Browsing by Author "Nuhu, K. M."

Now showing 1 - 7 of 7
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    Assessment of Students’ Comprehension of Binary Concepts using Computer Science Unplugged.
    (Published by College of Applied and Natural Sciences, Fountain University, Osogbo., 2018) Nuhu, K. M.; Adedokun-Shittu, N. A.; Shittu, A. J. K.
    Computer-Science-Unplugged (C-S-Unplugged) is a method of teaching Computer Science in an interesting, engaging, and entertaining way through a collection of free learning activities without using a computer. Lack of computer facilities, inadequate computer systems, and epileptic power supply in Nigerian Secondary Schools have deprived students of practical and hands-on activities. The C-S-Unplugged method can be used to teach computer studies concepts without using a computer. This study focused on the assessment of students’ comprehension of Binary concepts using the computer-science-unplugged approach in a selected Secondary School in Ilorin, Kwara State. The study investigated the students’ comprehension level of Binary concept using the C-S-Unplugged method performance test and determined students’ Self-Assessment of their learning with it. The researchers demonstrated the use of this method with the teaching of the Binary concept by engaging students in class activities to ensure that they understand the concept of this method and assess their comprehension level before attempting the survey. The study adopted a mixed method design, which comprised of one-short case pre-experimental design and descriptive research design of survey type. Fifteen Senior Secondary School One students were purposively selected as an intact class from the selected school. Mean, standard deviation and percentage values were used to answer the research questions, while t-test with value of 1.04 was used to test the only hypothesis: Ho1. There was no significant difference between male and female students’ self-assessment of learning with the C-S-Unplugged method at 0.05 level of significance. These implied that students comprehended the Binary concept using this method and had a positive assessment of their learning with it. There were no gender differences in the students’ self-assessment using Statistical Product and Service Solution. It was recommended, among others, that secondary school teachers should employ the C-S-Unplugged method since the students enjoyed learning with it.
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    Development and Usability of Chemistry Learning App for Nigerian Undergraduates in a Blended Learning Environment
    (Published by Department of Science Education, Al-Hikmah University, Ilorin,, 2019) Oladipupo, M. O.; Nuhu, K. M.; Ajani, A. H.; Ishola, A. O.
    Learning-Apps provide educational contents on mobile devices to motivate and enhance students learning. However, in spite of the pervasive use of mobile devices among undergraduates in Nigerian Universities, its usability is for fruitless activities. Thus, there is need to develop learning-Apps for instructional delivery purpose. This study therefore, focused on the development and usability of Chemistry Learning-App for Nigerian Undergraduates in a Blended Learning Environment. This study employed quasi-experimental design involving a pretest posttest of non-equivalent approach. A total of 30 undergraduates were purposively selected for the experimental group, who were also given the usability questionnaire. The study findings showed that undergraduates had positive usability of the Chemistry Learning-App with a mean of (3.99). The implication is that academic performance of undergraduates would improve if students are more often exposed to the use of a developed Chemistry Leaning-App. It was recommended among others that undergraduates should complement learning with the use of a developed Learning-App.
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    Effect of Webinar Multimedia Platform on Students’ Academic Performance in Selected Educational Technology Concepts in University of Ilorin.
    (Universitas Pendidikan Indonesia, 2021) Nuhu, K. M.; Onojah, A.
    The study investigated the effect of Webinar Multimedia Platform in selected Educational Technology Concept on Students’ Academic Performance in the University of Ilorin. A descriptive study design was adopted for the measurement of respondent’s opinions on the issue related to webinar multimedia tools and students’ academic performance. The study population constitutes 50 students in the Educational Technology Department at the University of Ilorin considering t-test statistical tools. The findings of the study revealed that (i) There was no significant difference between the performance of undergraduates taught selected educational technology concepts using Webinar and those that were taught with the conventional lecture method in favor of the experimental group; (ii) There was no significant difference in the mean score’s performance of male, and (iii) female students that were exposed to Webinar, (iv) The students that were exposed to Webinar had positive reactions toward the use of Webinar, and (v) There was no significant difference between male and female students’ reactions towards the use of Webinar. The study concluded that Webinar was used and found effective for learning the selected Educational Technology concepts. The two hypotheses that were tested were retained. Based on the findings, the researcher recommends that Webinar is a very effective supplementary tool that will enhance students academic performance.
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    Effectiveness of Chemistry Learning-App for Nigerian Undergraduates in a Blended Learning Environment
    (Faculty of Education, Al-Hikmah University, Ilorin, Nigeria, 2019) Onasanya, S. A.; Nuhu, K. M.; Ishola, A. O.; Oladipupo, M. O.
    Learning applications are applications developed for learning purposes using mobile technologies to enhance students learning. However, in spite of the rapid use of mobile devices among undergraduates in Nigerian Universities, many students use mobile devices for unproductive activities. Hence, this study, therefore, focused on the effectiveness of Chemistry Learning-App for Nigerian Undergraduates in a Blended Learning Environment. The objectives of this study were to (i) determine experts’ rating of the developed Chemistry Learning-App;(ii) examine the effectiveness of the Chemistry Learning-App on undergraduates’ academic performance in a blended learning environment and those taught with conventional lecture method; (iii) examined the influence of gender on academic performance of undergraduates exposed to Chemistry Learning-App in the blended learning environment. The research instruments used were; Chemistry Learning-App, Students’ Academic Performance Test, and Experts Rating of the Chemistry Learning-App with the reliability value of .71. This study used quasi pretest-posttest of non-equivalent experimental design. A total of 60 undergraduates were sampled for the study. The study concluded that undergraduates exposed to Chemistry Learning-App performed better than their counterparts taught using the conventional lecture method. The implication is that the Chemistry academic performance of undergraduates would improve if students are exposed to the developed Leaning-App. It was recommended among others that undergraduates should complement instruction with the use of the developed Learning-App.
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    Enhancing Steam Teachers’ Pedagogical Skills Using Contextualized Approach
    (2018-06-13) Adedokun-Shittu, N. A.,; Abdulkadir, A. I. &; Nuhu, K. M.
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    Undergraduate Awareness and Perception on the Use of Digital Collaborative Tools in Facilitating Learning in Selected Universities within the Ilorin Metropolis.
    (Universitas Pendidikan Indonesia, 2021) Nuhu, K. M.; Abdulfatai, D.; Onojah, A.
    The study identified the Digital Collaborative Tools used for learning among undergraduates; (i) determined undergraduates’ awareness on the use of these tools for learning; (ii) ascertained undergraduates’ perception of their use for learning; (iii) identified challenges faced on the use of Digital Collaborative Tools for learning; (iv) ascertained coping strategies of integrating these tools for learning in Ilorin metropolis; and (v) examined the influence of gender on undergraduates’ awareness of Digital Collaborative Tools for learning in Ilorin metropolis. The research adopted a descriptive research design of the survey type. The population is comprised of all undergraduate students in the Ilorin metropolis. A stratified random sampling technique was used to select 200 students and a researcher-designed questionnaire was used to elicit objective responses from the subjects. Frequency counts, percentages, and mean scores were used to analyze the research questions while t-test and Analysis of Variance (ANOVA) was employed in testing the hypotheses. The findings of this study were that Digital Collaborative Tools were used for learning among undergraduates. The study recommended that male and female teachers are to redirect their focus on the utilization of digital collaborative tools for learning.