Browsing by Author "Alabi, H. I."

Now showing 1 - 4 of 4
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    Biology education and bio entrepreneur opportunities in Nigeria
    (NIGERIAN ONLINE JOURNAL OF EDUCATIONAL SCIENCES AND TECHNOLOGY (NOJEST), 2020) Bello, G; Alabi, H. I.; Ahmed, A. R.; Sulaiman, M. M.; Bello, Z. A.; Bello, A. A.
    Nigeria has been experiencing various socioeconomic and environmental challenges such as unemployment, poverty, insecurity and climate change within the past few decades. These challenges are traceable to a lack of synergy between capital and nature. Knowledge and skills in various fields of biology such as Bioeconomics and Bio-entrepreneur are potent tools for building a strong synergy between capital and nature to enhance sustainable socio-economic development in the nation. This paper focuses on how biology education can be utilised to develop and promote Bio-entrepreneur opportunities among Nigerian youths for sustainable national development. The paper provided overviews of concepts such as biology education, bio-entrepreneur, bioeconomics and so forth. The millennium development goals and the 21st-century skills within the context of sustainable development in Nigeria. Finally, the paper advocated for urgent realignment of biology and science education for sustainable national development.
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    Biology education and bio entrepreneur opportunities in Nigeria
    (NIGERIAN ONLINE JOURNAL OF EDUCATIONAL SCIENCES AND TECHNOLOGY (NOJEST), 2020) Bello, G; Alabi, H. I.; Ahmed, A. R.; Sulaiman, M. M.; Bello, Z. A.; Bello, A. A.
    Nigeria has been experiencing various socioeconomic and environmental challenges such as unemployment, poverty, insecurity and climate change within the past few decades. These challenges are traceable to a lack of synergy between capital and nature. Knowledge and skills in various fields of biology such as Bioeconomics and Bio-entrepreneur are potent tools for building a strong synergy between capital and nature to enhance sustainable socio-economic development in the nation. This paper focuses on how biology education can be utilised to develop and promote Bio-entrepreneur opportunities among Nigerian youths for sustainable national development. The paper provided overviews of concepts such as biology education, bio-entrepreneur, bioeconomics and so forth. The millennium development goals and the 21st-century skills within the context of sustainable development in Nigeria. Finally, the paper advocated for urgent realignment of biology and science education for sustainable national development.
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    Effects of computer animation instructional package on senior school biology students’ academic performance and retention in Ogbomoso, Nigeria.
    (Benchmark Journals, Department of Industrial Technology Education, University of Uyo, Nigeria, 2020) Ahmed, M. A.; Oladejo, L .O.; Ahmed, A. R.; Alabi, H. I.; Sulaiman, M. M.
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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.