DEPARTMENT OF SCIENCE AND TECHNOLOGY EDUCATION
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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 Multiculturalism: a panacea to the achievement gap in mathematics in public schools in Nigeria(Institute of Education, Obafemi Awolowo Univeristy, Ile-Ife, 2017) Tella, A.Multiculturalism seeks to recognize, understand, and appreciate cultures other than one' own. Educational Researchers over the years have taken advantage of multiculturalism to bridge the achievement gap and inequality that are related to gender, exceptionality, race, class and ethnicity. Students' performance in Mathematics over the years shows that the teaching and learning of the subject has been consistently reported as poor in most of the secondary and primary schools in Nigeria. This poor performance is more profound in public school where the majority of students are enrolled in Nigeria. A critical look showed that the dearth of effective teaching and learning of Mathematics in public schools in Nigeria has been attributed to lack of resources. It is against these backdrops that this paper highlights the potentials of multiculturalism as a yardstick to bridge the achievement gaps in Mathematics teaching in public schools in Nigeria.Item Factors predicting mathematics teachers' use of laptops(Department of Educational Management, University of Ibadan, 2016-06) Tella, A.ICT improves the way mathematics is being taught and enhances student understanding of basic concepts. Many researchers have carried out studies to evaluate the benefits of using ICT in mathematics. Laptop is one of the ICTs being used and adopted for the delivery of mathematics instructions. In Nigeria, the use of laptop for mathematics instructional delivery at the secondary school level has just begun to gain pace. In the light of this, it is considered necessary to examine factors predicting use and adoption of laptops by the secondary school mathematics teachers. In the light of this, this paper examines factors predicting mathematics teachers' use of laptop. The population of the study comprised 600 secondary schools mathematics teachers who were selected from secondary school across South West geo-political zone in Nigeria. A survey approach was adopted for the study and questionnaire was used for the collection of data on the study. The study reveals that, six factors except computer anxiety correlate with mathematics teachers' use of laptops. The six factors (ease of use, perceived usefulness, prior computer experience, teaching quality, and teaching effectiveness and Computer anxiety) together made 74% of mathematics teacher laptops use. The entire actors again exerted significant contribution to mathematics teachers' uses of laptops. In other words, the six laptops use prediction variables significantly explain use of laptops by the mathematics teachers. Since the study demonstrated that laptops is easier to use and its considered being useful and improve the quality of teaching and makes teaching effective; it is recommended that mathematics teachers who have phobia for the use of laptops should do away with the phobia, and endeavour to familiarise themselves with the laptop so that they can as well make use of it to improve their teaching and instructional delivery of the subject.Item An assessment of mathematics teachers’ Internet self-efficacy: implications on teachers’ delivery of mathematics instruction(Taylor & Francis, 2011-03) Tella, A.This study examined the mathematics teachers’ Internet self-efficacy and its possible influence on the delivery of mathematics instruction. The participants were 90 mathematics teachers selected from various schools in five local government areas of Osun State, Nigeria. The results demonstrated that to a great extent mathematics teachers have high Internet self-efficacy and that correlation exists between mathematics teachers’ age, Internet usage and Internet self-efficacy. Irrespective of gender, mathematics teachers have the same level of Internet self-efficacy. Moreover, Internet self-efficacy and usage were revealed to drastically improve the way teacher teach mathematics and conduct research. Upon these findings, it was recommended that mathematics teachers who do not know how to browse and search the Internet should consider doing so now without wasting much time. There is also the need to increase Internet usage, on the part of the mathematics teachers who just begin using the Internet. They need to do this considering the fact that increased usage leads to high Internet self-efficacy. Moreover, it is high time to close the technology gender gap which has been in existence since a long time. This can start from the mathematics teachers.