Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal Unnes Science Education Journal Journal of Educational Sciences
Saka, Adewale Owodunni
Unknown Affiliation
Religion Humanities Education Library & Information Science Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Learning Biology for Sustainable Development Using Hands-On Strategy: Can Gender Achievement Gap Reduce? Onanuga, Peter Abayomi; Saka, Adewale Owodunni; Ogwokhademhe, Rita Pelumi
Unnes Science Education Journal Vol 10 No 1 (2021): February 2021
Publisher : Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v10i1.42747

Abstract

Despite the importance of \biology for sustainable development, students’ performance in the subject has been inconsistent. Several interventions have been used to improve students’ learning of Biology but the inconsistency in performance persists. Thus, this study investigated the use of hands-on learning in enhancing students’ academic achievement. The research adopted a pretest-posttest control group quasi-experimental research design with 2x2 factorial. The study also examined the moderating effect of gender on academic achievement. Fifty-eight students offering Biology in the intact classes of two randomly selected schools participated in the study. The data was collected using a 25-item Biology Achievement Test for Students (BATS) subjected to face and content validities, and reliability test. The test-retest reliability method yielded a reliability coefficient of 0.68. The data analyses revealed a significant difference in the effect of strategy on the academic achievement of students in Biology (F (1,53) =8.595), p=0.05, but in favour of the conventional method of teaching. Further findings showed no significant difference in the effect of gender on the academic achievement of students (F (1,53) = 0.980), p>0.05. The researchers noted that hand-on activities are important for Biology learning and recommended that school authorities should allocate adequate time for that purpose.
Learning to Write Programs using Think-Pair-Share Programming Strategy: What are the Students’ Perceptions and Experiences? Saka, Adewale Owodunni
Journal of Educational Sciences Vol 4. No. 4. October 2020
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.4.4.p.705-717

Abstract

The need to learn programming to solve many complex problems facing humankind necessitated this study. The purpose of the study was to collect information about students’ perceptions and experiences after exposure to the think-pair-share programming strategy. The sample consisted of 12 senior secondary school two students offering computer studies in Ijebu zone, Ogun State, Nigeria purposively selected from the two experimental groups. The data were collected through one-on-one in-depth interviews of the respondents using a Student Interview Guide (SIG). The data analysis was through thematic content analysis procedure. The study found that the respondents perceived the think-pair-share programming strategy helpful to learn programming concepts with or without computers. The study also found that the use of computer was more useful for the acquisition of programming skills than without the use of computers. Moreover, the study found that programming without computers was perceived to improve thinking. Therefore, the study argued that teachers should adopt the use of think-pair-share programming strategy for learning how to write programs notwithstanding the availability of computers due to its ability to aid knowledge retention.
Co-Authors Ogwokhademhe, Rita Pelumi Onanuga, Peter Abayomi