Browsing by Author "Shittu, A. J. K."
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Item Assessment of Students’ Comprehension of Binary Concepts using Computer Science Unplugged.(Published by College of Applied and Natural Sciences, Fountain University, Osogbo., 2018) Nuhu, K. M.; Adedokun-Shittu, N. A.; Shittu, A. J. K.Computer-Science-Unplugged (C-S-Unplugged) is a method of teaching Computer Science in an interesting, engaging, and entertaining way through a collection of free learning activities without using a computer. Lack of computer facilities, inadequate computer systems, and epileptic power supply in Nigerian Secondary Schools have deprived students of practical and hands-on activities. The C-S-Unplugged method can be used to teach computer studies concepts without using a computer. This study focused on the assessment of students’ comprehension of Binary concepts using the computer-science-unplugged approach in a selected Secondary School in Ilorin, Kwara State. The study investigated the students’ comprehension level of Binary concept using the C-S-Unplugged method performance test and determined students’ Self-Assessment of their learning with it. The researchers demonstrated the use of this method with the teaching of the Binary concept by engaging students in class activities to ensure that they understand the concept of this method and assess their comprehension level before attempting the survey. The study adopted a mixed method design, which comprised of one-short case pre-experimental design and descriptive research design of survey type. Fifteen Senior Secondary School One students were purposively selected as an intact class from the selected school. Mean, standard deviation and percentage values were used to answer the research questions, while t-test with value of 1.04 was used to test the only hypothesis: Ho1. There was no significant difference between male and female students’ self-assessment of learning with the C-S-Unplugged method at 0.05 level of significance. These implied that students comprehended the Binary concept using this method and had a positive assessment of their learning with it. There were no gender differences in the students’ self-assessment using Statistical Product and Service Solution. It was recommended, among others, that secondary school teachers should employ the C-S-Unplugged method since the students enjoyed learning with it.Item Computer studies’ curriculum review: A proposal for an innovative curriculum.(Department of Science Education, Faculty of Education, University of Ilorin., 2018) Adedokun-Shittu, N. A.; Shittu, A. J. K.; Ahmed, M. A.; Oyekunle, R. A.; Abdul Kabir, A. I.This paper proposes an innovative curriculum prototype for Nigerian Computer Studies’ Curriculum (NCSC) having examined the current situation of secondary school computer studies curriculum and the need for its review. This proposal is premised on the need for the NCSC to be redirected towards being activity-based, learner-centered and contextualised. Computer studies is not a subject to be taught in an abstract sense thus, the need to be fully packed with problem-based activities for students’ immersion in computer science concepts. Learning is being clamoured for to be less of teacher-centered but learner-centered in order for students to be able to create meaning with their learning. Finally, the concept of GLOBALIZATION is hinted in this proposal to enable students link global concepts of computer studies to their immediate environment (local). This innovative computer studies curriculum proposal provides examples of how concepts in computer science are explored in human comprehensible formats and localised contents.Item A Global Online Perspective of Students’ Assessment Experience: An Inquiry Into Academic Social Networking Sites(Innovative Technology Integration in Education, 2018) Adedokun-Shittu, N. A; Shittu, A. J. K.; Abdulkabir, I. A.; Ahmed, M.AItem A global online perspective of students’ assessment experience: An inquiry on academic social networking sites(Association for Innovative Technology Integration in Education (AITIE), 2017) Adedokun-Shittu, N. A.; Shittu, A. J. K.; AbdulKabir, A. I.; Ahmed, M. A.Students’ assessment experience is a two-side of a coin that portrays one side depending on another. This paradoxically depicts examining ways of improving students’ learning but consequently telling stories about teachers’ approach. When students expressly reveal that they pass exams through surface learning, this may imply that the teachers’ approach allows this. Contrarily, when students adduce their performance to teachers’ feedback, it could be an indication that the teacher dedicates much time and effort to understanding students’ strength and weaknesses. In the light of this, an empirical study conducted on students’ assessment experience is reported to identify factors that account for students’ assessment across disciplines. An important factor derived is feedback; its direct relationship with improved learning outcomes which every teacher desires to achieve is emphasised. An interesting part of this article is the story-telling part which sourced for teachers’ assessment experience globally through social networks (linkedIn, HETL, LMS) to gather a diverse opinion on teaching improvement. This open platform allows global perspectives to be shared, constructive criticisms to be debated and reflective ideas to be assimilated.