Distance Learning Institute

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Browsing Distance Learning Institute by Author "Afolabi, F."

Now showing 1 - 3 of 3
  • Item
    Open Access
    Bridging gender gap in physics classrooms: Do teaching approaches matters?
    (Kampala International University, 2018) Afolabi, F.; Olajuyigbe, A.O
    Gender issues in Nigeria have become an issue of concern in the past few years. As schools and educational institutions become more structured, sex differences in education and academic achievement assume new and more focus of researchers. It is quite obvious that despite government effort in achieving gender equity in all sectors of the economy, gender inequality still persist in achievement and enrolment in physics classroom. This has been attributed to the teachers‟ factor i.e the teacher and her/his methods of teaching physics concept. Therefore, this study investigated to what extent can constructivist instructional strategies bridged gender gap in physics classroom. The study adopted a quasi-experimental research design with 194 SSII physics students as participants. Physics Achievement Test (PAT) was used for data collection with reliability coefficient of 0.76. It was discovered from the analysis that using appropriate teaching approaches helped female students to learn and remember facts, apply skills, comprehend concepts, analyses and synthesises principles which are cognitive objectives of physics education. Recommendations and suggestions were proffered.
  • Item
    Open Access
    Environmental problems and their impact on people's health:The Nigerian context
    (Brill Sense, 2012-01-01) Ajiboye, J.O.; Afolabi, F.
    Full texts attached
  • Item
    Open Access
    Scale development and validation of learners’ satisfaction in Open and Distance Learning (ODL) in the University of Lagos
    (NOJEST, 2023) Oladipo, A.J.; Oladele, E.O.; Ajeyalemi, O.; Olayiwola, P.O.; Afolabi, F.; Adewara, J.A.; Akala, A.; Udeani, U.
    The need for Nigeria to start to embrace the social inclusion offered by Open and Distance Learning (ODL) in the country’s ailing tertiary educational sector cannot be overemphasized. However, to properly position ODL as a valid alternative, there is need to assess the quality of the current offerings in the country. Measuring satisfaction of the users is a veritable assessment of quality and as such forms the purpose of this study whose objectives were to Design a scale for Learners’ satisfaction in ODL in Nigeria, to assess the reliability of the scale for Learners’ satisfaction in ODL in Nigeria and to determine the validity of the scale for Learners’ satisfaction in ODL in Nigeria. Using a multistage scale development method, three scales to measure the three identified stages of ODL in Nigeria were developed and tested for validity and reliability using Factor Loadings and Cronbach’s Alpha respectively. Results showed that the scales were reliable, and the items all had factor loadings within acceptable limits as found in literature. It was thus, recommended that ODL institutions in the country should consider using the scale as a basis for their own self-examination to improve quality of learner experience.