Browsing by Author "Badmus O. T"

Now showing 1 - 5 of 5
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    Assessment of Technology Integration by Senior Secondary School Teachers of Science and Mathematics
    (ATBU, Journal of Science, Technology & Education (JOSTE), 2018-07-07) Badmus O. 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 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.
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    Consonance of General Mathematics and Physics: The Learners’ Achievement Symmetry
    (Nigerian Online Journal of Educational Sciences and Technology (NOJEST), 2020-10-15) Badmus O. T; Amuda A. A.; Bada A. A.
    The consonance and interrelatedness of mathematics and science Perdue in the parlance of scholars. Admittedly over the years, researchers have established mathematical components as germane in learning physics. The symmetry between these two subjects at the senior secondary school level may afford more answers than questions. This Ex post facto research traversed predictively, the consonance between students’ General Mathematics ability and their achievement in Physics. A purposive sampling technique was employed in the selection of 857 respondents in this study. Pro forma of students’ grade in General mathematics and Physics from West African Senior School Certificate Examinations (WASSCE) elicited data for the study. Pearson’s Product Moment Correlation and Multivariate Analysis of Variance tools inferenced four research hypotheses raised and succinctly answered. This study established symmetry in students’ General Mathematics ability and students’ achievement in Physics. Score levels, gender and school type were also pioneered to influence this prediction.
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    Didactic Handout on Nature of Science: Toward Effective Teaching of Physical Science Curriculum
    (Science Education International, 2022-08-31) Badmus O. T; Jita L. C
    The decision to integrate Nature of Science into classroom practice is no longer a debate among science educators and curriculum experts. There exists empirical evidence to substantiate its effectiveness, judging by both the academic performance and ability of students to conceptualize abstract yet teachable areas in science. Curriculum and Assessment Policy Statement of physical science permits for teachers, fundamentally, the discretion to inculcate and incorporate Nature of Science in classroom practices. However, the usual classroom practices are far from the expectations of both curriculum experts and policy makers in the field of science education. Ambiguity, accessibility, and perceived non-domestication were three areas identified in the literature to be responsible for lack of integration aside capacity building. This manuscript provided answers to the three areas of need by traversing relevant literature on both Nature of Science and Science education with a view to aggregate and simplifies scholarly positions for easy classroom usage for teachers and educators alike. Positions were drawn from nature of science, attendant curriculum, and position of literature with respect to the locale. Literature reviewed in this manuscript avail reader’s inherent conditioning and grit to understand nature of science and its essence in science teaching and learning.
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    DOES FURTHER-MATHEMATICS PREDICT STUDENTS’ PERFORMANCE PHYSICS? A CORRELATIONAL DIAGNOSIS OF THREE YEARS SECONDARY EDUCATION
    (Journal of Technology and Science Education, 2023-01-21) Badmus O. T; Jita L. C
    Physics as a discipline. The application of further mathematics in physics and vice versa is evident in the curriculum and literature. This study explores the attrition between physics and further-mathematics among senior secondary school students with a view to expose relationship in predictive terms. Ex post facto research of the co-relational type was employed to investigate respondents results in West African Senior School Certificate examination (WASSCE). Purposive sampling technique was employed in the selection of 103 participants. PPMC and MANOVA statistical tools were employed in the analysis of data. The study observed a significant relationship in the performance of students offering further mathematics and physics. A further probe along gender and school type were also done in this study. This study established equal cognitive capacity for both male and female learners in the subjects under examination. Furthermore, no significant difference in the performance of learners was observed in urban and rural schools as against the expected norm. We recommend equal opportunity for all gender, as well as, provide basis for truce in the debate on public and private schools with respect to performance.
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    Physics Difficulty and Problem-solving: Exploring the Role of Mathematics and Mathematical Symbols
    (Interdisciplinary Journal of Education Research, 2024-03-09) Badmus O. T; Jita L. C
    Reports of difficulty in physics has been documented over the years, especially at the senior secondary level. The application of mathematics as a tool for understanding physical phenomena and problem-solving is well-established. The use of symbols and mathematical rigour is essential for effective problem-solving in physics. However, the teaching and learning of physics have encountered barriers, as highlighted in the literature on competencies in this field. This study focuses on exploring the interlink, context, and associated barriers in the teaching and learning of physics by reviewing existing literature on the application of mathematics and mathematical symbols. Through a theory synthesis design, the study examined the current state of literature on mathematical problem-solving in physics, as well as the differences between mathematising and the application of mathematics in physics. The competencies required of teachers and students were also highlighted in order to better equip physical sciences teachers to address the challenges faced by students in learning physics. The literature suggests that a well-sequenced approach to topics by both mathematics and physics teachers can facilitate knowledge transfer among students. Teachers are encouraged to provide step-by-step guidance to address students' mathematical deficiencies, particularly in the physics aspect of the physical sciences curriculum at the further education and training (FET) phase. It is recommended that topics between physics and mathematics be aligned and mathematical concepts be pre-teach to enhance students' contextual knowledge transfer.