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Browsing by Author "Bello, Ganiyu"

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Analysis of examination malpractices perpetrated by pre-service and in-service teachers: A case study of Kwara State College of Education Ilorin. Nigerian Journal of Professional Teachers, 1(2), 21-35
(International Journal of the Teachers Registration Council of Nigeria., 2006) Bello, Ganiyu
This paper analyzed records of examination malpractices perpetrated by pre-serve NCE teachers and undergraduate teachers in Kwara State College of Education, Ilorin. Findings from the study indicated that more female trainee teachers were involved in examination malpractices than their male counterpart. The use of micro-chips, copying / giraffe and swapping of answer scripts were the major forms of examination malpractices among the trainee teachers. The study equally revealed that incidence of examination malpractice was steadily increasing among the pre-serve NCE teachers. The paper called for zero tolerance approach to all forms of examination malpractices in teacher education institutions in the nation.
Assessment of Nigerian senior school science teachers’ level of mastery of the nature of science: Implications for social transformation in Ilorin, Kwara State. KWASU International Journal of Education, 3 (1), 23-42.
(Published by College of Education, Kwara State University, Malete., 2018) Bello, Ganiyu; Abimbola, Issac Olakanmi
In developing nations like Nigeria, where most students have limited or no access to supplementary sources of learning materials, they often rely solely on knowledge gained from their teachers. Thus, students’ achievement depends, to a vast extent, on their teachers’ mastery of disciplinary knowledge. This study assessed the level of knowledge of the nature of science amongst Nigerian senior secondary school professional science teachers. The researchers adopted the descriptive survey method to conduct the study. The simple random sampling technique was used to select the sixty science teachers from 22 secondary schools within Kwara State that took part in the study. The instrument used for data collection in the study was an achievement test entitled ‘Nature of Science Mastery Scale’. The t-test statistical technique was used to analyze the data gathered in the study. The results of the study clearly indicated that many (85%) science teachers had a fairly adequate mastery of the nature of science. Also, gender difference does not exist, t-value is (t (58, 0.05) =0. 103) in the teachers' level of mastery of the nature of science. The study concluded that the science teachers’ level of mastery of the nature of science was fairly adequate. The researchers called for the inclusion of the nature of science as a core course in the science teacher education curriculum. Also, the practice of sharing science as part of measures to enhance social transformation was recommended.
Assessment of Students’ Knowledge of Drug Abuse and Drug Addiction in Kwara Central Senatorial District
(European Journal of Health and Biology Education, 2020-12) Alabi, Hafsat Imam; Bello, Ganiyu; Sulaiman, Musa Mohammed
The development of a nation depends greatly on the mental alertness of its citizens especially the youth. Realization of this development might be invisible, if the current trends of drug use and addiction persist, hence the need to assess senior school students knowledge of drug abuse and addiction, four other specific purposes were addressed in the study. A descriptive research of the survey type was adopted. The random sampling technique was used to select 304 students that participated in the study. One of the researchers developed an instrument titled Knowledge of Drug Abuse and Addiction (KODAA) and an adapted drug avoidance self-efficacy instruments were used to source for data. The reliability coefficient of KODAA was 0.76 using the Spear-man brown statistic. Four research questions with corresponding hypotheses were tested at 0.05 level of significance. Findings from the study revealed that gender had no influence on students’ knowledge of drug abuse and addiction. However, a significance difference existed between (i) school type and (ii) self-efficacy and students’ knowledge of drug abuse and addiction. It was, therefore, concluded that senior school students in Kwara central senatorial district have similar knowledge of drug use and addiction. It was recommended that students should be informed about the physical and psychological consequences of drug abuse and addiction.
Assessment of Students’ Knowledge of Drug Abuse and Drug Addiction in Kwara Central Senatorial District
(European Journal of Health and Biology Education, 2020-12) Alabi, Hafsat Imam; Bello, Ganiyu; Sulaiman, Musa Mohammed
The development of a nation depends greatly on the mental alertness of its citizens especially the youth. Realization of this development might be invisible, if the current trends of drug use and addiction persist, hence the need to assess senior school students knowledge of drug abuse and addiction, four other specific purposes were addressed in the study. A descriptive research of the survey type was adopted. The random sampling technique was used to select 304 students that participated in the study. One of the researchers developed an instrument titled Knowledge of Drug Abuse and Addiction (KODAA) and an adapted drug avoidance self-efficacy instruments were used to source for data. The reliability coefficient of KODAA was 0.76 using the Spear-man brown statistic. Four research questions with corresponding hypotheses were tested at 0.05 level of significance. Findings from the study revealed that gender had no influence on students’ knowledge of drug abuse and addiction. However, a significance difference existed between (i) school type and (ii) self-efficacy and students’ knowledge of drug abuse and addiction. It was, therefore, concluded that senior school students in Kwara central senatorial district have similar knowledge of drug use and addiction. It was recommended that students should be informed about the physical and psychological consequences of drug abuse and addiction.
Assessment of the implementation of the Universal Basic Education programme in Kwara State, Nigeria. Research Journal of the Collaboration of Education Faculties in West Africa, 3(1), 25-40
(Collaboration of Education Faculties in West Africa, 2014) Bello, Ganiyu; Bello, Ilias Ayo
In this survey study, an attempt was made to examine the Basic School teachers, administrators and supervisors’ assessment of the implementation of the Universal Basic Education (UBE) programme in Kwara State, Nigeria. Four hundred and forty-five Basic School teachers, administrators and supervisors drawn from all the three senatorial districts in the state took part in the study. We designed and used a questionnaire tagged ‘Assessment of the Implementation of UBE in Kwara State’ to gather data in the study. Descriptive statistical techniques were used to analyse the data gathered in the study. Findings of the study revealed that most of the Basic School teachers, administrators and supervisors adjudged the funding, provision of basic infrastructural facilities, science and ICTs facilities, textbooks and library to be inadequate. Also, the results of the study revealed the near absence of professional teachers for the newly introduced subjects and early childhood education classes. We advocated the introduction of new courses into the teacher education curricula at university and colleges of education level to produce specialist teachers for the newly introduced subjects at the Basic School level. We equally challenged the government to implement the mandatory teacher professional development scheme. The provision of library, basic science, and ICTs laboratories in all Basic Schools to attain the set objectives of the UBE programme was advocated in the study.
Biology teachers’ misconceptions of biology concepts: Implications for biology teacher education. Nigerian Journal of Counseling and Applied psychology. 1 (1), 145 – 151
(2002) Bello, Ganiyu
This study identified misconceptions of biology concepts held by selected biology teachers. A total of 40 lessons delivered by 32 biology teachers were analyzed in the study. A total of 251 misconceptions related to biology concepts taught by the selected teachers were identified in the study. The researcher called for the restructuring of biology teacher education programme in such a manner that will ensure the production of highly knowledgeable and skillful biology teachers.
Comparative effects of two forms of concept-mapping instructional strategies on students’ achievement in evolution
(Department of Curriculum Studies and Educational Technology,Faculty of Education, University of Ilorin,Ilorin, Nigeria, 1998) Bello, Ganiyu
This study determined the effects of student and teacher-centred concept mapping istructional strategies on students' achievement in evolution. it was a quasi-experimental study involving two experimental groups and one control group. Data gathering in the study were analysed using t-test and ANOVA statistical techniques.Results of the study clearly showed that the students and teacher-centred concept mapping instructional strategies significantly enhanced students' achievement in evolution than either the teacher-centred concept mapping instructional strategy or expository instructional strategy.Findings from the study equally revealed that two-way interaction effect of gender and mode of instruction had no significant effect on students' achievement.The researcher recommended the use of student and teacher-centred concept mapping instructional strategy by biology teachers for teaching difficulty theory such as evolution
Effect of Sequencing of topics on senior school students genetics achievement in Ilorin metropolis
(College of Education, Al- Hikmah University, 2017-06) Alabi, Hafsat Imam; Olorundare, Adekunle Solomon; Bello, Ganiyu; Abimbola, Isaac Olakanmi
This study explored the effect of sequencing of topics on senior school students’ achievement in genetics in Ilorin, Nigeria. The researchers developed, validated and administered a 20-items short questions tagged Biology Achievement Test in Genetics (BATG) on 107 senior school students. The BATG was used as a pretest and post-test to measure the equivalent of the groups prior to the commencement of the treatment and students’ gains after the instruction respectively. A quasi- experimental design was adopted, and mean and standard deviation were used to answer the research questions, while t-test was used to test the formulated hypotheses. The study found that there was no significant difference in the achievement of students taught genetics using the researchers structured order and those taught with officially prescribed order. The study also found that there was no significant difference in the achievement of male and female students taught genetics using the researchers structured order. It was recommended that concept in genetic could be taught independently as learning of one concept does not affect the other; and that, both male and female students should be given equal consideration as far as genetics teaching is concerned.
Effects of HIV/AIDS education programme on trainee science teachers’ knowledge and attitude towards HIV and AIDS. Journal of Research and Educational Development, 3(2), 19-34
(the Nigerian Educational Research and Development Council, 2009) Bello, Ganiyu
This study sought to determined the effects of HIV/AIDS education programme on trainee NCE science teachers’ knowledge and attitude towards HIV/AIDS.A total of 32 final year trainee NCE science teachers in the department of Integrated science, Kwara state college of education Ilorin, Nigeria took part in the study .The instrument used for data gathering was an achievement test titled HIV/AIDS knowledge and attitude test, (HAKAT) The study employed one-group pretest-posttest quasi-experimental design. The design involves administration of a pretest followed by a treatment and finally a posttest. Data analysis was carried out using simple descriptive statistics and t-test. Findings from the study revealed that the HIV/AIDS education programme significantly improved the trainee science teachers’ knowledge and equally influenced their attitude towards HIV/AIDS positively. The researcher called for the extensive use of HIV/AIDS education programme to combat the spread of the disease.
Employing multiple instructional strategies to teach controlling the environment. Science Teachers Association of Nigeria, Integrated Science Education Series No 5, Dauda, M.D. & Matthew, O. (eds.) 90-97
(Science Teachers Association of Nigeria (STAN), 2007) Bello, Ganiyu
Attempt was made in this paper to examine how multiple learner-centered instructional strategies can be effectively and efficiently used to teach the topic ‘Controlling the Environment’ at the Junior Secondary School level. The first part of the paper provided useful insights into how science teachers can use a combination of , Resource person, Project and Field trip as instructional strategies to facilitate meaningful learning of Controlling the Environment by the students. In the second part of the paper, a compressive lesson note was used to illustrate practical steps to implement the use of multiple instructional strategies to teach the topic, Controlling the Environment. The paper called on science teachers to endeavor to use multiple instructional strategies during class lesson in other to take care of differences in students’ cognitive style
Nigerian Basic School teachers’ knowledge and use of ICTs for teaching and learning. In Achievements of Millennium Development Goals in Nigeria. Jekayinfa, S.O.(Ed.). P.311-320
(Germany: Cuvillier Verlag Gottingen., 2017) Bello, Ganiyu; Abimbola, Issac Olakanmi
In this survey study, an attempt was made to examine the Nigerian Basic School teachers’ knowledge and use of ICTs for teaching and learning tasks. Threehundred and fifty-five Basic School teachers took part in the study. Two instruments were designed to gather data in the study, namely; (1) Basic School Teachers’ ICTs Self-assessment Test and (2) Basic School Teachers Use of ICTs Self-assessment Scale. Findings of the study revealed that most of the Basic School teachers lacked adequate knowledge of ICTs for teaching and learning tasks. Results of the study also indicated that the most frequently used ICT tools for teaching and learning tasks by the Basic School teachers were the Computer, Internet and the Cell phone. The study advocated for the introduction of e-education as a core course into teacher education programs and the provision of ICTs facilities in all Basic Schools for effective teaching and meaningful learning
Problems and prospects of integration of information and communication technologies into biology teacher education in Nigeria. Journal of Curriculum and Instruction,10(1),106 -118.
(Department of science education,Faculty of Education, University of Ilorin, Ilorin, Nigeria, 2017) Bello, Ganiyu; Ahmed, Mulkat Adebis; Alabi, Hafsat Imam; Ahmed, Rihanat Aduke; Bello, Zakariyau Adebayo; Bello, AbdulRasaq Agboola
Attempt was made in this paper to X-rayed the problems and prospects of integrating ICTs into the biology teacher education programme in the nation. First, the paper examined the impacts of biology knowledge on the life of individuals and the society. Second, it focused attention on the need to produce a new generation of biology teachers who can successfully employ modern digital technologies(ICTs) to implement the biology education curricula. Third, the paper examined the current status of the integration of ICTs in education with a focus on biology teacher education. Finally, the paper highlighted the myriads of challenges and prospects of implementing the 6th edition of the National Policy on Education stipulation on the integration of ICTs into teacher education.Key Words: Biology Education
Re-Engineering science education for sustainable national security. West African Journal of Education, 35(20).145-155
(University of Ibadan, Institute of Education, 2015) Bello, Ganiyu; Abimbola, Issac Olakanmi
Nation-states are akin to organisms, for they evolve, grow, develop, reproduce or are reborn and die. All organisms possess adaptive features for their survival and security for the perpetuation of their species population. Similarly, nation-states also, keep in place certain tangible and intangible structures for their survival and security for immortalizing their existence. The paper focused on how science education can be efficiently re-engineered, managed and utilized as a potent tool for sustainable national security. First, the paper critically scrutinized various elements of national security, such as economic, social, food, environment, military security, and so forth. The paper took into account the ongoing security challenges facing the nation. Second, the paper advocated for a strong synergy between the science education community, research scientists, entrepreneurs and the political class as part of measures to enhance sustainable national security. Finally, the paper calls for a mandatory qualitative functional science education programme at the secondary school level to ensure sustainable security in the country.
The role of STEAM teacher education in emerging e-society and sustainable development goals
(European Journal of Health and Biology Education, 2019-06-04) Alabi, Hafsat Imam; Bello, Ganiyu; Ahmed, Aduke Rihanat; Bello, Zakariyyau Adebayo; Sulaiman, Musa Mohammed; Imam, Bashirat Titilope; Bello, Abdulrazak Agboola
The ever increasing applications and widespread use of digital Information and Communication Technologies (ICT) in every aspect of human interactions has become a dominant culture in the current post-modern society. Consequently, it is almost impossible for individuals who are e-illiterate to survive in the emerging smart cities and e-societies, in general. Sustainable development in any nation now rests largely on the level of mastery and use of ICT, as well as, the degree to which citizens are e-literate. The task of developing human potentials needed to power sustainable socioeconomic development as well as producing e-literate citizens, is a core function of the education industry. Here in lies the significance of education, especially teacher education in the achievement of sustainable development goals. This paper therefore, addresses the role of STEAM teacher education in the emerging smart cities, e- societies, and sustainable development goals. The concepts of smart cities, e-societies, Sustainable Development Goals (SDGs) and STEAM teacher education were discussed in the paper. The role of STEAM teacher education in the attainment of SDGs, was critically examined, and the paper calls for the restructuring of the Nigerian education system in line with the basic tenets of STEAM education as parts of measures to attain the SDGs in Nigeria.
The Roles of STEAM Teacher Education in the Emerging E-Society and Sustainable Development Goals
(European Journal of Health and Biology Education, 2019-12-22) Alabi, Hafsat Imam; Bello, Ganiyu; Ahmed, Aduke Rihanat; Bello, Zakarriyau Adebayo; Sulaiman, Musa Mohammed; Imam, Bashirat Titilope; Bello, Razak Agboola
The ever increasing applications and widespread use of digital Information and Communication Technologies (ICT) in every aspect of human interactions has become a dominant culture in the current post-modern society. Consequently, it is almost impossible for individuals who are e-illiterate to survive in the emerging smart cities and e-societies, in general. Sustainable development in any nation now rests largely on the level of mastery and use of ICT, as well as, the degree to which citizens are e-literate. The task of developing human potentials needed to power sustainable socioeconomic development as well as producing e-literate citizens, is a core function of the education industry. Here in lies the significance of education, especially teacher education in the achievement of sustainable development goals. This paper therefore, addresses the role of STEAM teacher education in the emerging smart cities, e- societies, and sustainable development goals. The concepts of smart cities, e-societies, Sustainable Development Goals (SDGs) and STEAM teacher education were discussed in the paper. The role of STEAM teacher education in the attainment of SDGs, was critically examined, and the paper calls for the restructuring of the Nigerian education system in line with the basic tenets of STEAM education as parts of measures to attain the SDGs in Nigeria
Science teachers’ misconceptions of basic science concepts as revealed in class lessons delivered in public junior secondary schools in Ilorin Metropolis, Nigeria. KWASU International Journal of Education, 3 (1), 138-149
(College of Education, Kwara State University, Malete, 2018) Bello, Ganiyu
This study identified misconceptions of basic science concepts held by the Basic Science Teachers in Ilorin Metropolis, Kwara State, Nigeria. Thirty-two teachers selected purposely from twenty randomly selected Public Junior Secondary Schools took part in the study. Data gathering was done using an Audio Tape Recorder. Forty lessons thought by the thirty-two Basic Science Teachers were recorded on audio tape and analyzed in the study. Findings from the study indicated that the Basic Science Teachers held misconceptions related to basic science concepts. The study advocated upward review of admission requirements into the science teacher education programme. Also, the study called for the re-introduction of the Teacher Vacation Courses and the commencement of the mandatory Teacher Professional Development scheme.
Science Teachers’ Perceptions of Integration of M-Learning into Class Instructions in Kwara State, Nigeria
(Science Education International, 2022) Bello, Ganiyu; Alabi, Hafsat Imam; Bello, Zakariyau Adebayo; Bello, Ilias Ayo; Sulaiman, Musa Mohammed
The mandate of the education system is for the advancement of knowledge, socioeconomic transformation, employment generation, and so forth. Literature is awash with arguments in favour of M-learning in the realization of the core mandate of the education system. This study, therefore, examines the perceptions of the science teachers on integration of M-Learning into science class instructions in Kwara State, Nigeria. One hundred and twenty-nine science teachers from 34 public and 27 private senior secondary schools participated in the study. Stratified and purposive sampling techniques were used to select the schools and the teachers, respectively. Aresearcher-designed questionnaire titled, “Teachers’ Perceptions of M-learning” (TPML) with a reliability coefficient of 0.85, was used for gathering data. Data were analyzed using the t-test statistical tool, and findings from the study revealed that the participating teachers had high perceptions of M-learning and were at the preparation stage of integrating it into class lessons. It was concluded that teachers had favorable perceptions of M-learning and were in vantage position to use M-learning to leverage students’ achievement. It is, therefore, recommended that science teachers should progress from the preparation Stage to the action stage of integrating M-learning into science teaching
The status of human and material resources used in teaching biology in teaching in Ilorin, Kwara State
(Department of Maritime Management Technology, Owerri Nigeria, 2017-07) Jimoh, Taibat; Alabi, Hafsat Imam; Bello, Ganiyu
The study explored the status of human and material resources used in teaching biology in public schools in Ilorin. A descriptive survey method was adopted. All senior school students in Ilorin constituted the population, out of which 20 secondary schools were randomly selected. A checklist tagged Inventory of Resources for Teaching Science (IVRTS) was used for data collection. The data were analyzed using frequency count and percentages. The findings revealed a wide range of biology apparatus, equipment, reagents, charts, models, slides and specimens. However, many schools are characterized with inadequate resources and the available ones are not frequently utilized by the teachers. The study recommends that government should employ adequate professional qualified science teachers and laboratory personnel and that the untrained teachers should be mandated to go for professional training; it was also recommended that unavailable materials should be improvised.
A survey of prevalence of sexual harassment in Kwara State College of Education Ilorin: Implications for teacher education. University of Ado-Ekiti Journal of Education, 4 (1), 1-14
(Faculty of Education, Ekiti State University (EKSU), 2005) Bello, Ganiyu
This study sought to determine the prevalence of sexual harassment in Kwara State College of Education Ilorin. Only 168 students volunteered to participate in the study. A questionnaire designed by the investigator was the main instrument used for data gathering in the study. Simple frequency count and percentage computation were the descriptive statistical methods employed in data analysis in the study. Findings from the study revealed that sexual harassment is widespread in the college and that female students are the major victims of sexual harassment in the college. The study equally revealed that peer sexual harassment predominates in the college, while sexual bribery is a common practice among male lecturers. The investigator called for the inclusion of gender issue into teacher education programme and formulation of code of conduct for all members of college community.
Utilizing learner-centred instructional strategies to teach the concept of Living things. Science Teachers’ Association of Nigeria Biology Panel Series 2011, Okoli,N.J. & Nzewi, M.U (eds.) 33-40.
(Science Teachers Association of Nigeria (STAN), 2011) Bello, Ganiyu
The paper elucidated how Learner-centred Instructional strategies can be employed to effectively teach and enhance meaningful learning of the concept of Living things. It demonstrates the use of ice-breaker, brainstorming, mind-map, hands-on activities and discussion in an integrated manner, in addition to how to conduct assessments in a non-threatening manner. The paper calls on biology teachers to move toward the use of Learner-centred Instructional strategies.

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