Browsing by Author "Yusuf A. A."
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Item Assessment of the Use of Projected-Media for learning Basic Science and Technology in Upper-Basic Schools in Ilorin, Nigeria(Faculty of Education, University of Ilorin, Ilorin, Nigeria, 2021) Yusuf A. A.; Omosewo E. O.; Akanbi A. O.; Ahmed M. A.Projected-Media are those materials that are projected (enlarged) for better visualization of the class during teaching and multimedia projectors are those gadgets that are used for projecting the materials or media. Due to the importance of projected media in learning, this study was designed to assess the impact of the use of projected media in learning of Basic Science and Technology in Upper Basic Schools in Ilorin, Kwara State, Nigeria. The study was a quasi-experimental research design of the pre-test, post-test and non-randomized control group design. One hundred and eighteen (118) students were sampled to constitute the experimental group while forty one (41) students were sampled for the control group. An achievement test named “Basic Science and Technology Achievement Test (BSTAT)” with a reliability index of 0.87 was used as research instrument. Data were analysed using t-Test and Analysis of Variance (ANOVA) at .05 level of significance. Findings revealed among others that there was significant difference in the learning outcome of pupils taught Basic Science and Technology with projected media and those taught without the use of projected media in favour of those taught with projected media. It was therefore recommended that teachers should use projected media for teaching Basic Science and Technology in their schools.Item Difficulty Levels of Senior School Physics Concepts as Perceived by Students and Teachers in Ilorin, Kwara State, Nigeria(Department of Educational Foundations, Faculty of Education, Federal University Dutsin-Ma, Nigeria, 2020) Adebisi, N. A.; Akanbi A. O.; Yusuf A. A.The study investigated difficulty levels of senior school physics concept as perceived by students and teachers in Ilorin. The population comprised all physics students and physics teachers in Ilorin. Three hundred, and eighty-five students and 56 physics teachers formed the sample for the study. A researcher-designed questionnaire on Physics Concept Difficulty Checklist for Students (PCDCS) and Physics Concepts Difficulty Checklist for Teachers (PCDCT) were used and validated by three experts. The data collected were analysed using mean and t-test statistics at 0.05 significant level. Findings of the study revealed that 12 physics concepts were perceived Very difficult, 6 Difficult, 10 Moderately difficult and 8 Not difficult to learn by students; while 8 physics concepts were perceived Very difficult, 4 Difficult, 9 Moderately difficult and 15 not difficult to teach by teachers, also, there were no significant difference in students and teachers’ perception of difficult concepts based on gender. It was recommended that effort be made to raise the levels of students' perception of difficulty levels of physics concept.