Browsing by Author "Aladesuyi, David Adeyemi"

Now showing 1 - 4 of 4
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    Collision of virtual reality based instruction on biology students motivation in secondary school in Ilorin , Kwara State
    (Souphanouvong University (SU), Luang Prabang Southeast Asia, 2024) Abidoye, Florence Omosholape; Aladesuyi, David Adeyemi; Afolabi, Kayode Ojo
    This study examined biology students' motivation was affected by virtual reality (VR) at secondary schools in Ilorin, Kwara State. 544 pupils from 20 secondary schools that were purposefully chosen made up the sample. Data is gathered using the Instructional Materials Motivation Survey (IMMS), which is based on Keller's ARCS motivation paradigm. Descriptive and inferential statistics (mean and standard deviation), and t-test were used to analyze the collected data. The findings of the study unveiled that the implementation of virtual reality-based instruction has a significant impact on the motivation of biology students in secondary schools. Moreso, the attention and satisfaction categories had the greatest favorable replies, indicating that VR has a considerable impact on students' motivation, according to the results. There are gender disparities in attention, with females showing higher levels. Therefore, the study suggests incorporating virtual reality (VR) into teaching methods and creating inclusive VR experiences that appeal to both male and female students.
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    COMPARATIVE ANALYSIS OF SECONDARY SCHOOL STUDENTS' PERFORMANCE IN BIOLOGY AND CHEMISTRY IN ONDO AND EKITI STATES, BEFORE COVID-19
    (Aurel Vlaicu University, Arad Romania, 2024) Abidoye, Florence Omosholape; Aladesuyi, David Adeyemi; Adeoye, Sikiru Adewale
    Education is a fundamental process that facilitates human learning, skill development, and knowledge transfer. It plays a pivotal role in fostering economic growth, improving quality of life, and shaping societies. This study focuses on the performance of secondary school students in Biology and Chemistry in the Nigerian states of Ondo and Ekiti from 2015 to 2018. The research examines the comparative performance of these subjects and explores factors that might contribute to variations. Using an ex-post facto research design, the study analyzed data from the West African Senior School Certificate Examination (WASSCE) to determine academic outcomes. The results indicate significant differences in performance between the two subjects and the two states. Students in Ondo state performed better in Biology, while those in Ekiti state excelled in Chemistry. Factors that caused the differences in their performances included access to learning tools, student attitudes, students’ resource availability, students’ interpersonal relationship, students’ regularity to class, parental education, and the learning environment, were discussed. The study suggested that laboratory facilities be improved, teacher should be trained, and class sizes be optimized to enhance student achievement.
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    Impact of biology teachers characteristics on continuous assessment among senior secondary school teachers in Kwara State
    (Northwestern Mindanao State, College of Science and Technology, 2023) Abidoye, Florence Omosholape; Aladesuyi, David Adeyemi
    This study examines the influence of teacher characteristics on continuous assessment practices in biology education in Kwara State, Nigeria. The goal of education is to facilitate comprehensive development, and assessment is a fundamental tool for evaluating the achievement of educational objectives. The research investigates how teachers' gender, academic qualifications, and years of teaching experience impact their approaches to continuous assessment in biology. The findings indicate that teacher characteristics play a significant role in shaping continuous assessment practices. Female teachers tend to administer assessments more frequently and provide valuable feedback to students. Educators with higher academic qualifications demonstrate a better understanding of assessment theory and align assessments with curriculum objectives. Furthermore, experienced teachers excel in designing and implementing assessments but may benefit from ongoing support to prevent rigidity in their assessment methods. To enhance continuous assessment practices, it is recommended that tailored professional development programs be established for biology teachers. Additionally, mentorship programs can assist less-experienced teachers in improving their assessment strategies. Promoting gender-sensitive teaching techniques and encouraging educators to stay updated on assessment best practices are crucial steps toward enhancing biology education in Kwara State.
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    PROBLEMS FACED IN TEACHING AND LEARNING BIOLOGY PRACTICAL TOPICS IN SENIOR SECONDARY
    (Journal of Lifelong Education (UJLLE) Department of Adult and Primary Education, Faculty of Education, university of Ilorin, 2023) Abidoye, Florence Omosholape; Ibrahim Ganiyat O; Aladesuyi, David Adeyemi
    The study investigated the problems faced in teaching and learning biology practical topics in senior secondary schools in Offa LGA, Kwara State. Three research questions were answered and two hypotheses were tested. The population comprised 184 respondents randomly selected in senior secondary schools in Offa local government area. Data was collected through a validated researcher-designed questionnaire with a reliability value of 0.92 from 60 biology teachers and 124 students in Offa Local Government Areas, Kwara State, Nigeria. The data collected were analyzed using mean, standard deviation, and t-test. The findings show that biology students and teachers encounter problem with biological concepts to real life, incorporating real-life application to biology in teaching and learning biology among others. The results revealed that there was no significant difference in teachers' and students in perceived problems encounter with biological concepts to real life, communication of complex biological concepts clearly and understandably and video animations. Based on the findings it was recommended that Biology teachers should explore innovative teaching methods to improve student engagement and comprehension remains essential, irrespective of perceived differences in instructional strategies.