Browsing by Author "Yusuf, Aishat"

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    Assessment of the Use of Projected-Media for Learning Basic Science and Technology in Upper-Basic Schools in Ilorin, Nigeria
    (Ilorin Journal of Education (IJE), 2021) Yusuf, Aishat; Omosewo, Esther; Akanbi, Abdulrasaq; Ahmed, Mulkah
    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
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    DIFFICULTY LEVELS OF SENIOR SCHOOL PHYSICS CONCEPTS AS PERCEIVED BY STUDENTS AND TEACHERS IN ILORIN, KWARA STATE, NIGERIA
    (FUDMA JOURNAL OF EDUCATIONAL FOUNDATIONS (FUJEF), 2020-08) Adebisi, Nurudeen; Akanbi, Abdulrasaq; Yusuf, Aishat
    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.
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    Effects of hands-on instructional strategy on senior school students’ performance in waves
    (Journal of Education and Learning (EduLearn), 2022-08) Akanbi, Abdulrasaq; Mohammed, Ridwan; Yusuf, Aishat; Wasiu, Yahaya
    The research examined the effects of hands-on teaching strategy on senior school learners’ performance waves in Ilorin, Nigeria. Senior secondary school (SSS2) science students were sampled at intact classes using a purposive sampling technique. Researcher-designed instructional packages on waves and Physics achievement test on waves (PATW) were the instruments employed. The gathered data were analysed with the use of descriptive and inferential statistics. Percentage, mean and standard deviation were employed in answering the research question. Meanwhile, Analysis of Variance (ANOVA) was utilised in testing the hypotheses formulated at a 0.05 alpha level. The study showed that students’ performance exposed to hands-on instructional strategy was very impressive, while students’ performance exposed to traditional strategy was low, there was a significant effect of hands-on instructional technique on the performance of students in waves and no statistically significant collaborative effect of hands-on instructional technique and students’ gender on performance in waves. It was suggested that hands-on instructional strategies should be integrated and used to make teaching and learning more concrete and active based for both teachers and students.
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    EFFECTS OF JIGSAW II COOPERATIVE LEARNING STRATEGY ON SENIOR SCHOOL STUDENTS’ PERFORMANCE IN PHYSICS IN LAFIAGI, KWARA STATE, NIGERIA
    (Journal of Curriculum and Instruction, Department of Science Education, Unilorin, 2022-06) Usman, Abubakar; Akanbi, Abdulrasaq; Usman, Raheem; Yusuf, Aishat
    The study investigated the effects of Jigsaw II cooperative learning strategy on senior school students' performance in physics. The study also determined how moderating variables of score levels influence students’ performance in physics when jigsaw II cooperative learning strategy was used as instructional strategy. The study employed a quasi-experimental design of non randomized, non-equivalent pre-test post-test control group design. Random sampling technique was used to select two senior secondary school III (SSSIII) physics students comprising 146 (68 male and 78 female) from two intact classes in Lafiagi, Kwara State, Nigeria. Jigsaw II Cooperative Learning Instructional Package on Electric Field (JIICLIPEF) and Electric Field Performance Test (EFPT) were used as treatment and test instruments. Data were collected and analyzed with t-test and Analysis of Covariance (ANCOVA) statistical tools Findings indicated that students taught electric field (current electricity) using jigsaw II cooperative learning strategy performed better than those taught with conventional methods, and there was no significant difference in the performance of students taught electric field with Jigsaw II on the basis of score level. It was therefore recommended based on the findings that teachers should make use of Jigsaw II cooperative learning strategy in order to enhance students’ performance in the electric field.
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    IMPACT OF GUIDED-DISCOVERY METHOD ON INTEREST AND ACADEMIC ACHIEVEMENT OF SENIOR SCHOOL STUDENTS IN PHYSICS IN ILORIN, NIGERIA
    (Journal of Curriculum and Instruction, 2020-06) Yusuf, Aishat
    The study comprised of 240 students, experiments 124 students and 12 physics teachers selected by multistage random sample from twelve senior secondary schools in Ilorin, Nigeria. This study was carried out to examine the impact of guided discovery method (G.D.M) on interest and academic achievement of senior school students in physics (the backbone of technology). The influence of age, location and gender on the interest and achievement of SS One students taught using G.D.M was also examined. Four research questions and null hypotheses were generated and formulated to guide the study. Quasi experimental design using questionnaire technique was adopted. Kuder Richardson formula 21 was used to determine internal consistency of the instruments (PAT and PIIS). The reliability coefficient of .79 and .64 were obtained. The mean score was used to answer research questions and hypotheses tested using ANCOVA statistics at .05 level of significance. When physics were taught using G.D.M, gender or age was not a significant factor of students’ overall achievement, but this method has a significant impact on students’ interest in physics. Recommendations were suggested that the policy makers and curriculum planners should not only elucidate those effective teaching methods or approaches to be used, but they should monitor their implementation as well among others.
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    INFLUENCE OF STUDENTS’ IMPROVISED INSTRUCTIONAL MATERIALS IN SENIOR SCHOOL PHYSICS IN ILORIN METROPOLIS, KWARA STATE, NIGERIA
    (MULTI-DISCIPLINARY JOURNAL OF RESEARCH AND DEVELOPMENT PERSPECTIVES (MJRDP), UNIVERSITY OF CALABAR, CALABAR, NIGERIA, 2020-06) Yusuf, Aishat
    The study comprises of nine (9) Physics teachers and 150 students selected by multistage random sample from Nine Senior Secondary Schools in Ilorin Metropolis in Kwara State. Three instruments designed by the researcher were used to collect data about teachers’ attitude, students’ perception on the improvisation of Instructional materials in teaching – learning activities. Data about dependent variable is the mean score in Physics West African Examinations Council (WAEC) from 2014 to 2019 for each school. The data were analyzed by t-test, Analysis of Variance (ANOVA), Analysis of Covariance (ANCOVA) and Pearson-r statistics at .05 significant level. The findings revealed shortage of instructional materials, inadequate use of available ones and teachers’ making use of local materials to improvise Physics teaching instructional materials. Also, there was no significant effect of gender on students’ achievement in Physics. Thus, Physics teachers need to be resourceful in instructional materials selection, planning and utilization so as to reduce the cost of production and maintenance of instructional materials. The researchers conclude that the utilization of improvised instructional materials promote and enhance effective teaching-learning process, thus, Physics teachers should be encouraged to use them in secondary education programme. It was recommended that government should release more fund into education especially Science Education among others.