Browsing by Author "Olorundare, Adekunle Solomon"

Now showing 1 - 11 of 11
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    Analysis of Secondary School Certificate Chemistry Examination Questions Conducted by NABTEB for Cognitive Complexity
    (Journal of Research in Science Education, 2018) Imam, Bashirat Titilope; Owolabi, Taiwo; Olorundare, Adekunle Solomon
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    Analysis of the West African Senior School Certificate Examination Chemistry Questions according to Bloom’s Revised Taxonomy
    (2016-02-28) Upahi, Johnson Enero; Israel, David Oluwadamilare; Olorundare, Adekunle Solomon
    The current reform initiatives in science education placed a deliberate emphasis on the need for students to develop students’ higher order cognitive skills (HOCS) through question asking, critical thinking, and problem solving. One of the ways to achieve this goal is to improve on the quality of questions asked in examinations. This study adopted the framework of Bloom’s revised taxonomy to analyze chemistry examination questions conducted by the West African Examinations Council. 328 Chemistry questions for a period of 5 years were analyzed using this framework that reflects dual perspective on learning and cognition. The results revealed that 80% of the questions merely measured students’ lower order cognitive skills (LOCS), while 49.4% and 19.5% of the questions measured conceptual and procedural knowledge respectively. The results further revealed that none of the questions require students to employ their cognition (metacognitive knowledge). It is concluded that the questions emphasized LOCS, and do not adequately reflect the advocacy for HOCS-oriented assessments.
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    Development and validation of a computer instructional package on electrochemistry for secondary schools in Nigeria.
    (University of West Indies, West Indies., 2009) Oyelekan, Oloyede Solomon; Olorundare, Adekunle Solomon
    The computer has witnessed a wide range of applications in virtually all human endeavours. It has also found its way into the classroom, and educators now look in its way as a panacea to prevalent pedagogical challenges. Researches have indicated that appropriate use of the computer for science instruction facilitates teaching and learning. This research work was carried out to develop and validate a computer instructional package on electrochemistry for secondary schools in Nigeria. Several researches have indicated electrochemistry to be one of the topics responsible for students' poor performance in School Certificate Chemistry examinations in Nigeria. The package was produced in an html format using Macromedia Dreamweaver as the overall platform. Other computer programs utilized during the development process are: CorelDraw suit 12, Microsoft Word 2003, Macromedia Fireworks 8, and Macromedia Flash 8. The validation of the package was carried out in accordance with the recommendations of Dick, Carey, & Carey (2005). In the end, the package was found to produce a very good performance level in the students when used for electrochemistry instruction.
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    Development of a Computer Package on Organic Chemistry for Colleges of Education Students in Nigeria
    (Information Resources Management Association, United States of America, 2020) Akpokiere, Roseline; Oyelekan, Oloyede Solomon; Olorundare, Adekunle Solomon
    The low achievement of chemistry students in Nigerian Colleges of Education has been attributed to a number of factors including a lack of indigenous computer software for enhancing course teaching. This study therefore sought to develop and validate an instructional computer package on organic chemistry for Colleges of Education in Nigeria. The development of the package involved the use of Macromedia Flash and Macromedia Time Line and Frames on HTML platform. CorelDraw and Microsoft Word programs were used for texts and graphics, Macromedia Fireworks was used for some texts, buttons, and graphics, while Macromedia Flash was utilised for animations. In the end, an organic chemistry computer instructional package (OCIP) has been produced and validated. It is recommended among others that lecturers teaching organic chemistry to first year College of Education students should make use of the developed package to improve the understanding of the course by the students.
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    Effect of Sequencing of topics on senior school students genetics achievement in Ilorin metropolis
    (College of Education, Al- Hikmah University, 2017-06) Alabi, Hafsat Imam; Olorundare, Adekunle Solomon; Bello, Ganiyu; Abimbola, Isaac Olakanmi
    This study explored the effect of sequencing of topics on senior school students’ achievement in genetics in Ilorin, Nigeria. The researchers developed, validated and administered a 20-items short questions tagged Biology Achievement Test in Genetics (BATG) on 107 senior school students. The BATG was used as a pretest and post-test to measure the equivalent of the groups prior to the commencement of the treatment and students’ gains after the instruction respectively. A quasi- experimental design was adopted, and mean and standard deviation were used to answer the research questions, while t-test was used to test the formulated hypotheses. The study found that there was no significant difference in the achievement of students taught genetics using the researchers structured order and those taught with officially prescribed order. The study also found that there was no significant difference in the achievement of male and female students taught genetics using the researchers structured order. It was recommended that concept in genetic could be taught independently as learning of one concept does not affect the other; and that, both male and female students should be given equal consideration as far as genetics teaching is concerned.
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    Effects of Cooperative Instructional Strategy on Senior School Students’ Achievement in Electrochemistry
    (International Society of Educational Research, Turkey., 2016) Abdulwahab, Najimudeen; Oyelekan, Oloyede Solomon; Olorundare, Adekunle Solomon
    The poor performance of Nigerian students in School Certificate Chemistry over the years necessitates the search for alternative instructional strategies that could ensure better students’ achievement. This study investigated the effects of cooperative instructional strategy on senior secondary school students’ achievement in electrochemistry using gender and scoring levels as moderating variables. The study employed a 2 x 2 x 3 non-randomized and non-equivalent, pre-test and post-test quasi-experimental factorial design. Two intact classes in two secondary schools in Ilorin, Nigeria were involved in the study, with one class serving as the experimental class, and the other serving as control. A Chemistry Achievement Test (CAT) with reliability Coefficient of 0.75 was used for the study. Data analysis was carried out using t-test and Analysis of Covariance (ANCOVA). The findings of this study revealed no significant difference in the achievement of students taught using cooperative instructional strategy and those taught using the traditional lecture-based instructional method (t=7.26, p>0.05), although students taught using cooperative instructional strategy performed better than their counterparts in the control group. However, a statistically significant difference was observed in the achievement of students based on their scoring level when taught using the cooperative instructional strategy (F=4.850, p<0.05), with the low scorers benefitting most. Hence it is recommended that chemistry teachers should consider using cooperative instructional strategy for teaching Chemistry as a way of enhancing better understanding of the subject. Keywords: cooperative instructional strategy, achievement, electrochemistry, gender, scoring level
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    Effects of Mastery Learning Instructional Strategy on Senior School Students' Achievement in the Mole Concept.
    (Southwestern University, Texas, United States., 2015) Lamidi, Bashirat Titilope; Oyelekan, Solomon Oloyede; Olorundare, Adekunle Solomon
    Abstract Nigerian students have not been performing up to expectation in public chemistry examinations. One of the causes identified as being responsible for this is the teachers’ use of inappropriate instructional strategies. This study was conducted to determine the effects of mastery learning instructional strategy on secondary school students’ achievement in mole concept, a topic that has been empirically identified as contributing to the poor performance of candidates in School Certificate Chemistry. The study used a quasi-experimental design and followed the non-randomized, non-equivalent pre-test and post-test group design. Data were obtained from two intact classes in two purposively selected secondary schools in Ilorin South Local Government Area of Kwara State, Nigeria. The experimental group was taught the mole concept using mastery learning instructional strategy while the control group was taught using the conventional teaching method. The data obtained were analyzed using t-test and Analysis of Covariance (ANCOVA) with the pre-test and post-test scores as covariates. It was found that students taught using the mastery learning instructional strategy performed better (mean score 15.50) than their counterparts in the control group (mean score 7.04). Furthermore, gender had no significant effect on the achievement of the students taught using the mastery learning instructional strategy. Results also showed a statistically significant covariance between scoring level and group. Based on the findings of this study, it is recommended that teachers should consider using mastery learning instructional strategy for chemistry instruction to improve the performance of their students in chemistry examinations.
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    Effects of mastery learning instructional strategy on Senior School students’ achievement in the mole concept.
    (Southwestern University and Texas Christian University, United States., 2015) Lamidi, Bashirat Titilayo; Oyelekan, Oloyede Solomon; Olorundare, Adekunle Solomon
    Nigerian students have not been performing up to expectation in public chemistry examinations. One of the causes identified as being responsible for this is the teachers’ use of inappropriate instructional strategies. This study was conducted to determine the effects of mastery learning instructional strategy on secondary school students’ achievement in mole concept, a topic that has been empirically identified as contributing to the poor performance of candidates in School Certificate Chemistry. The study used a quasi-experimental design and followed the non-randomized, non-equivalent pre-test and post-test group design. Data were obtained from two intact classes in two purposively selected secondary schools in Ilorin South Local Government Area of Kwara State, Nigeria. The experimental group was taught the mole concept using mastery learning instructional strategy while the control group was taught using the conventional teaching method. The data obtained were analyzed using t-test and Analysis of Covariance (ANCOVA) with the pre-test and post-test scores as covariates. It was found that students taught using the mastery learning instructional strategy performed better (mean score 15.50) than their counterparts in the control group (mean score 7.04). Furthermore, gender had no significant effect on the achievement of the students taught using the mastery learning instructional strategy. Results also showed a statistically significant covariance between scoring level and group. Based on the findings of this study, it is recommended that teachers should consider using mastery learning instructional strategy for chemistry instruction to improve the performance of their students in chemistry examinations.
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    Science teachers’ utilization of innovative strategies for teaching senior school science in Ilorin, Nigeria
    (Faculty of Education, University of Malaya, Malaysia, 2017) Oyelekan, Oloyede Solomon; Igbokwe, Emoyoke Faith; Olorundare, Adekunle Solomon
    Efforts have been made to improve science teaching in secondary schools in Nigeria, yet, students continue to perform poorly in science subjects. Many innovative teaching strategies have been developed by educators and found to impact significantly on students’ academic performance when utilised. Hence, this study was aimed at examining science teachers’ utilisation of innovative teaching strategies in teaching senior school science subjects in Ilorin, Nigeria. A sample of two hundred and fifty six (256) science teachers were selected from secondary schools in Ilorin East, South and West Local Government Areas using stratified random sampling technique. Data was obtained using a researcher-designed questionnaire known as the Innovative Teaching Strategies Questionnaire (ITSQ) which has a reliability index of 0.91 Cronbach alpha. Results showed that out of the thirty six (36) selected innovative teaching strategies, most science teachers frequently used only two (2), while the rest were rarely used. The results also showed no significant difference in science teachers’ level of utilisation of the innovative teaching strategies based on experience and qualifications. It was recommended among others that science teachers avail themselves of the opportunities provided by these innovative strategies in improving the performance of their students.
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    Self-efficacy and chemistry students’ academic achievement in senior secondary schools in North-Central, Nigeria
    (Faculty of Education, University of Malaya., 2016) Baanu, Titilayo Funmisho; Oyelekan, Oloyede Solomon; Olorundare, Adekunle Solomon
    The use of Information and Communications Technology (ICT) in the school system is becoming increasingly prominent. This study was conducted to find out the ICT literacy levels among student-teachers in the universities in North-Central Nigeria. The study involved a total of 638 student-teachers consisting of 360 males and 248 females. The instrument used for the study was a researcher-designed questionnaire with a reliability index of .74. The results indicated that student-teachers in North-central Nigeria have an average ICT literacy level. No significant difference was established in the level of ICT literacy between male and female student-teachers {t(636)=1.672 >.05} and there was no significant difference in the level of ICT literacy by student-teachers in the Arts, Sciences, and Social Sciences {F(2,635) = 0.935 > 0.05}. It was recommended that universities make available more ICT equipment and facilitate the student-teachers in adopting the culture of integrating ICT into pedagogy and educational administration since they have an average ICT literacy level.
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    Translating Research Findings for Science Teachers: Best Practice for Science Teaching
    (libreriauniversitaria.it, 2016-03) Upahi, Johnson Enero; Akanmu, Morenikeji Alex; Olorundare, Adekunle Solomon
    Research in science education has begun to witness a commendable growth in the last two decades. Research findings from mathematics and science-related courses have been reported in several seminars, workshops, conferences, local and international journals, yet, the impact of these researches seem to have remain little, or somewhat unfelt. The reasons attributed to this minimal impact could includes: Researchers have concentrated largely on the generation of research findings, and have given low priority to exploring their implications for, and application in, the classroom; undue attention given to fashionable research areas without adequate consideration of the practical usefulness of the research findings; the inadequacies of research recommendations to provide implications of findings to actual classroom practice; lack of awareness of research findings on the part of the teachers and their reluctances to accommodate such findings; and science teachers’ tendencies to rely on personal knowledge in the practice of science teaching. To facilitate the impact of science education research on actual classroom practice, researches should be planned and conducted vis-à-vis the adoption of research areas that have potential usefulness to science teachers, and the development of strategies to improve teachers’ awareness and willingness to adjust to research findings are discussed in this paper.