Browsing by Author "Nuhu, K. M"

Now showing 1 - 2 of 2
  • Item
    Assessment of Colleges of Education Students' Utilization of Web-based Tools for Learning in llorin Metropolis
    (Department of Educational Management, University of Ilorin, Ilorin, Nigeria, 2022) Asiyanbola, C.; Nuhu, K. M; Alasan, N. J.; Taiwo, S. A.
    Utilization of web-based tools for learning is one of the factors that can motivate and encourage students to learn as they become more independent and responsible for their learning. However, not many students in colleges of education have embraced the utilization of web-based tools for learning, especially in Kwara State. This study, therefore, assessed the utilization of web-based tools for learning among colleges of education students in Ilorin Metropolis. A descriptive survey research design was adopted for this study, with sample purposively drawn from two colleges of education in Ilorin. A researcher-designed questionnaire titled "Assessment of Colleges of Education Students' Utilization of Web-based Tools for Learning in Ilorin Metropolis was used to gather data. Frequency counts and percentages were used to answer the research questions, while the two formulated research hypotheses were tested using t-test at 0.05 level of significance. The findings of the study showed that there was no significant difference in the level of utilization of web-based tools for learning among Colleges of Education based on gender and school proprietorship. Based on the findings of the study, it was recommended that the school administrators should ensure that seminars, workshops and conferences are organized in colleges of education to sensitize the students on the advantages of using web-based tools for learning.
  • Item
    Augmented Reality Instructional Tool in Enhancing Geography Learners’ Academic Performance and Retention in Osun state, Nigeria. Education and Information Technologies
    (Published by Springer, 2020) Adedokun-Shittu, N. A.; Ajani, A. H.; Nuhu, K. M; Shittu, AJK
    The emergence of new technological innovations in the classroom has brought about greater changes in pedagogy especially in concepts related to abstraction such as Geography. Geography teaching and learning particularly elements of physical Geography are mostly approached in a conventional pedagogical manner even as the concept consists of abstractions. Physical Geography comprises abstractions leading to students’ conceptual difficulties, leading to poor academic performance and low retention. On this basis, this study engaged a visualization technology; Augmented Reality Instructional Tool (ARIT) to examine Geography learners’ performance and retention when they are exposed to its’ use in learning Physical Geography concepts. Four research questions were answered, while, one hypothesis was tested at a 0.05 level of significance. A mixed-method research approach of experimental and survey designs was adopted. A multistage sampled intact class served as the participants. Three test instruments: an open-sourced AR mobile application (ARSJA); an adopted performance and retention test on physical geography (PRTPG); and a validated A 7-Item questionnaire with a reliability value of 0.82 was employed as the research instrument. A retention rubric adopted based on the Brown-Peterson Task of Memory was used as the qualitative content analysis tool. The major finding of the study was that ARIT enhances learners’ performance and retention and equally embraces gender equality. The study concluded, that the teaching and learning of Geography can be enhanced with the use of ARIT.