A Journal of the African Educational Research and Development Foundation [AERDF]

Journal of Educational Research on Children, Parents & Teachers


Journal articles

Articles in Volume 2 Issue 3

Article 16

Victoria Ilerioluwa Isola , Ishola A. Salami & Emmanuel A. Babalola


Lower primary classes are known to be the last three years (Age 6 to 8 years) of Early
Childhood Education (ECE) programme. Learning at this age is characterised by the
availability of quality instructional resources, which enable the teachers to plan and deliver
child-centred lessons for functional and effective learning. The extent to which lower
primary class teachers adopt teacher-centred methods at Lagelu Local Government Area
(LLGA) of Oyo State Nigeria, makes one wonder, if resources are available at all and why
teachers are not using them, hence this study. Correlational survey research design was
adopted. A simple random sampling technique was used to select 150 teachers of lower
classes in public primary schools in LLGA. Two validated research instruments, through
inter-rater techniques, namely Resources Availability Checklist (RAC; r = 0.83) and
Observation Schedule on Lower Primary School Teachers’ Use of Teaching Resources
(OSLPST_UTR; r = 0.86) were used to gather the data. Some of the findings show that
only Class Teachers (94.7%) and Assistant Class Teachers (60.6%) are available and
efficient among human resources, others are not available. Only number poster (49.2%)
is available and functional among all print materials, others are not among other findings.
Recommendations were proffered based on these findings.

Article 17

Ishola A. Salami & Emmanuel A. Babalola


Aggression is characterized byvarious maladjustment behaviours with associated
negative consequences on the exhibitor andothers at different magnitudes. Though
literatures have unveiled various factors for these acts but there is a dearth of literature
on the relative and composite contributions of bio-psychosocial variables namely, gender,
personality, and parenting styles on the aggressive behaviour of pupils atlower primary
school level as this was the focus of the study in Ibadan metropolis. The study adopted
correlational research design of survey type. A total of 200 primary three pupils were
selected through a multi-stage sampling procedure. Determinants of Aggressive
Behaviours Questionnaire (α=0.81) was used to gather data which were analyzed using
descriptive and inferential statistics. Findings revealed that there is a composite
relationship among gender, personality, parenting styles and aggressive behaviours
among primary three pupils (R = .37; F (3; 196) = 10.10; p < 0.05). The relative contributions
show that parenting styles, of all the independent variable, had a significant contribution
to the aggressive behaviours of primary pupils (β = 0.35; t = 4.71; p < 0.05) among other
results. It was recommended that there is a need for awareness on parenting styles that
will not encourage aggressive behaviours among the pupils.

Article 18

Temitope Funminiyi Egbedeyi


Child Rights Act makes provision for children and roles of stakeholders in maximum protection of
children’s rights in which Nigeria alongside other United Nations countries agreed to honour the
right of children through the enacted Child’s Rights law. It is expected of all countries who adopted
the child’s right law to domesticate and implement the act according to their pace and children’s
needs. Despite Nigeria being a signatory to the law in the year 2003, the law is yet to receive the
adequate attention needed; because the major stakeholders (parents and teachers) have no or
little knowledge on the existence of the child rights act in Nigeria which can be linked to the level
of domestication of Child Rights Act. Thus, this study seeks to address the domestication of child’s
rights acts law in Nigeria using the language of the immediate environment. The study adopted a
phenomenological qualitative approach. The data were collected from 12 states using document
and thematic analysis. The findings revealed that the language of the immediate environment has
not been used to domesticate the child rights act. The study concluded that domestication is
urgent if children’s wellbeing will be protected and recommendations were made.

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