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All Journal International Journal of Pedagogy and Teacher Education Journal of Educational Sciences
Afolabi, Folashade
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Handling Disrupted Learning During COVID-19 Pandemic: Learners’ Experience in Nigeria Afolabi, Folashade
Journal of Educational Sciences Vol 5. No. 1. January 2021
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.5.1.p.1-10

Abstract

Corona virus has affected not only human health but also educational sector. Schools were forced to suspend face-to-face learning while online learning was introduced. How could learning be undisrupted during the lockdown period is the thrust of this paper. The paper examined the effectiveness of podcast (video recorded) lesson as a strategy in online teaching and to what extent the strategy met the needs of the learners during the challenging period of pandemic COVID-19. The study adopted mixed method research which consisted of the three main phases of design. Questionnaire which comprises of 19 items and divided into two sections was used for data collection while fifty (50) participants participated in the study. It was discovered that learners displayed positive perceptions towards the use of video recording lessons during pandemic period. Learners reported that online learning should be used to compliment face-to-face teaching even after the pandemic period.
Learning Styles: Tools for Understanding Media Selection and Learners’ Academic Achievement in Physics Afolabi, Folashade
Journal of Educational Sciences Vol 5. No. 4. October 2021
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.5.4.p.584-597

Abstract

The study examined learners’ learning styles and media format on academic achievement among physics distance learners. Two hundred and Ninety-five learners were used for the study and were selected through purposive sampling techniques by balloting. Fleming NARK model Index of Learning Style questionnaire (ILSQ) and PAT Physics Achievement Test with reliability coefficient of 0.88 and 0.78 using test-retest method and KR-21. The two instruments were used for data collection. Data collected were analyzed using Analysis of Covariance (ANCOVA). The results showed that no significant difference exists in the achievement of learners with varied learning styles (visual, auditory and kinesthetic) when taught using print format, audio and audio visual. However, results indicated that Kinesthetic is the most effective learning style when learners were taught with audiovisual media format which significantly influences learners’ achievement. The study recommends that there is need for teachers to diversify their strategy to compliments all types of learners.
Building Resilience in Education for Academic Continuity During Disruption Afolabi, Folashade; Olajuyigbe, Oluwafemi Abayomi
International Journal of Pedagogy and Teacher Education Vol 7, No 1 (2023): International Journal of Pedagogy and Teacher Education - April
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijpte.v7i1.62396

Abstract

The traditional method of learning prevailed in the educational system up until the outbreak of the COVID-19 pandemic, which brought a turning point by digitalising learning. Education shifted from traditionally student-centred to digital learning. The transition made learning difficult and students did not cope easily with the new trend. This study investigated learners’ experience of the paradigm shift to digital learning under three stages: Anticipation, Coping, and Adaptation. Two hundred and ten (210) senior secondary school 2 students in the Eti-Osa Local Government Area of Lagos State were purposively selected. A 21-item online questionnaire with a 4-point Likert scale was used for data collection. The instrument was validated and the reliability was confirmed using Cronbach’s alpha (0.78). The data were analysed using descriptive statistics. From the results, the participants were able to identify the various challenges encountered during the transition and discover how institutions can be resilient during disruption.
Co-Authors Olajuyigbe, Oluwafemi Abayomi