Research Articles

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Browsing by Author "Bojuwoye, Olaniyi"

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    Gender differences on student disciplinary behaviours by disciplinary panels of selected Kenyan Secondary Schools
    (IFE Centre for Psychological Studies (ICPS), 2013) Aloka, Peter J.; Bojuwoye, Olaniyi
    The study investigated gender differences in decisions on student disciplinary behaviours by selected Kenyan secondary school disciplinary panels which may be due to composition of disciplinary panels, perceptions of students presenting with disciplinary behaviours and behaviour expectations of students on the basis of school categories. The study employed mixed methods approach and collected both quantitative and qualitative data using questionnaire and interview protocol. Participants of the study comprised seventy-eight disciplinary panel members (45 makes and 33 females) of ten secondary schools. The results revealed gender differences in decision making behaviours by members of Kenyan secondary school disciplinary panels, gender differences in the perceptions of students presenting with disciplinary behaviours and differences between single-sex schools and coeducational schools on presenting disciplinary behaviours perceived to negatively affect disciplinary tones of schools, the latter possibly to indicate gender differences in behaviour expectations of students depending on categories of schools.
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    Gender, age and teaching experiences differences in decision-making behaviours of members of selected Kenyan secondary school disciplinary panels
    (Canadian Center of Science and Education, 2013) Aloka, Peter J.; Bojuwoye, Olaniyi
    The study investigated gender, age and teaching experiences differences in decision- making behaviours of members of selected Kenyan secondary school disciplinary panels. Mixed Methods design was adopted for the study. Both quantitative and qualitative data were collected. Study sample comprised 78 participants drawn from ten secondary school disciplinary panels. Participants comprised 45 males and 33 females, clustered into four age groups of-29 years (n=21), 30-39 years (n=28), 40-49 years (n=14), and 50-59 years (n=15); and six teaching experience categories of 1-5 years (n=33), 6-10 years (n=14), 11-15 years (n=5), 16-20 years (n=6), 21-25 years (n=8), and 26-30 years (n=12). Data analysis results revealed gender, age and experience differences in decision-making behaviours of members of disciplinary panels who participated in the study. Male participants were found to tend towards risky decision-making behaviours while female participants tended towards cautious decision-making behaviours. Younger and less experienced participants were also found to be risky in their decision-making behaviours also tended panel members made risky pre-disciplinary hearing decision-making behaviours, while their older and more experienced counterparts were more cautious. Based on the findings of this study it is recommended that, in order to cater for the diverse nature of student behaviour problems and to effectively manage the same, consideration must be given to delicate balance of age, gender and experience in the composition of members of a school disciplinary panel.
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    Integrating principles underlying ancestral spirits belief in counseling and psychotherapy
    (Ife Centre for Psychological Studies, 2013) Bojuwoye, Olaniyi
    This article discusses the traditional beliefs, of many indigenous cultures of Africa, associated with ancestral spirits and its use as powerful therapeutic agent for influencing behavior or lifestyle changes. Explanatory models of attachment to ancestral spirits by living descendants are first discussed, followed by a discussion on major factors responsible for real sense experience of ancestral spirits. Special emphasis of the paper is on the employment of exemplary behavior or status of dead relative, during their lifetime, for influencing different aspects of life of living descendants including lifestyle and career choices. Also featured in the paper are the drawing of significant parallels between traditional and Western psychotherapeutic practices and suggestions as to how to incorporate ancestral spirits belief into conventional counselling and psychotherapy.
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    Learners’ experiences of learning support in selected Western Cape schools
    (Education Association of South Africa, 2014) Bojuwoye, Olaniyi; Moletsane, Mokgadi; Stofile, Sindiswa
    The study explored Western Cape primary and secondary school learners’ experiences regarding the provision and utilization of support services for improving learning. A qualitative interpretive approach was adopted and data gathered through focus group interviews involving 90 learners. Results revealed that learners received and utilized various forms of learning support from their schools, teachers, and peers. The learning support assisted in meeting learners’ academic, social and emotional needs by addressing barriers to learning, creating conducive learning environments, enhancing learners’ self-esteem and improving learners’ academic performance.