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All Journal Jurnal Penelitian dan Pengembangan Sains dan Humaniora (JPPSH) Jurnal Pendidikan Indonesia Jurnal Ilmiah Pendidikan dan Pembelajaran Journal of Educational Research and Evaluation Journal of Education Technology Jurnal Pedagogi dan Pembelajaran Idarotuna : Jurnal of Administrative Science Mimbar Pendidikan Indonesia Indonesian Journal Of Educational Research and Review Formosa Journal of Computer and Information Science
Moses Adeleke Adeoye
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Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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Journal : Journal of Education Technology

 1 
Gender Differences in Teachers' Digital Literacy Skills in Teaching STEAM Moses Adeleke Adeoye
Journal of Education Technology Vol. 7 No. 3 (2023): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v7i3.66847

Abstract

Teachers’ characteristics such as educational level, age, gender, educational experience and digiyal literacy for educational purposes can influence the adoption of an innovation in teaching. This study aimed at analyzing the impact of gender differences on teachers' digital literacy skills in the teaching of STEAM in secondary schools. This study was descriptive research which adopted a Survey type. Four research questions were raised. The population for this research comprised science teachers in Kaduna State secondary schools. A simple random sampling technique was used to select 150 senior science teachers across the three local governments. The questionnaire was designed to elicit information from the senior secondary school teachers on the impact of gender differences on teachers' digital literacy skills in teaching STEAM. Data collected was analyzed using descriptive statistics tools which include pie charts and bar chat. The findings of the study showed that the number of male secondary school teachers was higher than their female counterparts involved in the teaching of STEAM in senior secondary schools. A significant difference exists in the number of male teachers that possess laptop devices compared to their female counterpart. A higher percentage of male teachers possess more digital skills than their female counterpart, lack of school support, limited time and lack of internet access are the major factors affecting the use of digital skills in teaching STEAM. This study recommends that schools should provide the needed facilities required in teaching STEAM based on global best practices.
Systematic Sabotage in Educational Reforms: Analysing the JAMB Incident in the Context of CBT Expansion Moses Adeleke Adeoye; Sabina Nwakaego Obi; Hakeem Nafiu; Kabir Olajide Soliu
Journal of Education Technology Vol. 9 No. 2 (2025): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i2.98731

Abstract

This research addresses the pressing issue of examination malpractice in Nigeria and its implications for implementing computer-based testing (CBT). The research investigates whether the recent technical failure of the Joint Admissions and Matriculation Board (JAMB) reflects systematic sabotage by stakeholders resistant to educational reform. This study employing a qualitative research design, the research utilizes a systematic literature review to analyses existing scholarship on trust, credibility, and economic motivations surrounding examination processes. The findings reveal that JAMB's failure has significantly eroded public confidence in examination bodies, creating skepticism that impedes the acceptance of CBT. Furthermore, entrenched economic interests, particularly those benefiting from traditional malpractice practices, actively resist changes threatening financial stability. The analysis emphasizes the need for a comprehensive approach to reform that addresses both technological and socio-economic dimensions. In conclusion, the research highlights that successful CBT implementation requires fostering stakeholder engagement, enhancing transparency, and addressing economic incentives linked to examination malpractice. The research contributes to the existing body of knowledge by providing a nuanced understanding of the interplay between technology, trust, and economic factors in educational reform. By identifying the challenges and proposing actionable recommendations, this research is a valuable resource for policymakers and education stakeholders seeking to navigate the complexities of implementing effective assessment practices in Nigeria.
Co-Authors Adeseko Sunday Olaifa Ajoke Kudirat Yahaya Akindeyi Luwoye Ebunlomo Oreoluwa Olaifa Entika Fani Prastikawati Hakeem Nafiu Hammed Olalekan Bolaji Hassanat Abdullateef Jimoh Jamiu Temitope Sulaimon Johnson Abiodun Medupin Jubril Olaniyi Ayuba Justina Ojoma Attah Kabir Olajide Soliu Kadek Adrian Surya Indra Wirawan Kamoru Abidoye Tiamiyu Lateefah Bidemi Omisore-Abdulazeez Made Shania Satya Pradnyani Musa Aremu Mahmud Nyoman Intan Septiarini Oba Baba Ayoku Olaolu Paul Akinnubi Oyeronke Christiana Paramole Rasheedat Modupe Oladimeji Rebecca Omotolani Fawole Sabina Nwakaego Obi Samuel Femi Iliasu Taofeeq Saadu Issa Tunmininu Damola Adeleye Yusuff Olatunji Abimbowo