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All Journal Tunas: Jurnal Pendidikan Guru Sekolah Dasar Suluh: Jurnal Bimbingan dan Konseling Indonesian Journal of Teaching in Science Andragogi Jurnal Pendidikan dan Pembelajaran International Journal of Universal Education
Attah, Justina Ojoma
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Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Students’ Attitude Towards Gamification-Based Teaching in Mathematics in Basic Schools Attah, Justina Ojoma; Ogunlade, Oyeronke Olufunmilayo; Falade, Ayotunde Atanda
Indonesian Journal of Teaching in Science Vol 4, No 2 (2024): IJOTIS: (ONLINE FIRST) SEPTEMBER 2024
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijotis.v4i2.68768

Abstract

The study investigates students’ attitudes towards gamification-based teaching in mathematics in basic schools in Kwara State. The study adopted a descriptive design of the survey type. The population for this study were all junior secondary students in Kwara State. The target population for this study was all junior secondary students. A purposive sampling technique was used to select a sample size of 64 students. To ensure the validity of the instrument, a pilot study was carried out in a non-participating school outside the scope of the study and a value coefficient of .77 was obtained using Cronbach alpha. The findings of the study revealed that students in junior secondary schools had a positive attitude towards gamification-based teaching and there is no significant difference in the male and female students’ attitude towards gamification-based teaching in mathematics. The study concluded that attitudes toward gamification-based teaching had a significant impact on students' outcomes. It was therefore recommended among others that All teachers in junior secondary schools should adopt the usage of gamification-based teaching in the teaching and learning of mathematics as it can produce positive results in teaching effectiveness and student performance.
Pre-Service Teachers’ Awareness and Attitude Towards the Use of Open Educational Resources for Learning in Kano State, Nigeria Danyaro, Abdu; Aladesusi, Ayodeji Gboyega; Ajamu, Adesoye Oladunni; Adegbite, Adenike Foluke; Attah, Justina Ojoma
Suluh: Jurnal Bimbingan dan Konseling Vol. 9 No. 2 (2024): Suluh : Jurnal Bimbingan dan Konseling
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/suluh.v9i2.6989

Abstract

This study focused on the pre-service teachers’ awareness and attitude towards the use of Open Educational Resources for learning in Kano State, Nigeria. The research adopted a descriptive research design. A total of 315 pre-service teachers from two colleges of education out of four colleges in the state were purposively selected and these colleges of education are Federal College of Education, Kano and Sa’adatu Rimi College of Education, Kumbotso. The reliability results were 0.77 for Awareness and 0.79 for Attitude, Mean and simple percentages were used to analyse the research questions, while the hypotheses were tested using a t-test at 0.05 significant level. The findings revealed among others those pre-service teachers had a good awareness of the existence of OER and their attitude towards the use of OER for learning was positive. Also, there was no significant difference between the male and female pre-service teachers in their awareness and attitude towards the use of OER for learning in the sampled colleges of education-based gender. The study concluded among others that the awareness and positive attitude of pre-service teachers could affect the use of OER. The study recommended among others that federal, and State governments and colleges’ management should encourage pre-service teachers to adopt OER more in their learning and other academic activities.
Effect of Gamification-Based Teaching on Junior Secondary School Student's Academic Performance in Mathematics in Kwara State Attah, Justina Ojoma; Ogunlade, Oyeronke Olufumilola; Otemuyiwa, Bridget Idowu
Andragogi: Jurnal Pendidikan dan Pembelajaran Vol. 4 No. 2 (2024): Pendidikan dan Pembelajaran
Publisher : Universitas KH. Abdul Chalim Pacet Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/adrg.v4i2.1325

Abstract

Gamification is a cutting-edge pedagogical approach to addressing student social behaviour, motivation, and academic performance in the classroom, particularly in subjects that are perceived to be difficult such as mathematics where there was a perceived failure. Hence, this study investigated the effect of gamification-based teaching on junior secondary school student’s academic performance in mathematics in Kwara State. The study adopted a quasi-experimental pretest-posttest, non-equivalent group design. The population was all junior secondary students in Kwara State while the target population were all junior secondary students in J.S.S. 2 in Kwara-North Senatorial district. A purposive sampling technique was used to select two junior secondary schools based on the availability of computer laboratories. A total of 122 students (experimental group 64; control group 58) were involved. Three instruments were used for data collection. Split-half was used to test the reliability of the instruments and coefficients of .89 were obtained Data collected were analyzed using descriptive and inferential statistics at 0.05 level of significance. The study revealed that; gamification-based teaching had a significant effect on the experimental group (F (1,54) = 1.826; p< 0.05) and female students in the experimental group significantly performed better than male students after the treatment. This study concluded that the use of gamification-based teaching in mathematics enhanced teaching-learning effectiveness in mathematics. The study, therefore, recommended among others, that mathematics teachers should use gamification in teaching mathematics to reduce the level of abstractness associated with teaching-learning of mathematics.
Demystifying Classroom Assessment: Unleashing the Power of Technology Tools Onasanya, Samuel Adenubi; Danyaro, Abdu; Attah, Justina Ojoma
Tunas: Jurnal Pendidikan Guru Sekolah Dasar Vol. 9 No. 2 (2024): Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/tunas.v9i2.7328

Abstract

Background: Technology is a tool for instruction, not a replacement for teachers. Teachers are crucial for our nation's future and are essential implementers and integrators of technology in classrooms. They are responsible for innovative use of technology, as it enhances efficiency and effectiveness in everyday life. ICT comprehensively combines computer and telecommunication technology. Aim: They are also commonly used for the certification of competence, to monitor educational standards, and to provide learners with feedback. The qualitative aspect of assessment and evaluation in the field of education has a cutting-edge relationship with students’ academics. Method: Teachers no doubt are saddled with many responsibilities which range from writing lesson plans and notes to instructional delivery and assessment. Hence there is a need for teachers to span to the innovation technology is offering by embracing technological-based assessment. This paper explored the roles of technology in bridging the gap between the paper-pencil assessment to technology-enhanced assessment and proffered strategies on how these assessment apps can be used in the classroom. The study revealed that there are free assessment applications teachers can use to grade students, thereby reducing their workloads. It was therefore recommended among others that training and seminars should be organised for teachers to enlighten them on technology-based assessment. Result and Discussions: Teachers need to take cognizance of the relevancy of the technological tools. It was further pointed out that while observing the relevance of the technology resources, there should be congruence between the tech tools and instructional curriculum. Other factors to be considered are the; appropriateness of the content and alignment with the learning goals. Teachers need to have clear-cut goals before selecting any technology for assessment. Among the common goals to be considered are; efficiency, cost, end-user proficiency, collaboration, and capacity. Conclusıon: Assessment is vital to the education process. Online assessment can help learners engage more effectively and flexibly in knowledge and can help teachers manage assessment more proficiently and efficiently.
Effect of Gamification Element on Students Academic Performance In Mathematics In Basic Schools In Kwara State Attah, Justina Ojoma; Ogunlade, Oyeronke Olufumilola; Falade, Ayotunde Atanda
Tunas: Jurnal Pendidikan Guru Sekolah Dasar Vol. 9 No. 2 (2024): Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/tunas.v9i2.7416

Abstract

Gamification elements are excellent tools for promoting specific behaviors and enhancing academic performance. Method: The study used a non-equivalent group design using a 2x2x2 factorial, quasi-experimental pre-test-post-test format. The population for this study were all junior secondary students in Kwara State. The target population for this study was all junior secondary students in basic 2 (J.i.S 2) in Kwara-North. Two junior secondary schools in Kwara-North L.G.A. were chosen using a purposive sample technique because they have functional and well-equipped computer labs. School B was the control group, whereas School A was the experimental group. The two groups were intact classes. The instruments used for data collection were: The Mathematics Concepts Performance Test (MCPT) and the Quizalize gamification application. To ensure the reliability of the instrument, a pilot study was carried out the acquired results were tested using split-half Reliability coefficients, and a value of .89 was obtained. The findings of the study revealed that the adoption of gamification element has an impact on junior secondary school students’ mathematics performance, female students performed better than male students after the treatment was administered. It was recommended among others that the gamification element is successful in lowering the level of abstractness connected with the teaching and learning of some mathematical concepts at the junior secondary school level of education, mathematics teachers should incorporate it into the classroom.
Effect of Hyflex Learning on Student's Academic Performance in Education Technology in Kwara State Danyaro, Abdu; Attah, Justina Ojoma; Sallah, Bolanle Hafsat
International Journal of Universal Education Vol. 2 No. 1 (2024): International Journal of Universal Education
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/ijue.v2i1.7510

Abstract

The study examined the effect of Hyflex learning on Student's Academic Performance in Education Technology in Kwara State. The study was guided by two research questions and two null hypotheses were postulated for the study. The study adopted a quasi-experimental research design of 2 x 2 factorial design. The target population were all 400-level undergraduate students in the Department of Educational Technology offering EDT 412. A sample size of 152 undergraduate students participated in the study. Two groups were involved in the study which are both intact classes. The experimental group where full-time undergraduates’ students while the control group were sandwich undergraduates’ students. The instrument used for data collection was an educational technology performance test which was validated by three educational technology experts. Descriptive statistics of mean and standard deviation were used to answer the research questions while inferential statistics of t-test were used to analyse the research hypothesis. The findings of the study revealed that Hyflex learning effectively improved the performance of undergraduate students in education technology. Both male and female undergraduate students in the experimental group performed better than their counterparts in the control group, though the male students had a higher mean score than their female counterparts. There is a significant difference between the mean post-test score of students taught educational technology using Hyflex learning relative to their counterparts taught using the lecture method and there is a significant interaction effect of gender on the mean scores of students in the experimental group. It was therefore recommended among others that institutions should adopt hyflex learning as a pedagogy because it offers flexible learning opportunities among undergraduate students.
Co-Authors Adegbite, Adenike Foluke Ajamu, Adesoye Oladunni Aladesusi, Ayodeji Gboyega Danyaro, Abdu Falade, Ayotunde Atanda Ogunlade, Oyeronke Olufumilola Ogunlade, Oyeronke Olufunmilayo Onasanya, Samuel Adenubi Otemuyiwa, Bridget Idowu Sallah, Bolanle Hafsat