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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

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.

Feasibility Study on Automatic Irrigation Scheme on the Jos Plateau Using Wind Power Daniel, Samson; Aliyu, Hassan; Mamman, Buhari; Musa, Yarima Sa’id; Danladi, Muhammad Nazif
Asian Journal of Science, Technology, Engineering, and Art Vol 3 No 2 (2025): Asian Journal of Science, Technology, Engineering, and Art
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ajstea.v3i2.4990

The over-dependence on rainfall agriculture is affecting crop production in Nigeria today, reducing crop yield and keeping farm output below demand. Irrigation farming is insurance for rain-fed agriculture even during the rainy season. The target site is Jos, Plateau state, with wind speed potential of 3ms-1 to 9.37ms-1 all year round, making it viable to generate power for pumping irrigation water. And also, the nature of the terrain which will enable or support the pump hydro storage technology. In this work, the focus is on the feasibility of a wind-powered pump hydro storage scheme for smart irrigation systems. This provided weekly irrigation water. The wind turbine farm can generate electric sufficient power to pump water from a lower reservoir to a higher head reservoir and also charge a batstery bank. At the time of irrigation, water is released from the higher reservoir through a series of control valves installed in the farm. The battery storage was used as a power source for the irrigation control system which uses the microcontroller to monitor and control the farm parameters using soil moisture sensors, a water level sensor for the upper reservoir, and the outlet valve. This system is expected to be fully automatic. The raw wind data collected was upgraded from 10m to a hub height of 50m to improve power generation. The wind turbine (S3-1000-B8) generates power to pump the minimum amount of water of 8.7m3 and a maximum of 176m3 per week. The power generated from the wind by this turbine was determined using polynomial regression which makes it suitable for this work. Twenty (S3-1000-B8) wind turbines were used to supply 180m3 of irrigation water required per week to irrigate 10,000m2 of farmland. For a one-month safe irrigation period, 720m3 of storage water is needed. From the wind potential, a single wind turbine can generate an average energy of 16kWh in a month and pump 234.864m3 of water. Therefore, in total the wind form will generate 336kWh and pump equivalent of 4,932m3.

Feasibility Assessment of Wind Energy-Driven Automatic Irrigation System for Jos Plateau Daniel, Samson; Aliyu, Hassan; Mamman, Buhari; Musa, Yarima Sa’id; Nazif, D. M.
Asian Journal of Science, Technology, Engineering, and Art Vol 3 No 2 (2025): Asian Journal of Science, Technology, Engineering, and Art
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ajstea.v3i2.5034

Nigeria's over-reliance on rainfall agriculture is reducing crop yield and keeping farm output below demand, despite irrigation farming providing insurance for rain-fed agriculture even during rainy seasons. The location of study is Jos, Plateau State, where year-round wind speeds of 3 to 9.37 m/s make providing electricity for irrigation water pumping feasible, and the nature of the terrain which enables the pump hydro storage technology. This study explores the feasibility of a wind-powered pump hydro storage scheme for smart irrigation systems, generating electricity to pump water and charge a battery bank. The farm uses a battery storage for irrigation control, powered by a microcontroller. The system monitors farm parameters using soil moisture and water level sensors. Raw wind data was upgraded from 10m to 50m hub height for improved power generation. The S3-1000-B8 wind turbine produces enough energy to pump a minimum of 8.7 m3 and a maximum of 176 m3 of water every week. Polynomial regression was used to calculate the wind power produced by this turbine, making it appropriate for this task. The 180 m3 of irrigation water needed per week to irrigate 10,000 m2 of agriculture was provided by 20 (S3-1000-B8) wind turbines. 720m3 of stored water is required for a month of safe irrigation. Based on wind potential, a single wind turbine can pump 234.864m3 of water and provide an average of 16kWh of energy every month. Consequently, the wind farm produces about 336 kWh and pumps 4,932 m3 in total.

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

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

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.

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