Suchergebnisse

The study, determined the effect of service learning and educational trips instructional strategies and moderating effect of school location and gender on primary school pupils' environmental literacy in social studies. The pretest, posttest, control group, quasi-experimental design with a 3x2x2 factorial matrix was adopted. A total of two hundred and sixty-four primary 5 pupils were used from 12 primary schools purposively selected from four local government areas in Oyo town, Oyo State, Nigeria and randomly assigned to two experimental and control groups. The experimental groups I and II were treated with service learning and educational trips respectively while control group was exposed to conventional strategy, each group for 12 weeks. Instruments used were Environmental Knowledge Test (r=0.86), Environmental Attitude Scale (r= 0.77) and Environmental Practices Scale (r= 0.76). Seven hypotheses were tested at 0.05 level of significance. Data were analysed using Analysis of Covariance, Scheffé post hoc and graphs. Treatments had significant effects on pupils' environmental knowledge (F (2; 251) =29.98; p < 0.05), attitude (F (2; 251) =3.57; p < 0.05) and practices (F (2; 251) = 12.93; p < 0.05). Gender had no significant effect on pupils' environmental knowledge, attitude and practices. School location had significant effect on environmental practices (F (1; 251) = 75.80; p <0.05). The 2-way interaction effect of treatment and school location was significant on pupils' environmental knowledge (F (2; 251) = 11.57; p< 0.05). Educational trips had a positive effect on promoting environmental knowledge and attitude of primary school pupils in Oyo Town. Service learning was more effective in enhancing environmental practices than conventional strategy. Therefore, the two strategies are recommended to be used in the teaching of environmental education components of primary school social studies. Article DOI:https://dx.doi.org/10.20319/pijss.2018.42.330348 This work is licensed under the Creative Commons Attribution-Non-commercial 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc/4.0/ or send a letter to Creative Commons, PO Box 1866, Mountain View, CA 94042, USA.

Universities in Nigeria are established to perform three functions- teaching, research and community service. In spite of the establishment of several government and private-owned universities in Nigeria, most of these tertiary institutions have been criticised for not meeting the objectives of their establishment. This is because gaps between the gown and the town exist to the extent that the functionality of the education provided and the relevance of the certificates awarded to the society are being questioned. However, service learning was one of the ways used to bridge the gaps between the universities and communities in some of the developed and developing countries. This study therefore examined the extent to which lecturers incorporate service learning into teaching learning process. The study adopted mixed research design. Three research questions were posed for the study. Validated Service learning Structure Interview Schedule (r= 0.826) was administered to One hundred and fifty lecturers selected from three Universities in Southwest, Nigeria using multi stage sampling technique. The data collected was analysed using descriptive statistic and content analysis. The results and implications of the findings were discussed while recommendations were also made. Article DOI: https://dx.doi.org/10.20319/pijss.2018.42.466476 This work is licensed under the Creative Commons Attribution-Non-commercial 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc/4.0/ or send a letter to Creative Commons, PO Box 1866, Mountain View, CA 94042, USA.