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p-Index From 2021 - 2026
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All Journal Indonesian Journal of Multidiciplinary Research (IJoMR) Indonesian Journal of Educational Research and Technology (IJERT) Blockchain, Artificial Intelligence, and Future Research
Samuel Adenubi Onasanya
University of Ilorin
Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Education Engineering Materials Science & Nanotechnology Social Sciences Other

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Effect of Technology-Enabled Video Instruction on Senior Secondary School Students’ Performance in Selected Technical Drawing Concept in Ilorin Temitayo Omolara Onasanya; Gboyega Ayodeji Aladesusi; S. A. Taiwo; Samuel Adenubi Onasanya; Jameson Taiwo Adeoye
Indonesian Journal of Educational Research and Technology Vol 2, No 2 (2022): IJERT: September 2022
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (449.015 KB) | DOI: 10.17509/ijert.v2i2.43559

Abstract

The study examined the effect of technology-enabled video instruction (TEVI) on senior secondary school students’ performance in selected technical drawing (TD) concepts in Ilorin. The sample for this study consists of an intact class in a senior secondary school in Ilorin. The research adopted a mixed method of quantitative and qualitative research, pre-experimental research of one-group pretest-posttest design. Technology-Enabled Video was used for data collection. The findings from the study revealed that TEVI had a positive effect on the academic performance of students taught selected TD concept, (63.1˃ 51.5), there was a significant difference in the pretest and posttest performance of students taught selected technical drawing concept using TEVI i.e. (df=15, t=-565, p=.000˂0.05). The study concluded that technology-enabled video instruction which is an improvised instructional aid did enhance the academic performance of the students. The study implies that proper integration of technology-based packages like TEVI for instructional delivery will adequately enhance students’ performance. The study Recommended that TEVI should be encouraged among teachers and students, as this will help to boost learners’ interest and provide learners the ability to learn in a direct, self-paced, and individualistic manner, which will, in turn, translate to better academic performance.
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.
Impact of E-Learning on College of Education Lecturers’ Knowledge of Quantitative Data Analysis in SPSS Tolulope Adeyemi Adeniran; Samuel Adenubi Onasanya
Indonesian Journal of Educational Research and Technology Vol 4, No 2 (2024): (ONLINE FIRST) IJERT: September 2024
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijert.v4i2.60863

Abstract

E-learning is becoming the courseware in this global digital era transforming how learning takes place. Regardless of distance and time, e-learning is becoming unstoppable with its synchronous and asynchronous mode of instructional presentation. This study investigated the impact of e-learning on lecturers’ knowledge of quantitative data analysis in SPSS at the Federal College of Education (Special) Oyo State, Nigeria. A descriptive survey research design was adopted in the study. A total number of one hundred and fifty (150) lecturers were selected through simple random sampling techniques for the study. Purposive sampling was used to select the school that was adopted for the study. Three (3) Research questions were generated and answered in this study. Data collected from the sampled population employing a questionnaire were analyzed using simple percentages and mean scores to answer the three research questions. The results of the findings revealed that e-learning is an important platform accessible and utilized by college lecturers. The findings also revealed that lecturers gained knowledge in data analysis in SPSS through an e-learning platform as it serves as a research and leisure tool which provides various opportunities to many people worldwide, particularly college of education lecturers.
Teachers’ Perceptions of AI Classroom Management Tools for Enhancing Personalization and Academic Engagement of Secondary School Students in Ilorin Temitayo Omolara Babalola; Abubakar Usman; Samuel Adenubi Onasanya; E. P. Fasina
Blockchain, Artificial Intelligence, and Future Research Vol. 1 No. 2 (2025): November 2025
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/bafr.v1i2.317

Abstract

The integration of Artificial Intelligence (AI) tools in classroom management is increasingly reshaping instructional practices, particularly in secondary schools. This study investigated the perceptions of teachers in Ilorin, Nigeria, regarding the effectiveness of AI classroom management tools in enhancing academic engagement. It also examined how these tools influence student engagement, support personalized instruction, and the challenges encountered in their use. Guided by the Technological Pedagogical Content Knowledge (TPACK) framework and the Diffusion of Innovations (DOI) theory, the study adopted a descriptive survey design. Data were collected from 150 secondary school teachers using a structured questionnaire and analyzed using descriptive statistics of mean and standard deviation. Findings show that teachers perceive AI tools as effective for engagement and personalized learning. However, concerns about inadequate technical skills, inconsistent infrastructure, and data privacy emerged as significant barriers to adoption. The study further found that while AI tools can enhance differentiated instruction and streamline classroom management, their integration remains limited by teachers’ confidence and institutional readiness. Based on these findings, the study recommends targeted, context-sensitive teacher training, improved technical infrastructure, and the development of clear data governance policies. These measures are crucial for promoting greater teacher buy-in, ensuring the ethical use of AI, and developing sustained engagement with technology-enhanced learning environments.
Co-Authors Abubakar Usman E. P. Fasina Ebenezer Omolafe Babalola Gboyega Ayodeji Aladesusi Jameson Taiwo Adeoye S. A. Taiwo Temitayo Omolara Babalola Temitayo Omolara Onasanya Tolulope Adeyemi Adeniran