Browsing by Author "Asiyanbola, C."

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    Assessment of Colleges of Education Students' Utilization of Web-based Tools for Learning in llorin Metropolis
    (Department of Educational Management, University of Ilorin, Ilorin, Nigeria, 2022) Asiyanbola, C.; Nuhu, K. M; Alasan, N. J.; Taiwo, S. A.
    Utilization of web-based tools for learning is one of the factors that can motivate and encourage students to learn as they become more independent and responsible for their learning. However, not many students in colleges of education have embraced the utilization of web-based tools for learning, especially in Kwara State. This study, therefore, assessed the utilization of web-based tools for learning among colleges of education students in Ilorin Metropolis. A descriptive survey research design was adopted for this study, with sample purposively drawn from two colleges of education in Ilorin. A researcher-designed questionnaire titled "Assessment of Colleges of Education Students' Utilization of Web-based Tools for Learning in Ilorin Metropolis was used to gather data. Frequency counts and percentages were used to answer the research questions, while the two formulated research hypotheses were tested using t-test at 0.05 level of significance. The findings of the study showed that there was no significant difference in the level of utilization of web-based tools for learning among Colleges of Education based on gender and school proprietorship. Based on the findings of the study, it was recommended that the school administrators should ensure that seminars, workshops and conferences are organized in colleges of education to sensitize the students on the advantages of using web-based tools for learning.
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    Assessment of Digital Information Literacy Development Programme for Tertiary Institution Students in Ibadan Metropolis
    (Nigeria, Journal of Research in National Development (JORIND): Department of Maritime Management Technology, Federal University of Technology, Owerri, Nigeria, 2020) Falade, A. A.; Asiyanbola, C.; Aladesusi, G. A.
    Digital Information literacy (DIL) is the ability to make efficient and effective use of information sources. Information literacy includes having the skills to access information, and also to ascertain its veracity, reliability, bias, timeliness, and context. The Development of Digital Information Literacy (DIL) has been slow in comparison to changes in information communication technologies, and this remains an issue for the tertiary education sector in Nigeria. This study therefore assessed digital information literacy development programmes for tertiary institutions students in Ibadan metropolis. The study was a descriptive of the survey type. Four research questions and two hypotheses were answered and tested respectively. A total of (400) respondent drawn from three selected tertiary institutions in Ibadan Metropolis formed the sample for the study, only (315) copies of the questionnaire were retrieved. Data were collected from the respondents using researcher-designed questionnaire and it was tested for reliability using Cronbach Alpha and 0.91 and 0.76 reliability coefficient obtained at 0.05 level of significance. Descriptive statistics of Mean score, Frequency counts and Percentage distribution were used to answer research questions while hypothesis one was tested using Mann Whitney U Test and hypotheses 2 was tested using Kruskal- Wallis H-test: The results of the findings indicated that digital literacy programmes were provided by tertiary institution for tertiary institution students; and majority of the digital literacy skill are possessed by tertiary institution students in Ibadan metropolis; meanwhile male and female tertiary institution students had influence on digital literacy skill in Ibadan metropolis among others; The study concluded that majority of the digital literacy skill were possessed by tertiary institution students in Ibadan metropolis. The study established no significant difference between male and female tertiary institution students in the digital information literacy skill in Ibadan metropolis. Females were also coming up in matters concerning ICT and so should not be discriminated against. The implication is that based on the findings, it was recommended among others that Government should give the necessary support on the procurement of all needed digital information literacy facilities. This could be in form of free excise duty, reduction in their prices and free supply of the facilities into tertiary institutions.
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    Influence Of Technology-Enhanced Self-Regulated Learning on Undergraduate Students' Academic Performance in Kwara State, Nigeria
    (Department of Educational Foundations, University of Beinn, Benin City, Nigeria, 2023-11) Asiyanbola, C.; Aderoju, M. A.; Ibironke, E. S.
    The rapid integration of technology in higher education has redefined the teaching and learning process, with a strong influence on students' learning and performance. This study investigated the influence of Technology-Enhanced Self-Regulated Learning (TESRL) on the academic performance of undergraduates students in universities in Kwara State, Nigeria and specifically ascertained the technology-enhanced self-regulated learning platforms accessible by undergraduate students, determined the extent of use of the platforms, investigated the influence of technology-enhanced self-regulated learning on undergraduate students' academic performance and found out the challenges faced by undergraduate students using the platforms for learning. A descriptive survey research design was adopted for this studly and a simple random sampling technique was used to select a sample of students from the two purposively selected universities and a researcher-designed questionnaire was used to elicit responses from the students. The findings of the study revealed that the frequency of utilization of the TESRL platforms among undergraduate students was low as a majority of the items have low percentages. The findings also showed that the influence of technology-enhanced self-regulated learning on undergraduate students’ academic performance is positive as all items on influence have mean scores that are above the mid-mean score of 2.50. The result of hypothesis one indicated that there is no significant difference in the influence of TESRL on the undergraduate students’ academic performance based on gender. Hypothesis two also indicated that there is no significant difference in the influence of technology-enhanced self-regulated on the undergraduate students’ academic performance based on institution proprietorship.
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    Islamic Studies Teachers' Perception on Utilization of Mobile Technologies for Instruction in Agege, Lagos State
    (Language, Education and Religion for National Development, A Festchrift in Honour of Prof. A. G. A. S. Oladosu: Department of Arts Education, Faculty of Education, University of Ilorin, Ilorin, Nigeria, 2020) Abdulrahman M. R.; Issa A. I.; Asiyanbola, C.
    Mobile technologies are devices with internet capability accessible anywhere by learners through the exploitation of ubiquitous hard-held technologies, together with wireless and mobile phone networks, to facilitate, support, enhance and extend the reach of teaching and learning of Islamic Studies. Students' learning undoubtedly remains central in any academic achievement debate. However, method adopted by teachers in teaching inferences the effectiveness of learning. This study assessed Islamic Studies teacher's perception on utilization of mobile technologies for instruction in Lagos State. The research design employed for this study was a descriptive research of the survey type. The simple random sampling technique was used to select 125 Islamic studies teachers in Agege LGA, Lagos State. A researcher’s' designed questionnaire was used to elicit information from respondents. The percentage and mean were used to answer research questions and t-test was used to test the hypotheses. The findings of the study revealed that Islamic Studies teachers' perception on utilization of mobile technologies for instruction in Agege is that mobile devices like interactive hand pen, laptop computer and smartphones are useful and easy to use; Islamic Studies teachers' perception on utilizing mobile technologies for instruction is beneficial as they make presentations more interesting and increase students' concentration; and Islamic studies teachers' perception challenges to utilization was majorly on the cost of purchase and maintenance. The study concluded that the progressive increase in the use of mobile technologies will help in changing the facet of teaching and learning in schools. It was therefore, recommended among others that there is need to increase the distribution of mobile technologies across schools.