Article Per Year (5 Year)
p-Index From 2021 - 2026
0.983
P-Index
This Author published in this journals
All Journal Journal of Natural Science and Integration International Journal of Essential Competencies in Education
Aliyu, Hassan
Unknown Affiliation
Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Education Mathematics Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Problem-Based Learning in Remote Learning Scenario Utilizing Climate Change Virtual Reality Video in Mobile Application to Train Critical Thinking Aliyu, Hassan; Ebikabowei, Musah; Kola, Aina Jacob
International Journal of Essential Competencies in Education Vol. 2 No. 2: December 2023
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v2i2.1612

Abstract

The imperative to address climate change in educational curricula stems from its profound implications for the sustainability of human life. A crucial aspect of this education is fostering critical thinking (CT) in students, as they form their perspectives on climate change. Traditional teaching approaches alone have proven inadequate in developing students' CT concerning this complex issue, particularly when learning remotely. To address this challenge, students must be actively engaged with the realities of climate change. In response to this need, the current study aimed to apply the problem-based learning (PBL) in remote learning scenario utilizing climate change virtual reality (VR) video in mobile application to train students’ CT skills. Utilizing a mixed method approach, the study involved 86 high school students, divided evenly between experimental and control groups, using a 'true experimental design' to quantify CT skill improvements. Complementing the quantitative data, the study also conducted semi-structured interviews with teachers participating in the interventions, providing valuable insights into their responses to the learning methods. The instruments used to measure students' CT skills were carefully validated for psychometric properties (validity and reliability). The study's overall findings indicate that the PBL approach integrated with climate change VR videos in mobile applications effectively enhances students' critical thinking skills, surpassing the outcomes of traditional teaching methods. Moreover, the feedback received from teachers who took part in the teaching interventions was overwhelmingly positive, reinforcing the efficacy of the learning approach. This research highlights the significance of implementing PBL and VR experiences to cultivate CT among students, particularly in the context of climate change education.
Relationship of Chemistry Teachers’ Knowledge, Skills and Affective on Computer-Assisted Learning Aliyu, Hassan; Abdullahi, Anas; Abdul Talib, Corrienna; Aliyu, Faruku; Umar Mani, Bilkisu
Journal of Natural Science and Integration Vol 5, No 2 (2022): Journal of Natural Science and Integration
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jnsi.v5i2.17853

Abstract

The study investigated the relationship of chemistry teachers’ knowledge, skills and affective on computer-assisted learning in Sokoto. A questionnaire was designed and distributed to 81 chemistry teachers in 24 secondary schools in the metropolis. The premises that guide the development of the test items used are strongly based on constructivism theory of learning and related literature. The data obtained from an online survey (Google form) were imported into an excel spreadsheet which was later keyed into SPSS 25 for further analysis. The results indicated that Chemistry teachers of Sokoto are have moderate level of both knowledge, skills and affective of computer-assisted learning. The results reveals that both knowledge, skills and affective serves independent purpose for instruction that utilizes computer-assisted learning. It concluded that the moderate knowledge, skills or affect are not significant for integrating computer-assisted learning in chemistry instruction. Awareness alone cannot guarantee quality integration of instruction in the classroom. Thus, chemistry teachers should seek more professional training on computer-assisted learning through workshop, seminars and conferences.Keywords: knowledge, skills, affective, computer-assisted learni
Problem-Based Learning in Remote Learning Scenario Utilizing Climate Change Virtual Reality Video in Mobile Application to Train Critical Thinking Aliyu, Hassan; Ebikabowei, Musah; Kola, Aina Jacob
International Journal of Essential Competencies in Education Vol. 2 No. 2 (2023): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v2i2.1612

Abstract

The imperative to address climate change in educational curricula stems from its profound implications for the sustainability of human life. A crucial aspect of this education is fostering critical thinking (CT) in students, as they form their perspectives on climate change. Traditional teaching approaches alone have proven inadequate in developing students' CT concerning this complex issue, particularly when learning remotely. To address this challenge, students must be actively engaged with the realities of climate change. In response to this need, the current study aimed to apply the problem-based learning (PBL) in remote learning scenario utilizing climate change virtual reality (VR) video in mobile application to train students’ CT skills. Utilizing a mixed method approach, the study involved 86 high school students, divided evenly between experimental and control groups, using a 'true experimental design' to quantify CT skill improvements. Complementing the quantitative data, the study also conducted semi-structured interviews with teachers participating in the interventions, providing valuable insights into their responses to the learning methods. The instruments used to measure students' CT skills were carefully validated for psychometric properties (validity and reliability). The study's overall findings indicate that the PBL approach integrated with climate change VR videos in mobile applications effectively enhances students' critical thinking skills, surpassing the outcomes of traditional teaching methods. Moreover, the feedback received from teachers who took part in the teaching interventions was overwhelmingly positive, reinforcing the efficacy of the learning approach. This research highlights the significance of implementing PBL and VR experiences to cultivate CT among students, particularly in the context of climate change education.
Co-Authors Abdul Talib, Corrienna Abdullahi, Anas Aliyu, Faruku Daniel, Samson Danladi, Muhammad Nazif Ebikabowei, Musah Kola, Aina Jacob Mamman, Buhari Musa, Yarima Sa’id Nazif, D. M. Umar Mani, Bilkisu