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Permanent URI for this collectionhttps://repository.ui.edu.ng/handle/123456789/1877
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Item Institutional readiness factors and the adoption of remote learning platforms among university stakeholders in Nigeria during COVID-19 pandemic(2021) Junaid, I. O.The advent of COVID-19 pandemic has brought the new normal, not only in social interactions but also in teaching-learning activities. It caused the sudden change by most education institutions to remote learning platforms as a result of state configuration policies that prohibited social gathering and enforced social distancing. Lack of empirical findings on responses of higher education stakeholders to the adoption of remote learning platforms during COVID-19 pandemic created an impetus to examine institutional readiness factors and the adoption of remote learning platforms among public and private universities’ stakeholders. This descriptive survey design used a total population of all academic staff of universities in the Southwest Nigeria. One hundred and sixty eight (168) participants were randomly sampled across states in the Southwest using a validated on-line instrument designed on “Google form” and which had a Cronbach Alpha coefficient of (r=0.70). Data collected was analysed using blinder Oaxaca decomposition procedure of Stata. The result revealed that the tendency to adopt the remote learning platform by both private (F(4, 41) =3.15, p<0.05) and public F(4, 113) =2.93, p<0.05) stakeholders was significant. The level of readiness of public institutions’ stakeholders in terms of facilities, training, self-efficacy and perceived usefulness of remote platforms was not significant while the self-efficacy of private stakeholders was significant (ß = .063, t =2.16, p<0.05). The result informed the need for more trainings and provision of facilities for optimum readiness for any future emergency like COVID-19 pandemic.Item 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.Item Undergraduates’ entry requirements and student personal variables as determinants of academic performance in Faculty of science, University of Ibadan(Institute of Education, University of Ibadan on behalf of Participating West Africa Universities and Ministries of Education, 2020) Isunueo, B. O.; Junaid, I. O.First year university undergraduates' performance has not been in tandem with achievement in entry requirements (Senior Secondary Certificate Examinations results, scores in Unified Tertiary Matriculation Examinations and Post-Unified Tertiary Matriculation Examination). Thus, undergraduates with good grades in SSCE results, high scores in UTME and Post-UTME lost their admissions due to poor performance in their first-year examinations. Past studies on causes of poor performance have focused largely on assessing the cognitive domain with little attention paid to students' other personal variables: interest in university education, mental ability, career aspiration and gender. This study examined the adequacy of the entry requirements students' personal variables and academic candidates' capability in determining first year students' performance in the Faculty of Science, University of Ibadan. Purposive sampling technique was used to select six out of the eleven departments in the faculty. The instruments used were Undergraduates' Career Aspiration, Undergraduates' Interest in University Education^ Questionnaires and Mental Ability Test. Data were analysed using path coefficients at p < 0.05 level of significance and covariance based structural equation modelling. Modelling the variables revealed that 9 out of 27 paths were significant and true predictors of undergraduates' academic performance in the first academic year. While the direct and indirect path coefficients of mental ability on academic achievement were not significant and consequently eliminated from the model. Interest in university education, career aspiration, gender alongside performance in SSSE, UTME and Post-UTME were important in determining academic performance of first year science undergraduates in the University of Ibadan. Therefore, criterion on students' personal variables should be included in assessing candidates' capability for academic study.Item Design and validation of geography attitudinal scale(2020) Ayoola, E. B.; Falaye, F. V.; Junaid, I. O.The aim of this study is to design, develop, validate and conduct reliability test of a questionnaire evaluating attitudes of students towards Geography. The questionnaire was analyzed using SPSS software version 21.0. The coefficient of crombach’s Alfa obtained from the instrument was 0.82. The instrument was also validated using exploratory factor analysis. It was observed that the underlying factors had total variance of 50.418% in the attitude of the students. Conclusively, the attitude Questionnaire towards Geography was found to be an appropriate instrument for a good study and measurement of student’s attitude towards Geography.Item Influence of homestay, socio-economic status and computer literacy on undergraduates’ learning attitude during COVID-19 pandemic in the university of Ibadan(2022) Junaid, I. O.; Oladejo, M. B.It is widely known that formal learning is best experienced in the confinement of classroom environment. Educational and other related activities were mopped together because of homestay induced by COVID-19 pandemic, resulting in remote teaching-learning mode and manipulations of computers and the internet which were alien to some undergraduates and lecturers. The study therefore, examined the influence of Homestay, Socio-Economic Status and Computer Literacy on Undergraduates' Learning Attitude during Covid-19 Pandemic's Induced “Pedagogical Restructuring’’ in the University of Ibadan. Ex-post facto design ofcross-sectional study and multi-stage sampling techniques guided the study. Five faculties, 20 departments, 30 Economics, 400 undergraduates and 30 teachers were randomly selected for the study. Three research questions and three validated instruments-Depression, Anxiety and Stress Scales (r = 0.85), Undergraduates' SocioEconomic Status and Computer Literacy Scale (r = 0.75), Attitude to Learning Scale (r = 0.70), were used in the study. Data obtained were analysed using descriptive statistics and multiple regression at 0.05. Results revealed that most respondents experienced one psychological trauma during COVID-19 pandemic homestay. Further finding showed that independent variables were reliable predictors of undergraduates' attitude to learning during COVID-19 pandemic homestay (F(2.396) =9.470, p<0.005). Computer literacy made the highest contribution to the students' attitude to learning (β = 1.91, t = 3.815, p<0.05), followed by experiences of the undergraduates (β = .159, t = 3.174, p<0.05). The paper recommends that the University of Ibadan management should consider the socio-economic status of its undergraduates before advancing into individual differences', sensitive educational event such as adoption of online platforms during COVID-19 pandemic.