FACULTY OF EDUCATION
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Item Research methods in open and distance education(2021) Ojo, O. O.; Tella, T.; Opateye, J. A.; Apata, S. O.Item Qualitative analysis of handedness, class participation and performance in an online mathematics class during covid-19 period(Department of Counselling and Human Development Studies, University of Ibadan, 2024-06) Tella, A.This study examined a qualitative analysis of handedness, class participation, and performance in an online mathematics class during the Covid-19 period. A qualitative method was adopted using observations and interviews to collect data during three different classes organized via a zoom online platform. Twenty-four students (12 left and 12 right-handers) were purposively and voluntarily selected based on their handedness. Five objectives were developed to guide the study. The results generally revealed no difference in the left-and right-handers’ performance in the online mathematics classes. Both the left-and right-handers learn at the same pace, participate in class discussion, and no difference was observed in both the left-and right-handers' overall performance. The study concluded that handedness has no impact on performance in online mathematics and is not a hindrance to learning in an online platform. The study recommends that since technology is having an important impact in streamlining performance in online mathematics class irrespective of handedness; there is a need for investment in online technology infrastructure; and that, social and instructional supports should be provided for all mathematics students in online classes to successfully learn with technology.Item Olapade, K. E.(Department of Science and Technology Education, Faculty of Education, University of Lagos, 2024) Tella, A.Mathematics forms the bedrock of cognitive development for students logical reasoning and problem-solving abilities. However, the high failure rate among students in the subject remains a significant concern. Previous studies on students’ achievement in mathematics concentrated more on cooperative-based interventions than on game-based strategy using sudoku puzzles. Therefore, this study investigated the effects of sudoku puzzles on primary school pupils’ learning achievement in mathematics in Oyo state, Nigeria. It also examined the moderating effect of gender on dependent measures. The pretest-posttest control group quasi-experimental design with a 2x2 factorial matrix was utilised. The instruments used were the Pupils Mathematics Achievement Test (r=0.76) and the Teachers’ Instructional Guides. The treatment lasted six weeks. Data was analysed using Analysis of covariance and Scheffe post-hoc analysis at p<0.05. There was a significant two-way interaction effect of treatment and gender on pupils’ achievement in mathematics (F1,109) =28.89, partial η2=0.042). Although, the boys (19.67) benefited more from the treatment package than the girls (19.12), it was not significant. There were no significant main of treatment on pupils’ achievement. Sudoku puzzles instructional strategy improved pupils’ achievement in mathematics in Oyo state, Nigeria. Mathematics teachers in primary schools should adopt sudoku in teaching mathematics.Item Identifying the professional development Initiatives for building teachers capacities and skills for 21st century education in Nigeria(Department of Adult Education, University of Ibadan, Ibadan, Nigeria, 2023) Tella, A.Teacher professional development refers to programs, which focused on continuing education effort for educators. The goal is to provide teachers with opportunities to continue to improve their skills and learn new strategies and techniques, thereby leading to better student outcomes in the 21st century classroom situation. However, the initiative towards teacher capacity building is not well conceived. Previous studies on teacher professional development initiatives more of political approach than on scientific approach. This study therefore identified the professional development initiatives for building teachers' capacities and skills for 21st century education in Nigeria. As it has been claimed that 21st century acting as an active force behind the rapid transition of education. The whole world is moving fast to make permanent impression in the world of knowledge. As the 21st century has brought about quantitative and qualitative changes in all the disciplines of knowledge. But we cannot ripe the fruits of such occurred and occurring transformations until we have professionally developed and trained teachers in our education system. Therefore, it appears to be crucial that teacher professional development programmes equip the teachers we need for education with the necessary skills to achieve the education expectations we want in the 21st Century education. This study highlighted effective methods of teacher professional development for 21st century education and emphasized the positive impact on the growth and development of teachers. Major discussions of the paper are education we need in the 21st century skills, the professional development initiatives that teachers need for 21st century education, responsibilities of teachers, theoretical support and professional development of teachers and their significance. The paper recommends among others that critical thinking, problem solving, communication and collaboration, cross-cultural understanding, creativity and innovation, information literacy, media literacy, technology and ICT literacy should be included in the teacher preparation programme.Item Enhancing secondary school students' achievement in chemistry using explicit embedded and activity-based reflective strategies(Faculty of Education, Bayero University, Kano-Nigeria, 2023) Tella, A.This paper determined the effects of explicit embedded and activity-based reflective strategies on secondary school students' achievement in chemistry in Akinyele Local Government, Oyo State. The study comprised of Senior Secondary School II (SS2) chemistry students selected from six randomly selected secondary schools. Intact of SS2 chemistry classes were used in the study. The instruments used to collect data were Students' Organic Chemistry Achievement Test (r=0.80) and instructional guides. Data collected were subjected to the Analysis of covariance at 0.05 level of significance. The results revealed that there was significant main effect of treatment on students’ achievement in Chemistry (F(2,103>-225.97; p<0.05, partial η2=0.81). The participants in Activity- based Reflective Strategy (x= 16.86) performed better than their counterparts in Explicit Embedded Reflective Strategy (ẋ =15.33), and Conventional Strategy (ẋ =5.73). It was therefore recommended that explicit-embedded and activity-based reflective learning strategies should be adopted by the teachers in order to enhance their achievement in chemistry.Item Teaching, learning and assessment during covid-19: challenges and prospects of the University of Ibadan ert(2023-12) Tella, A.The Covid-19 pandemic has brought extraordinary challenges and has affected the educational sectors in all ramifications. This, therefore calls for the need to sustain and provide quality education despite its challenges and forced many institutions to reposition their educational practices which predominantly adopted the conventional methods of teaching and learning, as well as assessment which was on venue-based and restricted in terms of online accessibility, swiftness, assessment and materials interaction. In the new normal period, there is much emphasize to reposition our institutions for teaching and learning in terms of the mode of instruction and assessment. Many countries, Nigeria inclusive were forced to migrate to a more robust innovative online teaching and learning, and different forms of online instruction and assessment using diverse platforms such as Emergence Remote Teaching (ERT), google meet, zoom, Microsoft team and others. These online teaching platforms have implications for lecturer-student interaction, satisfaction, engagement, and success in curriculum planning and implementation issues. Seventy-five lecturers in the faculty of Education from the 11 departments partake in the study. Questionnaires and structured interviews were used to collect data. Data collected were analyzed using the descriptive statistics of mean, while the qualitative data was content analyzed. This study identified the challenges of teaching staff and students in teaching and learning using ERT, University of Ibadan as a case study. Challenges idented includes: internet connectivity, technological experiences, power supply,and lack of access to reliable internet connection .The perceived benefitswere a reduction in transportation costs, effective distance learning, stability in communication and lecturers' familiarisation with online emerging technology. ERT platforms should be designed with engaging and interactive content, instructors and students' learning activities to maintain students’ interest during the lesson session were recommended.Item Thinking beyond the present: advocating continuity of practice of emergency remote teaching in Higher Education Institutions in Nigeria(International Society for Teacher Education, 2023) Ojokheta, K. O.; Tella, A.The COVID-19 pandemic led to the disruption of education systems and the closure of schools all over the world. To ensure that teaching and learning continued during the pandemic, Higher Education Institutions (HEI) in Nigeria adopted Emergency Remote Teaching (ERT) and moved classes to online and distance education platforms. The expectation is that ERT will be an alternative to face-to-face teaching methods, which were the norm before the COVID-19 pandemic. In this paper, we argue in favour of HEIs continuing to utilize ERT rather than leaving remote teaching by both lecturers and students untapped. We will also provide justifications to support this ongoing use of ERT. We suggest that institutions should embrace a blended learning approach. This involves implementing an ERT contingency plan for potential future crises, integrating ERT as a mandatory component of academic staff professional development, enhancing the skills and readiness of academic and support staff for ERT, and formulating a strategy to address the challenges associated with ERT. We conclude that ERT presents a promising pedagogical approach that has the potential to bring about positive transformations in Nigerian higher education institutions.Item Effects of guided-reverse jigsaw instructional strategy on senior secondary school physics students’ achievement in Oyo State, Nigeria(Department of Science and Technology Education, University of Ibadan, 2022-07) Kolawole, A. M.; Tella, A.The study determined the effects of guided-reverse instructional strategy on Physics Students ’ achievement in Senior Secondary Schools in Oyo State, Nigeria. Four hypotheses were tested at 0.05 level of significance. 73 students selected from two schools took part in the study. The instruments for data collection were twenty items Physics Achievement Test while Mean, standard deviation and t-test were used for the analysis of the data. A statistically significant deference exists in the mean academic achievement scores of students taught physics using guided-reverse jigsaw instructional strategy and those taught using conventional lecture method m favor of guided-reverse instructional strategy. Gender differences are of no statistically significant difference in the mean academic achievement scores for both experimental and control groups. The study recommends that physics teachers should adopt guided-reverse jigsaw instructional strategy.Item Effects of concept mapping and guided discovery instructional strategies on students’ achievement in redox concept of chemistry in Oyo State, Nigeria(Modern Education and Computer Science Press, 2022-04) Tella, A.; Ogundiya, T. A.The study determined the effects of concept mapping and guided discovery instructional strategies on student’s learning achievement in Redox concept in Chemistry in Oyo State, Nigeria. The pretest-posttest control group quasi experimental design with 3x2 factorial matrix was adopted, while six schools with one intact class each; two each for experimental groups and two for control group were used. A total of 176 senior secondary school 2 Chemistry students participated in the study. A validated Chemistry Student Achievement Test (r = 0.77) was used for data collection, while Analysis of covariance and Bonferroni post hoc were used to analyze the data collected at 0.05 level of significance. There was a significant main effect of treatment (F(2, 175) =11.84; p<0.05, partial η2 = 0.13) on student’s achievement. The participants in concept mapping strategy obtained the highest post achievement mean score (12.71), followed by guided discovery instructional strategy (9.24) and conventional strategy (8.60) groups. There was no significant main effect of gender on student’s achievement. There was no significant two- way interaction effect of treatment and gender on student’s achievement in Redox concept of chemistry. Concept mapping and guided discovery instructional strategies enhanced student’s achievement in Redox concept of chemistry. It is therefore recommended that chemistry teachers should adopt these strategies to improve student’s achievement in Chemistry.Item Improving pupils’ achievement in fraction using inquiry-based instructional strategy enriched with origami activities(2022-11) Tella, A.; Sulaiman, F. A.This study determined the effects of inquiry-based instructional strategy enriched with origami activities and the moderating effect of gender on pupils’ achievement in fraction in Oyo State, Nigeria. The study adopted the pretest-posttest control group quasi-experimental design using a 2x2 factorial matrix. The sample group consisted of 55 boys and 33 girls from two randomly selected public primary schools. Two intact classes were randomly assigned to experimental and control groups. The instruments used were pupils’ achievement test in fraction and teachers’ instructional guides. Data were analysed using analysis of covariance, as well as estimated marginal mean. Treatment had a significant main effect on pupils’ achievement in fraction and there was no significant main effect on gender. Treatment and gender had no significant interaction effect on pupils’ achievement. It was recommended that mathematics teacher should adopt inquiry-based instructional strategy enriched with origami activities.