Distance Learning Institute

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Browsing Distance Learning Institute by Author "Afolabi, F"

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    Open Access
    Analysis of Science Process Skills in West African Senior Secondary School Certificate Physics Practical Examinatios in Nigeria
    (University of Sofia, 2010) Afolabi, F
    This study analyzes the science process skills in West African senior secondary school certificate physics practical examinations in Nigeria for a period of 10 years (1998-2007). Ex-post facto design was adopted for the study. The 5 prominent science process skills identified out of the 15 used in the study are: manipulating (17%), calculating (14%), recording (14%), observing (12%) and communicating (11%). The results also show high percentage rate of basic (lower order) science process skills (63%) as compared to the integrated (higher order) science process skills (37%). The results also indicate that the number of basic process skills is significantly higher than the integrated process skills in the West African senior secondary school certificate physics practical examinations in Nigeria. It is recommended that the examination bodies in Nigeria should include more integrated science process skills into the senior secondary school physics practical examinations so as to enable the students to be prone to creativity, problem solv 33 ing, reflective thinking, originality and invention which are vital ingredients for science and technological development of any nation.
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    Open Access
    Constructivist Practices through Guided Discovery Approach: The Effect on Students' Cognitive Achievements in Nigerian Senior Secondary Shoool Physics
    (University of Sofia, 2009) Akinbobola, A.O; Afolabi, F
    The study investigated constructivist practices through guided discovery approach and the effect on students’ cognitive achievement in Nigerian senior secondary school Physics. The study adopted pretestposttest control group design. A criterion sampling technique was used to select six schools out of nine schools that met the criteria. A total of 278 students took part in the study; this was made up of 141 male students and 137 female students in their respective intact classes. Physic Achievement Test (PAT) with the internal consistency of 0.77 using Kuder-Richardson formula (21) was the instrument used in collecting data. The data were analyzed using Analysis of Covariance (ANCOVA) and t-test. The results showed that guided discovery approaches was the most effective in facilitating students’ 233 achievement in physics after being taught using a pictorial organizer. This was followed by demonstration while expository was found to be the least effective. Also, there exists no significant difference in the achievement of male and female physics students taught with guided discovery, demonstration and expository teaching approaches and corresponding exposure to a pictorial organizer. It is recommended that physics teachers should endeavor to use constructivist practices through guided discovery approach in order to engage students in problem solving activities, independent learning, critical thinking and understanding, and creative learning, rather than in rote learning and memorization.
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    Open Access
    Constructivist Problem Based Learning Technique and the Academic Achievement of Physics Students with Low Ability Level in Nigerian Secondary Schools
    (Eurasian Journal of Physics and Chemistry Education, 2009) Afolabi, F; Akinbobola, A.O
    The study investigated the effects of constructivist problem based learning technique on the academic achievement of physics students with low ability levels in Nigeria secondary schools. Pre-test-Post-test control group design was adopted for the study. A purposive sampling technique was used to select 2 schools out of 40co-educational secondary schools in Taraba state. 105 senior secondary school II physics students were used for the study. Physics Achievement Test (PAT) and physics Ability Level Test (PALT) were used to collect data. The kuder-Richardson coefficient of internal consistency for PAT and PALT were 0.72 and 0.76 respectively. Three hypotheses were tested at p<0.05 level of significance using t- test analysis. The result of the findings showed that the physics students with low ability level taught with problem based learning technique performed significantly better than those taught with conventional learning method. Also, student taught with problem based learning technique performed significantly better than those taught with conventional method. There was no significant gender difference in the performance of students taught with problem based learning technique. It is recommended that problem-based learning technique should be used in schools to teach various concepts in physics.
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    Open Access
    Determinants of Academic Achievement in Introductory Physics Courses Among Distance Learners
    (Allama Iqbal Open University, 2019) Afolabi, F
    Teaching quantitative courses in open and distance learning (ODL) has been a challenge to educators. This research work examined factors that determined the academic achievement of distance learners in introductory physics. A questionnaire consisted of twenty-five (25) items was used to collect data from one hundred (100) respondents who were selected using random sampling technique. The result showed that use of technology and technology components were rated high in determining the academic achievement of distance learners. However, the variables examined could be improved upon by incorporating more factors. Therefore, undertaking the research study further using a larger sample size that includes participants from numerous academic institutions would help improve results of the study.
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    Open Access
    First Year Learning Experiences of University Undergraduates in the Use of Open Educational Resources in Online Learning
    (Athabasca University, 2017-11) Afolabi, F
    This study investigated -the first year University undergraduates’ experiences in the use of open educational resources (OER) in online learning and their in-course achievement. The design selected for the study was survey and quasi-experimental. A total number of 106 University undergraduates participated in the study after a preliminary study was conducted to ascertain undergraduates’ perception and acceptability of OER. A structured questionnaire on 4-point Likert scale and Achievement Test were used to collect data. The two instruments were validated and trial tested to established reliability using Cronbach’s alpha. Data were analysed using simple percentage and t-test. The results clearly shown that understanding of online learners’ skills, acceptability, perception, and competencies is necessary to provide intervention strategy and appropriate support service which could facilitate their understanding and learning of difficult concepts. It was also discovered that that students that have positive perception of OER performed very well in the achievement test administered.
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    Open Access
    Science literacy in Nigeria: Veritable tool for development by the year 2020
    (World Centre of Innovation Research and Publication & Near East University, 2014-08-22) Afolabi, F; Mwakapenda, W
    The world has changed in such a way that science has become necessary for everyone not just a privileged few. In developing countries like Nigeria, the Federal government of Nigeria seems to have realised these by making frantic efforts over the years to make science literacy compulsory and relevant to all his citizenry. This paper examined the effects of two instructional strategies on the cognitive achievement of villagers in science literacy curriculum. It also looked at the effect of gender on cognitive achievement in science literacy curriculum. Fifty-seven (57) villagers participated in the study. A random sampling technique was used to select the participants from six (6) villages in Baruteen local government area of Kwara state. The research design adopted for the study was quasi- experimental design. Science Literacy Achievement Test (SLAT) which was designed by the researcher has reliability coefficient of 0.75 using Kuder-Richardson-21. T-test was used to analyse the data collected. The results showed that villagers taught with entertainment strategy performed significantly better than those taught using expository strategy. In the same vein, male villagers performed significantly better than their female counterparts. Discussions were stated according to results, and recommendations were given.