Browsing by Author "Abdulrahman, M. R."

Now showing 1 - 6 of 6
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    Attitude and Perception of Secondary School Teachers towards the use of Mobile Technology Devices for Teaching
    (Alhikmah Journal of Education, 2016-12-20) Issa, I. A.; Abdulrahman, M. R.; Kolawole, R.O.; Salihu, E.D.; Aladesusi, G.A.
    Teaching and Learning in the 21st century is undergoing a rapid paradigm shift as there has been a great clamouring for the introduction of mobile technologies into the teaching and learning process. the study was geared towards the investigation of secondary school teachers attitude and perception towards the use of mobile technology for teaching and learning. Survey research was adopted . The sample comprised 75 teachers. a structured questionnarie was utilised in collecting data while percentage mean and standard deviation were used to analyse the data collected
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    EVALUATION OF A GAMIFIED DRILL AND PRACTICE MOBILE APP FOR USE-OF-ENGLISH IN NIGERIA UNIFIED TERTIARY MATRICULATION EXAMINATI
    (Department of Science Education, Faculty of Education, University of Ilorin, Ilorin, Nigeria, 2025) Ibironke, E. S; Aderoju, M. A.; Abdulrahman, M. R.; Nuhu, K. M.; Alimi, A. E.; Olumorin C. O
    This study evaluated a gamified drill and practice mobile application developed to enhance students’ mastery of the Use-of-English component of Nigeria’s Unified Tertiary Matriculation Examination (UTME). The mobile app, designed using the Octalysis Gamification Framework and past Joint Admission and Matriculation Examination questions of Use-of-English, was developed through the ADDOE model which is an adaptation of the ADDIE instructional design model that incorporates the Octalysis phase. Evaluation of the app involved both expert assessment and student testing. Educational Technology and English Language experts assessed the app for content validity, usability, functionality, and pedagogical soundness. A quasi-experimental design was also adopted involving 223 UTME candidates selected using snowball sampling technique. Data were gathered through expert rating scales, a Use-of-English performance test, and a learner engagement questionnaire. Findings revealed high expert ratings across all dimensions. Participants showed improved performance between the pretest and posttest, showing higher motivation and significant improvement in post-test scores. The study concludes that the gamified app is a valid and effective instructional tool for UTME preparation and recommends its integration in language tutorial programs.
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    Problems and and Prospects of Computer Science Education
    (Faculty of Education, University of Ilorin, Ilorin Nigeria, 2016-07) Amosa, A. A.; Abdulrahman, M. R.; Oladosu, K. K.; Alasan, N. J.
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    Secondary school teachers’ awareness of, access to and adoption of artificial intelligence for teaching in Ilorin-west, Nigeria
    (Kirk University, Thailand, 2024) Ibironke, E. S.; Alimi, A. E.; Damilola, J. S.; Abdulrahman, M. R.; Falade, A. A.; Nuhu, K M.; Asiyanbola, C.
    Artificial intelligence (AI) in education refers to the ability of a computer system to perform human tasks, such as thinking and learning. Benefits of AI for teaching are yet to be explored in the Nigerian educational system because there are substantial socio-cultural and organizational challenges. The study hence investigated secondary school teachers’ awareness of, access to and adoption of AI for teaching. Specifically, the study: (i) assessed teachers’ awareness of AI fo r teaching; (ii) determined teachers’ access to AI tools for teaching; (iii) examined factors that affected teachers’ adoption of AI for teaching and (iv) assessed public and private school teachers’ access to AI f or teaching at secondary schools in Ilorin- West, Kwara State, Nigeria. A descriptive research design of the survey type was adopted. A total number of 200 computer studies teachers participated from fourteen secondary schools where information and communication technology facilities are available. Descriptive statistics of frequency count, percentages and means were used to answer the research questions. T-test was used to test the hypothesis at 0.05 level of significance. Findings established that secondary school teachers: • are not aware of AI for teaching; • did not have access to AI tools for teaching; • lack of funds and infrastructural facilities are some of the factors that affect teachers’ adoption of AI for teaching and • there was no significant difference between public and private secondary school teachers’ access to AI for teaching . The study concluded that 59.8% of teachers in secondary schools are not aware of AI and do not adopt it for teaching. This has great implications for raising the awareness of the benefits of implementing AI in the teaching process. Hence, the study recommended, among others, that teachers should be enlightened about the benefits of new technologies for smart teaching.
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    Transitioning teaching skills into Edtech products: bridging the gap between the classroom and the marketplace
    (Faculty of Education, University of Ilorin, 2025) Ibironke, E.S.; Aderoju, M. A.; Abdulrahman, M. R.
    The 21st century encourages teachers to adapt their talents to the digital world and create unique educational technology solutions as education evolves. This transformation into digital world not only increases the effectiveness of teaching methods but also offers profitable chances for educators to explore entrepreneurship. Using their classroom experiences, educators can discover market deficiencies and design educational technology solutions that address the different needs of learners. This paper discusses strategies for educators to effortlessly translate their teaching skills into the invention, promotion, and dissemination of educational technology (EdTech) solutions. By combining case studies and empirical research, this paper underlines the vital necessity of collaboration, technology literacy, and market analysis in effectively blending teaching expertise into the EdTech area. By examining the challenges and opportunities in this evolving field, the paper aims to equip educators with the knowledge and resources to foster creativity and excellence in modern teacher education.
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    Upper Basic Students’ Attitude towards Utilization of a Mobile Application for Learning among Basic Technology Students in Nigeria
    (The Institute Journal of Studies in Education (IJSE), 2018) Abdulrahman, M. R.; Soetan, A. K.; Aderoju, Musiliu Adekola
    In spite of the advancements in technological growth, learners are still subjected to physical classroom conditions characterized by rigidity. However, learners can leverage on mobile technologies to receive curriculum-based instructions irrespective of distance and time. Hence, this study developed a mobile application for learning selected basic technology concepts in Nigerian Upper Basic Schools using the conceptualized ASDDURE (Analysis, Statement of Objectives, Design, Development, Utilization, Response and Evaluation) Model. The objectives of the study therefore were to: (i) examine the attitude of upper basic school students to utilization of the mobile application and (ii) examine the difference in male and female students‟ attitude to utilization of the mobile application. The study was conducted using descriptive research of the survey type. The study population comprises of all Nigerian upper basic school specifically upper basic school two students. 27 students in upper basic school two were purposively selected based on access to smartphones. A research-designed questionnaire was used to elicit data from respondents. The research instrument as tested for reliability using Cronbach alpha with value 0.83. Mean and t-test were used for data analysis of research questions and hypothesis with 2.5 as benchmark mean. Research hypothesis was tested at 0.05 level of significance. The findings of the study indicated that, students had positive attitude towards utilization of the mobile app with a grand mean of 3.31, there was no significant difference in the attitude of male and female basic technology students towards utilization of the developed mobile application (t= 0.26, p>0.05). The study concluded that students have positive attitude on the use of educational mobile application for learning. Hence, the study recommended learning contents should be deployed via mobile applications in order to encourage learning of basic technology.