Browsing by Author "Akanbi, Abdulrasaq"

Now showing 1 - 4 of 4
  • Item
    Assessment of the Use of Projected-Media for Learning Basic Science and Technology in Upper-Basic Schools in Ilorin, Nigeria
    (Ilorin Journal of Education (IJE), 2021) Yusuf, Aishat; Omosewo, Esther; Akanbi, Abdulrasaq; Ahmed, Mulkah
    Projected-Media are those materials that are projected (enlarged) for better visualization of the class during teaching and multimedia projectors are those gadgets that are used for projecting the materials or media. Due to the importance of projected media in learning, this study was designed to assess the impact of the use of projected media in learning of Basic Science and Technology in Upper Basic Schools in Ilorin, Kwara State, Nigeria. The study was a quasi-experimental research design of the pre-test, post-test and non-randomized control group design. One hundred and eighteen (118) students were sampled to constitute the experimental group while forty one (41) students were sampled for the control group. An achievement test named “Basic Science and Technology Achievement Test (BSTAT)” with a reliability index of 0.87 was used as research instrument. Data were analysed using t-Test and Analysis of Variance (ANOVA) at .05 level of significance. Findings revealed among others that there was significant difference in the learning outcome of pupils taught Basic Science and Technology with projected media and those taught without the use of projected media in favour of those taught with projected media. It was therefore recommended that teachers should use projected media for teaching Basic Science and Technology in their schools
  • Item
    DIFFICULTY LEVELS OF SENIOR SCHOOL PHYSICS CONCEPTS AS PERCEIVED BY STUDENTS AND TEACHERS IN ILORIN, KWARA STATE, NIGERIA
    (FUDMA JOURNAL OF EDUCATIONAL FOUNDATIONS (FUJEF), 2020-08) Adebisi, Nurudeen; Akanbi, Abdulrasaq; Yusuf, Aishat
    The study investigated difficulty levels of senior school physics concept as perceived by students and teachers in Ilorin. The population comprised all physics students and physics teachers in Ilorin. Three hundred, and eighty-five students and 56 physics teachers formed the sample for the study. A researcher-designed questionnaire on Physics Concept Difficulty Checklist for Students (PCDCS) and Physics Concepts Difficulty Checklist for Teachers (PCDCT) were used and validated by three experts. The data collected were analysed using mean and t-test statistics at 0.05 significant level. Findings of the study revealed that 12 physics concepts were perceived Very difficult, 6 Difficult, 10 Moderately difficult and 8 Not difficult to learn by students; while 8 physics concepts were perceived Very difficult, 4 Difficult, 9 Moderately difficult and 15 not difficult to teach by teachers, also, there were no significant difference in students and teachers’ perception of difficult concepts based on gender. It was recommended that effort be made to raise the levels of students' perception of difficulty levels of physics concept.
  • Item
    Effects of hands-on instructional strategy on senior school students’ performance in waves
    (Journal of Education and Learning (EduLearn), 2022-08) Akanbi, Abdulrasaq; Mohammed, Ridwan; Yusuf, Aishat; Wasiu, Yahaya
    The research examined the effects of hands-on teaching strategy on senior school learners’ performance waves in Ilorin, Nigeria. Senior secondary school (SSS2) science students were sampled at intact classes using a purposive sampling technique. Researcher-designed instructional packages on waves and Physics achievement test on waves (PATW) were the instruments employed. The gathered data were analysed with the use of descriptive and inferential statistics. Percentage, mean and standard deviation were employed in answering the research question. Meanwhile, Analysis of Variance (ANOVA) was utilised in testing the hypotheses formulated at a 0.05 alpha level. The study showed that students’ performance exposed to hands-on instructional strategy was very impressive, while students’ performance exposed to traditional strategy was low, there was a significant effect of hands-on instructional technique on the performance of students in waves and no statistically significant collaborative effect of hands-on instructional technique and students’ gender on performance in waves. It was suggested that hands-on instructional strategies should be integrated and used to make teaching and learning more concrete and active based for both teachers and students.
  • Item
    EFFECTS OF JIGSAW II COOPERATIVE LEARNING STRATEGY ON SENIOR SCHOOL STUDENTS’ PERFORMANCE IN PHYSICS IN LAFIAGI, KWARA STATE, NIGERIA
    (Journal of Curriculum and Instruction, Department of Science Education, Unilorin, 2022-06) Usman, Abubakar; Akanbi, Abdulrasaq; Usman, Raheem; Yusuf, Aishat
    The study investigated the effects of Jigsaw II cooperative learning strategy on senior school students' performance in physics. The study also determined how moderating variables of score levels influence students’ performance in physics when jigsaw II cooperative learning strategy was used as instructional strategy. The study employed a quasi-experimental design of non randomized, non-equivalent pre-test post-test control group design. Random sampling technique was used to select two senior secondary school III (SSSIII) physics students comprising 146 (68 male and 78 female) from two intact classes in Lafiagi, Kwara State, Nigeria. Jigsaw II Cooperative Learning Instructional Package on Electric Field (JIICLIPEF) and Electric Field Performance Test (EFPT) were used as treatment and test instruments. Data were collected and analyzed with t-test and Analysis of Covariance (ANCOVA) statistical tools Findings indicated that students taught electric field (current electricity) using jigsaw II cooperative learning strategy performed better than those taught with conventional methods, and there was no significant difference in the performance of students taught electric field with Jigsaw II on the basis of score level. It was therefore recommended based on the findings that teachers should make use of Jigsaw II cooperative learning strategy in order to enhance students’ performance in the electric field.