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All Journal Tunas: Jurnal Pendidikan Guru Sekolah Dasar Suluh: Jurnal Bimbingan dan Konseling
Justina Ojoma Attah
University of Ilorin, Nigeria

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Demystifying Classroom Assessment: Unleashing the Power of Technology Tools Samuel Adenubi Onasanya; Abdu Danyaro; Justina Ojoma Attah
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 Justina Ojoma Attah; Oyeronke Olufumilola Ogunlade; Ayotunde Atanda Falade
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.
Pre-Service Teachers’ Awareness and Attitude Towards the Use of Open Educational Resources for Learning in Kano State, Nigeria Abdu Danyaro; Ayodeji Gboyega Aladesusi; Adesoye Oladunni Ajamu; Adenike Foluke Adegbite; Justina Ojoma Attah
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.
Co-Authors Abdu Danyaro Abdu Danyaro Adenike Foluke Adegbite Adesoye Oladunni Ajamu Ayodeji Gboyega Aladesusi Ayotunde Atanda Falade Oyeronke Olufumilola Ogunlade Samuel Adenubi Onasanya