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All Journal ASEAN Journal of Science and Engineering Education (AJSEE) Pengabdian: Jurnal Abdimas
Nafisat A. Adedokun-Shittu
University of Ilorin
Chemical Engineering, Chemistry & Bioengineering Education Engineering Materials Science & Nanotechnology Other

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Assessment of Students’ Application of Binary Concept Using Computer-Science-Unplugged-Method in A Selected Secondary School in Ilorin, Kwara State, Nigeria Kehinde Muritala Nuhu; Nafisat A. Adedokun-Shittu; Caleb Asiyanbola; Adedeji Hammed Ajani
ASEAN Journal of Science and Engineering Education Vol 3, No 1 (2023): AJSEE: March 2023
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ajsee.v3i1.45459

Abstract

Computer Science (CS) Unplugged is a method of teaching for introducing non-specialists to concepts of CS through hands-on activities that do not require the use of a computer. Often the deeper concepts of CS have been considered as being too difficult for secondary school students in Nigeria. CS Unplugged methods have been used successfully with students of a wide range of ages in foreign countries. In this regard, it is germane to investigate if students can apply the activities of CS Unplugged to a real-life situation in Nigeria using the binary concept. Thus, we need to investigate students’ application level of binary concepts using CS Unplugged in secondary schools. The study adopted a one-short case pre-experimental design with an intact class of 15 Senior Secondary School One (SS I) students. The result revealed that students were able to apply the binary concept in a real-life situation with no gender difference established. The findings thus implied that if CS concepts are taught using the CS-Unplugged approach, students would be able to apply computer science concepts to real-life situations thereby imbibing their problem-solving skills. It was thus recommended among others that secondary school teachers should make use of the CS Unplugged method since it exposes students to activity-based learning and it makes them relate the activities to a real-life situation.
Enhancing Academic Engagement through an Interactive Digital Manual: A Study on General Studies Students at the University of Ilorin Medinat F. Salman; Lasiele A. Yahaya; Nafisat A. Adedokun-Shittu; Muhinat Bolanle Bello; Mayowa O. Ogunjimi; Foluke Bolu -Steve; Adedapo A. Atolagbe; Musa Siddiq Abdullahi; Hafsat Imam Alabi; Olufunmilola. L. Dominic; Olukunmi 'Lanre Olaitan
Pengabdian: Jurnal Abdimas Vol. 3 No. 1 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/abdimas.v3i1.1866

Abstract

Background: Student engagement is crucial for academic success, yet many undergraduates exhibit low participation, poor attendance, and disengagement in General Studies (GNS) courses. Traditional teaching methods often fail to address the needs of diverse learners, particularly in large classes. The University of Ilorin recognizes the need for innovative approaches to improve academic engagement and outcomes. Purpose: This study aimed to investigate the development and implementation of an Interactive Digital Manual (IDM) tailored to the specific needs of GNS students. It examined the effects of the IDM on student attendance, engagement, and academic participation, alongside students’ perceptions of its impact on learning and retention. Method: A mixed-methods approach was employed, involving 1,332 participants selected from 200-level GNS courses across 17 faculties. Quantitative data were collected through surveys and attendance logs, while qualitative data were gathered via open-ended questions and focus group discussions. Statistical analyses were used to evaluate the IDM's impact. Results: The findings reveal significant improvements in attendance and engagement following the IDM's implementation. Median attendance increased by 866, while engagement scores rose from a mean of 32.5 to 75.8. Students highlighted features such as self-paced learning, interactive exercises, and real-time feedback as critical to their improved understanding and retention of course material. Conclusion: The IDM effectively enhances student engagement, attendance, and learning outcomes in GNS courses. Its innovative design addresses diverse learning needs, offering a structured, accessible, and interactive platform. This study underscores the value of digital tools in fostering academic success and calls for their broader integration into educational strategies.
Co-Authors Adedapo A. Atolagbe Adedeji Hammed Ajani Caleb Asiyanbola Foluke Bolu -Steve Hafsat Imam Alabi Kehinde Muritala Nuhu Lasiele A. Yahaya Mayowa O. Ogunjimi Medinat F. Salman Muhinat Bolanle Bello Musa Siddiq Abdullahi Olufunmilola. L. Dominic Olukunmi 'Lanre Olaitan