Browsing by Author "Falade, A. A."

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    Assessment of Digital Information Literacy Development Programme for Tertiary Institution Students in Ibadan Metropolis
    (Nigeria, Journal of Research in National Development (JORIND): Department of Maritime Management Technology, Federal University of Technology, Owerri, Nigeria, 2020) Falade, A. A.; Asiyanbola, C.; Aladesusi, G. A.
    Digital Information literacy (DIL) is the ability to make efficient and effective use of information sources. Information literacy includes having the skills to access information, and also to ascertain its veracity, reliability, bias, timeliness, and context. The Development of Digital Information Literacy (DIL) has been slow in comparison to changes in information communication technologies, and this remains an issue for the tertiary education sector in Nigeria. This study therefore assessed digital information literacy development programmes for tertiary institutions students in Ibadan metropolis. The study was a descriptive of the survey type. Four research questions and two hypotheses were answered and tested respectively. A total of (400) respondent drawn from three selected tertiary institutions in Ibadan Metropolis formed the sample for the study, only (315) copies of the questionnaire were retrieved. Data were collected from the respondents using researcher-designed questionnaire and it was tested for reliability using Cronbach Alpha and 0.91 and 0.76 reliability coefficient obtained at 0.05 level of significance. Descriptive statistics of Mean score, Frequency counts and Percentage distribution were used to answer research questions while hypothesis one was tested using Mann Whitney U Test and hypotheses 2 was tested using Kruskal- Wallis H-test: The results of the findings indicated that digital literacy programmes were provided by tertiary institution for tertiary institution students; and majority of the digital literacy skill are possessed by tertiary institution students in Ibadan metropolis; meanwhile male and female tertiary institution students had influence on digital literacy skill in Ibadan metropolis among others; The study concluded that majority of the digital literacy skill were possessed by tertiary institution students in Ibadan metropolis. The study established no significant difference between male and female tertiary institution students in the digital information literacy skill in Ibadan metropolis. Females were also coming up in matters concerning ICT and so should not be discriminated against. The implication is that based on the findings, it was recommended among others that Government should give the necessary support on the procurement of all needed digital information literacy facilities. This could be in form of free excise duty, reduction in their prices and free supply of the facilities into tertiary institutions.
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    Secondary school teachers’ awareness of, access to and adoption of artificial intelligence for teaching in Ilorin-west, Nigeria
    (Kirk University, Thailand, 2024) Ibironke, E. S.; Alimi, A. E.; Damilola, J. S.; Abdulrahman, M. R.; Falade, A. A.; Nuhu, K M.; Asiyanbola, C.
    Artificial intelligence (AI) in education refers to the ability of a computer system to perform human tasks, such as thinking and learning. Benefits of AI for teaching are yet to be explored in the Nigerian educational system because there are substantial socio-cultural and organizational challenges. The study hence investigated secondary school teachers’ awareness of, access to and adoption of AI for teaching. Specifically, the study: (i) assessed teachers’ awareness of AI fo r teaching; (ii) determined teachers’ access to AI tools for teaching; (iii) examined factors that affected teachers’ adoption of AI for teaching and (iv) assessed public and private school teachers’ access to AI f or teaching at secondary schools in Ilorin- West, Kwara State, Nigeria. A descriptive research design of the survey type was adopted. A total number of 200 computer studies teachers participated from fourteen secondary schools where information and communication technology facilities are available. Descriptive statistics of frequency count, percentages and means were used to answer the research questions. T-test was used to test the hypothesis at 0.05 level of significance. Findings established that secondary school teachers: • are not aware of AI for teaching; • did not have access to AI tools for teaching; • lack of funds and infrastructural facilities are some of the factors that affect teachers’ adoption of AI for teaching and • there was no significant difference between public and private secondary school teachers’ access to AI for teaching . The study concluded that 59.8% of teachers in secondary schools are not aware of AI and do not adopt it for teaching. This has great implications for raising the awareness of the benefits of implementing AI in the teaching process. Hence, the study recommended, among others, that teachers should be enlightened about the benefits of new technologies for smart teaching.