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All Journal JPTK: Jurnal Pendidikan Teknologi dan Kejuruan Erudio: Journal of Educational Innovation
Mohammed, Abidat Oluwashola
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Enhancing economics education through phenomenography, variation theory, and multiple representations Bamiro, Nurudeen Babatunde; Zakariya, Zainizam; Yahya, Lateefat Oludare; Mohammed, Abidat Oluwashola
Jurnal Pendidikan Teknologi dan Kejuruan Vol. 30 No. 2 (2024): (October)
Publisher : Faculty of Engineering, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jptk.v30i2.72900

Abstract

This study explores the intersection between phenomenography and variation theory in educational settings, focusing on their implications for teaching economics. Phenomenography, a research approach aimed at understanding how individuals perceive and conceptualize phenomena, provides insights into learners' diverse interpretations of concepts. Variation theory, derived from phenomenography, guides instructional design by emphasizing the importance of experiencing variations in critical aspects of the learning material. The study investigates whether employing multiple representations enhances knowledge transfer, learning outcomes, and concept variation. The findings suggest that integrating variation theory into economics classrooms can optimize students' understanding by directing attention to critical aspects of concepts through varied instructional strategies.
DIGITAL LIBRARIES AND PERSONALISED LEARNING EXPERIENCES OF FINAL YEAR ECONOMICS EDUCATION STUDENTS IN PUBLIC UNIVERSITIES IN LAGOS STATE, NIGERIA Mohammed, Abidat Oluwashola; Abiodun-Asanre, Oluwaseun Adeola
Erudio Journal of Educational Innovation Vol 10, No 2 (2023): Erudio Journal of Educational Innovation
Publisher : Faculty of Administrative Science, Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.10464837

Abstract

This study examined the influence of educational tools in digital libraries on the personalized learning experiences of final year economics education students in public universities in Lagos State, Nigeria. A descriptive research design was employed, with the use of questionnaire tagged Digital Libraries and Personalized Learning Experiences of Students Questionnaire (DLPLESQ) as instrument of data collection. A total of 212 final year economics education students were selected for the study using snowball sampling technique. Descriptive statistics such as frequency distribution, percentage, mean, and standard deviation were used to provide answers to research questions. Additionally, inferential statistics in form of regression analysis was used to test the relevant hypothesis. The findings revealed that digital library tools have a significant positive impact on students' personalized learning experiences of students ( = 2.002; P<0.05). The study also demonstrated that that final year Economics education students are “Not Aware” of the resources in digital libraries in public universities in Lagos State Nigeria. Out of the 13 digital library resources listed, sampled students seem to be “Aware” of only three resources which are “Google Scholar”, “Oxford Academic” and “Research4life”. Furthermore, the study showed that final year Economics education students make use of the digital library resources “Monthly”. Based on these findings, the study recommended strategies to enhance the utilization of digital libraries, such as improving access to devices and internet connectivity, providing training programs to enhance digital literacy skills, and integrating digital library resources into the economics education curriculum.
Co-Authors Abiodun-Asanre, Oluwaseun Adeola Bamiro, Nurudeen Babatunde Yahya, Lateefat Oludare Zakariya, Zainizam