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1

Access to Tablet Portable Computers and Undergraduates Reading Culture: The experience of a Nigerian University

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Bello M. B., Daramola D. S., Yusuf A., Amali I. O. O.
Human and Social Studies
|
2015
|
vol. 4
|
issue 3
42-51
EN
This paper examines the use of tablet personal computers (PCs) and how they interfere with Nigerian undergraduates reading culture and love for educational books. The study adopts a descriptive research design. The University of Ilorin undergraduates constitute the population for this study while 200 level students of three faculties across the university constitute the target population. Stratified sampling technique was used to sample the needed respondents. A researchers’ designed questionnaire was use for data collection. The collected data was analysed using descriptive statistics. The findings revealed that access to tablet computer influence the undergraduate reading culture. Also, 55.7% of 200 level undergraduates read more electronic materials on their tablet computer than printed texts. Based on the findings of this study, it is recommended that students should be encouraged to visit the library and read textbooks since there is certain fundamental knowledge that might not be accessible on the net
2

Assessment of Kwara State Social Studies Teachers of the Adequacy of Upper Basic Social Studies Curriculum Content for Sustainable Development in Nigeria

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Yusuf A., Daramola D. S., Bello M. B., Obafemi K. E.
Human and Social Studies
|
2015
|
vol. 4
|
issue 2
44-55
EN
The purpose of the study was to find out the adequacy of upper basic Social Studies curriculum content for sustainable development in Nigeria as assessed by Social Studies teachers. 306 Social Studies teachers (109 male and 197 female teachers) from 341 upper basic schools in Kwara State participated in the study. A researcher-designed questionnaire was used to collect data that were analysed using descriptive statistics and chi-square. The results showed that the content of upper basic Social Studies was not adequate, as assessed by teachers. It was also revealed that teachers’ assessment was significantly influenced by teaching experience, qualification and school type. However, the research showed that gender did not significantly influence Social Studies teachers’ assessment. Based on the findings, it was suggested that upper basic Social Studies curriculum should be reviewed and taught so as to ensure sustainable development in Nigeria.
3
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Indigenous farmers’ and non-farmers’ perceptions on schooling and human-capital development in agro-based rural communities in Southern Benue, Nigeria

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Amali I. O. O., Yusuf A., Muhinat M. B.
The New Educational Review
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2015
|
vol. 42
144-152
EN
The presented study examined the impacts of schooling and human capital-development on agro-based rural communities in Southern Benue, Nigeria, from the perspectives of farmers and non-farmers. This study made use of the descriptive survey method. 1150 farmers and non-farmers were sampled using a multi-stage sampling technique. A researcher-designed questionnaire, interview schedule and observation technique were used for data collection. Mean rating and chi-square were used for data analysis. The results showed that schooling and human capital development (SHCD) had disorientated agro-based work-force in rural communities of Southern Benue, which was ranked 1st with a mean score of 29.6 and the diversion of community resources towards schooling and human capital development (SHCD) instead of farming in rural communities of Southern Benue was ranked 2nd with a mean of 28.8. Also, insignificant difference was found in the perspectives of farmers and non-farmers concerning the impacts of schooling and human-capital development on agro-based rural communities of Southern Benue, Nigeria. It was, therefore, concluded that schooling and human-capital development have created economic and social challenges, not development in the agro-based rural communities of Southern Benue, Nigeria. It is recommended that there is a need for the Government’s strong commitment to addressing the paradox created by schooling in the human input used for sustaining productivity in the agro-based rural communities of Southern Benue, Nigeria.
4
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Teachers’ Emotional Intelligence and Moral Character as Predictors of Secondary School Students’ Moral Character in Ilorin South, Nigeria

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Bello M. B., Yusuf A., Amali I. O. O.
The New Educational Review
|
2017
|
vol. 47
211-222
EN
This study examines secondary school teachers’ level of emotional intelligence and their moral character as predictors of moral character among secondary school students in Ilorin South LGA, Kwara State. 106 teachers and 318 students from 20 secondary schools were purposively sampled for the study. Data collected were analysed using mean-scores, standard-deviation and multiple-regression. The study revealed that secondary school teachers’ emotional intelligence predicts secondary school students’ moral character. It was recommended that there is a need for teaching emotional intelligence as a foundation course at all the teacher training institutions in Nigeria.
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