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All Journal Indonesian Journal of Multidiciplinary Research (IJoMR) ASEAN Journal of Educational Research and Technology Journal of Technology-Assisted Learning
Issa, Ahmed Idris
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Chemical Engineering, Chemistry & Bioengineering Education Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Experts’ Validation of the Developed 3-Dimensional Automated Model of the Human Heart to Teach A Biology Concept in Ilorin, Nigeria Olumorin, Charles Olabode; Babalola, Ebenezer Omolafe; Aladesusi, Gboyega Ayodeji; Issa, Ahmed Idris; Omolafe, Eyiyemi Veronica
Indonesian Journal of Multidiciplinary Research Vol 1, No 2 (2021): IJOMR: VOLUME 1, ISSUE 2, 2021
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1225.88 KB) | DOI: 10.17509/ijomr.v1i2.37840

Abstract

To ascertain the accuracy and usability of the instructional model, it must be verified by a professional or expert in the area of the subject content. The automated model of the human heart (3-DAMHH) has to be inspected and verified by a qualified biology education expert to ascertain its accuracy while the usability has to be verified by an educational technology expert. Hence, it is needed to determine the experts’ validation of 3-DAMHH to teach a Biology concept in Ilorin, Nigeria. Two instruments were developed: Educational Technology Experts’ Rating Scale and Biology Education Experts’ Rating Scale. Percentage scores were used to answer research questions. Findings of this study revealed the percentage score of the rating for the validation of the 3-DAMHH by the experts satisfied the required standard in the field of Educational Technology. Percentage score of the rating for the validation of the 3-DAMHH by the experts satisfied the required standard in the field of Biology. This study concluded that the developed 3-DAMHH can be used to enhanced Biology students’ performance on the topic structure of the human heart. It was recommended among others that content specialists' and experts’ validation reports should be properly followed towards developing a standard instructional media.  
Effect of Facebook-Based Learning on Students’ Performance in Educational Technology Concept Issa, Ahmed Idris; Jibril, Mohammed; Onojah, Amos Ochayi; Onojah, Adenike Aderogba; Ekunola, Gbadebo Temitope
Indonesian Journal of Multidiciplinary Research Vol 1, No 2 (2021): IJOMR: VOLUME 1, ISSUE 2, 2021
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1210.227 KB) | DOI: 10.17509/ijomr.v1i2.37089

Abstract

This study investigated the effect of Facebook-based learning on the students’ academic performance. The study was a quasi-experimental using pre-test, post-test design which used for data collection from 30 colleges of education students forming the sample for the study. The performance test comprises of two different sets of objective questions. Multiple choice and completion test responses. The reliability coefficient of 0.75 was obtained from Kuder-Richardson (KR-20) formula for the multiple-choice test and Split-half reliability statistic was used to determine the reliability coefficient of the completion test responses which yielded 0.76. The research questions were answered using mean and standard deviation while paired sample t-test was used to test hypothesis 1 and independent sample t-test was used to test hypothesis 2.  The findings of the study showed that there was a significant difference in the pretest and posttest performance of the Facebook-based group; and there was no significant difference in the performance of male and female students exposed to Facebook-based learning. The study concluded that the performance of the colleges of education students was enhanced when they are exposed to Facebook-based teaching methodology. It was recommended that colleges of education lecturers should be encouraged to adopt Facebook-based as an instructional strategy.
Effect of Blended Learning on Students’ Performance in Educational Technology Concept Jibril, Mohammed; Issa, Ahmed Idris; Onojah, Amos Ochayi; Aderele, Shadrack Omotayo; Onojah, Adenike Aderogba
ASEAN Journal of Educational Research and Technology Vol 1, No 1 (2022): AJERT: VOLUME 1, ISSUE 1, March 2022
Publisher : Bumi Publikasi Nusantara

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Abstract

The purpose of this study: (i) determine the effect of blended learning on the students’ academic performance; (ii) determine the effect of gender on students’ performance taught using blended learning.  The study used a quasi-experimental method (30 students), employing a pre-test, post-test design. There are two sets of objective questions in the performance test. The Kuder-Richardson (KR-20) calculation provided a reliability coefficient of 0.75 for the multiple-choice test, while the Split-half reliability statistic yielded a reliability coefficient of 0.76 for the complete test replies.  Research questions were answered using the mean and standard deviation while paired sample t-test was used to test hypothesis 1 and independent sample t-test was used to test hypothesis 2.  The results of the study revealed a significant difference in the blended learning group's pretest and posttest performance (df=29; t=30.10; p0.05) in favor of the posttest performance. The performance of male and female students exposed to Blended learning did not differ significantly.  The study found that when students in institutes of education are exposed to blended learning teaching methodologies, their performance improves. This research has significant implications for educational technology teaching practices. It was suggested that professors in institutions of education be encouraged to use blended learning as an instructional technique.
University Lecturers’ Perceived Usefulness of Mobile Technology for Instruction in Kwara State, Nigeria Issa, Ahmed Idris; Peter, Joy Abosede; Ibrahim, Mukhtar Adeola; Salaudeen, Muftau Kayode; Taiwo, Simon Ayoola; Nuhu, Kehinde Murtala; Atanda, Falade Ayotunde
Journal of Technology-Assisted Learning Vol. 2 No. 1 (2026): Journal of Technology-Assisted Learning
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jtal.v2i1.14

Abstract

Even though mobile technologies are highly evolved, their advantages and capabilities have not been fully utilized in education, particularly in underdeveloped nations like Nigeria. Therefore, this study examined how university lecturers in Kwara State, Nigeria, perceived the use of mobile technology for teaching. The study used the quantitative method of descriptive research. Three Kwara State universities were purposefully chosen to provide the sample. Using a proportionate and stratified random sample procedure, 315 respondents were chosen. Data was gathered using a questionnaire modified by the researchers. Frequency counts, percentages, and means were used to address the study topics, while t-tests and ANOVA were employed to assess hypotheses at the 0.05 level of significance. The results indicated that university lecturers held favorable perceptions regarding the instructional usefulness of mobile technologies. Statistical analysis revealed no significant differences in lecturers’ perceived usefulness of mobile technology for instructional purposes (F(19, 295) = 0.68, p = 0.84). Additionally, lecturers’ perceptions did not differ significantly based on gender. No significant differences were also found in perceived usefulness with respect to educational qualifications (F(19, 295) = 1.56, p = 0.07) or area of specialization (F(19, 295) = 1.06, p = 0.39). The study concluded that university lecturers had a positive perception of the use of mobile technologies for instruction in Kwara State, Nigeria, and has great potential if it is adopted for instructional delivery. It was recommended that the university’s lecturers should be provided with mobile technologies and encouraged to utilize them for instruction, as it will lead to more active and innovative teaching methods.
Co-Authors Aderele, Shadrack Omotayo Aladesusi, Gboyega Ayodeji Atanda, Falade Ayotunde Babalola, Ebenezer Omolafe Ekunola, Gbadebo Temitope Ibrahim, Mukhtar Adeola Jibril, Mohammed Nuhu, Kehinde Murtala Olumorin, Charles Olabode Omolafe, Eyiyemi Veronica Onojah, Adenike Aderogba Onojah, Amos Ochayi Peter, Joy Abosede Salaudeen, Muftau Kayode Taiwo, Simon Ayoola