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All Journal Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Journal of Research in Education and Pedagogy
Oyeyemi, Ahmed Ademola
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Education Social Sciences Other

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Digital Divide Challenges and Their Impact on Teaching and Learning in Secondary Schools in Anambra State Okenwa-Fadele, Ijeoma; Oyeyemi, Ahmed Ademola; Akutaekwe, Emillia Chinenye; Felix, Goodseed Chidera; Ibrahim, Balami Daniel
Journal of Research in Education and Pedagogy Vol. 2 No. 3 (2025): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrep.v2i3.81

Abstract

The world is becoming a global village where conventional teaching and learning is changing to meet the 21st century innovation demands in terms of technological advancement in service delivery in education all over the world. This research explores the challenges associated with the digital divide and its effects on instructional practices in public secondary schools within Awka South Local Government Area, Anambra State. The study was structured around three guiding questions and a single hypothesis assessed at a 0.05 level of significance. Utilizing a descriptive survey design, the study sampled 122 teachers from a population of 488 across 19 secondary schools, selected through simple random sampling. Data collection employed a validated 15-item instrument, demonstrating a reliability index of 0.74 using Cronbach’s alpha. Results indicated a significant relationship between digital divide components, specifically accessibility, and their educational consequences and effective teaching and learning. Key statistical results include: r = 0.607 and r = 0.542 (p < 0.05). Additionally, the regression model (F (4,118) = 20.271; p < 0.05) highlighted that digital divide variables collectively accounted for notable variations in instructional outcomes. Both access challenges (β = 0.449) and impact-related issues (β = 0.251) significantly influenced outcomes. Based on these insights, the study recommends, among other that the government should provide secondary schools with adequate facilities and equipment necessary to ensure that the digital divide is relinquished. This will go a long way to see that no school is left behind in the utilization of digital tools. Additionally, suggestions for further studies were made.
Mental Health and Out-of-Schools Problems among Adolescents in Lagos State, Nigeria Oyeyemi, Ahmed Ademola; Chukwudum, Prince Chiemeka; Okenwa-Fadele, Ijeoma
Journal of Research in Education and Pedagogy Vol. 2 No. 1 (2025): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrep.v2i1.21

Abstract

Mental health and out-of-schools problems are related to an individual’s social and physical health and is of global priority. The mental health is the complete physical, social, and mental well-being of an individual. Adolescence, including the ages between 10 and 19 years, is the phase in which changes in mental health usually occur. Half of all mental health disorders begin by the age of 14 years, but most cases are not detected or treated at all. This study examined the mental health and out-of-schools problems among adolescents in Lagos State. Two research questions were formulated to guide the study. The survey research method was used to conduct the study. The target population of the study comprised of adolescents in Ajeromi-Ifelodun Local Government Area of Lagos State. One hundred (100) questionnaires were randomly distributed to the respondents and retrieved for data analysis. A self-developed questionnaire was used for the study. The bio-data of the respondents were analysed using simple percentage and frequency counts, while the stated research questions were analyzed using mean and standard deviation. The findings of the study include: the level of awareness of mental health and out-of-schools problems among adolescents in Lagos State on the high side; there are prevalence of mental health and out-of-schools problems among adolescents in Lagos State. Recommendations were made and they are: teachers should ensure in providing a friendly teaching and learning environment relaxed with low threat in order to ensure that learning is stress-free and also a core source of motivation; Teachers should ensure the usage of appropriate teaching strategies and techniques, enhance more collaborative relationship with their students and also provide basic facilities in schools including a serene atmosphere for learning; Secondary school authorities and teachers in Lagos should ensure comprehensive monitoring of adolescents within the ages of 12-15 years with utmost priority due to the prevalence of mental health issues among them, and also take stringent punitive measures in addressing truancy and bullying from senior students.
Reconceptualizing Generative AI Adoption in Early Childhood Education: An Integrated TAM-TPACK Analysis of AI-Supported Storytelling Saputri, Diana; Nisa’, Titin Faridatun; Tri A, Fajar Luqman; Anawaty, Mardiyana Faridhatul; Tsani, Mutiara; Oyeyemi, Ahmed Ademola
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 11 No. 1 (2026)
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Sunan Kalijaga, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jga.2026.111-13

Abstract

Language development in early childhood requires intentional and well-structured stimulation, especially through storytelling. Initial observations at PAUD Anna Husada showed that children in Group A still struggled to follow story sequences, apply new vocabulary, and express ideas confidently. This study examines teachers’ perceptions of using EaseMate AI to support receptive and expressive language skills in children aged 4–5 years, guided by the Technology Acceptance Model (TAM) and the Technological Pedagogical and Content Knowledge (TPACK) framework. Using a descriptive qualitative design, data were collected through observations, interviews, and documentation involving five Group A teachers. The findings reveal that teachers perceived EaseMate AI positively because it provides varied, relevant, and easy-to-use story content that helps children better comprehend narratives and encourages more confident verbal expression. However, teachers also noted challenges such as formal vocabulary, limited visual features, and differing levels of digital proficiency. Overall, EaseMate AI demonstrates strong potential as a supportive tool for early childhood language learning, particularly when its use is adapted to children’s developmental characteristics and complemented with appropriate pedagogical strategies.
Co-Authors Akutaekwe, Emillia Chinenye Chukwudum, Prince Chiemeka Felix, Goodseed Chidera Ibrahim, Balami Daniel Mardiyana Faridhatul Anawaty Nisa’, Titin Faridatun Okenwa-Fadele, Ijeoma Saputri, Diana Tri A, Fajar Luqman Tsani, Mutiara