Article Per Year (5 Year)
p-Index From 2020 - 2025
0.444
P-Index
This Author published in this journals
All Journal Andragogi Jurnal Pendidikan dan Pembelajaran International Journal of Universal Education
Ibikunle, Yejide Adepeju
Unknown Affiliation
Education Languange, Linguistic, Communication & Media Other

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

Found 2 Documents
Search

 1 
Perception Of Teacher's Technology Adoption On Students’ Achievement In Social Studies In Osun State, Nigeria Ibikunle, Yejide Adepeju; Ogunsanmi, Olawale Ayoola; LIjofi, Victor Abiodun
Andragogi: Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 1 (2025): Pendidikan dan Pembelajaran
Publisher : Universitas KH. Abdul Chalim Pacet Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/adrg.v5i1.1386

Abstract

Effective integration of technology in education hinges upon teachers' perception, readiness, and pedagogical skills despite its diverse tools and platforms for interactive learning and accessing resources. The study assessed the current level of technology adoption and utilization among social studies teachers in Osun State, investigated the correlation between their perceived effectiveness and students' academic achievement, and identified influencing factors. The descriptive survey research design was adopted in the study. A sample of 144 teachers was used through the multi-stage sampling procedure. A self-developed instrument titled Perception of Teacher's Technology Adoption Questionnaire (PTTAQ) and student exam records in Social Studies were used as research instruments for data collection. The Cronbach Alpha estimate of the PTTAQ was 0.86. Data collected were analysed using appropriate descriptive and inferential statistics. The result showed that the level of adoption is moderate (mean = 2.48, S.D=1.48), and utilization is moderate (mean = 2.46, S.D=1.37). Also, results show there is no correlation between teachers’ perceived effectiveness of technology adoption and students' academic achievement in social studies (r = -.081, p > .05). The perceived factors influencing teachers' attitudes toward technology adoption are technology self-efficacy, attitudes toward change, school culture and support, development and training opportunities on technology, perceptions of effectiveness, time and resource constraints. The study concluded that there were mixed perceptions of technology adoption among social studies teachers due to moderate levels of adoption and utilization. Ongoing programs, support, and resources are recommended to bolster teachers' technology self-efficacy for effective pedagogical practices.
The Impact of Active Listening on Student Engagement and Learning Outcomes in Educational Settings Paramole, Oyeronke Christiana; Adeoye, Moses Adeleke; Arowosaye, Saheed Abiodun; Ibikunle, Yejide Adepeju
International Journal of Universal Education Vol. 2 No. 2 (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.v2i2.8898

Abstract

Active listening is a crucial skill in education, fostering meaningful communication between educators and students. This paper explores the theoretical foundations of active listening, including historical developments and key models such as those proposed by Carl Rogers and Stephen Covey. Empathy, a core component of active listening, is examined for its role in enhancing student engagement and creating a supportive learning environment. The paper also discusses the implications of active listening within various learning theories, including constructivism, social learning, and transformative learning. In expanding the theoretical framework, relevant philosophical perspectives are integrated. Phenomenology emphasizes understanding individual experiences, which can strengthen teacher-student relationships. Pragmatism positions active listening as a tool for practical problem-solving, enhancing real-world learning applications. Existentialism highlights the importance of authenticity and self-expression in communication, promoting personal growth among students. Lastly, critical pedagogy underscores the significance of dialogue in education, advocating for active listening as a means to empower students. Through this comprehensive exploration, the paper illustrates how active listening not only improves classroom dynamics but also equips students with essential communication skills. By recognizing and addressing barriers to effective listening, educators can create an inclusive environment that values every student’s voice. In conclusion, active listening emerges as a transformative practice that supports both academic success and personal development in the educational landscape.
Co-Authors Adeoye, Moses Adeleke Arowosaye, Saheed Abiodun LIjofi, Victor Abiodun OGUNSANMI, Olawale Ayoola Paramole, Oyeronke Christiana