Browsing by Author "Omosewo, E. O."
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Item Assessment of technology integration by senior secondary school teachers of science and mathematics(ATBU Journal of Science, Technology and Education. Faculty of Technology Education, Abubakar Tafawa Balewa University Bauchi, 2018-11) Badmus, Olalekan 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 females 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 Epistemology, culture and physics education: Implication for sustainable development(Department of Science Education, University of Ilorin, Ilorin., 2018-07) Badmus, Olalekan T.; Mustapha, S. I.; Omosewo, E. O.The knowledge and belief of a people form significant component of their culture. The culture is embedded in the ways they think, perceive and behave even in learning situations. How learning takes place have been established in the literature to depend significantly on attitude. Learners attitude towards learning encompasses the language, mode and competence in the delivery of instruction. Aboriginal language and culture influence learning and allow learners to embrace instructions with peculiarity to their lineage. This study examines the confluence of belief, culture, and learning of physics within and outside the classroom. Inferences drawn based on the findings of various researchers regarding all reflected components in this study. Specifically, this study investigated the extent to which all the aforementioned variable influence students learning of physics, taking into consideration the role of physics education in the attainment of Sustainable Development Goals (SDGs) of the United Nations.Item Gender and school type as predictors of performance of senior school physics students in Ilorin, Kwara State(Faculty of Education, University of Port Harcourt, Port Harcourt, 2016) Akanbi, A. O.; Omosewo, E. O.; Mohammed, 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 favour 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 favour of the private schools, There was a significant difference in the performance of male senior school students in private schools and those in public schools, while there was no significant difference in the academic performance in physics between female student in private and public senior schools 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 should schools 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 Gender and school type as predictors of performance of senior secondary school physics students in Ilorin, Kwara State(Faculty of Education, University of Port Harcourt, Port Harcourt, Nigeria, 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 of 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 Improving Science Education in Nigeria: The Role of Key Stakeholders(Eurasian Society of Educational research., 2018-05) Badmus, Olalekan T.; Omosewo, E. O.The general poor performance of students in national examinations in recent past have brought about doubts from relevant quarters as to the activities of stakeholders towards improving students’ performance in Science and generally Science Education. Researchers have succinctly identified causes of poor performance among students and have acted in various capacities to remediate this occurrence. However, government, teachers and students have peculiar challenges for effective and successful improvement from the status quo. Whether the roles are practicable under the current socio-economic realities in Nigeria remains a probable question. Hence, this study researched the responsibilities of government, teachers and students in qualitative development of science education in Nigeria. The researcher reviewed the global educational practices to what is obtainable in Nigeria vis-à-vis the UNESCO benchmark. Also, this study suggests plausible solutions to the peculiar problems arising from the neglect of global and international best practices in Nigeria.Item Influence of gender on the use of computer assisted instruction in teaching secondary school physics students in Ilorin South(Faculty of Education, University of Ilorin, Ilorin, Nigeria, 2016) Mohammed, R. E.; Olawuyi, C. O.; Omosewo, E. O.; Akanbi, A. O.This study investigated the influence of gender on the use of Computer Assisted Instruction (CAI) in teaching secondary school Physics students in Ilorin South. Two research questions were addressed on the influence of gender; on the use of CAI and students’ scoring ability. The research was a quasi-experimental type with a design of 2 X 3 factorial. A total of twenty eight senior secondary school one (SSS1) students were involved in the study. The pre-test and posttest were conducted and their scores subjected to Analysis of Covariance (ANCOVA). The findings revealed that there was no significant improvement in the performance of male and female students who were taught using CAI while there was a significant difference in the performance of high, medium and low scorers in favour of high scorers. The findings, therefore recommends teachers should encourage both male and female students and also make sure that low scorers participate actively in the teaching and learning of physics using CAI. Teachers need to integrate CAI into the teaching/learning process for the better performance of physics studentsItem Influence of instructional resources on senior school students’ performance in physics in Ilorin, Nigeria(Published by the Department of Science Education, Faculty of Education, University of Ilorin,Ilorin,Nigeria, 2017) Mohammed, Ridwan Enuwa; Anwo, A. O.; Omosewo, E. O.; Akanbi, A. O; Bankole, SFor any nation to develop scientifically or technologically, the knowledge of physics is required. Despite this crucial role of physics in national development, the performance of students in the subject is poor requiring urgent revival. Since physics like other science subjects is believed to be meaningfully taught and learnt when appropriate instructional resources are available and used, this study therefore investigated the level of availability of physics instructional resources in senior schools in Ilorin and its influence on the students’ academic performance in physics. The study was a descriptive survey and a total of six hundred and twenty five students participated in the study. Proportional random sampling technique was used to select forty senior schools in the three local government areas that constitute Ilorin. A validated proforma and checklist were used to collect the record of students that sat for 2014 WASSCE in physics and check the available instructional resources in the selected schools respectively. Data obtained were converted to scores and were analyzed using mean, percentage and t-test statistical techniques. It was found out that physics instructional resources have a positive significant influence on the academic performance of senior school students in physics and that there was moderately high level of availability of instructional resources in private schools while there was low level of instructional resources in public schools in Ilorin. It was therefore recommended among others that government should provide adequate physics instructional resources in order to improve the academic performance of the students in physics.Item Influence of school location and school type on senior secondary school student’s achievement in physics in Ilorin, Kwara State.(Department of Science Education, University of Ilorin, Ilorin., 2017-06) Badmus, Olalekan T.; Soliu, Ismail P.; Akanbi, A. O.; Omosewo, E. O.This study investigated the influence of school location and school type on senior school achievement in physics in Ilorin, Kwara State. The study specifically examined the influence of school location and school type on students’ academic achievement in WASSCE physics examinations from 2010- 2014. SSCE results of 1124 senior school students that sat for WASSCE examinations from 2010- 2014 were collected from eight schools in both rural and urban areas of Ilorin East, Kwara State. Two hypotheses were formulated. The t-test statistical tool was used to test both hypotheses at 0.05 level of significance. This study reveals statistical significant difference in the achievement of senior school students in WASSCE physics examinations based on school location from 2010-2014 in favour of rural schools, t(1122)=3.404, p<0.05; there was also a significant difference in the achievement of senior school students in WASSCE examinations based on school type from 2010-2014 in favour of private schools, t(1122)=12.12, p<0.05. Recommendations and conclusions were made in line with the findings of this study.Item Inspiring effective educational leadership in Africa: towards improving students’ academic achievement against all odds(Academic Journal of Research and Development. Nigerian Educational Research and Development Council (NERDC), 2018-11) Badmus, Olalekan T.; Uyanne, E. O.; Omosewo, E. O.Scholarly researches across the world have reported educational leadership to be a predictor of students’ achievement at all levels of education. This position is a reflection of the educational standards and prospects of nations with such qualities and an infraction to nations yet to device workable leadership structure. This manuscript reviewed characteristic problems associated with educational leadership in African and the role of government, teachers and relevant stakeholders in the present-day anomaly. This research work enumerated peculiarities of structures and standards in two countries. A critical examination of educational leadership policies and structures obtainable in Australia and Japan as case studies. Notable similarities and differences in culture, values and traditions of the examined countries were basic, unique and also catered for the need of these societies. However, what Africa can learn as a continent from the leadership qualities of these countries were succinctly outlined.Item Way Forward for STEM Education(Produced for STAN by HEBN Publisher Plc., 2011) Abimbola, I. O.; Olorundare, A. S.; Omosewo, E. O.; Ahmed, M. A.; Upahi, J. E.; Yahaya, L. A.