Browsing by Author "Yusuf, Mudasiru"

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    Gender Differentials in the Use of Flipped Classroom Instructional Models in Enhancing Achievement and Retention in Oral-English Contents of Senior Secondary School in Minna, Niger State, Nigeria
    (Faculty of Education, Tanta University, Egypt, 2022) Kutigi, U; Yusuf, Mudasiru; Tukur, A; Yusuf, Hamdallat; Daramola, O; Abanikanda, O
    This study investigated gender differentials in the use of flipped classroom instructional models in enhancing achievement and retention in Oral-English contents of senior secondary school in Minna, Niger state, Nigeria. The study adopted a quasi-experimental design using pretest, posttest, non-randomized, non-equivalent control group design. The research was guided by two research questions with corresponding two null hypotheses tested at 0.05 level of significance. The target population for the study was all senior secondary school (SSS) students offering English Language in Minna, Niger State. Multi-stage sampling was used to select three schools and 125 students (69 males and 56 females) students. The contents of the Oral-English were developed into video instructional package. Oral-English Performance Test (OPT) was used for data collection which was validated by 10 experts and pilot tested on 45 SSS II students, the data obtained was analyzed using Pearson Product Moment Correlation (PPMC) and a reliability coefficient of 0.96 was obtained. The data collected were analyzed using descriptive statistics of mean and standard deviation to answer the research questions while inferential statistics of Analysis of Covariance (ANCOVA) was used to test the research hypotheses. The findings of the study revealed that: the students taught Oral-English using Flipped Classroom Strategy (FCS) performed better irrespective of gender. The retention level of male and female students taught Oral-English using Flipped Classroom Strategy was high without discrimination. Based on the findings, appropriate recommendations were made
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    Gender influence on student teachers perceptions of the constructs of Technological Pedagogical Content Knowledge (TPACK) in Nigerian Universities
    (Sultan Qaboos University, 2021) Yusuf, Mudasiru; Ahmed, Talatu; Ansah, S; Yusuf, Hamdallat
    his study investigated whether gender influences the perceptions of TPACK constructs among male and female student teachers in public universities in north-central Nigeria. The study adopted the cross-sectional survey design carried out using the TPACK questionnaire across the study's sample. Sample selec-tion for the study was based on a multi-stage sampling technique. Accordingly, a questionnaire was distrib-uted to a sample of 529 male and female student teachers in their final year enrolled in three universities in Kwara State, Nigeria. They responded to the study tool that wasaccessed after the validity and reliability of the tool had been verified using Cronbach's Alpha. The data were analysed using statistical mean and Mann-Whitney U test. The findings revealed that gender differences in student teachers' perceptions of their Tech-nological Knowledge (TK) and Technological Content Knowledge (TCK) favouring male respondents. However, the results showed no statistically significant differences between male and female student teach-ers in technological pedagogical knowledge (TPK) and technological pedagogical content knowledge (TPACK). The study's conclusions, recommendations, implications, and limitations are based on the research findings
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    Internet resources for learning: Access and practices among students of a Nigerian university
    (The African Symposium, 2014) Yusuf, Hamdallat; Garuba, A.; Yusuf, Mudasiru
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    Professional development in technology integration among teacher educators in Ghana
    (Universitas Pendidikan Ganesha, (Ganesha University of Education) Singaraja, Bali, Indonesia, 2022) Yusuf, Mudasiru; Ansa, Seth; Ahmed, Talatu; Yusuf, Hamdallat
    In this digital era, education makes learners acquire the appropriate and relevant knowledge, attitude and skills that lead to understanding and functioning well in their digitally dominated environment. This research explored how exemplar lecturers developed competencies and skills in integrating technology for instruction. A qualitative hermeneutic phenomenology design was used for the study. In all, 20 lecturers (exemplars) out of 327 lecturers from a teacher education university in Ghana formed the sample and were interviewed by one of the researchers for ten weeks. Data were analysed using thematic coding, structural coding, pattern coding and focused coding in arriving at exemplars' experiences. The findings show that exemplars integrated ICTs such as Google Application for Educators (GAFE), Microsoft Office and Education tools, and other open-source software to make them stand out among their colleagues, as exemplars. Exemplars acquired their integration competencies through individual learning, colleagues, and online materials. The findings underscored the need for institutional facilities provision and support to deepen ICT integration in universities. Based on the results, recommendations, implications, and limitations are discussed