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TECHNOLOGICAL MOTIVATION AND PERCEPTION OF SECONDARY SCHOOL STUDENTS IN ENGLISH LANGUAGE SINCE THE OUTBREAK OF COVID-19 PANDEMIC IN OSUN STATE ABANIKANNDA, Mutahir
Educational Psychology Journal Vol. 13 No. 2 (2024): December 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/epj.v13i2.14402

The study investigated technological motivation and perception of secondary school students in English language since the outbreak of COVID-19 pandemic in Osun State. The study is a descriptive study; a sample of 400 students from Osogbo and Olorunda, Osun Central, Osun State formed the participants for the study. The instrument for data collections was questionnaire and reliability level was 0.78. Data collected were analyzed descriptive statistics (frequency count and simple percentages), t-test and correlation. The findings of the study revealed that secondary school students perceived the roles of technological in English language since the outbreak of COVID-19 pandemic in Osun State as it is easy to use, it save time, develop interest in learning, provides communication medium for information, promote individual learning and it promote active learning. Projector, public address, multimedia software, interactive board, computer, scanner and printer are the technology facilities available for students use since the outbreak of COVID-19 pandemic while others like internet facilities, media player, Learning Management System (LMS), zoom and google classroom are not available for use. The study of the findings revealed the challenges encountered by students while using technology facilities as a motivator since the outbreak of covid-19 pandemic as ICT software is not readily available, insufficient number of ICT, insufficient technical support from ICT, absence of constant electricity, amongst others and there is no significant difference in the frequency use of technology facilities as a motivator between public and private secondary schools in Osun State. The following recommendation were made such as: the ministry of education and local government education authority should provide computers, internet and other ICT tools in all the government own schools so as to encourage teachers use of ICTs, employers of teachers should give sufficient technical skills to their employees on ICT tools, teachers training institutions like institutes of education, colleges of education, National Teachers Institutes and so on should make ICTs course compulsory for all the teachers under training to make them familiar with the use of ICTs in teaching and learning.

Students’ Perception and Their Attitudes Toward the Use of Google Classroom in Osun State University ABANIKANNDA, Mutahir; LATEEF , Nasirot Ajoke
Educational Psychology Journal Vol. 13 No. 1 (2024): July 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/epj.v13i1.14403

The study investigated students’ perception and their attitudes toward the use of Google Classroom in Osun State University. The study is a descriptive study; a sample of 360 students from in Osun State University formed the participants for the study. The instrument for data collections was inventory and questionnaire and was structured by the researcher for data collection and reliability level was 0.78. Data collected were analyzed using mean, descriptive statistics (frequency count and simple percentage), t-test and correlation. The findings of the study revealed that students' perceived the usefulness of Google Classroom for learning process in Osun State University, students have positive attitude towards the use of Google Classroom for learning in Osun State University, difficulties associated with the use of google classroom in Osun State University as lack of ICT tools in campus, epileptic electricity power supply, cost of data, lack of class management in google classroom, learning schedule do not allow for google classroom for learning, insufficient number of ICT facilities, insufficient Internet bandwidth or speed, amongst others and there is no significant difference in the students’ perception of the use of Google Classroom for learning in Osun State University differ based on student’s gender. The following recommendations were made such as: academic institutions should apply Google Classroom as it will assist both students and lecturers to connect, work together, create assignments, grade students and post lecture notes, academic institutions should continue to promote and provide quality ICT infrastructures upgraded computer units, laptops, tablets, and most importantly school-wide wifi access for all the stakeholders, training should also be given to facilitators of learning and students on how to maximize the use of Google Classroom for effective teaching and learning and academic institutions are encouraged to make Google Classroom an avenue to promote e-learning among the students.

PERCEIVED INFLUENCE OF AUGMENTED REALITY ON THE LEARNING OF CHEMISTRY OSOGBO LOCAL GOVERNMENT AREA, OSUN STATE, NIGERIA. ABANIKANNDA, Mutahir; Aderinto, Grace Anu
Chemistry in Education Vol. 13 No. 1 (2024): Chemistry in Education
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Augmented reality (AR) technology is becoming increasingly prevalent in chemistry education. AR is regarded as an essential pedagogical resource that facilitates the comprehension of complex concepts at all educational levels. Despite the numerous reported advantages of AR in education, research is yet to be conducted on the influence of AR on secondary school chemistry education in the Nigerian state of Osun. Thus, this study was conducted to determine the impact of an AR system used to teach secondary school pupils about material structures and chemical equilibrium on their motivation, cognitive burden, and technology acceptance. Material structures and chemical equilibrium is an essential subtopic in chemistry education, particularly for high school students; however, this can be difficult to grasp as it is abstract. Augmented Reality (AR) technology, considered an added value compared to traditional learning materials such as textbooks, two-dimensional images, and video, is one way to facilitate this learning process. A class of 14- to 16-year-old (eleventh-grade) students in the Osogbo Local Area of Osun State, Nigeria, evaluated the impact of augmented reality on chemistry learning. This study employed a mixed-methods survey research design with an ex-post facto methodology. Twenty secondary institutions in Osogbo Local Government will be chosen using a simple random sampling technique, yielding 300 pupils. The data were collected using an achievement test, a cognitive burden scale, and a semi-structured interview form. After analyzing the results, we can conclude that these students favorably viewed this augmented reality (AR) application in the learning process. Numerous students need help to comprehend chemistry's symbolic and molecular representations. This may have enhanced their comprehension of chemical symbols and concepts. In addition, the results indicate that computerized models can serve as a means for students to generate mental images.

LEARNING CHEMISTRY WITH THE HIERARCHY MODE OFELECTRONIC CONCEPT MAPPING STRATEGY ABANIKANNDA, Mutahir
Chemistry in Education Vol. 13 No. 1 (2024): Chemistry in Education
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

An electronic hierarchy concept mapping instructional package has been designed, developed and validated, to be employed as a learning strategy for learning chemistry. This study assesses the attitude of students exposed to the strategy. Design-based research was employed using the mixed-method approach divided into two stages. In the first stage, the design and development of the package were carried out, qualitative and quantitative expert validation was done thereafter. The second stage involved the assessment of the developed package by assessing students’ attitudes to the package. Experts’ judgments revealed that the developed package meets up with the required standard of instructional design and development and is suitable for learning. The findings in this study also showed that the use of the strategy elicited a highly positive attitude from students. It can be concluded therefore, those electronic hierarchy concept mapping strategies are better innovative approaches to learning chemistry in Nigerian schools.

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