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All Journal Journal of Natural Science and Integration Assimilation: Indonesian Journal of Biology Education Jurnal Saintifik Journal of Chemistry Education and Integration
Oyeyemi, Waheed Tunde
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Effect of concept mapping instructional strategy on senior secondary school students’ retention level in biology in Kwara State Oyeyemi, Waheed Tunde; Olorundare, Adekunle Solomon; Bolaji, Hameed Olalekan
Assimilation: Indonesian Journal of Biology Education Vol 7, No 2 (2024): July 2024
Publisher : Department of Biology Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/aijbe.v7i2.69120

Abstract

Cell Division topic in Biology is often challenging for students due to poor understanding. The study investigated how concept mapping impacts the retention of senior secondary school biology students in Kwara State, Nigeria. Using a quasi-experimental design with 77 students from two public junior high schools. The design is suitable due to its limitations, such as the inability to assign participants and the use of pre-existing groups randomly. Data was collected using Biology Concept Map Instructional Strategy for Teaching Cell Division and Biology Performing Test. The instruments were validated by experts and tested on 40 students. The results showed a significant difference in retention levels between male and female students when teaching Cell Division using this strategy (p0.05). It is recommended that Biology teachers prioritize the use of Computer-Machine Interfaces when teaching Cell Division, particularly for students with low retention and female students. The concept mapping instructional strategy significantly improves students' retention levels in Cell Division Biology, particularly among female students. It also indicates that gender is greatly influenced by this strategy, with females showing higher retention rates. Therefore, it suggests that using this approach in senior secondary school biology education can significantly enhance retention rates.
Effect of Concept Mapping Instructional Strategy on Senior Secondary School Students’ Scoring Levels in Biology in Kwara State Oyeyemi, Waheed Tunde; Olorundare, Adekunle Solomon; Bolaji, Hameed Olalekan
Journal of Natural Science and Integration Vol 7, No 2 (2024): Journal of Natural Science and Integration
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jnsi.v7i2.32570

Abstract

The study examined the effect of concept mapping instructional strategy on senior secondary school students’ scoring levels in biology in Kwara State. A quasi-experimental research design of pretest, posttest, and control group was used. The target population was 852 Secondary School Students (SSS II) from two selected public senior secondary schools in Ilorin, Kwara State. The sample consisted of 80 Senior Secondary School II Biology students purposively selected from two Public Secondary Schools in Ilorin, Kwara State, Nigeria. The adapted Biology Concept Map Instructional Strategy for Teaching Cell Division (BCMISTCD) and Scores from the Biology Performance Test (BPT) were used for data collection. The instruments were duly validated by experts. The reliability of the Biology Performance Test (BPT) instrument was .83. Frequency count, percentage, mean and standard deviation to answer the research questions (1-2). Analysis of Covariance (ANCOVA) and T-test were used to test the null hypotheses 1-2 at 0.05 level of significance. Results show that there is a significant difference in the scoring levels of Biology students when concept mapping instructional strategy is used to teach Cell Division (p.<0.05). The study also indicates that there is a significant difference in the male and female students scoring levels when concept mapping instructional strategy is used to teach Cell Division (p.<0.05). Based on the results, the study concludes that there is a significant difference in the post-test and post-posttest scoring levels of the students when concept mapping instructional strategy is used to teach them. The study also concludes that male students’ scoring level is higher than that of female students when concept mapping instructional strategy is used to teach Cell Division. The study recommends that Biology teachers should teach female students who have low-scoring levels in Biology by using concept concept-mapping instructional strategy. This would further improve the female students’ scoring levels in the Cell Division. The study recommends that Biology teachers should focus more on female students when concept mapping is used to teach Cell Division.  Keywords: concept mapping, scoring levels, cell division, biology students, gender
ACCESSIBILITY AND USABILITY OF GENERATIVE AI FOR TEACHING AMONG SECONDARY SCHOOL CHEMISTRY TEACHERS IN ILORIN METROPOLIS, KWARA STATE IBRAHIM, Abdulmuhsin; AHMED, Adedolapo Abdulahi; OYEYEMI, Waheed Tunde
Jurnal Saintifik (Multi Science Journal) Vol 23 No 1 (2025): JANUARI
Publisher : Fakultas Pertanian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58222/js.v23i1.378

Abstract

This study examines how easily secondary school chemistry teachers in Ilorin Metropolis, Kwara State, can access and use generative AI tools. Assessing instructors' knowledge of generative artificial intelligence (AI), the accessibility of these resources, and their usefulness in chemistry instruction was its primary goal. Data were gathered from 333 chemistry teachers in the city's different local administrations using a descriptive survey design. The results showed significant awareness gaps, with many teachers not knowing about the benefits and pedagogical potential of generative artificial intelligence. Furthermore, it was discovered that these programs had restricted accessibility; the only one with moderate availability was ChatGPT. The survey also found that using the majority of AI tools in classroom settings can be difficult. The study suggests creating focused professional development programs to increase teachers' comprehension of generative artificial intelligence in light of these findings. It also recommends expanding access to these tools by giving schools the resources and infrastructure they require. Furthermore, more approachable, teacher-focused AI systems that are tailored to the unique requirements of chemistry education must be developed. These steps are intended to help educators better incorporate AI into their lesson plans and improve students' understanding of difficult chemistry concepts.
PhET SIMULATION: A PLATFORM TO IMPROVE STUDENTS PERFORMANCE IN CHEMISTRY CONTENT Ibrahim, Abdulmuhsin; Bolaji, Hameed Olalekan; Oyeyemi, Waheed Tunde
Journal of Chemistry Education and Integration Vol 4, No 1 (2025): Journal of Chemistry Education and Integration
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jcei.v4i1.32555

Abstract

This research investigates the impact of PhET simulations on improving students' performance in Chemistry. A quasi-experimental design was employed, involving pre-test, post-test, and control groups. The study targeted senior secondary school students in Kwara State, Nigeria, using purposively selected intact classes from two schools. Students were grouped based on their prior academic performance. To assess learning outcomes, PhET simulations and a Chemistry Performance Test (CPT) were utilized. The instruments underwent expert validation for accuracy, and their reliability of 0.79 was confirmed through Cronbach's Alpha. Findings revealed that the experimental group showed a marked improvement in post-test scores compared to the control group, highlighting the effectiveness of PhET simulations in improving students' understanding and retention of Chemistry concepts
Co-Authors AHMED, Adedolapo Abdulahi Bolaji, Hameed Olalekan IBRAHIM, Abdulmuhsin Olorundare, Adekunle Solomon