Browsing by Author "Olokooba I. N."

Now showing 1 - 5 of 5
  • Item
    AWARENESS AND USABILITY OF ARTIFICIAL INTELLIGENCE IN TEACHING CIVIC EDUCATION IN SENIOR SECONDARY SCHOOLS IN KWARA STATE, NIGERIA
    (Faculty of Science and Technology Education, Confluence University of Science and Technology, Osara, Kogi State, Nigeria, 2024-12) Olokooba I. N.; Lebari, M.; Adegboye S. O.
    Understanding the integration of Artificial Intelligence (AI) in teaching senior secondary school Civic Education in Kwara State, Nigeria, is crucial due to AI's increasing potential to enhance educational practices. This study examined the AI tools Civic Education teachers are aware of and use, the challenges they face in utilizing AI, and the differences in these challenges based on school type and years of teaching experience. Descriptive research was adopted, utilizing a questionnaire titled "Awareness and Usability of Artificial Intelligence in Teaching Senior Secondary School Civic Education Questionnaire," administered to 180 Civic Education teachers from 72 schools in Kwara State. Descriptive data analysis techniques were used to summarize and interpret the data. The findings reveal that WhatsApp Meta AI, Google Assistant and ChatGPT were the most recognized tool, However, awareness was significantly lower for tools like Perplexity.ai, Jasper AI, and Llama 3 by Meta. ChatGPT, WhatsApp Meta AI, and Google Assistant were identified as the most usable AI tools for Civic Education teachers. The main challenges faced by Civic Education teachers included high internet connectivity costs, limited AI tool selection, time constraints for learning AI tools, lack of awareness among school administrators, non-user-friendly features, difficulty in finding quality content, and insufficient training and support. Recommendations include increasing investment in educational technology to ensure all schools have access to necessary AI tools and resources. Professional development programs should be established to train teachers in the effective use of AI in the classroom. Policy reforms are essential to support AI adoption, focusing on creating a conducive environment for AI integration in schools. Tailored training programs based on teachers' experience levels and school-specific strategies should be developed. Awareness campaigns for lesser-known AI tools and enhanced support systems for teachers are also crucial.
  • Item
    Influence of parental factors on upper basic students’ performance in Social and Islamic Studies in Ilorin, Nigeria
    (Universitas Majalengka, West Java-Indonesia, 2022-07) Olokooba I. N.; Owoyale-Abdulganiy, I. S.
    Parenting is the process of promoting and supporting the physical, emotional, social, and intellectual development of a child from infancy to adulthood. The study therefore examined the influence of parental factors on upper basic students’ academic performance in Social and Islamic Studies in Ilorin, Nigeria. A descriptive survey research design was adopted for the study. The sample for this study was all upper basic Social and Islamic Studies students in Ilorin. Systematic random sampling was employed to select seven upper basic schools in Ilorin. Purposive sampling technique was used to select 180 upper basic 2 Social and Islamic Studies students. A Pro-Forma was used as the instrument for data collection. Data analysis was done using ANOVA and Scheffe-Post Hoc analysis for research hypotheses. The result of the study showed that there was a significant difference in the academic performance of upper basic students’ in Social and Islamic Studies based on parental educational level and Socio-economic Status, the parental educational level. The finding of the study revealed that there was no significant difference in the academic performance of upper basic students’ in Social and Islamic Studies based on parental occupation and marital status. Based on these findings, it was recommended among other that parents should create enough time with their children especially in the area of communication concerning school activities, expectations of academic performance, the importance of achieving good results and they should always ask, and give encouragement to the children about the importance of homework.
  • Item
    Influence of Social Skills on Undergraduate Teacher Trainees’ Attitude Towards Social Responsibilities
    (Social Studies Association of Nigeria, 2023) Olokooba I. N.; AROMOLARAN A. B.; ADEYEMO E. A.
    This study examined the influence of social skills on undergraduate teacher trainees towards social responsi bilities in Kwara State, Nigeria. This study adopted the descriptive type of survey, the population consisted all undergraduate teacher trainees in Nigerian universities. Three hundred and fifty students were sampled using purposive sampling techniques from the three institutions. A researcher-designed questionnaire was used with psychometric properties of construct validity. The data were analysed using mean score and standard deviation to answer the research question. The findings revealed that communication skill, listening skills, problem solving skills, voluntary engagement in self-motivated activity and the ability to seek help and help others are the patterns of social skill possessed by undergraduate teacher trainees. Undergraduate teacher trainees’ often display their social skills, which means the extent to which social skills are displaced by undergraduate teacher trainees is on high level. The findings of this research also show that loyalty to institutional authority, political participation, engaging in charitable acts, participation in community development and respect for institutional authority are social responsibilities expected of undergraduate teacher trainees in the society. Undergraduate teacher trainees show positive attitude towards social responsibilities in the society. It was concluded that Good manners, problem solving skills and critical thinking skills among others are the social skills which influence undergraduate teacher trainees’ attitude towards social responsibilities in the society. Given these outcomes, the study recommended that university education is more than just technical instruction to prepare students for professional career; it should also contribute to students’ overall personal development.
  • Item
    INFLUENCE OF SOCIAL STUDIES INSTRUCTION ON ACTUALIZATION OF NIGERIAN EDUCATIONAL GOALS AMONG UNDERGRADUATES IN NIGERIAN UNIVERSITIES
    (Social Studies Association of Nigeria, 2024) Olokooba I. N.; Lawal F.
    This study examined the influence of Social Studies instruction on actualization of Nigerian educational objectives among undergraduates in Universities The objectives of the study was to examine the adequacy of Social Studies objectives at graduate level, awareness of Nigerian educational objectives through social studies instruction, relevance of Social Studies objectives to Nigerian educational objectives and influence of Social Studies instruction on actualization of Nigerian educational objectives. Social Studies undergraduates in universities in the state was the study population. A descriptive survey design was employed. The study adopted a descriptive survey design, 250 Social Studies undergraduates were sampled through purposive sampling technique. The researcher’s designed questionnaire titled Social Studies Instruction and Actualization of Nigerian Educational Goals Questionnaire [SSIANEGQ] was used for data collection. Construct validity of the instrument with a reliability coefficient of 0.83 using Pearson Product Moment Correlation was obtained. In the study, findings showed that Social Studies adequately cultivated in undergraduates’ social skills for the survival of the individuals, capacity for acquiring certain basic skills essential for sound judgment and relevant body of knowledge and information necessary for personal development and contributions to the betterment of mankind and actualization of Nigerian educational goals. The findings also showed that Social Studies undergraduates were aware of Nigerian educational goals. Findings revealed that objectives of Social Studies are essential to Nigerian educational goals and Social Studies influenced the actualization of Nigerian educational goals especially among undergraduates. Based on the findings, it was therefore recommended that Social Studies should be made a compulsory subject to be taught at all levels of educational system for effective attainment of educational goals and the teacher-trainees should internalize the contents of Social Studies so as to interpret its contents and encourage its learning experiences.
  • Item
    Relevance of arts and social sciences subjects to security and safety education upper basic schools
    (Universitas Majalengka, West Java-Indonesia, 2023-01) Owoyale-Abdulganiy, I. S.; Olokooba I. N.; Ayuba, O. J.
    This paper investigated the relevance of Arts and Social Sciences Education in the promotion of security and safety education in Nigeria. This paper examined religious, social and language roles in ensuring security and safety of lives and properties in the country. The objectives of the study were to examine relevance of religious, language and Social Studies to security and safety education as the country persistently experienced security challenges. The simple random sampling technique was used to select 50 out of 120 teachers of Religious Studies, 55 out of 135 teachers of language education and 53 out of 315 teachers of social studies in upper basic schools in Ilorin, Kwara State, Nigeria. A researchers-designed questionnaire titled “Relevance of Arts and Social Sciences to Security and Safety Education Questionnaire (RASSSSEQ)” was used to gather data from the respondents. The instrument was validated by three experts in Test and Measurement and found it appropriate for this study. The reliability of the instrument was determined using test re-test reliability technique within a two-week interval. The scores of the two tests were correlated using the Pearson’s Product Moment Correlation (PPMC). The value obtained was 0.87. Three research questions raised were answered using the percentages. The findings of the study revealed that Arts and Social Sciences subjects are relevant in ensuring security and safety education in our society. The study concluded that curriculum must be reviewed in other to promote security education through Arts and Social Sciences subjects. Also, the study recommended that ministry of education should include security and safety education in social studies, languages and religious studies curriculum at all levels of education.