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Permanent URI for this collectionhttps://repository.ui.edu.ng/handle/123456789/1874
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Item Assessment of good practices in blended learning as an institutional approach for enhancing students’ learning experiences in higher institution(Educational Assessment & Research Network in Africa (EARNiA), 2015) Babatunde, E. O.Methods used for teaching and learning have been found to directly affect and substantially enhance students' learning experiences but the extent to how good practices in blended learning has enhanced student learning experiences in higher institutions has not been sufficiently examined. This study assesses good practices in blended learning as an institutional approach for enhancing students learning experiences in higher institution. Mixed method was adopted for the study (qualitative and quantitative approach) qualitative approach made use of structural interview conducted on twenty coordinators and lecturers while the structured questionnaire titled “Good Practices in Blended Learning Questionnaire ” constructed by the researcher was pilot tested that yielded Cronbach Alpha reliability of r=. 79 was used for data collection. Simple random sampling technique was used to select 250 University of Ibadan Distance Learning students. Data collected from interview was analyzed using thematic approach while quantitative data was analyzed using independent t-test. The result shows a significant mean difference between face to face (M-9.87, S.D. =1.96) and on-line interaction (M = 5.40, S.D-1.91) in cooperation among student (t=2.334, p<0:05). Also, a significant mean difference exist between on-line (M= 7.95, S.D=1.96) and face to face interaction (M=13.30, S.D. =1.66) in course satisfaction among the students (t= 17.87, p<.05). Individual differences does not significantly influence student's learning in both on-line (M=8.50, S.D. = 67) and traditional face to face (M=8.31, S.D. =1.22) interaction (t = 1.87, p<.05). Thematic analysis revealed that range of learning resources; lectures, power point presentation among others were provided to support online quizzes, and class exercise. Hence, blended learning environment is judiciously implemented and hold promise for students learning achievement.Item Creative physical and health education as a tool for character training among secondary school students in Nigeria(West African Journal of Education 34, pp. 140-149, 2014) Babatunde, E. O.A strong belief exists that Physical and Health Education (PHE) have the power to promote the development of behaviors, ethical decision-making skills, and a total curriculum for moral character development as well as providing a social environment to acquire personal and social values and behaviors contributing to good character and good citizenship. There is dearth of empirical research supporting that participation in PHE leads to character training. However, Creative PHE has immense power to shape consciousness, values, and beliefs of students that could be passed on to selected aspects of the dominant culture. This paper therefore discusses the formal and informal processes of character training among Secondary School Students in Nigeria. Character training is seen in two different ways which are moral and social values which include loyalty, sacrifice, good citizenship, dedication, healthful living and cleanliness, while moral values include honesty, fairness, fair play, justice, and responsibility. Social values, which are highly esteemed in our society, are about the real world and how society views the importance of social character. Social values are positive assets but must be tempered by moral values. Character training through PHE should be systematic and involve formal and informal processes. Creative PHE provided powerful contexts for the teaching and learning of good moral habits and for this to succeed, students need both thinking and reasoning programmes, role models, a supportive environment, and the strong moral/philosophical commitment of community members, parents, teachers, students and the media.Item Investigating 21st century creativity skills through learning styles prevalence among secondary school students in Ibadan, South-West, Nigeria(Institute of Education, University of Ibadan on-behalf of Participating West Africa Universities and Ministries of Education, 2014) Otunla, A. O.; Babatunde, E. O.Investigating 21st century creativity skills through learning styles prevalence among secondary school students in Ibadan, South-West, Nigeria