Browsing by Author "Abimbola, Issac Olakanmi"

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    Assessment of Nigerian senior school science teachers’ level of mastery of the nature of science: Implications for social transformation in Ilorin, Kwara State. KWASU International Journal of Education, 3 (1), 23-42.
    (Published by College of Education, Kwara State University, Malete., 2018) Bello, Ganiyu; Abimbola, Issac Olakanmi
    In developing nations like Nigeria, where most students have limited or no access to supplementary sources of learning materials, they often rely solely on knowledge gained from their teachers. Thus, students’ achievement depends, to a vast extent, on their teachers’ mastery of disciplinary knowledge. This study assessed the level of knowledge of the nature of science amongst Nigerian senior secondary school professional science teachers. The researchers adopted the descriptive survey method to conduct the study. The simple random sampling technique was used to select the sixty science teachers from 22 secondary schools within Kwara State that took part in the study. The instrument used for data collection in the study was an achievement test entitled ‘Nature of Science Mastery Scale’. The t-test statistical technique was used to analyze the data gathered in the study. The results of the study clearly indicated that many (85%) science teachers had a fairly adequate mastery of the nature of science. Also, gender difference does not exist, t-value is (t (58, 0.05) =0. 103) in the teachers' level of mastery of the nature of science. The study concluded that the science teachers’ level of mastery of the nature of science was fairly adequate. The researchers called for the inclusion of the nature of science as a core course in the science teacher education curriculum. Also, the practice of sharing science as part of measures to enhance social transformation was recommended.
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    Nigerian Basic School teachers’ knowledge and use of ICTs for teaching and learning. In Achievements of Millennium Development Goals in Nigeria. Jekayinfa, S.O.(Ed.). P.311-320
    (Germany: Cuvillier Verlag Gottingen., 2017) Bello, Ganiyu; Abimbola, Issac Olakanmi
    In this survey study, an attempt was made to examine the Nigerian Basic School teachers’ knowledge and use of ICTs for teaching and learning tasks. Threehundred and fifty-five Basic School teachers took part in the study. Two instruments were designed to gather data in the study, namely; (1) Basic School Teachers’ ICTs Self-assessment Test and (2) Basic School Teachers Use of ICTs Self-assessment Scale. Findings of the study revealed that most of the Basic School teachers lacked adequate knowledge of ICTs for teaching and learning tasks. Results of the study also indicated that the most frequently used ICT tools for teaching and learning tasks by the Basic School teachers were the Computer, Internet and the Cell phone. The study advocated for the introduction of e-education as a core course into teacher education programs and the provision of ICTs facilities in all Basic Schools for effective teaching and meaningful learning
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    Re-Engineering science education for sustainable national security. West African Journal of Education, 35(20).145-155
    (University of Ibadan, Institute of Education, 2015) Bello, Ganiyu; Abimbola, Issac Olakanmi
    Nation-states are akin to organisms, for they evolve, grow, develop, reproduce or are reborn and die. All organisms possess adaptive features for their survival and security for the perpetuation of their species population. Similarly, nation-states also, keep in place certain tangible and intangible structures for their survival and security for immortalizing their existence. The paper focused on how science education can be efficiently re-engineered, managed and utilized as a potent tool for sustainable national security. First, the paper critically scrutinized various elements of national security, such as economic, social, food, environment, military security, and so forth. The paper took into account the ongoing security challenges facing the nation. Second, the paper advocated for a strong synergy between the science education community, research scientists, entrepreneurs and the political class as part of measures to enhance sustainable national security. Finally, the paper calls for a mandatory qualitative functional science education programme at the secondary school level to ensure sustainable security in the country.
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    Views of teachers on problems associated with the teaching of biology in secondary schools in Kwara State, Nigeria. Proceedings of 2015 ISTEAMS Research Nexus Conference Book of Proceedings Series 7,.Longe, O. B., Jimoh, R.G.,& Ebem, D. U (eds.) 923 -930
    (ISTEAM www.isteam.org, 2015) Jibril, Basirat; Bello, Ganiyu; Abimbola, Issac Olakanmi
    In this study, we endeavored to find out the views of biology teachers on the problems associated with the teaching of biology in secondary schools within Kwara State, Nigeria. Two hundred and seventy biology teachers took part in the study. We designed a questionnaire for data gathering and employed the chi–square statistical technique to test the four hypotheses generated in the study. Findings from this study revealed that biology teachers in public and private schools, experienced and less experienced, as well as male and female biology teachers do not differ significantly on their views on problems associated with the teaching of biology. We categorized the identified problems into student, teacher, school facility and administrative related factors. We advocated for the inclusion of all the topics in the secondary school biology curriculum in the training programme for biology teachers. We are equally of the view that biology teachers must be equipped with job-related stress-coping skills.