Browsing by Author "Ojetunde, S. M."

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Determinants of academic staff readiness for the adoption of online teaching-learning platforms in African universities during COVID-19 pandemic
(Positive Psychology Association, Nigeria with headquarters in University of Ibadan, Nigeria, 2021-06) Junaid, I. O.; Ojetunde, S. M.
Effective teaching-learning activities require considerable preparation in terms of knowledge of the content, pedagogical skills and provision of relevant instructional materials. The proliferation of Information and Communication Technology (1CT) and its adoption for teaching raised issues on the expected level of ICT efficacy, needed by lecturers for effective use of modem technologies for teaching. This situation was fueled by the advent of COVID-19 pandemic which warranted institutions at all levels to adopt online/remote teaching-learning platforms as the alternative means of continue education activities while learners are still at home due to the social distance policy. Using remote platforms has raised questions about its effectiveness as there was no prior training for lecturers and how their personal characteristics would promote the adoption of remote platforms have not been established. This creates impetus to examine institutional readiness determinants using staff personal characteristics as a test case. Ex post facto design was adopted for the study. The population comprised lecturers from Higher institutions who responded to an online questionnaire using "Google forms" (research instrument) titled Higher Institutions Academic Staffs Readiness (H1ASR, r=0.91) from which 173 lecturers from higher institution in Africa were purposively selected. Data collected were analysed, using Ordinary Least Square regression and O-probit at 0.05 level of significance. Results revealed that joint contributions of independent variables (gender, academic cadre and self-efficacy) was significant (R(2)=0.204, F-test=3.475. p<0.05); staff academic cadre (β= -2.295, t=-1.88, p<0.05) and self-efficacy (β= -1.914, t=2.00, p<0.05) made significant contributions but no significant contribution was made by gender (β= -.426, t= -1.17, p>0.05). It is recommended that external factors such as, internet facilities and bandwidth, alongside academic staffs personal characteristics, should he given high level of consideration.
Litero-numeracy skills as determinants of secondary school students' achievement in biology
(Association of Educational Researchers and Evaluators of Nigeria, 2015) Babatunde, E. O.; Ojetunde, S. M.
This study examined the extent to which secondary school students were equipped with basic numeracy and literacy skills required for optimum performance in Biology, investigated the nature and direction of relationship among literacy, numeracy and students' Biology achievement and determined which skills (literacy or numeracy) will significantly predict student's achievement in Biology. The study adopted survey design of correlational research type. The two educational zones were purposively selected out of which a total sample of 200 participants were drawn. Two instruments: Biology Achievement Test (BAT,) r=0.75 and Literacy-Numeracy Self-Efficacy Scale (LNSES) r=0.85were used for data collection. The findings revealed that both numeracy and literacy skills jointly and significantly contribute to student's Biology achievement F(2,196)=l\4.431, p<0.05, Furthermore, numeracy and literacy! can both relatively and significantly predict student's Biology achievement; Literacy Skill fi = (.315), t(200) = 4.525, p=.000, Numeracy Skills fi = (-.285), t(200) = -4.084, p=.000. The outcome of the study revealed that literacy> and numeracy could determine and predict student's achievement in Biology. Hence, it was recommended that in developing subject combination for Biology students, curriculum developers should combine subjects that will aids numerical and literacy ability/skills. of the Biology students because of their negative correlation with Biology achievement.
Teachers' factors, self-efficacy and social desirability as correlates of ICT utilisation for stress management among secondary school teachers in Oyo State, Nigeria
(Institute of Education, University of Ibadan, 2016) Isah, E. A.; Ojetunde, S. M.
The study examined correlates of information and communication technology utilization for stress management among secondary school teachers in Oyo State, taking an in-depth study of Ibadan North Local Government Area. A sample of 160 teachers were randomly selected from which an “Information and Communication Technology for Stress Management Questionnaire" r=0.73 was used to collect data. Findings of the study indicated a significant relationship r= 0.648, p<0.05 between teachers' attitude to and the use of ICT for stress management. Social desirability was significantly related to the use of ICT for stress reduction r= 00.68, p<0.05, while teacher computer self-efficacy (r=0.116, p>0.05) and teachers’ personal characteristics were not significantly related to the use of ICT for stress management among secondary school teachers r= -0.167, p>0.05. The outcome of the study revealed that secondary school teachers ’ attitude and social desirability among staff are functions of whether teachers will reject or adopt ICT for stress management activities at the secondary school level. It was recommended that teachers and the administrative staff in secondary schools should develop positive attitudes towards the use of smart devices especially for stress management.