Browsing by Author "Imam, B. T."

Now showing 1 - 5 of 5
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    Acquisition of entrepreneurial skills in chemistry education towards sustainable development: The role of Science-Technology-Society approach
    (Faculty of Education, University of Portharcourt, 2017-10-01) Imam, B. T.; Yusuf, N. B.; Ahmed A. T.
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    Assessment of technology integration by senior secondary school teachers of science and mathematics
    (ATBU Journal of Science, Technology and Education. Faculty of Technology Education, Abubakar Tafawa Balewa University Bauchi, 2018-11) Badmus, Olalekan T.; Sulaiman, M. M.; Imam, B. T.; Omosewo, E. O.
    Qualitative education is a correlate of technological development in many countries. The trend of scholastic studies in technological integration in classrooms have reported better performance from students taught using technology. Integration is mostly done by teachers with a view to improve students’ performance, hence, this study investigated technology integration by senior school science and mathematics teachers in Ilorin, Nigeria. Forty-two females and seventy-three male teachers were sampled. Teachers’ Technology Integration Assessment (TTIA) questionnaire elicited data to answer four research questions generated in this study. Descriptive statistics of frequency, percentage and charts were employed. Thirty one percent of teachers’ use technology in their classroom against 69% who do not. Twenty-three percentage indicated weekly, 32% monthly and 45% occasionally integrated technology in their classrooms. Also, less experienced teachers integrated technology most among experienced, moderately experienced and less experienced teachers. Male teachers integrated technology more than the female teachers in this study.
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    Assessment of pedagogical knowledge efficacy and applications among secondary school chemistry teachers in Nigeria
    (Centre for Research, Industrial Linkage and International Cooperation, Al-Hikmah University, Ilorin, Nigeria, 2023-12-01) Ahmed A. T.; Yusuf, O. S.; Imam, B. T.; Olorundare, A. S.
    This study assess the pedagogical knowledge efficacy and applications among secondary school in kwara state, Nigeria. A mixed research design was adopted to conduct the study. Related literature was reviewed after the conceptual framework based on the major variable of the study. The population of the study comprises of all the chemistry teachers in secondary schoolin kwara state. Based on the data estimate collected from Kwara State Ministry of Education, out of an average number of 118 schools in Ilorin, four Senior Secondary Schools were purposively selected and 40 Chemistry teachers were then randomly selected for the study. Data collected were based on the research questions and were analyzed using both descriptive and inferential statistic. The finding from the study revealed that majority of chemistry teachers have adequate knowledge about the instructional strategies while few still have contrary view about it. Further finding shows that some chemistry teachers still don’t possess efficacy when exposed to observation protocol. The study concluded that chemistry teachers possess adequate knowledge of the pedagogical knowledge and knowledge of assessment of chemistry students while some still had contrary view about the knowledge of assessment, despite the fact that Pedagogical content knowledge plays important role in classroom instruction.
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    Assessment of science teachers’ implementation of deep conceptual learning in senior secondary schools in Ilorin, Nigeria
    (Faculty of Technology Education, Abubakar Tafawa Balewa University Bauchi, 2021) Imam, B. T.
    The importance of producing lifelong learners who will be able to translate theory into practice cannot be underestimated in the teaching and learning process. Research has informed the need to produce deep conceptual learners as contrary to surface learners due to the numerous advantages attached to it. This study, therefore, investigated the assessment of teachers’ implementation of deep conceptual learning in science classrooms in Ilorin, and five research questions were raised and answered in this study. The study was exploratory and adopted descriptive research of the survey type. A sample of 200 science teachers who were selected through the purposive sampling technique was involved in the study. The instrument used for data collection was a questionnaire entitled Questionnaire on Teachers’ Implementation of Deep Conceptual Learning in Science Classrooms (QTIDCLC). The questionnaire was adapted from the work of Rillero (2016). The validity of the instrument was determined through the split-half method and a reliability value of 0.86 was obtained at a .05 level of significance. Findings from the study revealed that the majority of the teachers reported that they implement deep conceptual learning methods in their classrooms. Participants indicated that methods such as applications of concept to everyday life, teacher-led discussions and classroom lectures are commonly used in their classrooms. It was also revealed from the findings of this study that highly experienced teachers and qualified teachers utilize deep conceptual learning instructional methods than their counterparts who are low experienced and less qualified. The study, therefore, concluded that science teachers implement deep conceptual learning in their classrooms and teachers' qualifications and experience influenced their implementation of DCL instructional methods. Hence, it was recommended relevant stakeholders such as policymakers and curriculum planners should put measures in place to ensure that less qualified and less experienced teachers are supported to implement DCL methods probably through means of professional development.
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    Role of STEAM Teacher Education in Achieving Sustainable Development Goals
    (Biology Education Group, Department of Science Education, University of Ilorin, Ilorin, Nigeria, 2018-11) Yusuf, N. B; Imam, B. T.; Ahmed A. T.; Olorundare, A. S.