Browsing by Author "Aderoju, M. A."

Now showing 1 - 4 of 4
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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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    Influence Of Technology-Enhanced Self-Regulated Learning on Undergraduate Students' Academic Performance in Kwara State, Nigeria
    (Department of Educational Foundations, University of Beinn, Benin City, Nigeria, 2023-11) Asiyanbola, C.; Aderoju, M. A.; Ibironke, E. S.
    The rapid integration of technology in higher education has redefined the teaching and learning process, with a strong influence on students' learning and performance. This study investigated the influence of Technology-Enhanced Self-Regulated Learning (TESRL) on the academic performance of undergraduates students in universities in Kwara State, Nigeria and specifically ascertained the technology-enhanced self-regulated learning platforms accessible by undergraduate students, determined the extent of use of the platforms, investigated the influence of technology-enhanced self-regulated learning on undergraduate students' academic performance and found out the challenges faced by undergraduate students using the platforms for learning. A descriptive survey research design was adopted for this studly and a simple random sampling technique was used to select a sample of students from the two purposively selected universities and a researcher-designed questionnaire was used to elicit responses from the students. The findings of the study revealed that the frequency of utilization of the TESRL platforms among undergraduate students was low as a majority of the items have low percentages. The findings also showed that the influence of technology-enhanced self-regulated learning on undergraduate students’ academic performance is positive as all items on influence have mean scores that are above the mid-mean score of 2.50. The result of hypothesis one indicated that there is no significant difference in the influence of TESRL on the undergraduate students’ academic performance based on gender. Hypothesis two also indicated that there is no significant difference in the influence of technology-enhanced self-regulated on the undergraduate students’ academic performance based on institution proprietorship.
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    Online learning management system: an essential resource for effective learning in university of Ilorin
    (Faculty of Education, University of Ilorin, 2025) Ibironke, E. S.; Aderoju, M. A.; Alimi, A. E.; Asiyanbola, C.; Muhammedraji, H. B.
    An online learning management system (OLMS) is a web-based instrument used for planning, implementing, and evaluating educational processes. The increasing adoption of OLMS in higher education highlights the need for research, particularly in developing countries. This study examined students’ perceptions on the use of OLMS for learning at the University of Ilorin, explored the impact of OLMS on students’ learning, investigated the challenges encountered by students, and explored gender influences on perceptions and impact. Using a descriptive survey technique, 200 undergraduates from the Faculty of Education were randomly sampled. Data analysis involved frequency, mean scores, and t-tests. Results indicated that students found OLMS beneficial [2.98 > 2.45] and impactful [2.90 > 2.45], with few challenges [2.39 < 2.45]. There were no significant gender differences in perceptions [.080 > 0.05] or impact [.803 > 0.05]. The study concluded that Online Learning Management Systems (OLMS) significantly improve teaching and learning by offering interactive tools to boost student engagement, enabling personalized learning experiences, and providing real-time feedback. It is recommended that universities establish dedicated support systems for online learning and promote faculty training to maximize the effective use of OLMS.
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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.