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Ethno-STEM Integrated Project-Based Learning to Improve Students' Creative Thinking Skills Babalola, Ebenezer Omolafe; Keku, Emmanuel
International Journal of Ethnoscience and Technology in Education Vol. 1 No. 2 (2024): September
Publisher : Faculty of Engineering and Applied Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/ijete.v1i2.11308

This study investigates the impact of integrating Ethno-STEM with project-based learning (PjBL) on enhancing creative thinking skills among secondary school students in Nigeria. Acknowledging the critical role of creativity in STEM education, the research addresses the gap between traditional teaching methods and the need for innovative approaches that foster creative thinking. Traditional STEM education, often characterized by rote memorization, has been criticized for not adequately preparing students to tackle real-world problems innovatively. The incorporation of Ethno-STEM into PjBL represents an avant-garde pedagogical strategy, aimed at bridging cultural knowledge with scientific inquiry, thereby making learning more relevant, engaging, and effective in developing creative problem-solvers. This quasi-experimental study, conducted over four months, involved 84 students divided equally into an experimental group, which experienced the Ethno-STEM integrated PjBL, and a control group, which continued with conventional curriculum. Creative thinking skills were assessed through pretests and posttests, focusing on fluency, flexibility, and originality. The results demonstrated a significant improvement in the creative thinking abilities of the experimental group compared to the control group, indicating that the Ethno-STEM integrated PjBL approach effectively enhances students' creative thinking skills. These findings underscore the potential of integrating cultural knowledge and project-based learning in STEM education to nurture innovation and creative problem-solving capabilities among students.

Students’ Reactions Toward the Use of An AI-Powered Website for Learning Cardiovascular Biology Babalola, Ebenezer Omolafe; Olumorin, Charles Olubode; Omolafe, Eyiyemi Veronica
International Journal of Essential Competencies in Education Vol. 4 No. 2 (2025): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/2e4ngb50

Artificial Intelligence-powered websites (AI-PW) leverage artificial intelligence to deliver personalised and adaptive learning experiences, enhancing engagement and accessibility. Despite their potentials, there is a shortage of empirically validated-AI resources for learning Cardiovascular Biology (CVB) in Nigeria. This study investigated students’ reactions toward the use of an AI-powered website for learning CVB in Nigeria. The study adopted a research design involving undergraduates from two purposively selected universities in Ilorin metropolis. A total of 68 students participated in the study. Data were collected using the Students’ Reaction Questionnaire (SRQ), which demonstrated a high reliability coefficient of 0.94. Descriptive statistics and t-tests were employed to analyze the data at a 0.05 level of significance. Findings revealed that students’ reactions toward the use of the AI-powered website for learning CVB were positive (x = 2.86 > 2.50). Furthermore, there was no significant difference in students’ reactions toward the use of the developed AI-powered website for learning CVB based on gender. The study concluded that the use of the BeeNCardiac AI-powered website positively influenced students’ learning experiences in cardiovascular biology. It is therefore recommended that students be encouraged to use the BeeNCardiac AI-powered website as a complementary tool for learning CVB in Nigerian universities.

Enhancing Biology Learning through 3D Models: A Study of Academic Performance in Nigerian Secondary Schools Babalola, Ebenezer Omolafe; Omolafe, Eyiyemi Veronica
International Journal of Essential Competencies in Education Vol. 4 No. 1 (2025): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v4i1.1862

Despite the recognized importance of Biology in secondary education, students' performance in the subject remains persistently low, particularly in Nigeria, due to the continued reliance on abstract, text-based instructional methods. This study addresses this pedagogical gap by evaluating the impact of a 3-Dimensional Model of the Human Circulatory System (3-DMHCS) on students' academic performance. Grounded in constructivist and multimodal learning frameworks, the study utilized a quasi-experimental post-test non-randomized control group design involving 60 students (49 from public and 11 from private schools). Participants were assigned to either a control group receiving conventional instruction or an experimental group taught using the 3-DMHCS. The Biology Performance Test (BPT), validated and yielding a reliability coefficient of 0.86 (KR-20), was used for assessment. Quantitative results revealed that the experimental group achieved a higher mean post-test score (M = 13.36, SD = 3.44) compared to the control group (M = 11.42, SD = 2.87), with a statistically significant mean difference of 1.94 (t(58) = 2.83, p < 0.01). Additionally, over 53% of students in the experimental group scored within the high range (16–20), whereas none in the control group reached this threshold. Notably, no significant difference was observed between public and private school students’ performance in the experimental group (t(58) = -0.180, p = 0.86), indicating the model’s equitable effectiveness across institutional contexts. The study contributes novel evidence on how low-cost, tactile instructional models can bridge educational disparities and enhance students' grasp of complex biological systems. It advocates for integrating 3D instructional tools into mainstream science curricula and underscores the need for professional development to support such pedagogical innovations.

Students’ Reactions Toward the Use of An AI-Powered Website for Learning Cardiovascular Biology Babalola, Ebenezer Omolafe; Olumorin, Charles Olubode; Omolafe, Eyiyemi Veronica
International Journal of Essential Competencies in Education Vol. 4 No. 2 (2025): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/2e4ngb50

Artificial Intelligence-powered websites (AI-PW) leverage artificial intelligence to deliver personalised and adaptive learning experiences, enhancing engagement and accessibility. Despite their potentials, there is a shortage of empirically validated-AI resources for learning Cardiovascular Biology (CVB) in Nigeria. This study investigated students’ reactions toward the use of an AI-powered website for learning CVB in Nigeria. The study adopted a research design involving undergraduates from two purposively selected universities in Ilorin metropolis. A total of 68 students participated in the study. Data were collected using the Students’ Reaction Questionnaire (SRQ), which demonstrated a high reliability coefficient of 0.94. Descriptive statistics and t-tests were employed to analyze the data at a 0.05 level of significance. Findings revealed that students’ reactions toward the use of the AI-powered website for learning CVB were positive (x = 2.86 > 2.50). Furthermore, there was no significant difference in students’ reactions toward the use of the developed AI-powered website for learning CVB based on gender. The study concluded that the use of the BeeNCardiac AI-powered website positively influenced students’ learning experiences in cardiovascular biology. It is therefore recommended that students be encouraged to use the BeeNCardiac AI-powered website as a complementary tool for learning CVB in Nigerian universities.

Designing with Indigenous Knowledge: Turning Five Learning Principles into Implementable Curriculum Decisions Babalola, Ebenezer Omolafe; Omolafe, Eyiyemi Veronica
International Journal of Ethnoscience and Technology in Education Vol. 3 No. 1 (2026): March
Publisher : Faculty of Engineering and Applied Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/ijete.v3i1.19635

Education for Sustainable Development (ESD) increasingly emphasizes sustainability competencies (SCs), yet the educational pathways proposed to cultivate them often rest on implicit worldview assumptions that can marginalize Indigenous Knowledge (IK) and other epistemologies. This commentary/conceptual synthesis argues that the central challenge is not the absence of guiding principles but the limited translation of principles into implementable curriculum decisions that can be documented and reviewed. It proposes a minimum decision framework that makes curriculum design more traceable, evaluable, and improvable by linking learning principles to explicit decisions across four domains: selection (which competencies and IK domains are prioritized), authority (who validates, represents, and limits knowledge use), activity design (how engagement and pedagogy enact the principles), and assessment (what evidence counts as demonstrated competence and how it is judged). Two areas are emphasized as essential for curricular accountability: knowledge governance, to protect epistemic integrity and reduce tokenistic or extractive uses of IK, and assessment evidence logic, to recognize process-based demonstrations of competence without flattening plural worldviews. The core claim is that closing the education–reality gap depends on auditable decision logics and evidence practices, not principles alone.

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