Department of Science and Technology Education

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Browsing Department of Science and Technology Education by Author "Akhigbe, J.N"

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    Open Access
    Effect of Computer Simulation Instructional Strategy on Students’ Attitude and Academic Achievement in Genetics
    (KIU Journal of Social Sciences, 2019) Akhigbe, J.N; Ogufere, J.A
    Concepts in genetics have been perceived to be very difficult by Nigerian students in recent times. This study therefore investigated the effect of computer simulation instructional strategy on senior secondary students‟ attitude and achievement in genetics. This was coupled with the moderating effects of gender and ability levels. The design of the study was quasi experimental, while 209 students drawn from four intact classes using purposive sampling techniques constituted the sample size. Six research questions guided the study and emerging hypotheses were tested at .05 level of significance. Quantitative data were collected using questionnaires and achievement tests. The results revealed that the use of computer simulation as a pedagogical tool significantly improve the achievement of students and bolsters their attitude towards biology. Similarly, findings revealed that the instructional use of computer simulation significantly improve the achievement of low ability learners who recorded higher mean gains than the medium and high ability groups respectively. Gendered difference in attitude and achievement did not yield any significant result thereby implying that the instructional use of computer simulations bridges the gap in attitude and achievement of male and female students respectively. The educational implications of these findings were extensively discussed.
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    Open Access
    Nigerian Preservice Teachers’ Perceptions of Collaborative Mobile Learning with Google Classroom: A Pedagogical Alternative in the Era of COVID-19 Pandemic
    (Nigerian Online Journal of Educational Sciences and Technology (NOJEST), 2021) Akhigbe, J.N; Ogbonnaya, U.N; Owolabi, J.O
    Teaching and learning can no longer be restricted to the four walls of the classroom due to the outbreak of the coronavirus disease (COVID-19) pandemic in Nigeria. This has necessitated the adoption of online modes of delivering instruction. Consequently, new pedagogical interventions are required as an adjustment to the new normal in other to ensure seamless learning. By drawing on descriptive research methodology, the study designed a Collaborative Mobile Learning Environment (C-MOLE) that embedded google classroom and thereafter implemented C-MOLE in the delivery of a science teaching methodology course to preservice science teachers. Technology Acceptance Model (TAM) questionnaire was used to survey preservice teachers’ perceptions of C-MOLE. This study revealed that preservice teachers had high perceptions regarding the perceived ease of use, perceived usefulness and behavioural intentions to adopt google classroom in collaborative mobile learning respectively. Furthermore, the perceived ease of use and perceived usefulness positively influenced the behavioural intentions to use C-MOLE. There was a significant relationship between perceived usefulness and behavioural intentions to use C-MOLE. Likewise, there was a significant relationship between perceived ease of use and behavioural intentions to use C-MOLE. These results indicated that the three major constructs of preservice teachers’ perceptions of C-MOLE fit into a cohesive model that determines the preservice teachers’ acceptance of google classroom as a pedagogical alternative to face-to-face classroom instruction. The study recommended among others that google classroom should be blended with appropriate learning strategies and adopted in Nigerian universities.
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    Open Access
    Using gender responsive collaborative learning strategy to improve students’ achievement and attitude towards learning science in virtual and hands-on laboratory environment
    (Journal of Pedagogical Research, 2020) Akhigbe, J.N; Adeyemi, A.E
    One way of ensuring gender equality in science education is by mainstreaming gender components into the pedagogical delivery of science instruction. Thus, the researchers in this study designed a Gender Responsive Collaborative Learning Strategy (GR-CLS) based on Universal Design for Learning (UDL) principles. The effectiveness of this instructional paradigm on students’ achievement and attitude was determined in a mixed factorial quasi-experimental research design study conducted in a virtual and hands-on laboratory learning environment. The multistage sampling technique was used to select a total sample of 218 secondary school students from same-sex and mixed-sex schools. The six hypotheses formulated in the study were tested using Means and Analysis of Covariance (ANCOVA). Empirical findings revealed a significant difference in the mean achievement and attitude scores of both male and female students who were exposed to GR-CLS under virtual and hands-on laboratory environments respectively compared to those who were not exposed to GR-CLS. These results indicate that GR-CLS is an effective pedagogical strategy for improving students’ achievement and attitude regardless of gender. Nevertheless, it was discovered that GR-CLS leads to a significant improvement in the achievement of students from same-sex schools over mixed-sex schools. The study, therefore, recommends the adoption of GR-CLS by science teachers in the planning and implementation of science lessons to create equal opportunities for both male and female students to benefit maximally from learning activities carried out in the laboratory.