Browsing by Author "Adedokun-Shittu, N. A."
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Item Assessment of Students’ Comprehension of Binary Concepts using Computer Science Unplugged.(Published by College of Applied and Natural Sciences, Fountain University, Osogbo., 2018) Nuhu, K. M.; Adedokun-Shittu, N. A.; Shittu, A. J. K.Computer-Science-Unplugged (C-S-Unplugged) is a method of teaching Computer Science in an interesting, engaging, and entertaining way through a collection of free learning activities without using a computer. Lack of computer facilities, inadequate computer systems, and epileptic power supply in Nigerian Secondary Schools have deprived students of practical and hands-on activities. The C-S-Unplugged method can be used to teach computer studies concepts without using a computer. This study focused on the assessment of students’ comprehension of Binary concepts using the computer-science-unplugged approach in a selected Secondary School in Ilorin, Kwara State. The study investigated the students’ comprehension level of Binary concept using the C-S-Unplugged method performance test and determined students’ Self-Assessment of their learning with it. The researchers demonstrated the use of this method with the teaching of the Binary concept by engaging students in class activities to ensure that they understand the concept of this method and assess their comprehension level before attempting the survey. The study adopted a mixed method design, which comprised of one-short case pre-experimental design and descriptive research design of survey type. Fifteen Senior Secondary School One students were purposively selected as an intact class from the selected school. Mean, standard deviation and percentage values were used to answer the research questions, while t-test with value of 1.04 was used to test the only hypothesis: Ho1. There was no significant difference between male and female students’ self-assessment of learning with the C-S-Unplugged method at 0.05 level of significance. These implied that students comprehended the Binary concept using this method and had a positive assessment of their learning with it. There were no gender differences in the students’ self-assessment using Statistical Product and Service Solution. It was recommended, among others, that secondary school teachers should employ the C-S-Unplugged method since the students enjoyed learning with it.Item Augmented Reality Instructional Tool in Enhancing Geography Learners’ Academic Performance and Retention in Osun state, Nigeria. Education and Information Technologies(Published by Springer, 2020) Adedokun-Shittu, N. A.; Ajani, A. H.; Nuhu, K. M; Shittu, AJKThe emergence of new technological innovations in the 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 are mostly approached in a conventional pedagogical manner even as the concept consists of abstractions. Physical Geography comprises abstractions leading to students’ conceptual difficulties, leading to poor academic performance and low retention. On this basis, this study engaged a visualization 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 a 0.05 level of significance. A mixed-method research approach of 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 A 7-Item questionnaire with a reliability value of 0.82 was 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.Item Computer studies’ curriculum review: A proposal for an innovative curriculum.(Department of Science Education, Faculty of Education, University of Ilorin., 2018) Adedokun-Shittu, N. A.; Shittu, A. J. K.; Ahmed, M. A.; Oyekunle, R. A.; Abdul Kabir, A. I.This paper proposes an innovative curriculum prototype for Nigerian Computer Studies’ Curriculum (NCSC) having examined the current situation of secondary school computer studies curriculum and the need for its review. This proposal is premised on the need for the NCSC to be redirected towards being activity-based, learner-centered and contextualised. Computer studies is not a subject to be taught in an abstract sense thus, the need to be fully packed with problem-based activities for students’ immersion in computer science concepts. Learning is being clamoured for to be less of teacher-centered but learner-centered in order for students to be able to create meaning with their learning. Finally, the concept of GLOBALIZATION is hinted in this proposal to enable students link global concepts of computer studies to their immediate environment (local). This innovative computer studies curriculum proposal provides examples of how concepts in computer science are explored in human comprehensible formats and localised contents.Item A global online perspective of students’ assessment experience: An inquiry on academic social networking sites(Association for Innovative Technology Integration in Education (AITIE), 2017) Adedokun-Shittu, N. A.; Shittu, A. J. K.; AbdulKabir, A. I.; Ahmed, M. A.Students’ assessment experience is a two-side of a coin that portrays one side depending on another. This paradoxically depicts examining ways of improving students’ learning but consequently telling stories about teachers’ approach. When students expressly reveal that they pass exams through surface learning, this may imply that the teachers’ approach allows this. Contrarily, when students adduce their performance to teachers’ feedback, it could be an indication that the teacher dedicates much time and effort to understanding students’ strength and weaknesses. In the light of this, an empirical study conducted on students’ assessment experience is reported to identify factors that account for students’ assessment across disciplines. An important factor derived is feedback; its direct relationship with improved learning outcomes which every teacher desires to achieve is emphasised. An interesting part of this article is the story-telling part which sourced for teachers’ assessment experience globally through social networks (linkedIn, HETL, LMS) to gather a diverse opinion on teaching improvement. This open platform allows global perspectives to be shared, constructive criticisms to be debated and reflective ideas to be assimilated.