Browsing by Author "SULAIMAN, Musa Mohammed"
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Item Biology Education and Bio Entrepreneur Opportunities in Nigeria(University of Lagos,Nigeria, 2020) BELLO, Ganiyu; ALABI, Hafsat Immam; AHMED Aduke, Rihanat; SULAIMAN, Musa Mohammed; BELLO, Zakariyau AdebayoNigeria has been experiencing various socioeconomic and environmental challenges such as unemployment, poverty, insecurity and climate change within the past few decades. These challenges are traceable to a lack of synergy between capital and nature. Knowledge and skills in various fields of biology such as Bioeconomics and Bio-entrepreneur are potent tools for building a strong synergy between capital and nature to enhance sustainable socio-economic development in the nation. This paper focuses on how biology education can be utilised to develop and promote Bio-entrepreneur opportunities among Nigerian youths for sustainable national development. The paper provided overviews of concepts such as biology education, bio-entrepreneur, bioeconomics and so forth. The millennium development goals and the 21st-century skills within the context of sustainable development in Nigeria. Finally, the paper advocated for urgent realignment of biology and science education for sustainable national development.Item EFFECTS OF TEACHING-WITH-FIGURES OF COMPARISON ON SENIOR SCHOOL STUDENTS’ ACHIEVEMENT IN GENETICS IN ILORIN METROPOLIS, NIGERIA(UNIVERSITY OF ILORIN, 2021) SULAIMAN, Musa MohammedGenetics, the Biology of heredity, provides a unifying conceptual framework that links every life science together had been identified in literature as one of the hard-to-teach and hard-to-learn Biology concept. It has been established that the abstract nature of genetics and teaching strategies employed by teachers can significantly influence students’ achievement in genetics. Figures of comparison, such as analogy and metaphor, have been identified as potent tools that can be used to enhance students’ achievement in sciences but its efficacy in teaching genetics has not been fully explored. This study examined the effects of Teaching-With-Figures of Comparison on Senior School students’ achievement in genetics in Ilorin, Nigeria. The objectives of the study were to: (i) compare the achievement of Senior School students taught genetics using analogy, metaphor and conventional teaching strategies; (ii) examine the effects of analogy and metaphor on students’ achievement based on gender; (iii) determine the effects of analogy on students’ achievement based on cognitive styles and score levels; (iv) investigate the effects of metaphor on students’ achievement based on cognitive styles and score levels; and (v) establish the interaction effects among treatment, gender, cognitive styles and score levels. The research adopted a quasi-experimental design of a pre-test, posttest, non-equivalent, non-randomised control group. The population was all Senior School students offering Biology in Ilorin, Nigeria, while the sample consisted of 174 Senior School III students from three purposively selected secondary schools in Ilorin. The research instruments were Genetic Achievement Test (GAT), Group Embedded Figure Test (GEFT), Teachers’ Instructional Guides on Analogy, and Metaphor. The reliability coefficients of the GAT and GEFT were 0.81 and 0.79 respectively using Pearson’s Product Moment Correlation statistics. Data were analysed using t-test and ANCOVA at 0.05 level of significance. The findings of the study were that: i. a significant difference exists in the achievement of students exposed to instruction with the use of analogy, metaphor and conventional teaching method in favour of analogy and metaphor groups F(2,170)= 13.41, p < 0.05; ii. no significant difference in the achievement of male and female students exposed to analogy and metaphor instructional strategies t(53)=.65, p =.52, t(60)=.40, p =.69, p > 0.05; iii. no significant difference in the effects of analogy on the achievement of students based on their cognitive styles and score levels F(2,51)=1.31, p =.29, p > 0.05; iv. no significant difference in the effects of metaphor on the achievement of students based on their cognitive styles and score levels F(2,58) = .56,p =.57, p > 0.05; and v. no interaction effect between treatment and gender; treatment and cognitive styles. However, there was a significant interaction effect of treatment and score levels F(4,164)= 2.87, p < 0.05 The study concluded that the use of analogy and metaphor improves students’ achievement in genetics. This implies that analogy and metaphor strategies significantly bring about conceptual understanding of genetics and by extension other Biology concepts. The study recommended that analogy and metaphor instructional strategies be employed by teachers to teach genetics.Item The Roles of STEAM Teacher Education in the Emerging E-Society and Sustainable Development Goals(IADITI – International Association for Digital Transformation and Technological Innovation, PORTUGAL, 2019-12-22) AHMED Aduke, Rihanat; ALABI, Hafsat Immam; BELLO, Ganiyu; BELLO, Zakariyau Adebayo; SULAIMAN, Musa Mohammed; BELLO, Agboola Abdurazak: The ever increasing applications and widespread use of digital Information and Communication Technologies (ICT) in every aspect of human interactions has become a dominant culture in the current post-modern society. Consequently, it is almost impossible for individuals who are e-illiterate to survive in the emerging smart cities and e-societies, in general. Sustainable development in any nation now rests largely on the level of mastery and use of ICT, as well as, the degree to which citizens are eliterate. The task of developing human potentials needed to power sustainable socioeconomic development as well as producing eliterate citizens, is a core function of the education industry. Here in lies the significance of education, especially teacher education in the achievement of sustainable development goals. This paper therefore, addresses the role of STEAM teacher education in the emerging smart cities, e- societies, and sustainable development goals. The concepts of smart cities, e-societies, Sustainable Development Goals (SDGs) and STEAM teacher education were discussed in the paper. The role of STEAM teacher education in the attainment of SDGs, was critically examined, and the paper calls for the restructuring of the Nigerian education system in line with the basic tenets of STEAM education as parts of measures to attain the SDGs in Nigeria.