Browsing by Author "Badmus, Olalekan T."
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Item Assessment of technology integration by senior secondary school teachers of science and mathematics(ATBU Journal of Science, Technology and Education. Faculty of Technology Education, Abubakar Tafawa Balewa University Bauchi, 2018-11) Badmus, Olalekan T.; Sulaiman, M. M.; Imam, B. T.; Omosewo, E. O.Qualitative education is a correlate of technological development in many countries. The trend of scholastic studies in technological integration in classrooms have reported better performance from students taught using technology. Integration is mostly done by teachers with a view to improve students’ performance, hence, this study investigated technology integration by senior school science and mathematics teachers in Ilorin, Nigeria. Forty-two females and seventy-three male teachers were sampled. Teachers’ Technology Integration Assessment (TTIA) questionnaire elicited data to answer four research questions generated in this study. Descriptive statistics of frequency, percentage and charts were employed. Thirty one percent of teachers’ use technology in their classroom against 69% who do not. Twenty-three percentage indicated weekly, 32% monthly and 45% occasionally integrated technology in their classrooms. Also, less experienced teachers integrated technology most among experienced, moderately experienced and less experienced teachers. Male teachers integrated technology more than the female teachers in this study.Item Assessment of Technology Integration by Senior Secondary School Teachers of Science and Mathematics(ATBU Journal of Science, Technology and Education, 2018-02-01) Badmus, Olalekan T.; Sulaiman, Musa Mohammed; Imam, Bashirat Titilope; Omosewo, Esther O.Qualitative education is a correlate of technological development in many countries. The trend of scholastic studies in technological integration in classrooms have reported better performance from students taught using technology. Integration is mostly done by teachers with a view to improve students’ performance, hence, this study investigated technology integration by senior school science and mathematics teachers in Ilorin, Nigeria. Forty-two female and seventy-three male teachers were sampled. Teachers’ Technology Integration Assessment (TTIA) questionnaire elicited data to answer four research questions generated in this study. Descriptive statistics of frequency, percentage and charts were employed. Thirty one percent of teachers’ use technology in their classroom against 69% who do not. Twenty-three percentage indicated weekly, 32% monthly and 45% occasionally integrated technology in their classrooms. Also, less experienced teachers integrated technology most among experienced, moderately experienced and less experienced teachers. Male teachers integrated technology more than the female teachers in this study.Item Epistemology, culture and physics education: Implication for sustainable development(Department of Science Education, University of Ilorin, Ilorin., 2018-07) Badmus, Olalekan T.; Mustapha, S. I.; Omosewo, E. O.The knowledge and belief of a people form significant component of their culture. The culture is embedded in the ways they think, perceive and behave even in learning situations. How learning takes place have been established in the literature to depend significantly on attitude. Learners attitude towards learning encompasses the language, mode and competence in the delivery of instruction. Aboriginal language and culture influence learning and allow learners to embrace instructions with peculiarity to their lineage. This study examines the confluence of belief, culture, and learning of physics within and outside the classroom. Inferences drawn based on the findings of various researchers regarding all reflected components in this study. Specifically, this study investigated the extent to which all the aforementioned variable influence students learning of physics, taking into consideration the role of physics education in the attainment of Sustainable Development Goals (SDGs) of the United Nations.Item Improving Science Education in Nigeria: The Role of Key Stakeholders(Eurasian Society of Educational research., 2018-05) Badmus, Olalekan T.; Omosewo, E. O.The general poor performance of students in national examinations in recent past have brought about doubts from relevant quarters as to the activities of stakeholders towards improving students’ performance in Science and generally Science Education. Researchers have succinctly identified causes of poor performance among students and have acted in various capacities to remediate this occurrence. However, government, teachers and students have peculiar challenges for effective and successful improvement from the status quo. Whether the roles are practicable under the current socio-economic realities in Nigeria remains a probable question. Hence, this study researched the responsibilities of government, teachers and students in qualitative development of science education in Nigeria. The researcher reviewed the global educational practices to what is obtainable in Nigeria vis-à-vis the UNESCO benchmark. Also, this study suggests plausible solutions to the peculiar problems arising from the neglect of global and international best practices in Nigeria.Item Influence of school location and school type on senior secondary school student’s achievement in physics in Ilorin, Kwara State.(Department of Science Education, University of Ilorin, Ilorin., 2017-06) Badmus, Olalekan T.; Soliu, Ismail P.; Akanbi, A. O.; Omosewo, E. O.This study investigated the influence of school location and school type on senior school achievement in physics in Ilorin, Kwara State. The study specifically examined the influence of school location and school type on students’ academic achievement in WASSCE physics examinations from 2010- 2014. SSCE results of 1124 senior school students that sat for WASSCE examinations from 2010- 2014 were collected from eight schools in both rural and urban areas of Ilorin East, Kwara State. Two hypotheses were formulated. The t-test statistical tool was used to test both hypotheses at 0.05 level of significance. This study reveals statistical significant difference in the achievement of senior school students in WASSCE physics examinations based on school location from 2010-2014 in favour of rural schools, t(1122)=3.404, p<0.05; there was also a significant difference in the achievement of senior school students in WASSCE examinations based on school type from 2010-2014 in favour of private schools, t(1122)=12.12, p<0.05. Recommendations and conclusions were made in line with the findings of this study.Item Inspiring effective educational leadership in Africa: towards improving students’ academic achievement against all odds(Academic Journal of Research and Development. Nigerian Educational Research and Development Council (NERDC), 2018-11) Badmus, Olalekan T.; Uyanne, E. O.; Omosewo, E. O.Scholarly researches across the world have reported educational leadership to be a predictor of students’ achievement at all levels of education. This position is a reflection of the educational standards and prospects of nations with such qualities and an infraction to nations yet to device workable leadership structure. This manuscript reviewed characteristic problems associated with educational leadership in African and the role of government, teachers and relevant stakeholders in the present-day anomaly. This research work enumerated peculiarities of structures and standards in two countries. A critical examination of educational leadership policies and structures obtainable in Australia and Japan as case studies. Notable similarities and differences in culture, values and traditions of the examined countries were basic, unique and also catered for the need of these societies. However, what Africa can learn as a continent from the leadership qualities of these countries were succinctly outlined.Item MATHEMATICAL CONCEPTS PRE-TEACHING STRATEGY AS PREDICTOR OF SENIOR SCHOOL STUDENTS PHYSICS PERFORMANCE IN ILORIN, NIGERIA(College of Education, Al-Hikmah University, Ilorin., 2015-11) Badmus, Olalekan T.; Akanmu, M. A.; Akanbi, A. O.Students’ performance according to scholars often follow a given pattern and that the principle of individual differences is further reflected in variations that exist in individual ability. Thus, students’ performances in related subjects from empirical evidences may follow the same pattern. This study, therefore investigated predictive effects of the mathematical concepts pre-teaching on physics students’ performance. A total of 62 (F=30; M=32) students drawn from intact class of two purposively selected schools (experimental and control) in Ilorin, Kwara State, Nigeria that participated in the study formed the sample frame for this study. Three research hypotheses with corresponding research questions were tested and answered respectively. Being a quasiexperimental study, Physics Performance Test (PPT) of five theory questions based on projectile motion covered in the study was used to elicit data and analysis was done with the use of t-Test and Analysis of Variance at 0.05 level of significance. Amongst others, it was found that students exposed to pre-teaching of mathematical concepts performed significantly better than their counterpart not exposed to same treatment. This study like other studies also affirmed that gender had no role in students’ academic performance. Recommendations in line with the findings were made.