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All Journal Palmyra Fiber as Additional Materials on Solid Concrete Brick of Aggregate Jurnal Karya Abdi Masyarakat
Adesina, Abiodun Ezekiel
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Perceived Impact of Primary Education on the Attainment of Nigeria Vision 20:2020 Adesina, Abiodun Ezekiel
Mediterranean Journal of Social Sciences Vol. 2 No. 5 (2011): October 2011 - Special Issue
Publisher : Richtmann Publishing

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Abstract

This study sought the perceived impact of primary education on the attainment of Nigeria Vision 20:2020. Surveydesign was adopted for the study. Six hundred primary school teachers were randomly sampled from Oyo Local GovernmentAreas of Oyo State. A self-designed 20 items questionnaire validated and trial-tested with reliability of 0.83 was used to collectthe data. Three hypotheses were tested at 0.05 level of significance using t-test statistical tool. The findings revealed that theprimary education standard have impact on the nation attainment of NV 20:2020 (cal-t = 10.73; Crit-t= 1.96, df = 598) and thatthe standard of primary education is hampered by the low level of funding and facilities availability at school (Cal-t = 11.06, Crit-t= 1.96, df = 598). Also it was found that the level of teachers qualification at the primary school significantly influence thestandard of primary education in the country (Cal-t = 4.66, Crit-t = 1.96, df = 598). It was therefore recommended that alongproper funding and facilities provision for primary level of education, liberalization should be encouraged for better qualifiedteachers to handle foundational classes in order for the nation to achieve her Vision 20:2020.
Empowering Primary School Teachers Through Mobile Learning to Break Educational Stereotypes Adesina, Abiodun Ezekiel; Putri, Husmayani Muny; Syarif, Eka Aghnia
Jurnal Karya Abdi Masyarakat Vol. 9 No. 1 (2025): Jurnal Karya Abdi Masyarakat
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jkam.v9i1.42815

Abstract

This community engagement study aimed to empower primary school teachers in Oyo Town to integrate mobile learning as a tool for breaking educational stereotypes and enhancing inclusive pedagogy. The initiative responded to persistent structural and attitudinal barriers in Nigerian primary education by offering stereotype-reduction training through mobile technology. Employing a sequential exploratory mixed-methods approach, the program involved 250 teachers from public and private schools across four local government areas. Qualitative data were gathered via semi-structured interviews, followed by quantitative validation through structured questionnaires. The findings revealed that teachers—particularly younger and less experienced ones—held strong positive perceptions of mobile learning's potential to challenge stereotypes, with no significant differences by gender, qualification, or school type. However, implementation was hindered by policy ambiguity, infrastructural deficits, and limited technological readiness. The study underscores the value of localized, community-responsive interventions in promoting digital inclusion and educational equity. Future research should investigate the long-term impact of mobile learning on classroom practice and explore peer-mentoring strategies to bridge generational gaps among teachers. The study recommends targeted investments in digital infrastructure, supportive policies, and differentiated capacity-building to ensure scalable integration of mobile learning in diverse primary school contexts.
Co-Authors Putri, Husmayani Muny Syarif, Eka Aghnia