Browsing by Author "Omosewo E. O."

Now showing 1 - 6 of 6
  • Item
    Analysis of errors committed by physics students in secondary schools in Ilorin metropolis, Nigeria
    (Didactics of Exact Sciences Department, Babes-Bolyai University, Cluj-Napoca, Romania, 2013) Omosewo E. O.; Akanbi A. O.
    The study attempt to find out the types of error committed and influence of gender on the type of error committed by senior secondary school physics students in metropolis. Six (6) schools were purposively chosen for the study. One hundred and fifty five students' scripts were randomly sampled for the study. Joint Mock physics essay questions (JMPEQ) for SS3 physics students, and researchers prepared error identification and classification and index (REICI) were used as the instruments. The reliability coefficient of REICI scores was 0.78. Frequency counts, means percentages and chi-square were used to analyze the data collected. The findings of the study revealed that four types of errors were committed by students this include Operational errors, Defective Algorithms, Random errors and computational error. The total frequency of errors committed by male students was significantly higher than that of their female students. It was recommended that physics teachers should explore pedagogic techniques towards minimizing the occurrence of wrong operations, computational errors, defective algorithms, and random errors.
  • Item
    Assessment of quantity and quality of lecturers for effective implementation of the Nigeria Certificate in Education physics curriculum
    (State University of Maringa, Maringa, Parana, Brazil (Scopus/Scimago index-Q4), 2014) Akanbi A. O.; Omosewo E. O.
    The study assesses the quantity and quality of lecturers for effective implementation of the NCE Physics curriculum in the Federal and State Colleges of Education in Nigeria. The sample was drawn from two Federal Colleges of Education and two State Colleges of Education in all the six geo-political zones in Nigeria. 60 lecturers were purposively sampled from 24 colleges of education. The instrument used was Lecturers’ questionnaire (LVENPC). Frequency counts, percentages, charts and chi-square analysis were applied to test the hypothesis. The result indicates that there are no enough lecturers in both Federal and State Colleges of Education and the quality of the lecturers is appropriate, there is no significant difference in the staffing of lecturers’ from Federal and State Colleges of Education on the quantity and quality of human resources for successful implementation of Physics course. It was recommended that sufficient Physics lecturers should be employed to teach Physics in Colleges. Colleges should ensure sufficient provision of human resources in both quantity and quality to enable the objectives of the programme to be fully achieved.
  • Item
    Assessment of Technology Integration by Senior Secondary School Teachers of Science and Mathematics
    (ATBU, Journal of Science, Technology & Education (JOSTE), 2018-07-07) Badmus O. 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 female 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.
  • Item
    Assessment of the Use of Projected-Media for learning Basic Science and Technology in Upper-Basic Schools in Ilorin, Nigeria
    (Faculty of Education, University of Ilorin, Ilorin, Nigeria, 2021) Yusuf A. A.; Omosewo E. O.; Akanbi A. O.; Ahmed M. A.
    Projected-Media are those materials that are projected (enlarged) for better visualization of the class during teaching and multimedia projectors are those gadgets that are used for projecting the materials or media. Due to the importance of projected media in learning, this study was designed to assess the impact of the use of projected media in learning of Basic Science and Technology in Upper Basic Schools in Ilorin, Kwara State, Nigeria. The study was a quasi-experimental research design of the pre-test, post-test and non-randomized control group design. One hundred and eighteen (118) students were sampled to constitute the experimental group while forty one (41) students were sampled for the control group. An achievement test named “Basic Science and Technology Achievement Test (BSTAT)” with a reliability index of 0.87 was used as research instrument. Data were analysed using t-Test and Analysis of Variance (ANOVA) at .05 level of significance. Findings revealed among others that there was significant difference in the learning outcome of pupils taught Basic Science and Technology with projected media and those taught without the use of projected media in favour of those taught with projected media. It was therefore recommended that teachers should use projected media for teaching Basic Science and Technology in their schools.
  • Item
    Gender and School Type as Predictors of Performance of Senior Secondary School Physics Students in Ilorin, Kwara State
    (2016) Akanbi A. O.; Omosewo E. O.; Muhammed R. E.; Anwo A. O.
    The study investigated gender and school type as predictors of performance of senior secondary physics students’ in Ilorin, Kwara State, Nigeria. The study was a descriptive survey. A total of six hundred and twenty five physics students participated in the study. A validated Proforma was used to collect records of students that sat for 2014 (WASSCE) in physics which were converted to scores and were analyzed using mean, and t-test statistical techniques. The finding showed that there was a significant difference in the academic performance of male and female senior school students in physics in favor of male students, there was a significant difference in the academic performance of senior school students in private schools and those in public schools in physics in favor of private schools, there was a significant difference in the academic performance of male senior school students in private and public schools in physics in favor or private schools while there was no significant difference in the academic performance in physics between female students in private and public senior schools in Ilorin. It was recommended that physics teachers should be more gender-sensitive in their pedagogical approaches as well as in the implementation of the physics curriculum. Physics teachers in public schools should make genuine effort towards improving the academic performance of students in the subject so as to equal the private schools in terms of students’ academic performance.
  • Item
    Misconceptions of Electromagnetism Concepts Held by Male and Female Physics Students in Nigerian Colleges of Education
    (Department of Science Education, Federal University of Technology, Minna, 2017) Akanbi A. O.; Omosewo E. O.; Abdulraheem R. F.; Ojerinde A. I.
    Students’ conceptions in their subject matter have been found to influence their performance. The purpose of this study was to identify misconceptions of electromagnetic concepts held by male and female students in Nigerian colleges of education. Fourteen colleges of education were purposively selected. The sample involved 718 males and 482 females. A 20-item Electromagnetic Conception Test (ECT), students' questionnaire and the researcher designed Marking Scheme (RMS) were used as the instruments. Mean and t-test were used to analyze the data collected. The finding of the study revealed that 20 identified electromagnetic concepts were held by male and female physics students among college of education in North Central, and there was no significant difference in the number of misconceptions of electromagnetic concepts held by male and female physics students. It was recommended that physics teachers should help students by asking them to give evidence to support their explanations and by revisiting difficult or misunderstood concepts after a few days or weeks, and physics teachers should help students to construct scientifically-accepted concepts regarding that information.