Browsing by Author "Sulaiman, Musa Mohammed"

Now showing 1 - 16 of 16
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    Assessment of Students’ Knowledge of Drug Abuse and Drug Addiction in Kwara Central Senatorial District
    (European Journal of Health and Biology Education, 2020-12) Alabi, Hafsat Imam; Bello, Ganiyu; Sulaiman, Musa Mohammed
    The development of a nation depends greatly on the mental alertness of its citizens especially the youth. Realization of this development might be invisible, if the current trends of drug use and addiction persist, hence the need to assess senior school students knowledge of drug abuse and addiction, four other specific purposes were addressed in the study. A descriptive research of the survey type was adopted. The random sampling technique was used to select 304 students that participated in the study. One of the researchers developed an instrument titled Knowledge of Drug Abuse and Addiction (KODAA) and an adapted drug avoidance self-efficacy instruments were used to source for data. The reliability coefficient of KODAA was 0.76 using the Spear-man brown statistic. Four research questions with corresponding hypotheses were tested at 0.05 level of significance. Findings from the study revealed that gender had no influence on students’ knowledge of drug abuse and addiction. However, a significance difference existed between (i) school type and (ii) self-efficacy and students’ knowledge of drug abuse and addiction. It was, therefore, concluded that senior school students in Kwara central senatorial district have similar knowledge of drug use and addiction. It was recommended that students should be informed about the physical and psychological consequences of drug abuse and addiction.
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    Assessment of Students’ Knowledge of Drug Abuse and Drug Addiction in Kwara Central Senatorial District
    (European Journal of Health and Biology Education, 2020-12) Alabi, Hafsat Imam; Bello, Ganiyu; Sulaiman, Musa Mohammed
    The development of a nation depends greatly on the mental alertness of its citizens especially the youth. Realization of this development might be invisible, if the current trends of drug use and addiction persist, hence the need to assess senior school students knowledge of drug abuse and addiction, four other specific purposes were addressed in the study. A descriptive research of the survey type was adopted. The random sampling technique was used to select 304 students that participated in the study. One of the researchers developed an instrument titled Knowledge of Drug Abuse and Addiction (KODAA) and an adapted drug avoidance self-efficacy instruments were used to source for data. The reliability coefficient of KODAA was 0.76 using the Spear-man brown statistic. Four research questions with corresponding hypotheses were tested at 0.05 level of significance. Findings from the study revealed that gender had no influence on students’ knowledge of drug abuse and addiction. However, a significance difference existed between (i) school type and (ii) self-efficacy and students’ knowledge of drug abuse and addiction. It was, therefore, concluded that senior school students in Kwara central senatorial district have similar knowledge of drug use and addiction. It was recommended that students should be informed about the physical and psychological consequences of drug abuse and addiction.
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    Assessment of Technology Integration by Senior Secondary School Teachers of Science and Mathematics
    (ATBU Journal of Science, Technology and Education, 2018-02-01) Badmus, Olalekan T.; Sulaiman, Musa Mohammed; Imam, Bashirat Titilope; Omosewo, Esther 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.
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    Comparison of Boarding and Day Senior Secondary School Students' Performance in Biology in Owo, Ondo State, Nigeria
    (International Journal of Educational Enquiry and Reflection (IJEER), 2019-01-12) Ahmed, Mulkah A.; Oliver, Nkechi Edith; Danmole, Bolanle Taibat; Sulaiman, Musa Mohammed
    Evidence from empirical studies has in recent time shown repeated poor performance of students in science subjects in Nigeria. This assertion called for the concern of stakeholders and findings from research studies linked this poor performance to school type, government, examination bodies, teachers, parents and the students themselves. In line with this general assertion, this study compared the performance of boarding and day senior secondary students in biology in Owo Local Government, Ondo State, Nigeria. The study was a descriptive research of the ex-post-facto type. A purposive sampling technique was used to select six schools. A total number of three hundred and ninety five (395) students’ results in West African Senior School Certificate examination conducted in 2012 were utilized. The data obtained were analyzed using t-test inferential statistics and Analysis of Variance (ANOVA). All hypotheses were tested at 0.05 level of significance. The results revealed that there was a significant difference in the Biology students’ academic performance in private and public boarding and day secondary schools. It could be deduced that significant difference does exist among the schools. The calculated t-value for male and female students’ performance in boarding (t = 0 .091) and day (t = 0.257) schools are greater than p-value (p>0.05). This implies that significant difference does not exists between the Biology performance of male and female students in boarding and day secondary schools. Based on the findings of this study, it was recommended that parents should not discourage their children from going to either boarding or day school. Rather, they should encourage their children to study hard. Though parents’ financial capability determines the type of school a child attends; parents can still take the sole decision in making a choice between boarding and day school. Students should also be involved in decision making as this would help them to have a positive attitude towards learning process at school. Proprietors of schools should try to establish single sex boarding school which could either be mixed boarding or full boarding since students’ performance in single sex school differs significantly in the sampled schools in favour of full boarders. Public schools are encouraged to monitor learning achievement in schools; provide schools with adequate facilities and other fringe benefits so as to encourage and motivate students to learn more effectively and efficiently, thereby improving students’ academic performance.
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    EFFECT OF DEMO KIT ON TEACHING AND LEARNING OF BIOLOGY AMONG SENIOR SECONDARY SCHOOL STUDENTS’ IN OMU-ARAN, NIGERIA
    (ILORIN JOURNAL OF HEALTH PROMOTION AND ENVIRONMENTAL HEALTH EDUCATION, 2017-12) Adeoye, Gabriel Ademakinwa; Abimbola, Isaac Olakanmi; Ahmed, Mulkah Adebisi; Sulaiman, Musa Mohammed
    This study investigated the effect of demo kit on the teaching and learning of biology among senior secondary school students’ in Omu-Aran, Nigeria. The study is aimed at finding out how the use of demo kit influences students’ achievement in biology based on their gender. Quasi-experimental design of the pre-test, post-test, non-equivalent and non-randomized control group was adopted for the study. One hundred and seventy-three senior secondary school three (SSS III) biology students from four purposively selected senior schools participated in the study. Biology Achievement Test (BAT) consisting of 49 questions was used for data collection and determining students’ overall achievement. The BAT was subjected to item analysis and was also validated by three science education experts from the university of Ilorin, Ilorin, Nigeria. The reliability of the BAT was carried out using test re-test method, with an interval of three weeks and Cronbach alpha statistics was used to analyze the data in which a reliability index of 0.76 was obtained. At the commencement of the study, (after researchers had sought the consent of the biology teachers, parents and students of the participating schools) study technology principle was explained and used to guide the students in the experimental group through the use of demo kit with the BAT being used for the pre and posttest. Descriptive statistics of standard deviation and mean scores were used to answer the two research questions raised while Analysis of Covariance (ANCOVA) was used to test the two null hypotheses formulated at 0.05 level of significance. Findings from the study revealed that, there was no significant difference in the achievement of male and female students because F(1, 94)= 2.134, p = .147 (p>0.05); also, there was no interaction effect between treatment and gender on the achievement of students in biology because F(1, 168) = .213, p = .645 (p>0.05). Based on the findings, it was recommended among others that male and female students should be given equal consideration when using demo kits in teaching and learning of biology.
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    The influence of the frequency of biology practical classes and biology teachers’ qualification on senior school students’ knowledge of biological drawings
    (JURNAL BIOEDUKATIKA, 2021-01-27) Akintola, David Akinjide; Ayanlola, Gabriel Olawumi; Sulaiman, Musa Mohammed
    Despite the importance of Biology in several arears of human endeavors, teaching of practical has been handled with levity both by the teachers and the students. Studies indicated that teachers’ factors, ways and manners related to the teaching of the subject and qualification of Biology teachers are among numerous factors causing students’ poor achievements in Biology. Results from studies suggest that biological drawings could be used to facilitate students’ learning. This study assessed the knowledge of biological drawings possessed by senior school (SS) students based on frequency of Biology practical classes taught by teachers and teachers’ qualification in Oyo State, Nigeria. Descriptive research was employed. A total of 657 Biology students were randomly sampled for the study. Students’ Biological Drawings Achievement Test (SBDAT) was the instrument used with the reliability coefficient of 0.70 using test-retest method. Two hypotheses were generated and tested. Data were analyzed using t-test and ANOVA. Findings of the study showed that; the frequency of Biology practical classes students are exposed to and teachers’ qualification significantly influenced the knowledge of biological drawings possessed by students in Oyo state, Nigeria. It was recommended among others that students should be exposed to high frequency of practical classes. Also, qualified teachers should teach biological drawings in schools.
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    Meta-analysis of the effect sizes of computer assisted instruction studies in science education
    (Journal of Science, Technology, Mathematics and Education (JOSTMED), Federal University of Technology, Minna, 2018-03) Idris, U. S. B.; Abubakar, Maryam; Ezemagu, Mary Ugochukwu; Ezemagu, C. E; Sulaiman, Musa Mohammed
    Computers have been used in facilitating teaching and learning in Nigerian institutions of learning over the years. The study investigated the magnitude of the effects of Computer Assisted Instruction on secondary students' performance in sciences through meta-analysis of the effect sizes of the studies done in Science Education Department, Federal University of Technology, Minna. Descriptive survey design precisely using meta-analysis was adopted in the study. The population for the study consisted of 545 projects conducted in Science Education Department, FUT Minna for the years 2006-2015. 78 research reports were selected using purposive sampling technique considering only CAI studies. the results revealed that the average effect size of Biology across the years was 0.46 (46%), Chemistry was 0.05 (5%), Geography was 0.48 (48%), Mathematics was 0.40 (40%), and, Physics was 0.57 (57%) across the years. The average effect size of the five basic science subjects was 0.52 (52%) which is a large effect size. The study found out that there was no significant difference among the effect sizes based on nature of subjects and there was no significant difference among the effect sizes based on the years of studies. It was recommended among others that the use of CAI should be encouraged in schools as it enhances teaching and learning especially in science subjects. Effect sizes should be reported in experimental studies to display the quantum of effects of treatments for decision making
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    PRE-SERVICE TEACHERS’ ATTITUDE AND EFFICACY TOWARDS INCLUSIVE EDUCATION IN NIGERIA: A CASE STUDY OF PRE-SERVICE SCIENCE EDUCATION STUDENTS IN UNIVERSITY OF ILORIN, NIGERIA
    (Department of Science and Technology Education, 2021-09) Imam, Bashirat Titilope; Sulaiman, Musa Mohammed; Alabi, Hafsat Imam
    In the actualization of sustainable development goals, teachers’ positive attitude towards the implementation of inclusive education in their classrooms becomes essential. Hence, this study investigated pre-service teachers’ attitudes and efficacy towards inclusive education among pre-service science education students in the University of Ilorin, Nigeria. The study adopted descriptive research of the survey type and a sample of 297 respondents were involved. Three research questions and two hypotheses were raised to guide this study. The research instrument entitled Questionnaire on students’ attitude towards inclusive education adapted from Kielblock (2018) was utilized in gathering data for the study. The reliability of the instrument was observed to be 0.74 using PPMC statistics. The research questions were answered using frequency count and percentages while hypotheses were tested using t-test statistics at a 0.05 level of significance. Findings from the study revealed that the majority (72.1%) of the respondents are aware of inclusive education policy in Nigeria. Also, 59.9% of the respondents held a negative attitude towards inclusive education while 47.5% of them have low efficacy towards teaching in an inclusive classroom. Furthermore, it was revealed that gender does not significantly influence students’ attitudes and efficacy towards inclusive education. It was therefore recommended that efforts should be intensified in teacher education programmes to impact knowledge on inclusive education among pre-service teachers as this may likely, strengthen their attitude and efficacy towards inclusion
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    RE-SERVICE TEACHERS’ ATTITUDE AND EFFICACY TOWARDS INCLUSIVE EDUCATION IN NIGERIA: A CASE STUDY OF PRE-SERVICE SCIENCE EDUCATION STUDENTS IN UNIVERSITY OF ILORIN, NIGERIA
    (Department of Science Education, Federal University of Technology Minna, 2021) Imam, Bashirat Titilope; Sulaiman, Musa Mohammed; Alabi, Hafsat Imam
    in the actualization of sustainable development goals, teachers’ positive attitude towards the implementation of inclusive education in their classrooms becomes essential. Hence, this study investigated pre-service teachers’ attitudes and efficacy towards inclusive education among pre-service science education students in the University of Ilorin, Nigeria. The study adopted descriptive research of the survey type and a sample of 297 respondents were involved. Three research questions and two hypotheses were raised to guide this study. The research instrument entitled Questionnaire on students’ attitude towards inclusive education adapted from Kielblock (2018) was utilized in gathering data for the study. The reliability of the instrument was observed to be 0.74 using PPMC statistics. The research questions were answered using frequency count and percentages while hypotheses were tested using t-test statistics at a 0.05 level of significance. Findings from the study revealed that the majority (72.1%) of the respondents are aware of inclusive education policy in Nigeria. Also, 59.9% of the respondents held a negative attitude towards inclusive education while 47.5% of them have low efficacy towards teaching in an inclusive classroom. Furthermore, it was revealed that gender does not significantly influence students’ attitudes and efficacy towards inclusive education. It was therefore recommended that efforts should be intensified in teacher education programmes to impact knowledge on inclusive education among pre-service teachers as this may likely, strengthen their attitude and efficacy towards inclusion.
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    The role of STEAM teacher education in emerging e-society and sustainable development goals
    (European Journal of Health and Biology Education, 2019-06-04) Alabi, Hafsat Imam; Bello, Ganiyu; Ahmed, Aduke Rihanat; Bello, Zakariyyau Adebayo; Sulaiman, Musa Mohammed; Imam, Bashirat Titilope; Bello, Abdulrazak Agboola
    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 e-literate. The task of developing human potentials needed to power sustainable socioeconomic development as well as producing e-literate 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.
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    The Roles of STEAM Teacher Education in the Emerging E-Society and Sustainable Development Goals
    (European Journal of Health and Biology Education, 2019-12-22) Alabi, Hafsat Imam; Bello, Ganiyu; Ahmed, Aduke Rihanat; Bello, Zakarriyau Adebayo; Sulaiman, Musa Mohammed; Imam, Bashirat Titilope; Bello, Razak Agboola
    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 e-literate. The task of developing human potentials needed to power sustainable socioeconomic development as well as producing e-literate 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
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    Science teachers’ perception on challenges of integrating information and communication technology into teaching and learning in Ilorin, Nigeria
    (International Journal of Educational Development, 2017-12) Imam, Bashirat Titilope; Sulaiman, Musa Mohammed
    Since the advent of ICT and its notable advantage towards improving the quality of teaching and learning, it is apparent that science teachers in Nigeria are yet to fully integrate it into teaching and learning. This study therefore sought to find out science teachers perception of the challenges of integrating ICT into teaching and learning, considering the influence of teachers' gender, experience and qualification. The study is a descriptive one of the survey type. The population for the study involved 1.140 teachers within Ilorin metropolis out of which 250 science teachers were randomly selected for the study. Data was gathered using a questionnaire titled STPCI-ICT_TL. The reliability of the instrument was calculated using PPMC and a reliability coefficient of 0.81 was obtained. Findings from the study revealed that 92% of the items on the questionnaire were perceived as some of the challenges of integrating ICT into teaching and learning. Also, there is no statistically significant difference in teachers' perceptions on the challenges of integrating ICT in teaching and learning based of gender, qualifications and teaching experience. The study therefore concluded that teachers have positive perceptions to the challenges of integrating ICT into teaching and learning. Also, teachers' gender, qualification and experience do not influence their perception towards the challenges of integrating ICT into teaching and learning
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    Science Teachers’ Perceptions of Integration of M-Learning into Class Instructions in Kwara State, Nigeria
    (Science Education International, 2022) Bello, Ganiyu; Alabi, Hafsat Imam; Bello, Zakariyau Adebayo; Bello, Ilias Ayo; Sulaiman, Musa Mohammed
    The mandate of the education system is for the advancement of knowledge, socioeconomic transformation, employment generation, and so forth. Literature is awash with arguments in favour of M-learning in the realization of the core mandate of the education system. This study, therefore, examines the perceptions of the science teachers on integration of M-Learning into science class instructions in Kwara State, Nigeria. One hundred and twenty-nine science teachers from 34 public and 27 private senior secondary schools participated in the study. Stratified and purposive sampling techniques were used to select the schools and the teachers, respectively. Aresearcher-designed questionnaire titled, “Teachers’ Perceptions of M-learning” (TPML) with a reliability coefficient of 0.85, was used for gathering data. Data were analyzed using the t-test statistical tool, and findings from the study revealed that the participating teachers had high perceptions of M-learning and were at the preparation stage of integrating it into class lessons. It was concluded that teachers had favorable perceptions of M-learning and were in vantage position to use M-learning to leverage students’ achievement. It is, therefore, recommended that science teachers should progress from the preparation Stage to the action stage of integrating M-learning into science teaching
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    SENIOR SCHOOL SCIENCE TEACHERS’ AWARENESS OF SUSTAINABLE DEVELOPMENT GOALS
    (Journal of Curriculum and Instruction, 2019) Alabi, Hafsat Imam; Sulaiman, Musa Mohammed
    life. These developments should be sustained across generations. The role of science teachers in this regards and in National development cannot be over emphasized, hence, the need to explore their awareness of science teachers on Sustainable Development Goals (SDG). Four research questions were formulated, three of which translated to hypotheses. A descriptive survey method was adopted and a researcher-designed questionnaire was used for data collection. A random sampling technique was utilized to select 205 teachers that participated in the study. The t-test and ANOVA were used for the analysis. The study found a non-significant difference in (i) teachers gender; (ii) qualification; and (ii) experience with respect to science teachers’ awareness of SDGs. The study recommended that teachers
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    SENIOR SCHOOL SCIENCE TEACHERS’ AWARENESS OF SUSTAINABLE DEVELOPMENT GOALS
    (Journal of Curriculum and Instruction, 2019) Alabi, Hafsat Imam; Sulaiman, Musa Mohammed
    life. These developments should be sustained across generations. The role of science teachers in this regards and in National development cannot be over emphasized, hence, the need to explore their awareness of science teachers on Sustainable Development Goals (SDG). Four research questions were formulated, three of which translated to hypotheses. A descriptive survey method was adopted and a researcher-designed questionnaire was used for data collection. A random sampling technique was utilized to select 205 teachers that participated in the study. The t-test and ANOVA were used for the analysis. The study found a non-significant difference in (i) teachers gender; (ii) qualification; and (ii) experience with respect to science teachers’ awareness of SDGs. The study recommended that teachers
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    The use of analogies and metaphors in biology teaching
    (Biology Education Group, Department of Science Education, University of Ilorin, Ilorin, Nigeria, 2017) Sulaiman, Musa Mohammed