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All Journal ASEAN Journal of Science and Engineering Education (AJSEE) Indonesian Journal of Multidiciplinary Research (IJoMR) Indonesian Journal of Community and Special Needs Education (IJCSNE) Indonesian Journal of Educational Research and Technology (IJERT) AMPLITUDO: Journal of Science & Technology Innovation
Ebenezer Omolafe Babalola
University of Ilorin
Agriculture, Biological Sciences & Forestry Humanities Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Education Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Social Sciences Other

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Influence of Online and Physical Classrooms on Students Academic Performance Ebenezer Omolafe Babalola; Samuel Adenubi Onasanya
Indonesian Journal of Multidiciplinary Research Vol 4, No 1 (2024): (ONLINE FIRST) IJOMR: VOLUME 4, ISSUE 1, March 2024
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijomr.v4i1.60170

Abstract

This study investigated the influence of online and physical classrooms on student academic performance. The descriptive research of the survey type was employed for the target population for the study consisting of 200 students in five randomly selected faculties at the University of Ilorin, Nigeria. The findings of this study were that both online and physical learning positively influenced students’ academic performance; students faced challenges while learning both physically and virtually; students engaged online performed better than those engaged physically with a mean difference of 2.38; there was a significant difference between the academic performance of students taught in an online classroom based on faculty; and there was no significant difference between the academic performance of students taught in an online class based on gender. It was concluded that physical and online education have many things in common. Students must still turn in assignments, participate in class, understand the content, and finish group projects. Teachers still need to create lesson plans, improve the quality of their teaching, respond to students' queries in class, encourage learning, and grade assignments.
Science Teachers' Perceptions on Integrating Sustainability Education into STEM-Based Deep Learning Hunaepi Hunaepi; Ketut Suma; Putu Budi Adnyana; Desak Made Citrawathi; Ebenezer Omolafe Babalola; Franklin Calaminos; Baiq Fatmawati
AMPLITUDO : Journal of Science and Technology Innovation Vol. 5 No. 2 (2026): August
Publisher : Balai Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56566/amplitudo.v5i2.566

Abstract

This study examined junior high school science teachers’ perceptions of integrating sustainability education into STEM-based deep learning in West Nusa Tenggara (NTB), Indonesia. A quantitative cross-sectional survey design was employed involving 45 science teachers selected through purposive sampling. Data were collected using a five-point Likert-scale questionnaire consisting of 15 items measuring five constructs: perceived relevance, pedagogical self-efficacy, institutional support, perceived barriers, and implementation intention. The instrument demonstrated satisfactory reliability (Cronbach’s alpha = .87). Descriptive analysis showed that perceived relevance was rated very highly (M = 4.32, SD = 0.51), whereas institutional support was moderate (M = 3.21, SD = 0.71). Teachers reported high pedagogical self-efficacy (M = 3.85, SD = 0.62), high perceived barriers (M = 3.67, SD = 0.58), and very high implementation intention (M = 4.05, SD = 0.56). Sixty percent of the teachers had not attended STEM or sustainability-related professional development programs. Spearman’s rho analysis indicated that pedagogical self-efficacy (r = .52), perceived relevance (r = .48), and institutional support (r = .47) were positively associated with implementation intention, whereas perceived barriers were negatively associated with implementation intention (r = −.39). The findings highlight the importance of strengthening institutional support and sustained professional development to facilitate the integration of sustainability education into STEM-based deep learning
Co-Authors Adebayo Emmanuel Alimi Ahmed Idris Issa Baiq Fatmawati Barakat Kanyinsola Amoo Charity H. M. Boor Charles Olabode Olumorin Desak Made Citrawathi Desire Adunola Ayoola Eyiyemi Veronica Omolafe Franklin Calaminos Funmilayo Lanre Otunla Gboyega Ayodeji Aladesusi Hunaepi Hunaepi Kehinde Muritala Nuhu Ketut Suma Mariam Adenike Shomoye Oluwarotimi Ayodele Boris Putu Budi Adnyana Samuel Adenubi Onasanya Sunday Ashaolu Sunday Oluwasegun Abodunrin