Browsing by Author "Ajani, A. H."

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    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, AJK
    The 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.
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    Development and Usability of Chemistry Learning App for Nigerian Undergraduates in a Blended Learning Environment
    (Published by Department of Science Education, Al-Hikmah University, Ilorin,, 2019) Oladipupo, M. O.; Nuhu, K. M.; Ajani, A. H.; Ishola, A. O.
    Learning-Apps provide educational contents on mobile devices to motivate and enhance students learning. However, in spite of the pervasive use of mobile devices among undergraduates in Nigerian Universities, its usability is for fruitless activities. Thus, there is need to develop learning-Apps for instructional delivery purpose. This study therefore, focused on the development and usability of Chemistry Learning-App for Nigerian Undergraduates in a Blended Learning Environment. This study employed quasi-experimental design involving a pretest posttest of non-equivalent approach. A total of 30 undergraduates were purposively selected for the experimental group, who were also given the usability questionnaire. The study findings showed that undergraduates had positive usability of the Chemistry Learning-App with a mean of (3.99). The implication is that academic performance of undergraduates would improve if students are more often exposed to the use of a developed Chemistry Leaning-App. It was recommended among others that undergraduates should complement learning with the use of a developed Learning-App.
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