Browsing by Author "Oyelekan, Oloyede Solomon"
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Item Computer literacy and ICT literacy: The changing face of literacy.(North Carolina State University, Raleigh, North Carolina, United States of America., 2011) Oyelekan, Oloyede SolomonLiteracy as a term has become a dynamic concept and societal changes, especially advancements in the technological world have necessitated a continuous review of what the meaning of literacy should be. Computer literacy and Information and Communication Technology (ICT) literacy are revolutionalizing the concept of literacy as the knowledge of the computer and ICT is beginning to feature prominently in the emerging definitions of literacy. Computer literacy and ICT literacy however, are two common forms of literacy often erroneously perceived to be synonymous. It is common to see these two terms used interchangeably. However, these two terms even though closely related, connote different technical meanings. This paper discusses the concept of literacy and how computer literacy and ICT literacy have come to bear in the emerging definitions of literacy. It also explores the technical meanings of the two terms by providing an aggregation of the views, assertions, and definitions expressed by experts to make a clear distinction between the two.Item 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 SolomonThe 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.Item 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 SolomonThe 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.Item 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 SolomonThe 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 levelItem 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 SolomonNigerian 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.Item Information and Communication Technology literacy among student-teachers in Universities in North-Central, Nigeria(Faculty of Education, University of Malaya, Malaysia, 2015) Daramola, Florence Olutunu; Yusuf, Mudasiru Olalere; Oyelekan, Oloyede SolomonThe 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.Item An overview of the status of Information and Communication Technology (ICT) in the Nigerian education system.(North Carolina State University, Raleigh, North Carolina, United States of America., 2008) Oyelekan, Oloyede SolomonEfforts are being made in various quarters to ensure that Nigeria is not left behind in the global trend on the use of ICT in enhancing education. This paper provides a brief review of the literature on the status of ICT in the Nigerian education system. The efforts of some agencies involved in the drive are highlighted, while a review is also made on some empirical studies that have been carried out in this regard. The review indicates that Nigeria is gradually advancing towards full integration of ICT into her education system, even though at a slow pace.Item Oyelekan, O. S., Akinpelu, G. A., & Daramola, F. O. (2015): Science students’ use of the Internet for learning in higher institutions in Osun State, Nigeria. International Journal of Information and Communication Technology Education (IJICTE), 11(4), 67-82. Published by the Information Resources Management Association, United States of America. Available online at http://www.igi-global.com/article/science-students-use-of-the-internet-for-learning-in-higher-institutions-in-osun-state-nigeria/132787(Information Resources Management Association, United States of America, 2015) Oyelekan, Oloyede Solomon; Akinpelu, Gabriel Akinyemi; Daramola, Florence OlutunuThe Internet is one technology that has impacted tremendously on the sociological fabric of man. In the field of education, it serves as a library of knowledge from where virtually all information could be obtained. A knowledge of how well higher institution students use the Internet for learning may enable their lecturers take appropriate decisions on their instructional practices. In this study, data was obtained from four 435 purposively selected students in the Faculties of Science of six higher institutions in Osun State, Nigeria using a researcher-designed questionnaire. The results show that 63.8% of the students indicated they used the Internet for learning. It was found out that there was no significant difference between male and female students’ use of the Internet for learning and there was no significant difference in the students’ use of Internet for learning in the private and public higher institutions in the State. However, there was significant difference among the students in their use of the Internet for learning with the University students showing the highest degree of positive response of use followed by the students of the College of Education and then the students of the Polytechnics. It is recommended among others that stakeholders in higher education in Osun State should endeavour to provide modern ICT/Internet facilities in all the higher institutions in Osun State so as to enable students have unlimited Internet access.Item Relationships among senior school students’ self-efficacy, metacognition and their achievement in Chemistry.(Faculty of Education, Near East University, Cyprus, and Cyprus Educational Sciences Association., 2019) Oyelekan, Oloyede Solomon; Jolayemi, Seun Sola; Upahi, Johnson EneroLearners play very significant roles in the teaching–learning process. Irrespective of how teachers teach, learners often have their own ways of learning. Three hundred senior secondary school II students selected from 10 senior secondary schools in Ilorin, Nigeria participated in the study. Simple random sampling technique was used to select 30 students from each of the 10 purposively sampled senior secondary schools. Data were collected using three instruments, namely, Chemistry Self-Efficacy Questionnaire, Chemistry Metacognition Questionnaire and Chemistry Achievement Test with reliability indices of 0.83, 0.73 and 0.86, respectively. Answers were provided to four research questions each of which has a corresponding hypothesis. The hypotheses were tested at 0.05 level of significance using Pearson Product Moment Correlation, regression and analysis of variance. Findings from the study indicates significant positive relationship among senior secondary school students’ Chemistry self-efficacy, metacognition and their achievement in Chemistry F(2, 297) = 332.482, p < 0.05.Item The role of practical work in the teaching of Science in Nigerian schools: Experiences and challenges(Routledge, London, 2020) Upahi, Johnson Enero; Oyelekan, Oloyede SolomonItem 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 SolomonEfforts 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.Item Secondary school students’ level of understanding of selected chemistry concepts in Osun State, Nigeria.(Published by the North Carolina State University, Raleigh, North Carolina, United States of America., 2006) Oyelekan, Oloyede SolomonThis study was carried out to find out the level of understanding of selected chemistry concepts by senior secondary school students in Osun state, Nigeria. Two hundred and ninety one senior secondary school III (SSIII) students from six purposively selected secondary schools were used for the study. A test item termed test of concept understanding in chemistry (TCUC) was used. It was found out that the students’ level of understanding of chemistry concepts was low and that students performed better in theoretically related concepts than in practically related concepts. Students also found it difficult to understand the following concepts: the mole concept, electrolysis, chemical formulae, equations and balancing of chemical equations, electronic configuration, preparation of salts, calculations in volumetric analysis, physical and chemical changes, and properties and identification of gases. Students however found it easy to understand acids & bases, and simple separation techniques.Item 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 SolomonThe 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.Item Subject specialization and science teachers’ perception of Information and Communication Technology for instruction in Kwara State.(Information Resources Management Association, United States of America., 2014) Fakomogbon, Michael Ayodele; Adebayo, Rachael Funmi; Adegbija, Mosiforeba Victoria; Shittu, Ahmed Tajudeen; Oyelekan, Oloyede SolomonThis study examined Kwara State secondary school science teachers’ perception of ICT for instruction based on their area of specialization. Participants were 630 science teachers of Biology, Chemistry, Physics and Mathematics from both public and private senior secondary schools in 12 Local Government Areas in Kwara State. The data collected through questionnaires tagged Science Teachers Information and Communication Technology Perception Questionnaire (STICOTEPQ) were analysed using frequency count, mean, chi-square and Analysis of Variance (ANOVA) statistics. Findings revealed that (i) the science teachers’ perception of ICT was generally positively low and (ii) there was significant difference in the secondary school science teachers’ perception of ICT for instruction based on their area of specialization{F(3,252) = 50.323, p<0.05} with the Biology teachers having the highest level of perception while the Mathematics teachers had the low est perception. The implication of this study was that should the secondary school science teachers remain at this level of perception of ICT for instruction, the probability that ICT will be used for classroom instruction in Kwara State is very low. It was therefore recommended that ICT should be fully integrated into science teacher education at the Colleges of Education and the Universities and that Kwara State Government should formulate a programme of ICT training and retraining of teachers currently in service as a way of improving their perception of the use of ICT for instruction.