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1.
Akin Omotayo Okey D. Chikwendu Kola Adebayo 《The Journal of Agricultural Education and Extension》2013,19(3):143-152
Abstract This paper reviewed the period between 1975 and 1995 when World Bank funds were used to reactivate the erstwhile moribund extension services in Nigeria. It noted that significant progress had been made in the establishment of an institutional framework for a functional extension service in the country. There were, however, some weak areas that require special attention for the extension services to remain functional and relevant to the needs of a majority of farmers. These areas include the input supply system, the need for a special focus on issues of natural resources management for sustainable land use and the environment. Others are the need for democratization and empowerment of local communities and farmers’ associations, and the harnessing NGO efforts for a wider coverage and sustainability of the extension services. It was concluded that the big challenge in the next decade would be in the areas of securing government commitment and mobilizing local funds for sustaining the service. JAgr Educ Ext (2001, 7, 3, pp 143–152) 相似文献
2.
Nicholas Emepue Kola Soyibo 《International Journal of Science and Mathematics Education》2009,7(2):339-361
This study was designed to assess whether the level of performance of selected Jamaican 11th-grade physics students on some
numerical problems on the energy concept was satisfactory and if there were significant differences in their performance linked
to their gender, socioeconomic background (SEB), school location, English language and mathematical abilities. The 331 sampled
students consisted of 213 boys and 118 girls; 197 students were from a high SEB and 134 students from a low SEB; 296 students
were from seven urban schools and 35 students from three rural schools; 112, 153 and 66 of the students had high, average
and low English language abilities, respectively, while 144, 81 and 106 of the students had high, average and low mathematical
abilities, respectively. An Energy Concept Test (ECT) consisting of six structured numerical questions was employed for data
collection. The results indicated that although the students’ level of performance was regarded as fairly satisfactory, there
was a lot of room for improvement. There were statistically significant differences in the students’ performance on the ECT
linked to SEB, and mathematical abilities in favour of students from a high SEB, and high mathematical abilities, respectively.
There was a positive, statistically significant but weak correlation between the students’ (a) mathematical abilities, and
(b) English language abilities and their performance on the ECT, while there were no correlations among their gender, school
location, and SEB and their performance on the ECT. 相似文献
3.
Kola Adeyemi 《Higher Education》2001,42(3):307-332
The objectives of the study were to criticallyexamine the desirability of the catchment areapolicy in the admission process in Nigeria andto analyse the implementation and implicationsof catchment factor as one of the criteria usedin the admission process into NigerianUniversities.Three federal universities were purposefullysampled for the study. Data were obtained fromthe universities' admission officers,examination and record officers, faculty anddepartmental examination officers. Data werealso collected from the Joint Admissions andMatriculation Board, the National UniversitiesCommission and the Federal Ministry ofEducation.Data were collected through a preparedchecklist. Two research questions were raisedand two hypotheses formulated. The obtaineddata were analysed by using simple percentageespecially for the trend and comparativeanalysis. The t-test statistic and anova wereused to test the hypotheses, while simplepercentage and ratios were used to compute thewastage rate difference.The major findings include: that admissionratio into the universities among states wasnot proportional to the size of enrolment atthe terminal grade of the secondary schoollevel in these states which justify affirmative policies such as the one in focusto redress the imbalance; that the universitieshave been implementing faithfully the policyaccording to the laid-down guidelines; that themajor groups in the catchment area of eachuniversity predominate admission, except wherea major group is absent; and that there was asignificant difference in the quality ofperformance of students admitted on merit andthose admitted through catchment area policywhile a no significant difference was found inthe academic performance among studentsadmitted through catchment area, universitydiscretion and educationally disadvantagedstates; and that the wastage rate of those onmerit was lower than those through thecatchment area policy.Based on the findings, the study suggested thatthe policy should be retained, but finetuned soas to effectively serve as a measure throughwhich the imbalance in university educationcould be minimized and increased access touniversity education by the various groups inthe country would be assured. However, thepaper suggested that the percentage allocatedto this factor be reduced in the light of itsnegative implication on the quality of studentperformance and subsequently the primaryobjective of university education. 相似文献
4.
This study investigates the effects of concept and vee mappings under cooperative, cooperative-competitive and individualistic learning modes, ability levels and gender on students' attitudes towards concept and vee mappings, the three learning modes, ecology and genetics. A pre-test-post-test experiment, with control groups, involving 808 eleventh grade (fourth form) students, was used for data collection. Students taught the use of concept and vee mappings, under cooperative conditions, developed superior positive attitudes towards the two heuristics, ecology and genetics, compared with those taught under cooperative-competitive and individualistic conditions. Statistically significant differences in their attitudes were due mainly to treatment and ability. High ability students developed the most superior positive attitudes to concept and vee mappings, ecology and genetics. Students' attitudes towards cooperation were mostly positive but totally negative to individualisation and mostly negative to competition. Students' positive attitudes to ecology and genetics correlated negatively with their attitudes towards competition and individualisation. The implications of the study's findings for the teaching of science are addressed. 相似文献
5.
This study verified the efficacy of concept and vee mapping heuristics under cooperative (CP), cooperative–competitive (CP-CM) and individualistic whole (IW) class learning conditions in improving students' achievement in ecology and genetics. A total of 808 tenth-grade students were involved in the study. The results showed that the experimental groups taught with concept and vee mappings under the three learning modes achieved significantly better than the control groups. Students in the CP-CM condition in all groups achieved significantly better than their counterparts in the other two groups, whereas the CP-CM experimental group students achieved significantly best. A significant interaction between treatment and ability suggested that an element of competition, when combined with small group cooperation, favored students of lower ability. 相似文献
6.
Kola Soyibo 《Asia Pacific Journal of Education》1995,15(2):1-11
It is now widely acknowledged that students' misconceptions in science impede their meaningful understanding of and good performance in the subject. A search in the literature reveals that textbooks, reference books, teachers, language, cultural beliefs and practices are some principal sources of high school students' misconceptions of many science concepts in biology. In this paper, some misconceptions students hold in biology, which originate from each of these sources, are reviewed using cognate studies and published documents. The implications of the conclusions from the review for biology education are addressed. 相似文献
7.
The paper analysed the trend and pattern ofgender enrolment in Nigerian Universitiesbetween 1989 and 1997. It critically examinedthe gender disparity in university enrolmentgenerally, as well as among some selecteddisciplines and the country's geo-politicalzones. The analysis revealed that gap existedbetween female and male in the universityenrolment with lower female enrolment in allaspects of the Universities. Specificallythere was a wide gap in the sciences andscience-based disciplines and also between theNorthern and Southern zones with higher femaleenrolment in the south than the north. Thepaper made useful suggestions to narrow thegender gap in the university enrolment in thenearest future, which included sustainedenlightenment programmes, fine-tuning labourlaws and accommodating female under the``educationally disadvantaged' admission policybeing enjoyed by some citizens of thecountry. 相似文献
8.
Yvonne Beaumont-Walters Kola Soyibo 《Research in Science & Technological Education》2013,31(2):133-145
This study determined Jamaican high school students' level of performance on five integrated science process skills and if there were statistically significant differences in their performance linked to their gender, grade level, school location, school type, student type and socio-economic background (SEB). The 305 subjects comprised 133 males, 172 females, 146 ninth graders, 159 10th graders, 150 traditional and 155 comprehensive high school students, 164 students from the Reform of Secondary Education (ROSE) project and 141 non-ROSE students, 166 urban and 139 rural students and 110 students from a high SEB and 195 from a low SEB. Data were collected with the authors' constructed integrated science process skills test the results indicated that the subjects' mean score was low and unsatisfactory; their performance in decreasing order was: interpreting data, recording data, generalising, formulating hypotheses and identifying variables; there were statistically significant differences in their performance based on their grade level, school type, student type, and SEB in favour of the 10th graders, traditional high school students, ROSE students and students from a high SEB. There was a positive, statistically significant and fairly strong relationship between their performance and school type, but weak relationships among their student type, grade level and SEB and performance. 相似文献
9.
Kola?SoyiboEmail author Jacqueline?Pinnock 《International Journal of Science and Mathematics Education》2005,3(2):239-265
This study aimed at establishing if the level of performance of 500 Jamaican Grade 11 students on an achievement test on the concept of respiration was satisfactory (mean=28 or 70% and above) or not (<70%); if there were statistically significant differences in their performance on the concept linked to their gender, cognitive abilities in biology, self-esteem, school location, socioeconomic background (SEB), school-type and school location; and if there were significant relationships among the six variables and the students’ performance. The sample (n=500) consisted of 212 boys and 288 girls selected from five all-boys’ schools (119 students), five all-girls’ schools (159 students), and six coeducational schools (222 students). The students were from six rural schools (137 students) and ten urban schools (363 students), out of which 291 were from a high SEB and 209 were from a low SEB. A 40-item multiple choice test on respiration and a self-esteem questionnaire were used to collect data. The results revealed that the students’ level of performance (mean=23.44 or 58.60%, SD=6.86) was regarded as fairly satisfactory; there were statistically significant differences in the students’ performance on respiration based on their cognitive abilities, and school-type in favour of students with high cognitive ability in biology and all-boys’ schools respectively. There was a positive statistically significant but weak relationship between the students’ (a) cognitive abilities, and (b) school-type and their performance on respiration. 相似文献
10.
Lolet Edwards Kola Soyibo 《International Journal of Science and Mathematics Education》2004,1(3):259-281
This study investigated Jamaican 9th graders' attitudes towards science and if there were statistically significant differences in their conceptual knowledge of matter linked to their gender, attitudes towards science, school-type, and socio-economic background (SEB). The 216 participating students comprised 109 males and 107 females; 65, 98 and 53 (25%) students had highly favourable, moderate and low attitudes towards science respectively; 73 boys were from two all-boys' schools, 71 girls from two all-girls' schools, 36 boys and 36 girls were from two coeducational schools; 108 students each were from a high and a low SEB, all in Kingston. Attitudes to science questionnaire and the knowledge of matter test were used to collect data. The results showed that most of the students exhibited favourable attitudes to science; there were statistically significant differences in the students' knowledge of matter linked to attitudes to science, and school-type in favour of the boys, students with highly favourable attitudes to science, and students in all-boys' schools respectively. There was a positive, statistically significant but weak relationship between the students' (a) attitudes to science, and (b) school-type and their knowledge of matter, while there was no relationship between their (c) gender, and (d) SEB and their knowledge of matter. 相似文献