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All Journal INDONESIAN JOURNAL OF BASIC EDUCATION
Morenikeji Alex Akanmu
University of Ilorin
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Assessment of Teacher -Trainees Predisposition towards the teaching Profession among undergraduates in Tertiary Institutions in Lagos State, Nigeria Morenikeji Alex Akanmu; Comfort Olawumi Adeniyi
Indonesian Journal of Basic Education Vol 6 No 1 (2023): Indonesian Journal of Basic Education
Publisher : STKIP Rokania Pasir Pangaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37728/ijobe.v6i1.661

Abstract

This study examined Teacher -Trainees Predisposition towards the teaching Profession among undergraduates in Tertiary Institutions in Lagos State, Nigeria. 390 students were purposively selected for the study but only 360 copies questionnaire which were duly filled and returned were used as the data for this study. The instrument for data collection was a researcher designed questionnaire and structured oral interview with reliability coefficient of 0.86 and 0.76 respectively. The data collected were analysed using frequency counts, mean and standard deviation. The findings from the study showed that most teacher- trainees are in the teacher education programme not because they have interest in the profession but because ,they have no other alternative. The study also discovered that Teacher-trainees’ ill perception of Teaching Profession in Nigeria is caused mainly by poor standard of living and low status accorded to teachers by the public. Hence, it was recommended among other that, the Government should boost practising teachers’ morale improving their standard of living as this will encourage the teacher- trainees and change their perception about the profession
Post Covid-19 Pandemic: Evaluating The Effectiveness Of Digital Learning Platforms For Students' Engagement In Mathematics Lessons Morenikeji Alex AKANMU; Toheeb Olalekan IDRIS; Comfort Olawumi ADENIYI
Indonesian Journal of Basic Education Vol 6 No 1 (2023): Indonesian Journal of Basic Education
Publisher : STKIP Rokania Pasir Pangaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37728/ijobe.v6i1.681

Abstract

School closures in Nigeria during the Covid-19 pandemic left millions of students and lecturers dependent on online teaching and learning. Online teaching and learning are an unprecedented experience for most lecturers and students; consequently, there was then a limited experience with it. This study examined and evaluated the integration of Digital Learning Platforms into the teaching and learning of mathematics during the COVID-19 pandemic. Furthermore, it assesses the perception of both students and lecturers about the use of Digital Learning Platforms and their general rating of the effectiveness of the available digital platforms for mathematics teaching and learning processes. Simple random sampling procedure was used to select twenty (20) lecturers and hundred (100) undergraduate students from a federal government owned university in the Southwestern State of Nigeria. The percentage was used to analyze the respondents’ demographic information while the Chi-Square was adopted to analyze the data. Results of the analysis of the formulated hypothesis indicated that two or more digital platforms were used by the lecturers to teach mathematics in post covid-19 pandemic and both Zoom and Google Meet are considered effective for mathematics teaching in post covid-19 pandemic. Also, lecturer’s digital skills are dependent of the integration of digital learning platforms in mathematics teaching and student’s academic engagement exposure is independent of digital learning in pre-and-post-covid era Based on the findings of the study, it was suggested that digital technologies may be included in mathematics curricula at various stages of education and education stakeholders should take advantage of the findings of this study to encourage lecturers to continue using technologies in mathematics teaching.
Co-Authors Comfort Olawumi ADENIYI Comfort Olawumi Adeniyi Toheeb Olalekan IDRIS