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All Journal Research in Social Sciences and Technology Jurnal Tatsqif Engagement: Jurnal Pengabdian Kepada Masyarakat Academic Journal of Psychology and Counseling
Pillay, Jace
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Conceptualisation and Contextualisation of Mixed-Methods Research: A Review Aramide, Kolawole Akinjide; Jacob, Udeme Samuel; Pillay, Jace
Research in Social Sciences and Technology Vol 8 No 4 (2023): Research in Social Sciences and Technology
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.2023.31

Abstract

The purpose of this study was to investigate the conceptualisation and contextualisation of mixed-methods research within the research methodology paradigm to ascertain the categorisation of mixed methods as a type of research, research design or research approach. The methodology adopted for this paper is qualitative in nature and involves the analysis of documents and contents. The content of journals and books was analysed to review and draw inferences relating to the themes set out for investigation in the study. Thematic analysis was used for the analysis of data for the study. The study revealed that mixed-methods research was situated within the context of types of research, research design and research approach as evident in the result of the systematic review of the articles selected for the study. Findings from the study further revealed that the conceptualisation of mixed methods within the context type of research and research approach was more than that of a research design. This study is novel and has contributed new knowledge in the aspect of research methodology with specific emphasis and definitive conceptualisation, contextualisation, and categorisation of mixed methods as a type of research, research design or research approach. Just like qualitative and quantitative research, there is a need for definitive conceptualisation, contextualisation, and categorisation of mixed-methods research. Meanwhile, this article is a synthesis for further discourse on mixed-methods research to establish a definitive conclusion on mixed-methods research conceptualisation.
TOKEN REINFORCEMENT, COGNITIVE BEHAVIOURAL THERAPY, DEGREE OF DISABILITY AND MANAGING AGGRESSIVE BEHAVIOUR AMONG PUPILS WITH INTELLECTUAL DISABILITY Jacob, Udeme Samuel; Pillay, Jace; Adegboye, Kehinde
Jurnal Tatsqif Vol. 20 No. 1 (2022)
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1076.185 KB) | DOI: 10.20414/jtq.v20i1.5198

Abstract

Aggressive behaviour has a significant negative effect on learning and academic performance. This study investigated the significant main effect of token reinforcement, cognitive behavioural therapy, and degree of disability on managing aggressive behaviour among pupils with intellectual disability. The study participants were 60 pupils (N = 60, N = 27 boys; N = 33 girls; mean age = 11.7) with intellectual disability who were purposively selected from three (3) special schools in Ibadan Metropolis. The participants were divided into three treatment groups: token reinforcement, cognitive behavioural therapy, and control groups, with the degree of disability as the moderating factor. The token reinforcement and cognitive behavioural therapy groups met for thirty sessions over twelve weeks. Two treatment groups were assessed using the Overt Aggression Scale, while the three treatment groups were assessed post-intervention using the Overt Aggression Scale. Data for aggressive behaviour performance were collected after the participants were screened for mild intellectual disability. An analysis of covariance and estimated means was used to examine the data. The results revealed a statistically significant difference between the pre-test and post-test results of the three (3) treatment groups. The degree of disability on the aggressive behaviour of pupils with mild intellectual disability was significant. The interaction effect of treatment and degree of disability was significant on participants' aggressive behaviour. Based on this study's findings, the recommendation is that token reinforcement and cognitive behavioural therapy be adopted to manage aggressive behaviour among pupils with mild intellectual disability.
Investigating Undergraduate Students’ Intention to Engage in Artificial Intelligence Learning Jacob, Udeme Samuel; Pillay, Jace
Engagement: Jurnal Pengabdian Kepada Masyarakat Vol 8 No 2 (2024): November 2024
Publisher : Asosiasi Dosen Pengembang Masyarajat (ADPEMAS) Forum Komunikasi Dosen Peneliti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29062/engagement.v8i1.1728

Abstract

This study examines how contextual factors and influences shape undergraduate students' attitudes and behaviors regarding artificial intelligence (AI) learning. Globally, AI is becoming increasingly important in education, making it imperative to understand the readiness and intentions of students for AI-enhanced learning. One hundred and ninety-two higher education students in Nigeria were surveyed online about their confidence, attitudes, self-efficacy, and age–the relationships between these factors and students' intentions to learn through AI were analysed using structural equation modelling. A significant direct association was found between confidence, attitudes, self-efficacy, and subjective norms and the intention of students to use AI. Mediation analyses demonstrated that attitudes significantly mediate the relationship between subjective norms and intention. Perceived usefulness is therefore of paramount importance. Despite this, age does not play a significant role in modifying these relationships. A review of the study’s quality criteria, including fit indexes and reliability measures, indicated that the model reasonably fit the data. The study provides valuable insights into the factors influencing undergraduate students' intentions to engage in AI learning
SELF-HELP SKILLS OF PUPILS WITH INTELLECTUAL DISABILITY: A QUASI EXPERIMENTAL RESEARCH Jacob, Udeme Samuel; Pillay, Jace; Olukanni, Amos Olajuwon; Ebulum, Genevieve Chimaoge
Jurnal Tatsqif Vol. 22 No. 1 (2024)
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/jtq.v22i1.8026

Abstract

Children with intellectual disabilities risk becoming physically and emotionally dependent on adults because they cannot care for themselves. This study examined how play ways, social stories, and parents' socioeconomic status affect self-help skills among pupils with intellectual disability. This study used a 3 x 2 factorial design as part of a quasi-experimental pretest-posttest and control group research design. Purposive sampling was used to select thirty pupils with intellectual disability (N = 30, M = 13, F = 17, Mean age = 12.3) from three government-owned primary schools. The play way and social story method instructional packages on self-help skills were two treatment packages. Performance Assessment of Self-care Skills (PASS) and parental socioeconomic scales was used to collect data. Analyses of covariance (ANCOVA) and marginal mean scores were conducted at a significance level of 0.05 to test for the significance of the data collected. Self-help skills of pupils with intellectual disability were significantly affected by treatment [F (1,10) = 2.866 p > 0.05; partial ?2 = 0.193], while the adjusted Marginal Mean revealed that play way was the most effective treatment. Furthermore, the result demonstrates that parents' socioeconomic status substantially enhanced the self-help skills of pupils with intellectual disability. A high parent's socioeconomic status influenced participants' self-help skills more. Results from the study suggest that children with intellectual disability can benefit from a play-way approach, social stories, and parental socioeconomic status. 
Gender Differences In Perceived School Support, Self-Esteem, Academic Fatigue, And Engagement Among Nigerian Undergraduates Olatunbosun, Stella Oluwakemi; Pillay, Jace
Academic Journal of Psychology and Counseling Vol. 6 No. 1 (2025): November 2024 - April 2025
Publisher : Universitas Islam Negeri Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/ajpc.v6i1.9786

Abstract

Various studies have found differences in perceived social support, self-esteem, academic fatigue, and academic engagement between men and women. Yet, at this current research location, preliminary data shows the contrary. This study examined undergraduates’ perceived school support, self-esteem, academic fatigue, and engagement in two public Nigerian universities. The cross-sectional quantitative research using the non-experimental design was employed in the study, implementing self-concordance and demands-resources theories. The population of the study was undergraduate students undertaking degree courses at two public universities in Southwest Nigeria, and participants were selected using purposive and simple random sampling techniques. An instrument tagged "School Support and Undergraduates' Self-esteem, Academic Engagement, and Fatigue Questionnaire" was used for data collection. Data were analysed using descriptive statistics and a t-test. The study's findings have shown that undergraduates’ gender influences their perceived school support and academic fatigue, with higher scores seen in male students. However, there was no significant difference in self-esteem and academic engagement between male and female undergraduates. The study recommends that efforts be concentrated on ensuring continued gender equality and gender-balanced dynamics within the school context. Implications of the study and future research suggestions are proffered.
Co-Authors Adegboye, Kehinde Aramide, Kolawole Akinjide Ebulum, Genevieve Chimaoge Jacob, Udeme Samuel Olatunbosun, Stella Oluwakemi Olukanni, Amos Olajuwon