Browsing by Author "Adedokun-Shittu, Nafisat A."

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    Augmented reality instructional tool in enhancing geography learners academic performance and retention in Osun state Nigeria
    (Springer, 2020-01-15) Adedokun-Shittu, Nafisat A.; Ajan, Adedeji Hammed; Nuhu, Kehinde Muritala; Shittu, AbdulJaleel Kehinde
    The emergence of new technological innovations in classroom has brought about greater changes in pedagogy especially in concepts related to abstraction such as Geography. Geography teaching and learning particularly elements of physical Geography, is mostly approached in a conventional pedagogical manner even as the concept consist abstractions. Physical Geography comprise abstractions leading to students’ conceptual difficulties, leading to poor academic performance and low retention. On this basis, this study engaged a visualisation technology; Augmented Reality Instructional Tool (ARIT) to examine Geography learners’ performance and retention when they are exposed to its’ use in learning Physical Geography concepts. Four research questions were answered, while, one hypothesis was tested at 0.05 level of significance. A mixed method research approach of an experimental and survey designs was adopted. A multistage sampled intact class served as the participants. Three test instruments: an open-sourced AR mobile application (ARSJA); an adopted performance and retention test on physical geography (PRTPG); and a validated 7-Item questionnaires with a reliability value of 0.82 were employed as the research instrument. A retention rubric adopted based on the Brown-Peterson Task of Memory was used as the qualitative content analysis tool. The major finding of the study was that ARIT enhances learners’ performance and retention and equally embraces gender equality. The study concluded, that the teaching and learning of Geography can be enhanced with the use of ARIT.
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    Enhancing Academic Engagement through an Interactive Digital Manual: A Study on General Studies Students at the University of Ilorin
    (Yayasan Pendidikan Islam Daarut Thufulah, 2025-03-26) Salman, Medinat F.; Yahaya, Lasiele. A; Adedokun-Shittu, Nafisat A.; Bello, Muinat Bolanle; Ogunjimi, Mayowa Olurotimi; Bolu-Steve, Foluke; Atolagbe, Adedapo Adetiba; Abdullahi, A. S.; Alabi, H. I.; Dominic, O. L.; Olaitan, Olukunmi Lanre
    Background: Student engagement is crucial for academic success, yet many undergraduates exhibit low participation, poor attendance, and disengagement in General Studies (GNS) courses. Traditional teaching methods often fail to address the needs of diverse learners, particularly in large classes. The University of Ilorin recognizes the need for innovative approaches to improve academic engagement and outcomes. Purpose: This study aimed to investigate the development and implementation of an Interactive Digital Manual (IDM) tailored to the specific needs of GNS students. It examined the effects of the IDM on student attendance, engagement, and academic participation, alongside students’ perceptions of its impact on learning and retention. Method: A mixed-methods approach was employed, involving 1,332 participants selected from 200-level GNS courses across 17 faculties. Quantitative data were collected through surveys and attendance logs, while qualitative data were gathered via open-ended questions and focus group discussions. Statistical analyses were used to evaluate the IDM's impact. Results: The findings reveal significant improvements in attendance and engagement following the IDM's implementation. Median attendance increased by 866, while engagement scores rose from a mean of 32.5 to 75.8. Students highlighted features such as self-paced learning, interactive exercises, and real-time feedback as critical to their improved understanding and retention of course material. Conclusion: The IDM effectively enhances student engagement, attendance, and learning outcomes in GNS courses. Its innovative design addresses diverse learning needs, offering a structured, accessible, and interactive platform. This study underscores the value of digital tools in fostering academic success and calls for their broader integration into educational strategies.