Educational Foundations- Conference Papers

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    Open Access
    Teachers' Perception of Technology Integration on Assessment of Knowledge and Skills among Adolescents in Somolu Local Government Area of Lagos -State.
    (Bamidele Olumilua University of Education, Science and Technology. Ikerre-Ekiti,Nigeria., 2021-11) Akanni, O.O.
    : Integration and adoption of technology in the classrooms of developing countries undergo several stages and challenges which then determine the case of how successful the integration has been in execution of teaching outcomes. It is against this background that this study investigated the impact of teachers' perception of technology integration on assessment of knowledge and skills among adolescents in Somolu Local Government Area in Lagos State. The descriptive survey research design was adopted for the study. The population for the study comprised of all teachers from public secondary schools in Somolu. The sample size of the study comprised 176 teachers selected from twelve (12) secondary schools using simple random sampling technique. The research instrument for the study was a self-structured questionnaire which was tagged “Teachers Perception of Technology on the Assessment of Knowledge and Skills among Adolescents Questionnaire (TPTAKSAQ).” The instrument has a reliability coefficient of 0.81 when tested during the pilot study. Three hypotheses were tested and all were rejected at 0.05 level of significance. Findings of this study revealed that there is a significant impact of teachers' perception of technology integration in the assessment of knowledge and skills among adolescents among others. Based on the findings, it was recommended, that teachers’ technology integration knowledge abilities and skills should be enhanced by giving them workshops about effective technology integration into their teaching; and that government should provide teachers with state-of-the-art technology including hard and software.
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    Open Access
    Assessing the Impact of Evaluation Methods on Students Attitude and Performance in Mathematics: Implications for Sustainable Educational Development in Lagos, Nigeria.
    (Ekiti State University, Ado-Ekiti. Faculty of Education, Second National Conference,2018., 2018-05) Akanni, O.O.
    The study assessed the impact of evaluation methods on students’ attitude and performance in mathematics. The research design was quasi-experimental(Pretest/Posttest control group method)The population for the study were Senior Secondary School in Lagos Metropolis .Two stage sampling technique as well as proportionate stratified sampling procedure was used to select 540 participants based on their class types across four schools (treatment group)and forty–five(45) from one school for the control group. Four research instruments was used They are (Diagnostics; Formative; Summative) Mathematics Achievement Tests. (DMAT, FMAT& SMAT) and Mathematics Attitude Scale (MAS) by Obe (2002). Cronbach’s reliability coefficient for the three mathematics tests, which were 0.629 (Diagnostics) ,0.769 (Formative) and 0.502 (Summative)respectively and the Spearman Brown reliability coefficient for the MAS was 0.555. Three hypotheses were formulated to guide the study and tested at 0.05 leveI of significance. The empirical research findings revealed that class types and evaluation test types exerts significant impact on students’ academic performance across the experimental groups while there is no significant impact exerted on their performance by their attitude to study between the experimental groups and the control group among others. Based on the findings, it was therefore recommended among others, that teachers/educators should create feedback mechanism to students’ after any of the three evaluation test types ,such will help reveal to the students’ their area of weaknesses ,boost and maintain an increasing trend of scores. Also, the study will help enlightened the Nigeria governments to organize educative programmes for teachers to equip them with require skills and teaching methods that would make the content of their teaching easy and simple for students to understand for sustainable educational development.
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    Open Access
    Impact of Audio visual Materials and Internet on the Learning Outcomes of Junior Secondary School Students in Education District IV, Lagos State.
    (International Journal of Youth Empowerment and Entrepreneurship Development(IJYEED),Faculty of Education ,University of Nigeria,Nsukka., 2021) Akanni, O.O.
    Audiovisual materials are important instructional aids in teaching and learning at all stages of education. They are considered as essential means of increasing the effectiveness in the teaching and learning process, they make learning more interesting thereby contributing to in-depth way of learning. The advance made in technology has provided for teachers to teach in a way that learners can retain knowledge better through visualizing what is been taught. It is in line with this that the study investigated the perceived impact of audiovisual materials and internet on the learning outcome of students in Education District IV, Lagos state. The research design was a descriptive survey, stratified random sampling technique was used for collection of two hundred (200) public secondary school students in Educational District IV of Lagos state. Three hypotheses were formulated and tested at 0.05 level of significance to guide the study/The instruments for the study was a self-constructed questionnaire titled Impact of Audiovisual Materials and Internet on the Learning Outcomes of Secondary School Students (IAMILOSSS) and a Civic Education Achievement Test (CEAT). Findings from the study revealed that there is no significant impact of the use of audiovisual materials on the learning outcome of secondary school students’ and there is significant impact of internet usage on the learning outcome of secondary school students among others.’ Based on the findings, it was recommended among others that audiovisual materials and internet should be made easily accessible in secondary school schools as it aids academic achievement and the learning outcomes of students.
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    Open Access
    Professional Guidance and Counselling Services for Open and Distance Learning Students in Nigeria
    (2020) Ahimie, B.; Ikuburuju-Orola, A.; Ozimende, P.
    Counselling services are common features in conventional school settings and are designed to help students resolve personal and academic issues, explore career options and attend to their social needs. It is of great concern that these services are absent in Open and Distance Learning (ODL) programmes, although the peculiar nature of the programmes reveals the urgent need for them. ODL students should be able to access guidance and counselling services just as their counterparts in the conventional school setting. The main focus of this article is to point out the relevance of professional guidance and counselling services in ODL programmes in Nigeria. An in-depth description of these services and the benefits ODL students can derive from accessing them is presented. In addition, the authors adapted a conceptual model to accentuate the expected output of professional counselling services. The purpose of this model is to present a clear explanation of the fact that adequate provision of professional counselling services will lead to the improved school, workplace and family environment. It is expected that this will lead to good behaviour and improved academic performance, invariably creating a safe school, out of school and workplace environment for ODL students. Recommendations include the creation of awareness programmes through online seminars and workshops to educate ODL students on various ways to access guidance and counselling services.
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    Open Access
    Psycho-social Effects of Online Teaching on Selected Secondary School Students During the COVID-19 Pandemic Lockdown in Lagos Metropolis
    (UNILAG Annual Research Conference and Fair, 2021) Adebiyi, D.T; Makinde, B.O; Olusakin, A.M
    The need to engage secondary school students during the total lockdown in almost all nations of he world has called for an emergence of online teaching in Lagos metropolis. This study investigates the psychosocial effects of online teaching on some selected secondary school students during the COVID-19 pandemic lockdown in Lagos Metropolis, Nigeria. The population compressed 300 students (160 boys and 140 girls) selected through self-developed online questionnaires. Two hypotheses tested at 0.05 level of significance were used to guide the conduct of the study. The data collected were carefully tested using independent t-test. Findings revealed the psycho-social effects of online teaching on secondary school students; most of the respondents agreed not to have access to any gadget that could aid their e-learning. Respondents experienced epileptic supply, poor internet services which hindered their accessibility to online teaching; they were also not familiar with some of the digital education tools used in e-learning. Furthermore, it revealed that there is no significant difference in the assessment of online gadget, skills, readiness and fear of uncertainty between male and female secondary school students. Based on the findings, suggestions and recommendations were made.