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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

100%
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.
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