Article Per Year (5 Year)
p-Index From 2021 - 2026
0.888
P-Index
This Author published in this journals
All Journal Journal of Education and Learning (EduLearn) Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika
Obro, Sunday
Unknown Affiliation
Humanities Education Library & Information Science Mathematics Physics Social Sciences Other

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
The Internet and Quality Social Studies Education for Sustainable Development in Post-Covid-19: a Review Obro, Sunday
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 5 No. 1: March 2021
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v5i1.425

Abstract

The Internet has its fundamental prerequisite needed by all to outlive the challenges of the 21st century. Quality Social Studies Education for sustainable development is significantly necessary for today’s Nigeria in post-covid-19. The paper pointed out that the Internet can be used for quality Social Studies Education for sustainable development in Nigeria. Suggestions on how to use the Internet for quality Social Studies Education for sustainable development were made. The paper employed a qualitative study approach. It discussed the Internet and quality Social Studies Education for sustainable development. It further discusses Social Studies Education and the concept of the Internet. It also looked at various scholars’ views on sustainable development. It went further to x-rayed the interaction with the Internet and the Internet for quality Social Studies Education for sustainable development. These include, among others, exposure of Social Studies teachers to internet usage for quality Social Studies Education for sustainable development and making school Net, Nigeria Dig Net a reality in Nigeria.
Computer-aided instruction on social studies student’s achievement and retention Uwaifo, Roseline Osayi; Osah, Mark Igho; Obro, Sunday
Journal of Education and Learning (EduLearn) Vol 19, No 3: August 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i3.22252

Abstract

The study explored innovative instructional strategy: effect of computer-aided instruction on social studies students’ achievement and retention outcome. The study was an experimental study. The sample of the study was 180 students. The instrument used for the study was the scholarly achievement test (SAT). Descriptive statistics were utilized to provide answers to the research questions and analysis of variance (ANOVA) was employed to test the hypotheses. The result established that computer-aided instruction (CAI) impacted social studies students’ achievement. The result also established a significantly improved retention of students instructed with CAI and that gender-wise, female students achieved better than the male students in the university. It was suggested that teachers should incorporate CAI into social studies lessons. Educators should be educated on the use of CAI.
Metacognitive reading strategies: gender, locality, and age differences among secondary school students Odofin, Toyin; Urien, James; Obro, Sunday
Journal of Education and Learning (EduLearn) Vol 18, No 4: November 2024
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v18i4.21605

Abstract

This study ascertained the influence of gender, locality and age on metacognitive reading strategies of secondary school students. The sample size consists of 440 students randomly selected from 23 secondary schools. An adopted questionnaire tagged “metacognitive reading strategies questionnaire,” was used as the data gathering instrument, with a logical validity of 0.88 and Cronbach alpha of 0.73 as internal consistency. The data collected were analysed statistically using descriptive statistics and t-tests. Data analysis revealed that females' reading strategies outnumber males'; females' global strategies ranked highest, while females' problem-solving strategies ranked lowest; and students in urban secondary schools tended to utilise metacognitive reading strategies more frequently than their rural counterparts. This study also shows that students with higher age brackets make more use of metacognitive reading strategies than lower-age students. Therefore, it is recommended that educators should be prepared to educate students how to effectively utilise various components of metacognitive reading strategies.
Implementation challenges of universal basic education policy in Delta State, Nigeria: stakeholders’ roles Ataphia, Akporehe Dorah; Okiemute, Anho Roseline; Obro, Sunday
Journal of Education and Learning (EduLearn) Vol 20, No 1: February 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i1.23120

Abstract

The study dwelt on the analysis of implementation challenges of universal basic education (UBE) in public primary schools. The expose facto research design and survey method were adopted to carry out the study. The multistage sampling technique was adopted to select 414 teachers. A self-constructed instrument was used to conduct the study. The instrument’s reliability was tested using Cronbach alpha statistics, which gave a 0.75 alpha coefficient and was deemed reliable. The researcher and six research assistants administered the instrument. Descriptive statistics was used to analyze the research questions, while the hypothesis was tested with t-test statistics. The findings revealed many challenges facing the implementation of UBE in Delta state, which emanate primarily from parents and the government. It was recommended that the government provide adequate funds to provide a conducive environment for learning in school; the government should ensure that parents send their children to school by giving UBE more publicity, enlightening parents on the benefits of educating their wards, and enforcing sanctions to erring parents, among others.
Co-Authors Ataphia, Akporehe Dorah Odofin, Toyin Okiemute, Anho Roseline Osah, Mark Igho Urien, James Uwaifo, Roseline Osayi