Browsing by Author "Bello, Zakariyau Adebayo"
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Item 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 AgboolaAttempt 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 EducationItem 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