Babalola, Femi E.
2 Publications in AERD
Author Publications
Export PDFTeacher’s Perspectives on Library Practice in Nigeria Secondary Schools Through the Lens of Science Literacy
By Babalola, Femi E.
This study explores science teacher’s perceptions of school libraries in Nigerian secondary schools. Library provision, existing practice and potential reforms are considered. A mixed mode research approach is used. Quantitative surveys were carried out with 40 science teachers and qualitative data were gathered from semi-structured interviews with the same group. The interviews were transcribed and coded to identify common themes and factors. The study not only confirms material and staff resource constraints but also suggests that progress might be achieved with a greater focus on scientific literacy, the fuller integration of libraries into teaching and learning and the use of social learning approaches. Such reforms appear in policy discussions but implementation has been very limited. © 2024 The Author(s). Published with license by Taylor & Francis Group, LLC.
Improving Learning of Practical Physics in Sub-Saharan Africa-System Issues
By Babalola, Femi E.
This study presents the views of stakeholders in Sub-Saharan Africa SSA on the present status of practical physics teaching in the secondary schools of the region and the obstacles to improvement. Their views have been analysed to establish critical factors that govern practice and have guided the formulation of a system description of the influences on the learning of practical physics. This study puts systemic understanding in the foreground and argues that such insights are critical to future reforms. Data were collected from four countries in SSA. Qualitative data were gathered from student focus groups and semi-structured interviews with school staff, ministry officials and educationalists. Illustrative quotes are reported extensively in the paper. The comments were transcribed and coded to identify common themes and factors. Quantitative surveys were carried out with students and physics teachers. The range of data acquisition is crucial in offering conclusions and suggestions that are of broader SSA relevance. The study confirms the expected wide gap between practices in the countries studied and economically developed countries. This gap is attributable to lack of material resource, limited teacher skills and staff development, ambivalent attitudes to practical work, prioritisation of 'theory', lack of interest in inquiry, neglect of relevant assessment and absence of relevant employment. An influence diagram was generated showing the strong connections between these and wider social and cultural factors. The study shows that effective reform requires a broad and politically attractive change.
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