Browsing by Author "Alimi, A. E."

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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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    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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    Secondary school teachers’ awareness of, access to and adoption of artificial intelligence for teaching in Ilorin-west, Nigeria
    (Kirk University, Thailand, 2024) Ibironke, E. S.; Alimi, A. E.; Damilola, J. S.; Abdulrahman, M. R.; Falade, A. A.; Nuhu, K M.; Asiyanbola, C.
    Artificial intelligence (AI) in education refers to the ability of a computer system to perform human tasks, such as thinking and learning. Benefits of AI for teaching are yet to be explored in the Nigerian educational system because there are substantial socio-cultural and organizational challenges. The study hence investigated secondary school teachers’ awareness of, access to and adoption of AI for teaching. Specifically, the study: (i) assessed teachers’ awareness of AI fo r teaching; (ii) determined teachers’ access to AI tools for teaching; (iii) examined factors that affected teachers’ adoption of AI for teaching and (iv) assessed public and private school teachers’ access to AI f or teaching at secondary schools in Ilorin- West, Kwara State, Nigeria. A descriptive research design of the survey type was adopted. A total number of 200 computer studies teachers participated from fourteen secondary schools where information and communication technology facilities are available. Descriptive statistics of frequency count, percentages and means were used to answer the research questions. T-test was used to test the hypothesis at 0.05 level of significance. Findings established that secondary school teachers: • are not aware of AI for teaching; • did not have access to AI tools for teaching; • lack of funds and infrastructural facilities are some of the factors that affect teachers’ adoption of AI for teaching and • there was no significant difference between public and private secondary school teachers’ access to AI for teaching . The study concluded that 59.8% of teachers in secondary schools are not aware of AI and do not adopt it for teaching. This has great implications for raising the awareness of the benefits of implementing AI in the teaching process. Hence, the study recommended, among others, that teachers should be enlightened about the benefits of new technologies for smart teaching.