Browsing by Author "Abimbola, Isaac Olakanmi"
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Item ASSESSMENT OF EDUCATION POLICY THRUST OF THE NATIONAL ECONOMIC EMPOWERMENT AND DEVELOPMENT STRATEGY (NEEDS) IN NIGERIA(Problems of Education in the 21st Century, 2014-03-08) Abimbola, Isaac Olakanmi; Omosewo, Esther Ore; Upahi, Johnson EneroThe National Economic Empowerment and Development Strategy (NEEDS) is Nigeria’s plan for prosperity. The plan focuses on four key strategies: reorienting values, reducing poverty, creating wealth and generating employment. In realizing the plan, education is recognized as the vital transformational tool and a formidable instrument for any socioeconomic empowerment. Policy frameworks for education were developed to propel and sustain the NEEDS initiative. The NEEDS set six goals (with targets) for education, and each of the goals is keyed to each of the policy thrust. This study, therefore, attempted to assess the extent to which the targets of NEEDS for education are implemented. A structured questionnaire was developed to elicit 250 university lecturers’ views on the extent of implementation of the education policy thrust of the NEEDS. It was found that, the targets of each of the goals of the plan that were originally designed to be a medium–term development strategy; spanning year (2004-2007) have not been fully realized 10 years after its inception. Conclusion was drawn and recommendations were made, among which are: the NEEDS planners and operators should set specific, realizable targets and time framework of human development, for students to become self-sufficient in the areas of basic needs through skills acquisition and job creation.Item EFFECT OF DEMO KIT ON TEACHING AND LEARNING OF BIOLOGY AMONG SENIOR SECONDARY SCHOOL STUDENTS’ IN OMU-ARAN, NIGERIA(ILORIN JOURNAL OF HEALTH PROMOTION AND ENVIRONMENTAL HEALTH EDUCATION, 2017-12) Adeoye, Gabriel Ademakinwa; Abimbola, Isaac Olakanmi; Ahmed, Mulkah Adebisi; Sulaiman, Musa MohammedThis study investigated the effect of demo kit on the teaching and learning of biology among senior secondary school students’ in Omu-Aran, Nigeria. The study is aimed at finding out how the use of demo kit influences students’ achievement in biology based on their gender. Quasi-experimental design of the pre-test, post-test, non-equivalent and non-randomized control group was adopted for the study. One hundred and seventy-three senior secondary school three (SSS III) biology students from four purposively selected senior schools participated in the study. Biology Achievement Test (BAT) consisting of 49 questions was used for data collection and determining students’ overall achievement. The BAT was subjected to item analysis and was also validated by three science education experts from the university of Ilorin, Ilorin, Nigeria. The reliability of the BAT was carried out using test re-test method, with an interval of three weeks and Cronbach alpha statistics was used to analyze the data in which a reliability index of 0.76 was obtained. At the commencement of the study, (after researchers had sought the consent of the biology teachers, parents and students of the participating schools) study technology principle was explained and used to guide the students in the experimental group through the use of demo kit with the BAT being used for the pre and posttest. Descriptive statistics of standard deviation and mean scores were used to answer the two research questions raised while Analysis of Covariance (ANCOVA) was used to test the two null hypotheses formulated at 0.05 level of significance. Findings from the study revealed that, there was no significant difference in the achievement of male and female students because F(1, 94)= 2.134, p = .147 (p>0.05); also, there was no interaction effect between treatment and gender on the achievement of students in biology because F(1, 168) = .213, p = .645 (p>0.05). Based on the findings, it was recommended among others that male and female students should be given equal consideration when using demo kits in teaching and learning of biology.Item Effect of Sequencing of topics on senior school students genetics achievement in Ilorin metropolis(College of Education, Al- Hikmah University, 2017-06) Alabi, Hafsat Imam; Olorundare, Adekunle Solomon; Bello, Ganiyu; Abimbola, Isaac OlakanmiThis study explored the effect of sequencing of topics on senior school students’ achievement in genetics in Ilorin, Nigeria. The researchers developed, validated and administered a 20-items short questions tagged Biology Achievement Test in Genetics (BATG) on 107 senior school students. The BATG was used as a pretest and post-test to measure the equivalent of the groups prior to the commencement of the treatment and students’ gains after the instruction respectively. A quasi- experimental design was adopted, and mean and standard deviation were used to answer the research questions, while t-test was used to test the formulated hypotheses. The study found that there was no significant difference in the achievement of students taught genetics using the researchers structured order and those taught with officially prescribed order. The study also found that there was no significant difference in the achievement of male and female students taught genetics using the researchers structured order. It was recommended that concept in genetic could be taught independently as learning of one concept does not affect the other; and that, both male and female students should be given equal consideration as far as genetics teaching is concerned.Item Gender, text structure and senior school students achievement in genetics(Department of Science Education, Federal University of Technology, Minna, Nigeria, 2019-06) Alabi, Hafsat Imam; Abimbola, Isaac OlakanmiThe poor achievement of students in genetics knowledge could be ascribed to inappropriate manner of structuring genetics instruction given to students. This study investigated gender, text structure and senior school students’ achievement in genetics. A quasi- experimental design involving pretest, posttest, non-randomized control and non-equivalent group design was adopted. A purposive sampling technique was used to select 239 students that participated in the study. The t-test and Analysis of ANCOVA statistics were used for the analysis. Findings indicated that there was: (i) a significant difference in the achievement of students taught genetics using different text structures at p < 0.05, F(2, 238) = 15.11, (ii) no significant difference in the achievement of male and female students taught genetics using concept map at p > 0.05; t = 0.62 among others. The study recommends that biology teachers should consider logical prose and concept map in structuring secondary senior school biology contents.Item Post Analysis of Observation and Previous Peer Teaching(Faculty of Education, University of Ilorin, Ilorin, Nigeria, 2016) Alabi, Hafsat Imam; Abimbola, Isaac OlakanmiItem Score Level, Text Structures and Senior Secondary School Students’ Achievement in Genetics in Ilorin, Nigeria(Sarkaya University, 2022) Alabi, Hafsat Imam; Abimbola, Isaac OlakanmiGenetics is one of the hard to learn biological concepts owing to its connectedness to Latin / Greek origin. Hence, the need for its proper structuring for easy comprehension by the students. The effectiveness of text structure on students’ proper understanding had been widely reported in literature, hence, this study investigated score levels, text structures and senior secondary school students' achievement in genetics. Specifically, the study assessed the: (i) variation in the achievement of students taught using different text structures (ii) interaction effects of text structures and score levels on senior school students’ achievement in genetics among others. A quasi experimental design of pretest, posttest, non-equivalent, and non-randomized control group was adopted. A total of 239 students purposively selected took part in the study. ANCOVA was used to analysed the hypotheses at 0.05 alpha level. Findings indicated that there was (i) a statistically significant difference in the achievement of students exposed to different text structure i.e., F (2, 238) = 15.11 at p < 0.05; (ii) no statistically significant difference in the interaction effects of text structure and score level. The implication of the finding is that the two structured texts were useful for improving senior school students’ achievement in genetics. It was therefore, recommended that biology teachers should consider logical prose and concept maps in structuring their instructional materials.Item Text structure: A tool for effective biology instruction and learning(Department of Vocational Education University of Uyo, 2019-09-21) Alabi, Hafsat Imam; Abimbola, Isaac OlakanmiThe significant role of biology to the functioning of various systems of our body, as well as, the need to widening its scope through integration of biology with other subjects as was suggested in realization of sustainable development goals, make it a vital subject that every student must study and apply the knowledge when the need arises. It is therefore desirable that students are exposed to a well-structured, and detailed contents so as to enable them learn everything they need to learn, for proper knowledge demonstration. This paper focuses on how genetics content could be structured using logical prose to raise awareness about how to structure contents for effective instruction. The process involved in such structure was also described. In an attempt to do that, this article examined the topic under the subheadings: introduction, theoretical bases of text structure pattern, meaning and nature of logical prose structure, application of logical prose to biology instruction. A detailed exposition of its application in biology instruction is presented. Lastly, the paper recommended that teachers should utilized logical prose in structuring difficult concepts in biology and science in general. It was also recommended that text book author should utilize logical prose in structuring their instructions.