Browsing by Author "Ibironke, E. S"

Now showing 1 - 4 of 4
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    EVALUATION OF A GAMIFIED DRILL AND PRACTICE MOBILE APP FOR USE-OF-ENGLISH IN NIGERIA UNIFIED TERTIARY MATRICULATION EXAMINATI
    (Department of Science Education, Faculty of Education, University of Ilorin, Ilorin, Nigeria, 2025) Ibironke, E. S; Aderoju, M. A.; Abdulrahman, M. R.; Nuhu, K. M.; Alimi, A. E.; Olumorin C. O
    This study evaluated a gamified drill and practice mobile application developed to enhance students’ mastery of the Use-of-English component of Nigeria’s Unified Tertiary Matriculation Examination (UTME). The mobile app, designed using the Octalysis Gamification Framework and past Joint Admission and Matriculation Examination questions of Use-of-English, was developed through the ADDOE model which is an adaptation of the ADDIE instructional design model that incorporates the Octalysis phase. Evaluation of the app involved both expert assessment and student testing. Educational Technology and English Language experts assessed the app for content validity, usability, functionality, and pedagogical soundness. A quasi-experimental design was also adopted involving 223 UTME candidates selected using snowball sampling technique. Data were gathered through expert rating scales, a Use-of-English performance test, and a learner engagement questionnaire. Findings revealed high expert ratings across all dimensions. Participants showed improved performance between the pretest and posttest, showing higher motivation and significant improvement in post-test scores. The study concludes that the gamified app is a valid and effective instructional tool for UTME preparation and recommends its integration in language tutorial programs.
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    Influence of technology-enhanced self-regulated learning on undergraduate students’ academic performance in Kwara State, Nigeria
    (Department of Educational Foundations, Faculty of Education, University of Benin, Benin City, Nigeria., 2023) Ibironke, E. S; Asiyanbola, C.,; Aderoju, M. A.,
    The rapid integration of technology in higher education has redefined the teaching and learning process, with a strong influence on students’ learning and performance. This study investigated the influence of Technology-Enhanced Self-Regulated Learning (TESRL) on the academic performance of undergraduates students in universities in Kwara State, Nigeria and specifically ascertained the technology-enhanced self-regulated learning platforms accessible by undergraduate students, determined the extent of use of the platforms, investigated the influence of technology-enhanced self-regulated learning on undergraduate students’ academic performance and found out the challenges faced by undergraduate students using the platforms for learning. A descriptive survey research design was adopted for this study and a simple random sampling technique was used to select a sample of students from the two purposively selected universities and a researcher-designed questionnaire was used to elicit responses from the students. The findings of the study revealed that the frequency of utilization of the TESRL platforms among undergraduate students was low as a majority of the items have low percentages. The findings also showed that the influence of technology-enhanced self-regulated learning on undergraduate students’ academic performance is positive as all items on influence have mean scores that are above the mid-mean score of 2.50. The result of hypothesis one indicated that there is no significant difference in the influence of TESRL on the undergraduate students’ academic performance based on gender. Hypothesis two also indicated that there is no significant difference in the influence of technology-enhanced self-regulated on the undergraduate students’ academic performance based on institution proprietorship.
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    Methods of teaching science, basic technology and computer studies
    (Faculty of Education, University of Ilorin, Ilorin, Nigeria, 2016) Ibironke, E. S; Adegbija, M.; Soetan, A. K.; Alimi A. E.
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    Undergraduates’ awareness, perception and utilization of emerging technologies in the University of Ilorin, Ilorin Nigeria
    (Department of Educational Technology, University of Ilorin, Nigeria., 2020) Ibironke, E. S; Oladosu, K. K.; Sanni T. A.,; Oduola, F. A
    Emerging technologies in different fields of science, engineering, medicine and education among others had greatly influenced research development which in return had immensely enhanced development in terms of efficiency, ease of use, speed and effectiveness. This study was conducted to determine the awareness of undergraduates towards utilization of emerging technologies for learning; determine the level of utilization of emerging technologies among them; and examine their perception towards utilization of emerging technologies for learning in the University of Ilorin. Descriptive survey design was adopted for this research and a total of 100 questionnaires were used in data collection. Percentage and mean scores were used to analyze the data. The study revealed that undergraduate students of university of Ilorin are aware of emerging technologies; they use emerging technologies for learning and have a positive perception towards utilization of emerging technologies for learning with grand mean of 3.19, 3.26 and 3.01 respectively. The study recommended that; Government should formulate policies for awareness programmes on emerging technology for undergraduates and incorporate it in the university education curriculum, Lecturers should involve students more on utilization of emerging technology to derive the benefits hands-on learning has to offer; and provide enabling environment to facilitate proper learning skills and enhance their cognitive development.