric thought levels, currently acclaimed as one of the best frameworks for studying teaching and learning processes in geometry. The study aims both to explore and explicate the van Hiele levels of geometric thinking of a selected group of grade 10, 11 and 12 learners in Nigerian and South African schools. The study further aims to provide a rich and indepth description of the geometry instructional practices that possibly contributed to the levels of geometric conceptualisation exhibited by this cohort of high school learners. This collective case study, presented in two volumes, is oriented within an interpretive research paradigm and characterised by both qualitative and quantitative methods. The sample for the study comprised a total of 144 mathematics learners and 6 mathematics teachers from Nigeria and South Africa. They were selected using both purposive and stratified sampling techniques. In using the van Hiele model to interrogate both learners’ levels of geometric conceptualisation and teaching methods in geometry classrooms, the study employs a qualitative and qunatitative approach to the data-collection process, involving the use of questionnaires (in the form of various pen-and-paper tests, hands-on activity-based tests), interviews and classroom videos. Although the data analysis was done largely through descriptive statistics, the whole process inevitably incorporated elements of inferential statistics (e.g. ANOVA and Tukey HSD post-hoc test) in the quest for indepth analysis and deeper interpretation of the data. Learners were assigned to various van Hiele levels, mainly according to Usiskin’s (1982) forced van Hiele level determination scheme. The whole process of analysing the classroom videos involved a consultative panel of 4 observers and 3 critical readers, using the checklist of van Hiele phase descriptors to guide the analysis process. Concerning learners’ levels of geometric conceptualisation, the results from this study reveal that the most of the learners were not yet ready for the formal deductive study of school geometry, as only 2% and 3% of them were respectively at van Hiele levels 3 and 4, while 47%, 22% and 24% were at levels 0, 1 and 2, respectively. More learners from the Nigerian subsample (53%) were at van Hiele level 0 than learners from the South African subsample (41%) at this level. No learner from the Nigerian subsample was at van Hiele level 4, while 6% of the South African learners were at level 4. In general, learners from the Nigerian subsample had a poorer knowledge of school geometry than their peers from the South African subsample, as learners from the latter subsample obtained significantly higher mean scores in the van Hiele Geometry Test (VHGT) and each of the other tests used in this study. Results relating to gender differences in performance generally favour the male learners in this study. For each of the participating schools, learners’ van Hiele levels (as determined by their scores on the VHGT) strongly correlate with their performance in geometry content tests and mathematics generally. For each of the Nigerian and South African subsamples, for n ≤ 2, learners at van Hiele level n obtained higher means on nearly all the tests administered in this study than their peers at level n–1. This finding provides support for the hierarchical property of the van Hiele levels.
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Oshunkentan, Samson Oladele. "The Perceived Effect of Management Education on the Indigenization of Selected Nigerian Multinational Corporations." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331432/.
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The problem of this research concerned the perceived effect of management education on the indigenization of selected multinational corporations in Nigeria. The related purposes of the investigation were to analyze data from the respondents in multinational corporations, higher educational institutions and government parastatals to identify the differences and similarities that existed between the perceptions of general managers, managing directors, management educators, government officials, and final-year business administration students. Four areas addressed in the inquiry were to: identify the management training objectives for Nigerian higher education institutions, determine the perceived effect of management education on the indigenization of selected Nigerian multinational corporations, ascertain the increased number of Nigerians who assumed management positions between 1973 and 1984, and examine the perceived effect of management education on the job performance of the management education graduates.
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Taiwo, Elijah Adewale. "The implementation of the right to education in South Africa and Nigeria." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1392.
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The thesis examines the right to education in South Africa and Nigeria. It presents the right to education as an empowerment right which is given a wide recognition in a number of important international and regional human rights instruments as well as in national constitutions. It asserts that the right to education is a right with a multiplying effect in the sense that where it is effectively guaranteed, it enhances the enjoyment of all other rights and freedoms, and when it is denied, it precludes the enjoyment of many other human rights. The thesis examines the provisions of relevant international and regional human rights instruments to assess the adequacy of a framework that applies to South Africa and Nigeria's obligations regarding the right to education. It argues that those instruments impose obligations on all the States to make primary, secondary and higher levels of education available, accessible, acceptable and adaptable to all in their territories. It argues that by having ratified those international agreements in which the right to education is protected, both South Africa and Nigeria assume obligations under international law, enjoining them to realise the right to education and to respect freedoms in education. The study adopts a comparative approach and relies on primary and secondary sources of data; the data is subjected to an in-depth content analysis. The focus of the comparison is on whether the South African's position regarding the right to education can inform Nigeria's interpretation of the right to education. The reason being that the Nigerian Constitution does not provide for the right to education as a basic right as exists in South Africa. The Nigerian Constitution categorised the right to education under “fundamental objectives and directive principles” which are non-justiciable. In this sense, the thesis argues that the legal classification of the right to education, to a large extent, affects its realisation in Nigeria. It suggests that an important area where Nigeria could learn from South Africa is the issue of justiciability and constitutionalising the right to education as well as other socio-economic rights. In terms of implementation, the thesis submits that despite the international obligations and commitments to provide education for all, there is a significant gap between what is stipulated and the practical realities in the two countries. It argues that the right to education is more than a mere school attendance, how well a learner progresses in school is equally important. It posits that the high failure rates and the progressive slide in students' performances in schools xx examinations as shown in the study illustrate the poor quality and falling standard of education in the two countries. South Africa enjoys one of the highest rates of formal school enrolment of any developing country, yet the link between access and success is also weak in the South African schools just as in Nigerian schools. Inadequate planning, poor implementation of policies, lack of adequate resources and commitments are identified as the prime factors hampering the implementation of the right to education in both countries. Solving these problems and making the right to education realisable call for a renewed government commitments and investment of appropriate human and financial resources on education. This also requires a strong political will as well as concerted efforts of all the various actors in the educational sector in the two countries.
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Adelakun, Sariat Ajibola. "An exploration and development of teaching resources to better include students with visual impairment in science and mathematics classes in South-Western Nigeria : an action research study." Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7544/.
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The study was concerned with access to science and mathematics curricula by students with visual impairment (SVI) in South-Western Nigeria. The main study adopted an action research approach. Six initial stakeholder ‘search conferences’ were organised to understand the nature and extent of the problem. They revealed evidence of inadequate accessibility to science and mathematics education by SVI due to unavailable resources and personnel. This led to the development of teaching resources and approaches (‘STEM Kit’ and the use of ‘Talking LabQuest’) and the trialling of these approaches in two selected study schools. Data were collected through classroom observation and teacher and student interviews. Findings show that the approaches enabled access of SVI to science and mathematics at a comparable level with their sighted peers, which brought about immersion in, and engagement with learning. With the multisensory teaching resources, SVI and classroom sighted teachers learn and teach with reduced specialist teacher involvement. The intervention positively challenged local views and practice regarding curriculum access and SVI and offers examples for improved provision of relevant resources and training for staff to better support SVI independence and inclusion. This study showcases the uniqueness of action research in empowering all participants to bring about change.
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Obaigbona, Grace Amarachukwu. "L’intégration des multimédias (aspects pédagogiques, méthodologiques et technologiques)dans la didactique du FLE comme facteur de motivation chez les apprenants plurilingues deFLE au Nigeria." Thesis, Université Grenoble Alpes (ComUE), 2018. http://www.theses.fr/2018GREAL007.
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L’intégration des multimédias (aspects pédagogiques, méthodologiques et technologiques) dans la didactique du FLE comme facteur de motivation chez les apprenants plurilingues de FLE au Nigeria. Dans notre recherche, nous nous proposons d’étudier l’usage du multimédia comme facteur de motivation chez des apprenants plurilingues et dans l’enseignement du Français Langue Etrangère (FLE) au Nigeria, un pays en voie de développement.L'un des défis auxquels est confronté l’enseignement des langues étrangères au Nigeria est la situation linguistique générale des apprenants. Avec plus de 400 langues, Le Nigeria est connu pour son "extrême diversité linguistique" (Elugbe 1994:62). Dans l'enseignement et l'apprentissage du français, les enseignants et les étudiants sont confrontés à cette réalité multilingue mais aussi à d'autres facteurs négatifs tels que le nombre d’élèves par classe, leur hétérogénéité et souvent leur manque de motivation. Nous constatons que certaines technologies ont déjà été mises en place dans presque toutes les universités nigérianes. Dans tous les ministères, les gouvernements obligent les fonctionnaires à acquérir une connaissance de base en informatique. Dans toutes les villes, il existe des cybercafés et maintenant on peut même surfer chez soi.L’enseignement hybride est un dispositif qui associe l’apprentissage traditionnel en classe avec un apprentissage médiatisé par ordinateur (Graham, 2006:5). L’apprentissage d’une langue est une pratique sociale et culturelle totale, d'autant plus quand il intègre de nouvelles technologies qui favorisent une grande variété d'interactions sociales (Kern & Warschauer, 2000). Si une approche communicative est souhaitable alors il convient de s’intéresser aux possibilités qu’offre l’apprentissage hybride pour améliorer l'enseignement et l'apprentissage des langues au Nigeria.Pour la méthodologie de recherche et la collecte de données, nous avons utilisé un questionnaire qui a été envoyé aux enseignants et aux étudiants du FLE au Nigéria pour déterminer les différentes approches et méthodes dans l’enseignement et l'apprentissage du français langue étrangère au Nigeria.En conclusion, cette recherche présente les résultats d'une étude sur les motivations des enseignants et des apprenants nigérians pour l’apprentissage du français, avec ou sans recours à des dispositifs hybrides. Cependant, nous ne pouvons pas prétendre que les résultats que nous avons obtenus seront valables pour l'ensemble du pays (Nigéria). Mais il reste cependant important de noter que ces résultats faciliteront l'application de l'apprentissage hybride (blended learning) dans le système général d'enseignement et d'apprentissage du français langue étrangère dans le paysThe integration of multimedia (pedagogical, methodological and technological aspects) in the teaching of French language as a motivating factor for multilingual learners of French in Nigeria. In our research, we propose to study the use of multimedia as a motivating factor for multilingual learners and in the teaching of the French as a foreign language (FLE) in Nigeria, a developing country.One of the challenges of foreign language teaching and learning in Nigeria is the general language situation of learners. Nigeria is home to over 400 languages and it is known for its “extreme linguistic diversity” (Elugbe 1994:62). In teaching and learning French, both teachers and students are confronted with this multilingual reality and other factors such as the predominance of large mixed-level classes and learners’ lack of motivation.Presently, new technologies are already in place in almost all the Nigerian universities. In almost all Nigerian institutions, governments now compel teachers to acquire at least some basic knowledge in multimedia tools. Also, in most major towns and cities, there are cybercafés and access to online services. With the increase in mobile internet access, many more people can now go internet surfing from home and on the go, thus ensuring ready access to educational instructional materials.Blended Learning systems combine face-to-face instruction with computer-mediated instruction (Graham, 2006:5). Language learning is a comprehensive social and cultural experience, even more so when it involves new technologies that promote a variety of social interactions (Kern & Warschauer, 2000). If a communicative approach is desirable then blended learning should at least be examined as one potential means of improving language teaching & learning in Nigeria.For the research methodology and collection of data, we used a survey through a questionnaire which was sent to teachers and students of FLE in Nigeria to determine the various teaching methodology and approaches to learning.In conclusion, this research presents the results of a study into teachers’ and learners’ motivations for learning French and for using (or not) blended learning. However, we cannot claim that the results that were obtained will resolve the whole issues discussed in this study in relation to French language acquisition in the Nigerian context and we cannot pretend that the recommendations will be valid for the whole country (Nigeria). But it remains, however, important to note that these results/recommendations will facilitate the application of Blended learning in the general system of teaching and learning of French in the country
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Sum, Liao Tin, and 廖田心. "A study on pottery aesthetic teaching activity.- A case study of MUST pottery elective class." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/56783020536941234367.
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碩士明新科技大學
服務事業管理研究所
102
Pottery has become a good method to develop students’ observation, imagination and the ability of taking action. In the meantime, Pottery has been an effective approach of aesthetics education and innovative education as well. The researcher is involved in pottery teaching for many years. By means of classroom observation through years, researcher has found that internet addition has changed students’ leisure lifestyle and decrease interaction opportunities between students and people in recent years. It has been expected that students could have better understand of leisure lifestyle and aesthetic appreciation of leisure in depth through designed teaching activities of ceramic aesthetics appreciation curriculum. The aim of this research is to explore the theories of “flow experience” and “aesthetics appreciation” by means of “literature analytic method” and “action research”. Furthermore, this study make it possible for researcher to survey students’ aesthetics experience of pottery through designing teaching activities of ceramic aesthetics appreciation curriculum. The research participants are 80 students in the Department of Leisure Management of Ming-hsin University of Science and Technology (MUST) taking Ceramic Course. The researcher designs 30 pottery lessons combining theory and practice through literatures analyzing and experts examining. It has been conducted throughout the teacher observation journaling of authentic teaching activities and students worksheets after class that the aesthetics appreciation should be incorporated to develop the teaching activities when trying to design the pottery aesthetics teaching activities. The quality of students’ subjective experiences will be magnified via the process of pottery aesthetics experience through the designed teaching activities of pottery aesthetics appreciation. The implementations of teaching activities of aesthetics appreciation can preliminary alter the effectiveness of teaching activities of pottery aesthetics appreciation.
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Chang, Li-Yu, and 張麗玉. "A Study of Ming-de Hong’s Pottery Art Teaching and Promotion." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/37237807886000959203.
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碩士國立東華大學
族群關係與文化研究所
96
This thesis focuses on pottery art teaching and promotion by Mr. Ming-de Hong of the TAFALONG Elementary School, Hualien, and pottery art’s cultural tradition and innovation. Mr. Tiway Sayion, a formal principal, started art and culture education in this school, through introspection and practice of tribal arts. Together with Mr. A-Long Lin, a former director of this school, they collected many “pattern grain” works of Amis Tribal’s arts and entrusted them with new meanings. Mr. Lin further developed woodcarving pattern grain techniques that originally belonged to Amis. Mr. Hong later carried on their ideas of art and culture education and recreated Amis’ traditional pottery arts with modern techniques. He invented “ceramic bead” mosaic techniques with subjects taken from Amis Tribal’s fables and myth stories. This thesis is divided into six chapters, as follows: Chapter I is introduction, including research motives and goals, the scope and limitations of the research, theory structure and research techniques. Chapter II introduces TAFALONG Elementary School’s history and development process of promoting culture and art education. Chapter III covers Mr. Hong’s experience of learning ceramic arts, discusses his teaching style and findings, and comparing ceramic processes between modern and traditional techniques. Chapter IV discusses the recreation of pattern grain works at the TAFALONG Elementary School, explaining the reasons of the recreation and the development of its application to ceramic arts. Chapter V discusses Mr. Hong’s ceramic arts and teaching experience, including traditional earthenware modeling, life creative ideas, antique styles, pure arts and campus landscape ceramic art projects. Chapter VI is conclusions and summary findings. Through examining the experience of the TAFALONG Elementary School in culture and art education, this thesis discusses how the Amis’ traditional pottery products has transformed into modern artistic works, and how the culture and art education was implemented in the campus, to continue Amis’ TAFALONG culture and revamp the beauty of the pottery arts.
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Lawal, Victoria Ladi. "A contextual study of the information literacy of aspirant barristers in Nigeria." Thesis, 2012. http://hdl.handle.net/10413/8683.
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This study investigated the information literacy of aspirant barristers in Nigeria and examined the steps undertaken to restructure the legal education system in Nigeria. It explored the connection between contextual influences and professional development, particularly with respect to the concept of legal information literacy and the value of acquired educational skills in the context of legal practice in Nigeria.
The theoretical framework that underpinned the study was derived from the application of Kuhlthau’s (1993) Information Search Process (ISP) and Byström’s (1999) theory of Information Activity in Work. Kuhlthau’s model was relevant for investigating issues of uncertainty in the information seeking behaviour of the aspirant barristers and further confirmed the empirical validity of the model in the educational and workplace contexts. Byström’s theory was also valuable in analysing problems of task complexity experienced by the aspirant barristers in information use.
The study employed a case study method; the data collection process involved the administration of questionnaires to the aspirant barristers and law firms to which they were assigned for vocational training. A mixed method approach was used to provide complementary insights to the findings of the study. Key findings from the study were supportive of the importance of information literacy as being central to the development of professional competence of the aspirant barristers which can be achieved through re-structuring the teaching methods and curricula of the Nigerian Law School. Outcomes from the study also pointed to a need for greater collaboration between the legal education system and the legal profession in narrowing the gap between the teaching and practice of law in Nigeria. Collaboration with academic librarians and legal information specialists is also necessary with respect to the role that these two groups can play in the design and implementation of an information literacy framework for the legal education system in Nigeria.
The study makes recommendations for the adoption and integration of information literacy as a conceptual framework into the curriculum of the Nigerian Law School. In this way skills training can be enhanced. The information literacy model, designed as part of the recommendations from this study, provides guidelines for the various processes by which a teaching model that is unique to the context of the legal education system in Nigeria can be developed, tested and implemented.Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.
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Ovbiebo, Osaigbovo Matthew. "Film : a supplementary aid in teaching adults about HIV/AIDS in Igueben (Nigeria)." Thesis, 2012. http://hdl.handle.net/10500/8743.
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This study explored film as a supplementary aid in teaching adults about HIV/AIDS in the Igueben area of Edo State (Nigeria). It drew on the theory and practice of film to enhance the awareness of HIV/AIDS campaign strategies in ways that are not possible with other teaching aids. The findings of the study supported the literature, which indicates that unlike film,reading materials are not accessible to illiterate adults in rural communities.
Two hundred (200) participants were used in the first approach (quantitative), while fifteen (15) illiterate adults were purposively selected from the area to participate in the second approach (qualitative). The research was undertaken within an interpretivist framwork in the sense that it was a communal process informed by participating illiterate adults, and was sensitive to the role of context (Alvermann, D.E., & Mallozzi, C.A. 2010).
The study confirmed the role of film, particularly Nigerian movies, in promoting information and education on HIV/AIDS. The findings highlighted the need for on-going education about HIV/AIDS and its treatment, especially among the rural illiterate. The study, in summary established that the programmes offered by HIV/AIDS organisers (governmental and nongovernmental) would be more effective if film is included in the campaign against the disease.Curriculum and Instructional Studies
D. Ed. (Didactics)
20
Fatade, Alfred Olufemi. "Investigating the effectiveness of problem-based learning in the further mathematics classroom." Thesis, 2012. http://hdl.handle.net/10500/9376.
Full textAbstract:
The study investigated the effectiveness of Problem-based learning (PBL) in the Further Mathematics classrooms in Nigeria within the blueprint of pre-test-post-test non-equivalent control group quasi-experimental design. The target population consisted of all Further Mathematics students in the Senior Secondary School year one in Ijebu division of Ogun State, Nigeria. Using purposive and simple random sampling techniques, two schools were selected from eight schools that were taking Further Mathematics. One school was randomly assigned as the experimental while the other as the control school. Intact classes were used and in all, 96 students participated in the study (42 in the experimental group taught by the researcher with the PBL and 54 in the control group taught by the regular Further Mathematics teacher using the Traditional Method (TM)). Four research questions and four research hypotheses were raised, answered, and tested in the study. Four research instruments namely pre-test manipulated at two levels: Researcher-Designed Test (RDT) (r = 0.87) and Teacher- Made Test (TMT) (r = 0.88); post-test manipulated at two levels: RDT and TMT; pre-treatment survey of Students Beliefs about Further Mathematics Questionnaire (SBFMQ) (r = 0.86); and post-treatment survey of SBFMQ were developed for the study. The study lasted thirteen weeks (three weeks for pilot study and ten weeks for main study) and data collected were analysed using Mean, Standard deviation, Independent Samples t-test statistic, and Analysis of Variance. Results showed that there were statistically significant differences in the mean post-test achievement scores on TMT (t=-3.58, p<0.05), mean post-test achievement scores on RDT (t=-5.92, p<0.05) and mean post-treatment scores on SBFMQ (t=-6.22, p<0.05) between students exposed to the PBL and those exposed to the TM, all in favour of the PBL group. Results also revealed that there was statistically significant difference in the post-test achievement scores on TMT at knowledge (t= -23.97, p<0.05) and application (t= -11.41, p<0.05) but not at comprehension (t= -0.50, p>0.05, ns) levels of cognition between students exposed to the PBL and the TM.
Based on the results, the study recommended that the PBL should be adopted as alternative instructional strategy to the TM in enhancing meaningful learning in Further Mathematics classrooms and efforts should be made to integrate the philosophy of PBL into the pre-service teachers’ curriculum at the teacher-preparation institutions in Nigeria.Science and Technology Education
D. Phil. (Mathematics, Science and Technology Education)
21
Ojo, Gbemisola Motunrayo. "Reflective-reciprocal teaching strategy on student teachers' academic achievement and attitude." Diss., 2015. http://hdl.handle.net/10500/20135.
Full textAbstract:
Economics as a subject is one of the sciences that is required for any nation's development, but its teaching and learning has not being easy, which has resulted in poor student achievement. In search of solutions, this study has considered the reflective-reciprocal teaching technique and investigates its effectiveness on student teachers' academic achievement and attitude in the subject. Four Null hypotheses were formulated to guide this study. The study adopted the quantitative method of inquiry, using specifically a pre-test, post-test quasi-experimental design. Three Colleges of Education out of 22 federal Colleges of Education in Nigeria were purposively selected based on certain criteria to be the sites for the study. The sample for the study consisted of 178 second year Economics student teachers; the participants were randomly assigned to an experimental group or a control group. The pre-test scores of the participants was obtained using achievement test, numerical ability test questionnaire. Participants in the experimental group were exposed to six weeks of teaching using the reflective-reciprocal teaching strategy while participants in the control group were exposed to the traditional method of teaching. The quantitative data collected was analyzed using descriptive statistics in the form of proportions, frequencies, means and standard deviations, independent t- tests and paired t-tests to compare differences between two groups, Analysis of Covariance (ANCOVA) and ANOVA for repeated measures. The Multiple Classification Analysis (MCA) aspect of ANCOVA was used to determine the magnitude of the performance of the groups. The findings of the study show that there exists a significant difference in the achievement of student-teachers in Economics when taught using reflective-reciprocal teaching strategies compared to the conventional method. Based on the findings of this study, it is recommended that Economics student teachers should make effective use of reflective-reciprocal teaching strategies in the classroom in order to further enhance the achievement of their students in the subject. In addition, the Federal and States Ministries of Education should encourage the use of the reflective-reciprocal teaching strategies by organizing workshops for educational trainers and teachers to better equip them in the use of the reflective-reciprocal teaching strategy. The use of reflective-reciprocal teaching strategies should be encouraged in other teaching subjects as well.Curriculum and Instructional Studies
M. Ed. (Didactics)
22
Adejumo, Oluyinka. "Models of psychiatric nursing education in developing countries : comparative study of Botswana and Nigeria." Thesis, 1999. http://hdl.handle.net/10500/16978.
Full textAbstract:
Against the perspectives of the mental health needs of the people of Africa, this study explored and compared the models of psychiatric-mental health nursing education in two sub-Saharan African countries - Botswana and Nigeria. The primary purpose of the study was to assess the design, the implementation, the factors that influence and the perceived usefulness of psychiatric-mental health nursing education programmes in developing African countries, using Nigeria and Botswana as examples. A self-reporting questionnaire, administered to psychiatric nurse educators from the two countries of concern, provided the primary source of data. A curriculum evaluation checklist based on Horan, Knight, McAtee and Westrick (1984) was used to assess the components of the existing psychiatric nursing education curricula from the two countries. Discussions were also held with practising psychiatric nurses and officials of the nursing regulatory bodies from the two countries. Data from both countries revealed that participants used various terms to describe the same model for psychiatric-mental health nursing education adopted in their countries. Botswana, however, adopted a more functional generalist basic diploma nursing education approach which encouraged a more advanced post-basic diploma specialisation and practice in community psychiatric-mental health nursing. Nigeria's model leaned towards a hospital centred basic specialisation with no defined role for the generalist nurse within the psychiatric-mental health nursing care system. Community theme occurred in both countries' curricula with varying degrees of emphasis, as all the programmes claimed the intent to make psychiatric-mental health nursing service available to individuals, families and the communities at all levels of
care. Psychiatric-mental health nursing education programmes of the two countries had been influenced at different times by war, colonial history, changing standards of health care delivery, government health policies, economic status of the country, professional status of nursing and the changing standard of education. A model that streamlined psychiatric-mental health nursing education within the general system of education in both countries was proposed. It was stressed that one key concept that must underlie the development of psychiatric-mental health nursing education was the need to create a mental health nursing role that would be appropriate for people's health needs rather than the needs of the health care system.Advanced Nursing Science
D.Litt. et Phil.
23
Onyenenue, Ikhifa Grace. "Effects of chemical concept understanding level on students' achievement in biochemical topics." Thesis, 2016. http://hdl.handle.net/10500/22181.
Full textAbstract:
This study investigated the effects of chemical concept understanding level on students’ achievement in biochemical topics (photosynthesis, respiration, diffusion and osmosis, carbohydrates, protein, fats and enzymes) in some selected secondary schools in Delta State of Nigeria. The study made use of mixed method research approach. Quantitatively, the design of the study was quasi experimental non-randomized pre-test and post-test control group design. A case study Embedded Design was adopted to take care of the qualitative aspect of the mixed method study. Kuder-Richardson formula 20 (K-R20) was used to calculate the reliability coefficient of the test. The internal consistency of reliability co-efficient was calculated to be 0.76 that made the instrument to be accepted as reliable for the study. The population of this study consisted of all senior secondary (II) biology students in the twenty (25) local government areas of Delta State of Nigeria. Six secondary schools randomly selected from the three senatorial districts of the State were used for the study, with three (3) schools for experiments specially taught with emphasis on both ideas (concepts) and skills, problem-based interactive learning ensuring concept connections and the other three (3) for control groups. Intact classes were used for both groups. The intact sample was made up of five hundred and ninety two (592) students for the quantitative study; while two teachers and four students were purposively sampled for the qualitative aspect of the study. Four (4) research questions were raised and answered and four (4) null hypotheses were formulated and tested at 0.05 level of significance. The research instruments used were the Test of Students Understanding of Chemical Concepts (TOSUCC), Biology Achievement Test (BAT) which measured achievement in biochemical topics and Interview Schedules for both teachers and students. The quantitative data collected were analysed using Analysis of Covariance (ANCOVA) for the hypotheses and mean ratings for the research questions; and the qualitative data were analysed by coding and themes generation and interpretations. Findings show that the experimental group performed better than the control group in the biochemical topics. An effect size of Cohen`s d equal to 0.996 was determined from the mean scores and standard deviations of the experimental and control samples for the study. Therefore, the experimental group had better achievement because determined effect size seemed large enough in favour of the treatment group. No significant interaction effects of gender and location on students` level of achievement in both experimental and control groups were established by the study. The teachers in particular should use the outcome of this study to improve on their teaching, emphasizing on concept understanding in their teaching and prior learning/knowledge or pre – requisite concepts. This is because certain chemical concepts are required before the teaching of the main topics (Biochemical topics in this case). In other words, this study recommends that secondary school biology and chemistry teachers should teach for concept understanding, topics that are related to the new topics before teaching the topics.Science Education
Ph. D. (Science Education)
24
Sadare, Oluseye Folasayo. "Exploring how location and gender influence the performance of students in physics (a case study of Akure South Local Government Area, Ondo State Nigeria)." Diss., 2018. http://hdl.handle.net/10500/26867.
Full textAbstract:
Abstract in English, Afrikaans and ZuluThis study explored how location and gender influence the performance of students in Physics in Akure South Local Government, Ondo State, Nigeria. The sample consisted of four schools randomly selected from the co-educational schools in the public schools. Data were collected through interviews, classroom observation, focus group interviews of the students and documents obtained from the school principals on students’ academic performance in the West African Senior Secondary Certificate Examination (WASSCE) from 2011-2015. The validity and the reliability of all these instruments were established. The data obtained through interviews were interpreted qualitatively. The documents obtained from the selected schools were also analyzed. The results of the study revealed that the urban students perform better in Physics than the rural students. The study also revealed that the gender of the students affects their performance in Physics with male students performing better than female students. Frantic efforts should be made to ensure conducive learning environment and equivalent learning opportunities to both male and female students.
Hierdie studie ondersoek hoe plek en geslag die prestasie van studente in Fisika in die Akure Suid-plaaslike regering, Ondo-staat, Nigerië, beïnvloed. Die steekproef het bestaan uit vier skole wat lukraak gekies is uit die mede-opvoedkundige skole in die openbare skole. Data is ingesamel deur onderhoude, klaskamerwaarnemings, fokusgroeponderhoude van die studente en dokumente wat van die skoolhoofde verkry is oor studente se akademiese prestasie in die Wes-Afrikaanse Senior Sekondêre Sertifikaat-eksamen (WASSCE) vanaf 2011-2015. Die geldigheid en betroubaarheid van al hierdie instrumente is vasgestel. Die data wat deur onderhoude verkry is, is kwalitatief geïnterpreteer. Die dokumente wat van die geselekteerde skole verkry is, is ook ontleed. Die resultate van die studie het getoon dat die stedelike studente beter in Fisika verrig as die landelike studente. Die studie het ook onthul dat die geslag van die studente hul prestasie in Fisika beïnvloed, met manlike studente wat beter presteer as vroulike studente. Vreemde pogings moet aangewend word om bevorderlike leeromgewing en gelykwaardige leergeleenthede vir beide manlike en vroulike studente te verseker.
Lolu cwaningo luhlolisise ukuthi indawo kanye nobulili bathonya kanjani ukusebenza kwabafundi e-Physics e-Akure South Local Government, e-Ondo State, eNigeria. Isampula lalinabashumayeli izikole ezine ngezikhathi ezikhethiwe kusukela izikole co-ezemfundo ezikoleni zikahulumeni. Idatha abangu eziqoqiwe ngokusebenzisa izingxoxo, ekilasini observation, izingxoxo somnqopho sokufundisa isiqhema lwabafundi futhi imibhalo etholakala othishanhloko esikoleni ekusebenzeni abafundi 'academic eNtshonalanga Afrika Senior Secondary Certificate Examination (WASSCE) kusuka 2011 kuya ku-2015. De geldigheid en de betrouwbaarheid van alle deze instrumenten efen-widegesteldeld. Imibuzo yezintambo ze-data verkregen yesikhala esiphezulu se-geïnterpreteerd. De dokumenter fra de udvalgte skoler blev også analysisret. Imiphumela cwaningo lwembula ukuthi abafundi ezisemadolobheni basebente kancono Physics ngaphandle abafundi basezindaweni zasemakhaya. Lolu cwaningo lwembula nokuthi ubulili abafundi Ithinta hun ukusebenza Physics ne abafundi besilisa kokwenza Ukuze ungcono abafundi besilisa nabesifazane. Imizamo eqondile kufanele kwenziwe ukuze kuqinisekiswe imvelo yokufunda kanye namathuba okufunda okulinganayo kokubili abafundi besilisa nabesifazane
Science and Technology Education
M. Ed. (Specialization in Natural Sciences)
25
Oyewale, Tajudeen Oyeyemi. "HIV/AIDS knowledge and attitude among teachers in Abuja, Nigeria." Thesis, 2008. http://hdl.handle.net/10500/2125.
Full textAbstract:
The study sought to describe HIV/AIDS knowledge and attitude among teachers in Abuja, Nigeria. The study noted that teachers were knowledgeable about HIV/AIDS and poor HIV/AIDS attitude persist. Among the respondents, statistically significant relationship exist between education qualification and knowledge of MTCT of HIV during pregnancy; between geographic location and the knowledge to clarify misconception about HIV transmission; between gender and the knowledge of condom use; and between the receipt of HIV/AIDS information or training on FLHE curriculum and the procedural knowledge of discussing / teaching sexuality and HIV/AIDS issues with fellow teachers or students. However, there is no statistical significant relationship between the teachings of HIV/AIDS issues and the feeling that HIV/AIDS education promotes sexual promiscuity.Health Studies
MA (Public Health)
26
Agbenyeku, Elizabeth Umoh. "The impact of activity-based method on the performance of Science learners from selected junior secondary schools in Nigeria." Thesis, 2017. http://hdl.handle.net/10500/24959.
Full textAbstract:
The study investigated the Impact of Activity-Based Teaching Method (ABTM) on students’ academic performance in basic science at Junior Secondary Schools in Katsina Metropolis, Nigeria. Three research questions and three research hypotheses were formulated to guide the researcher in the conduct of the research. The study randomly sampled three hundred and thirty (330) out of nine thousand and six (9,006) Junior III Basic Science Students. Three of the randomly selected schools were placed as experimental control groups. A total of one hundred and sixty five (165) students were randomly sorted out, each way, to constitute the experimental and control groups. A quasi-experimental pre-test-post-test research design was used for the study. A pre-test was administered to ascertain the equivalence of the two groups. The study subjects in the experimental group were taught a number of concepts enshrined in environmental management for sustainability using the assets in activity-based teaching method; the control group was taught the same content using the lecture method for eight weeks. The students were subjected to “Basic Science Achievement Test” (BSAT); this instrument provided data for addressing the research questions and hypotheses raised in the study; the hypotheses were tested using SPSS version 20.0 packaged at 0.05 level of significance; t-test for independent samples was used to test the hypotheses. The study revealed that basic science students taught using activity-based teaching strategy performed significantly higher than their counterparts who were only taught using lecture method; similarly, there was significant difference in the academic performance of males, as compared to female students; similarly the students exposed to activity-based teaching strategy demonstrated a higher retention ability indices in the learning of basic science concepts, as compared to their colleagues who were exposed only to the lecture method.
The study recommended that teachers should employ activity-based teaching methodology (ABTM) in teaching concepts in basic science at Junior Secondary Schools in order to enhance academic performance and retention of the content that was taught. The study further recommended that there should be provisions in schools of facilities, provisions and equipment which are vital for effective implementation of activity-based teaching method (ABTM).Curriculum and Instructional Studies
D. Ed. (Didactics)
27
Onwuchekwa, Edeama Oyidiya-Onyike. "Information literacy and lifelong learning in the National Open University of Nigeria." Thesis, 2017. http://hdl.handle.net/10500/22484.
Full textAbstract:
This study was conducted at the National Open University of Nigeria (NOUN) and it considered the information literacy and lifelong learning skills of the students in the University. The National Open University is an Open and Distance Learning (ODL) system that encompasses education for all, education for life, lifelong learning, life-wide education, adult education, mass education, media-based education, self-learning and part-time studies. The ability to recognise the need for the available information, retrieve, evaluate and use this information is a hallmark towards the direction of information literacy in any society. Developing lifelong learners is central to the mission of higher education institutions like universities, especially for distance learners.
The purpose of the study was to investigate information literacy skills amongst the students in the National Open University. This study utilized the case study method of quantitative research mixed with a qualitative strand in its data collection process. The dominant quantitative approach (questionnaire) was used to investigate the information literacy and lifelong learning skills of the students in the National Open University whilst the qualitative approach (interview and document analysis) was used to collect qualitative data needed to clarify areas that were not adequately covered in the quantitative data collection phase. This study used the questionnaire, interview and document analysis as its data collection methods.
The study was conducted in five selected study centres out of the seventy-two centres of the National Open University. This study utilized the Krejcie and Morgan (1970) formula, where the sample size of 384 was chosen because the total number of the sampled students’ population was 170 830. From the quantitative perspective of the study, data analysis involved the use of simple frequency and percentage distribution, mean, median and standard deviation. The descriptive statistics were generated on all the variables in the instrument and this was accomplished with the aid of a computer software programme known as the Statistical Package for Social Sciences (SPSS) version 20. A thematic method of data analysis was used for this qualitative strand of the study.
The results of the study revealed that the information literacy library facilities available at NOUN were course materials and University websites. The study confirmed that there were no facilities in relation to information literacy development in all the schools and there was no form of information literacy integration curriculum in the University. The study established that there were no information literacy programmes put in place to support, promote and create awareness of information literacy for lifelong learning and no methods were put in place to assess or measure the information literacy competency levels of the students in the National Open University of Nigeria. The study revealed that the link of collaboration between the academics in the school and the professional librarians was weak and not coordinated.
The documents analysed brought to light information that provided insights on information literacy development in the University. In the documents analysed, University documents were in place concerning information literacy development but these resources only stated in print, the development processes towards information. The results of the study revealed that there was still so much work to be done with regards to the implementation of policies by the University management and staff towards information literacy development. The students in the University also have a role to play in developing their information literacy skills for lifelong learning.
A recommendation that was made from this study was for the University management to integrate information literacy to become part of the university curriculum for all students. Information literacy (IL) policies should be formulated and channelled to support IL education in the University so that students will attain the necessary competencies and skills needed to access, process and assess information. Arising from the results gained from this study, it was recommended that information literacy educators should be trained in the area of information resources and ICT in order to enhance job performance. There is a serious need for the University to engage the librarians through regular training and re-training through professional development workshops. The library staff in conjunction with the Information and Communication Technology (ICT) unit of the University should create seminars and workshop for students and staff towards the improvement of information literacy instruction. For effective IL implementation in a distance learning environment, the University should work towards developing an information literacy course that is designed for asynchronous online delivery. A further empirical study on the development and implementation of information literacy skills for students in the University is also recommended.Information Science
D. Litt. et Phil. (Information Science)
28
Akintade, Caleb Ayodele. "Effect of computer assisted instruction on students' achievement and attitude towards latitude and longitude in Ogun State, Nigeria." Thesis, 2017. http://hdl.handle.net/10500/23613.
Full textAbstract:
For the past few years, the West African Examination Council (WAEC) Chief Examiners’ reports on students’ performance in mathematics have indicated that some topics (e.g. concepts of latitude and longitude) have posed a major problem for students at the senior secondary school level. This poor achievement of students in understanding the topic may be associated with the traditional “chalk and talk” method that teachers use in teaching the concept.
Education reforms in recent years, have advocated for a student-centred method of teaching; a method that allows individualstudent towork at his own pace or in groups. Various researchers have encouraged the use of different forms of ICT, such as computer-assisted instruction (CAI), in the teaching of mathematics to improve students’ learning of topics in mathematics perceived to be difficult. With all the efforts concentrated on improving students’ performance in mathematics, no research studies have been conducted on the effectiveness of CAI on students’ achievement and attitude towards the learning of the concepts of latitude and longitude in Nigerian secondary schools.
The study employed pre-test, post-test non-equivalent control group, quasi-experimental design involving two groups: experimental group (162) and control group (158) research design to investigate the effect of the CAI method of teaching on 2nd year senior secondary school students’ achievement and attitude to latitude and longitude.Instruments for the research study were Achievement test in latitude and longitude (ATLL); questionnaire on students’ attitude to latitude and longitude (QSALL); semi-structured interview and class observations protocol. The instruments were validated, and found reliable via a pilot study before they were employed for the main study. Datacollectedwere analysed using both the descriptive and inferential statistics to answer the research questions and to test the stated null hypotheses. Results showed a statistically significant difference in the post-test mean scores of the experimental and the control groups, whereas there was no statistally significant difference in the pre-test mean scores of these two groups. In addition, the results revealed non- significant difference between the mean scores of girls and boys in the post-test. Furthermore, there was no significant difference between science students’ post-test mean scores and their counterparts in the arts and commercial classes, and there was no interactive effect related to treatment, gender and students’ subject area in the post-test. Specifically, the knowledge in this study has added another dimension to everyday experiences of students in mathematics when the software was used to teach the perceived difficult topics, and they were actively involved in the learning process through the use of CAI techniques. The study concludes with recommendations for future research, because even though it is limited to Ogun State, it has potential for future research to be undertaken by expanding its scope to cover many other states in Nigeria. This study also recommends that efforts be made to integrate the philosophy of CAI to the teaching curriculum in Nigeiran secondary schools. Furthermore, applications of the recommendations would be appropriate for the improvement to the teaching methodology of mathematics and other science-related subjects in Nigerian secondary schoolsMathematics Education
Ph. D. (MSTE)