Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Journal of Pedagogy and Education Science Buletin Edukasi Indonesia
Emmanuel, Egunsola Abraham Olawuyi
Unknown Affiliation
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Effect of the Powerpoint Presentation on Academic Achievement of Agricultural Students Taught Digestive System of Animals in Nigeria Emmanuel, Egunsola Abraham Olawuyi; Ferdinand, Felix; Ibanga, Isaac John
Journal of Pedagogy and Education Science Vol 3 No 02 (2024): Journal of Pedagogy and Education Science
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/jpes.v3i02.523

Abstract

This study investigated the effect of using PowerPoint presentations (PPP) as an instructional medium on the academic achievement of agricultural students in secondary schools in Adamawa State, Nigeria. The study employed a pre-test, post-test, non-equivalent control group quasi-experimental research design, with 88 students from secondary school as the sample. The participants were divided into an experimental group taught with PPP and a control group taught using conventional methods. An achievement test on the digestive system of animals was administered before and after the intervention. The data were analyzed using mean statistics and t-tests. The findings revealed that students with PPP achieved significantly higher academic scores than those taught using conventional methods. Furthermore, the male students outperformed their female counterparts in both groups. The results highlighted the effectiveness of PPP in capturing students' interest and enhancing academic performance in agricultural science. The study's outcomes align with previous research, emphasizing the benefits of using modern educational media for instructional purposes. In conclusion, the study recommends a shift from conventional teaching methods to educational media like PPP to enhance learning outcomes in agricultural science. Incorporating PPP into teaching can engage students' senses and promote a deeper understanding of the subject matter. The results also indicate that gender plays a role in academic achievement, suggesting the need for targeted interventions to support female students in their learning journey. Overall, the study underscores the potential of technology-based instructional approaches to improve students' academic achievements in secondary schools.
Reframing Student Mental Health and Well-Being in Post-Pandemic Education: A Global Opinion Grounded in Evidence Ibanga, Isaac John; Kumazhege, Stephen Z.; Emmanuel, Egunsola Abraham Olawuyi
Buletin Edukasi Indonesia Vol. 4 No. 03 (2025): Buletin Edukasi Indonesia
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.bei.001889

Abstract

The COVID-19 pandemic has profoundly reshaped global education systems, not only disrupting learning processes but also intensifying long-standing concerns regarding student mental health and well-being. This article offers an opinion-based scholarly analysis supported by contemporary literature to critically examine the escalating mental health challenges faced by students in the post-pandemic era. Key issues include the surge in anxiety and depression, heightened academic pressure, digital overload, and the growing prevalence of bullying and cyberbullying. Drawing upon global evidence, this paper argues that educational systems have been insufficiently responsive to the psychosocial dimensions of learning, particularly in contexts where stigma and limited institutional support persist. Using a conceptual framework that integrates individual, pedagogical, digital, and systemic factors, this article synthesizes empirical findings and policy discourses to illuminate structural gaps in current educational practices. The results and discussion are organized into three thematic sub-sections addressing post-pandemic mental health trends, digitalization-related stressors, and systemic barriers to student well-being support. The paper concludes by advocating for a paradigm shift toward holistic, inclusive, and culturally responsive mental health strategies within education, emphasizing the urgency of embedding psychosocial well-being as a core educational priority rather than a peripheral concern.
Co-Authors Ferdinand, Felix Ibanga, Isaac John Kumazhege, Stephen Z.