DEPARTMENT OF SCIENCE EDUCATION
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Browsing DEPARTMENT OF SCIENCE EDUCATION by Subject "COLLEGES OF EDUCATION"
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Item EFFECTS OF BLENDED LEARNING ON BIOLOGY STUDENTS’ ATTITUDE AND ACHIEVEMENT IN COLLEGES OF EDUCATION IN KWARA STATE, NIGERIA(UNIVERSITY OF ILORIN, 2018) ADEOYE, Oyekemi OlubunmiContinuous increase in population of students in higher institutions of learning in Nigeria often results into overcrowded lecture rooms and laboratories, leading to poor performance of Biology students. Several strategies had been employed in previous studies to address the problem without much improvement in students’ achievement problem in Colleges of Education in Kwara State, Nigeria. There is, therefore, a need to find out if a method such as blended learning would address the problem. Moreover, there has been paucity of studies on students’ achievement in Biology using blended learning strategy. Hence, the objectives of this study were to investigate the: (i) effect of blended learning on students’ attitude towards Biology; (ii) effect of blended learning on students’ achievement in Biology; (iii) attitude of Biology students to blended learning based on gender ; (iv) attitude of Biology students to blended learning based on score level ; (v) difference in the achievement of Biology students exposed to blended learning based on gender (vi) difference in the achievement of Biology students exposed to blended learning based on score level; and (vii) interaction effect of treatment, gender and score level on attitude and achievement of Biology students. A quasi-experimental design was adopted for the study. Purposive sampling technique was used to select two Colleges of Education in Kwara State. The study involved (115) Biology students (experimental group = 48; control group = 67) comprising 82 females and 33 males. Attitude questionnaire, Achievement test, and an internet application, entitled, “Biology Blended Learning Package Application” were used. They were validated by two experts in Biology and four Educational Technologists. The attitude questionnaire had a reliability co-efficient of 0.83, using Cronbach alpha, while the achievement test had a reliability of 0.82, using split-half technique. Inferential statistics was used to analyze the data at 0.05 level of significance. The findings of the study were that: i. Biology students in Colleges of Education had positive attitude towards blended learning (X =63.00 , SD=17.09); ii. there was a difference in the achievement of Biology students in the experimental and control groups in favor of those exposed to blended learning.( t (114) = 21.8, p <0.05); iii. there was no significant difference in the attitude of male and female students exposed to blended learning ; iv. there was a significant difference in the attitude of students exposed to blended learning, based on score level, in favor of medium score(F( 2, 44 ) = 1.66; p< 0.05) ; v. there was no significant difference in the achievement of male and female students exposed to blended learning; vi. there was a significant difference in the achievement of students based on score level, in favor of low score (F(2,44) = 36.39; p<0.05); and vii. there was no significant interaction effect of treatment, gender and score level on students’ attitude, and achievement. The study concludedthat Colleges of Education Biology students exposed to blended learning had a better achievement. This implies that blended learning improved the performance of Biology students. The study recommended that blended learning should be integrated into the teaching and learning of Biology in Colleges of Education.Item LECTURERS’ CHARACTERISTICS ANDTHEIR PERCEPTIONS OF THE IMPLEMENTATION OF CHEMISTRY CURRICULUM IN COLLEGES OF EDUCATION IN SOUTH- WEST, NIGERIA(University of Ilorin, 2018) ADENIRAN, Adewale OlusegunThe goals and objectives of a course at any level of education can be achieved if the planned curriculum for such a course is properly implemented. Effective implementation of chemistry curriculum is a function of lecturers’ characteristics. Studies revealed poor performance of students in chemistry, which indicates that implementation of chemistry curriculum, may be faulty. This study therefore examined lecturers’ characteristics and their perceptions of the implementation of chemistry curriculum in Colleges of Education in South-west, Nigeria. The objectives of the study were to find out the influence of lecturers’ characteristics: (i) academic qualifications; (ii) teaching experience; and (iii) gender on perceptions of the implementation of chemistry curriculum. The study further investigated: (iv) influence of school type; and also determined (v) whether significant differences exist in lecturers’ perceptions of implementation of chemistry curriculum based on qualification, experience, gender and school type. Descriptive research method of the survey type was employed. The population comprised all (107) chemistry lecturers from Federal, State and Private Colleges of Education in South-west Nigeria. Total population sampling was employed for the 107 chemistry lecturers from 15 Colleges of Education that offered chemistry out of 33 Colleges of Education in south-west, Nigeria, during the field work. 87 lecturers were qualified, 20 were unqualified, 28 were experienced, 46 were moderately experienced and 33 were less experienced. 74 were males while 33 were females. The instrument used was Lecturers’ Characteristics Questionnaire (LCQ) which was validated by experts. Using test-retest method, LCQ reliability value was 0.81. Four research questions were answered using mean scores while four hypotheses were tested using t-test and Analysis of Variance (ANOVA). Findings of the study were that: (i) qualified lecturers had higher positive perceptions (x̄ =4.21) of the implementation of chemistry curriculum than unqualified lecturers (x̄ =4.05); (ii) experienced lecturers had the highest positive perceptions (x̄ = 4.25) of the implementation of chemistry curriculum followed by the less experienced (x̄ =4.21), and moderately experienced lecturers (x̄ = 4.15); (iii) male lecturers had higher positive perceptions (x̄ =4.42) of the implementation of chemistry curriculum than female lecturers (x̄ =4.12); (iv) lecturers in State Colleges of Education had the highest positive perceptions (x̄ =4.22) of the implementation of chemistry curriculum followed by lecturers in Federal (x=4.17) and lecturers in Private Colleges of Education (x̄ =4.13); and (v) no significant difference existed in lecturers’ perceptions of the implementation of chemistry curriculum based on qualification, gender, experience and school type (p>0.05). The study concluded that lecturers had high positive perceptions of the implementation of chemistry curriculum. The implication of this study is that poor performance of students in chemistry may not have anything to do with lecturers’ 11 characteristics and their perceptions, but could be caused by other factors. It was recommended that teaching of chemistry should be limited to qualified and experienced chemistry lecturers. However, further studies should look into other factors that may cause poor performance of students in chemistry, in Colleges of Education in South-west Nigeria.