Browsing by Author "Bello, Ilias Ayo"
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Item 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 AyoIn 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.Item 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 MohammedThe 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