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The role of instructional resources amongst social studies teachers in Nigeria: The quest for effectiveness in classroom pedagogy
Analysis of user satisfaction of e-learning systems in Uganda using DeLone and McLean model
Speciality preferences and influencing factors among medical students at a South-Western Nigerian University
Effects on visual basic programming instructional delivery using web-based tools for students’ interest and academic achievement in universities, Nigeria
Relationship Between Students’ Home Background and Their Academic Performance: A Case of Some Selected Senior High School Students in Rural Districts in Ashanti Region, Ghana
Using Humour for Generating and Maintaining Interest in Mathematics among Secondary School Students in South Sudan Re-settled Communities
Exploring student perspectives on generative artificial intelligence in higher education learning
Building aspiring teachers' capabilities, professional and skill development: Auspice to quality teaching practice in technical vocational education and training institutions
EFFECT OF 2-PL AND 3-PL MODELS ON THE ABILITY ESTIMATE IN MATHEMATICS BINARY ITEMS
EFFECT OF 2-PL AND 3-PL MODELS ON THE ABILITY ESTIMATE IN MATHEMATICS BINARY ITEMS
by Rukayat Oyebola Iwintolu
Keep ReadingThe role of instructional resources amongst social studies teachers in Nigeria: The quest for effectiveness in classroom pedagogy
by Sunday David Edinyang
This paper aims at discussing the role, awareness and use of instructional materials/resources as a prerequisite for attaining effective social studies education in Nigeria. In doing this a conceptual clarification of the concept of social studies education as given by experts in the field was taken. The origin of social studies in Nigeria was analyzed. The objectives of social studies education at the post-primary education level and its characteristics were discussed. The concept of Social Studies instructional materials and resources were elaborated. A critical look was taken at instructional materials and its types as well as their relevance to Social Studies education. A look was also taken at constrains of utilization of instructional materials and resources. Criteria for selecting materials and resources for Social Studies classroom as well as sources of social studies resources instructional materials were touched. Instructional materials for effectiveness in classroom pedagogy were carefully discussed. Recommendations were not left out. © 2020 Edinyang et.al.. This is an open access article licensed under the Creative Commons Attribution-NonCommercial 4.0 International License (https://creativecommons.org/licenses/by-nc/4.0/)
Analysis of user satisfaction of e-learning systems in Uganda using DeLone and McLean model
by Patience Atukunda
This study investigates user satisfaction with e-learning systems in higher education institutions, examining the perspectives of students, lecturers, and elearning officers and heads of the department of Information Technology as key informants. A total of 375 student respondents from Diploma, Bachelor, and Masters levels, 51 lecturers, and 15 key informants across different Ugandan institutions of higher learning participated in the study, providing insights into platform usage, system usability, stability, and support mechanisms. Rigorous analysis techniques, including means, correlation coefficient calculations, were employed to explore factors influencing satisfaction. Findings revealed positive correlations between satisfaction and variables such as ease of use, ease of access, system reliability, system stability, and prompt response to queries, among others. Recommendations include improving system stability, enhancing response time to queries, providing ongoing training, addressing connectivity issues, and developing customized mobile applications. The study highlights the need for institutions to optimize e-learning experiences by leveraging feedback from users and implementing targeted interventions. © The Author(s) 2024.
Speciality preferences and influencing factors among medical students at a South-Western Nigerian University
by Glory Olalekan Adebajo
Speciality choice is an important decision for doctors, often starting during medical school. In Nigeria, where the doctor-to-population ratio is low and worsened by emigration, understanding medical students’ speciality preferences can inform strategies to ensure a balanced distribution of specialists. A total of 500 pre-tested semi-structured questionnaire were distributed among medical students at Obafemi Awolowo University of which only 350 full and suitable responses were retrieved. Data were analysed with SPSS 26, and chi-square test of significance using a confidence interval of 95% was done with p value of less than 0.05 considered statistically significant. The most preferred specialities were surgical (101; 28.9%) and medical (68; 19.4%), while community medicine (9; 2.6%) and laboratory medicine (4; 1.1%) were least preferred. A significant number (124; 35.4%) of students remained undecided, particularly among lower-year students. Gender influenced choices, with males favouring surgery and females leaning towards paediatrics. There was statistical relationship between gender and speciality choice at 95% confidence interval (p = 0.0002 < 0.05, x2 = 26.26, df = 6). Key factors influencing speciality choice included personal interest, abilities, and perceived competence. The prestige associated with surgery attracted males, while females preferred specialities offering better work-life balance, such as paediatrics. This study recommends the need to revise the medical curriculum to encourage interest in underrepresented specialities like community and laboratory medicine. © The Author(s) 2024.
Effects on visual basic programming instructional delivery using web-based tools for students’ interest and academic achievement in universities, Nigeria
by Benardine Ifeoma Onah
This research work ascertained the effect of Visual Basic (VBasic) Programming Instructional Delivery using Web-Based Tools on Students’ Interest and Academic Achievement in Universities in Nigeria. The purpose of the study is to determine the effect of Visual Basic (VBasic) Programming Instructional Delivery using Web-Based Tools on Students’ Interest and Academic Achievement in Universities in Nigeria. The study embraced a quasi-experimental research design. The respondent for this study comprised 74 students in year two of Alex Ekwueme Federal University, Ndu-ufu Alike and Ebonyi State University, Abakaliki. For the fact that the population is small and manageable, the entire population were studied. Researchers used VBasic Programming Achievement Test (VBPAT) instrument developed to collect data. Visual Basic Achievement Test contained 50-item questions with letter A to D options for each interest scale were used for data collection. The reliability was tested using Cronbach’s Alpha. To ensure consistency and integrity, lecturers in the study area. The researchers trained the lecturers on how to distribute the instrument for both the experiment and control groups in order to ensure homogeneous instruction. The lecturers taught the experimental group using the utilization of a web-based approach and the control group using the conventional approach. Scores generated from the experimental test using Visual Basic programming Achievement Test (V + B + PAT), were analysed using mean and analysis of covariance (ANCOVA) for answering research questions and to test hypotheses respectively at 0.5 level of significance with the aid of statistical package for social science (SPSS) version 20. The outcome of this study on research question on influence of location on the students’ academic achievement mean gain in Vbasic programming language when taught using web-based tool, showed that with the use of web-based tool in the instructional delivery of VBasic programming language brought about better improvement in students’ academic achievement. Furthermore, the outcomes of hypothesis tested showed that location is significant source of different in mean achievement scores for students taught with Visual Basic Programming language using web-based approach and visual basic programming using conventional approach. This study has implications for facilitators, learners, curriculum planners, ministries in Education among others. This study found out among others that the facilitators use web-based tools in distance education for quiz, assessment, examinations, and instructional delivery of Vbasic programming language to a less extent in Nigerian Universities. It was concluded therefore, that conventional method is less effective than web-based approach in improving student’s achievement in Visual Basic Programming. Hence Nigerian Universities should adopt the use of web-based approach in computer programming lecturers. © The Author(s) 2024.
Relationship Between Students’ Home Background and Their Academic Performance: A Case of Some Selected Senior High School Students in Rural Districts in Ashanti Region, Ghana
by Simon Boateng
This study was primarily designed to find out the relationship between students’ home background and their academic performance. The study was conducted largely in senior high schools in rural districts in Ashanti Region, Ghana. The study used the ex-post facto correlation design. Multistage sampling technique was used to select 275 senior high school students. Questionnaire was used to collect the data from the respondents. Percentages and correlations were used to analyze the data. The family size was found to be highly correlated with the academic performance of students (coefficient =.711, p value =.002). Parent found it difficult in paying school fees and other levies of their children as a result of parents’ income (? =.669, p value =.004) in rural Ghana. The study also revealed that the educational background characteristics of parents had a significant correlation with the academic performance of students (coefficient =.711, p value =.002). Following from the findings, the Government of Ghana (Ministry of Education) should stick to its mandate of ensuring the provision of free quality secondary school education premised on the principle of inclusivity and equity to bridge the gap between the students from rich and poor homes. Such government intervention programs like the free education should favor the poor and low-income families most. © 2020 Trustees of Boston University.
Using Humour for Generating and Maintaining Interest in Mathematics among Secondary School Students in South Sudan Re-settled Communities
by William D. Tap
This paper reports on some aspects of an investigation on the impact of an instructional approach aimed at generating and maintaining students’ interest in mathematics for secondary school students in displaced and re-settled communities in South Sudan. Two groups of Grade 11 students, an experimental group (E-group) and a control group (C-group), participated in the study. The E-group (n = 31) was taught using a Humour-supported Instructional Approach (H-SIA) and the C-group (n = 20) was taught using a Regular Instructional Approach. Preliminary indications from the pilot phase of the main study suggest that the method of instruction (H-SIA) generates and maintains at least similar levels of interest as the regular Regular Instructional Approach. The H-SIA also suggests some slight modifications and enhancement to the Interpersonal Competent Communication Model, the recommended existing guiding theory for humour communication in the classroom. It is concluded that H-SIA does indeed generate and maintain interest in mathematics in the classroom. Hence, it is recommended that mathematics teachers should consider infusing humour into their lessons to enhance students’ interest in mathematics. © 2019, © 2019 Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE).
Exploring student perspectives on generative artificial intelligence in higher education learning
by Isaac Amoako
This study examined the perspectives of Ghanaian higher education students on the use of ChatGPT. The Students’ ChatGPT Experiences Scale (SCES) was developed and validated to evaluate students’ perspectives of ChatGPT as a learning tool. A total of 277 students from universities and colleges participated in the study. Through exploratory factor analysis, a three-factor structure of students' perspectives (ChatGPT academic benefits, ChatGPT academic concerns, and accessibility and attitude towards ChatGPT) was identified. A confirmatory factor analysis was carried out to confirm the identified factors. The majority of students are aware of and recognize the potential of Gen AI tools like ChatGPT in supporting their learning. However, a significant number of students reported using ChatGPT mainly for non-academic purposes, citing concerns such as academic policy violations, excessive reliance on technology, lack of originality in assignments, and potential security risks. Students mainly use ChatGPT for assignments rather than for class or group projects. Students noted that they have not received any training on how to use ChatGPT safely and effectively. The implications for policy and practice are discussed in terms of how well-informed policy guidelines and strategies on the use of Gen AI tools like ChatGPT can support teaching and improve student learning. © The Author(s) 2024.
Building aspiring teachers' capabilities, professional and skill development: Auspice to quality teaching practice in technical vocational education and training institutions
by Olabanji Taiwo Shodipe
There is an increasing need to train and retrain personnel that would be saddled with the capabilities, professional and skill developmental requirement that meets societal needs. In this case, there is need for adequately trained personnel that will bridge the gap between societal needs; industrial needs with classroom instructions and vice versa. Therefore, this study examines the influence of building aspiring teachers' capabilities, professional and skill development as an auspice to quality teaching activities in technical vocational education and training institutions. Samples were selected using a multistage sampling technique. The collected data from 945 aspiring teachers was analysed using empirical analysis with AMOS SPSS v.23. Hayes PROCESS macro was used for mediation analyses. The result of the study indicated that self-efficacy and professional skills with knowledge of instructional delivery and personal capabilities have strong significant linkage. There is also a mediating interaction of attention to relationship on the relationship between constructive teaching and personal capabilities. TVET institutions should ensure continuous professional development by concentrating on the requirements concerning teaching and learning, individual resources and social support for coping with various requirements. © 2024 John Wiley & Sons Ltd.
EFFECT OF 2-PL AND 3-PL MODELS ON THE ABILITY ESTIMATE IN MATHEMATICS BINARY ITEMS
by Rukayat Oyebola Iwintolu
The investigation delves into examining the influence of 2-parameter logistic (PL) and 3-parameter logistic models on the ability estimates of students in mathematical binary items. It ascertained the parameters of the items in the 2-PL and 3-PL models. We employed Item Response Theory (IRT) in the design of this research survey, with a sample comprising 1015 senior secondary (SS) students in SS III classes who were analyzed using both models in the investigation. The Mathematics Achievement Test instrument was adapted from the General Mathematics Paper 1 of the Senior School Certificate Examination administered by the West Africa Examinations Council (WAEC). Results indicated that the 2-PL model shows lower difficulty levels but higher discriminatory indices. Statistical analysis revealed a significant (F = 19.52, p < 0.05 and F = 18.52, p < 0.05) effect of both models, respectively, on ability estimates in mathematics binary items among Nigerian secondary school students. We established that item parameters in the 2-PL and 3-PL models significantly affected the ability estimate of Nigeria secondary school students in binary mathematics items, while the 3-PL model provided a better ability estimate than the 2-PL model. © 2024, Czech University of Life Sciences Prague. All rights reserved.
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