Department of Early Childhood and Primary Education

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Browsing Department of Early Childhood and Primary Education by Author "Azeez Arisekola Salman"

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    Effect of Instructional Animation on Pupils’ Academic Performance in Literacy
    (Journal of Education Technology, 2025) Azeez Arisekola Salman
    This study was motivated by the persistent problem of low literacy performance among primary school pupils in Nigeria, which is often attributed to teacher-centered instructional methods and limited use of technology in classrooms. The purpose of the research was to examine the effect of instructional animation on pupils’ academic performance in literacy, with specific attention to gender and school type. The study involved 95 pupils from four selected public and private primary schools in Ilorin West Local Government Area of Kwara State, consisting of 53 pupils from public schools and 42 from private schools. A pre-test, post-test, non-equivalent control group quasi-experimental design with a 2×2×2 factorial structure was adopted for the study. Data were collected using the Pupils’ Literacy Performance Test (PLPT), the Instructional Guide for Instructional Animation (IGIA), and the Instructional Guide for Conventional Method (IGCM). The instruments were validated by experts and the PLPT yielded a reliability coefficient of 0.74. Data obtained were analyzed using Analysis of Variance (ANOVA) to test the main and interaction effects of instructional animation, gender, and school type on pupils’ literacy performance. The findings revealed that instructional animation had a significant positive effect on pupils’ academic performance in literacy, as those taught with animation outperformed their peers taught with the conventional method. However, there were no significant interaction effects among instructional animation, gender, and school type, indicating that the strategy was effective and inclusive across different learner groups. The study concludes that integrating instructional animation into literacy instruction can enhance pupils’ learning outcomes and promote equitable, technology-based education in primary schools.
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    Effect Of Personalized Instruction Strategy On Pupils’ Academic Achievement In Numeracy In Ilorin West Local Government Area Of Kwara State
    (International Journal of Educational Research & Social Sciences, 2024) Azeez Arisekola Salman; Ojo Ajibola Elisha
    This study focused on effect of personalized instructional strategy on pupils academic achievement in Ilorin West Local Government Area of Kwara State. The study adopted pre test post-test control group quasi-experimental research design. A factorial design of 2X2 was adopted for the study. The population comprises of all public and private primary schools pupils. The sample size were four primary three classes. First, all the schools were divided into two strata (Private and Public), and Purposive sampling technique was used to select (2) public and (2) private schools using intact class. Three research instruments were used titled: Pupils’ Numeracy Achievement Test (PNAT) with two treatment packages, Instructional Guide for Personalized Instruction (IGPI) and Instructional Guide for Conventional Method (IGCM). Instruments were subjected to face and content validity by some selected numeracy. Test re-test method of reliability was used. Thereafter, Pearson Product Moment Correlation (PPMC) was used to determine the reliability index of (r=.71). Three research hypotheses were formulated and tested at 0.05 level of significance. The demographic data of the participants, were analyzed using frequency counts, mean, and percentage while the research hypotheses were tested, using analysis of co-variance (ANCOVA) at 0.05 level of significance. The finding revealed among others that there was a significant main effect of treatment on pupils’ academic achievement in Numeracy in Ilorin West Local Government, Kwara State (F (1; 129) = 10.175, P< 0.05). Those exposed to Personalized Instruction (15.726) performed significantly higher than those exposed to conventional method (14.667). Based on the findings of this study, it can be explicitly stated that personalized instructional strategy can enhance better performance in Numeracy than the traditional method of teaching and learning. Recommendation were made among others, Numeracy teachers should be enlightened on the effectiveness of personalized instructional strategy on pupils’ academic performance in Numeracy.
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    Exploration of Universal Basic Education Policy and its impact on Overall Education Quality of Schools in Nigeria
    (British Journal of Education, 2024-07-01) Ojo, Ajibola Elisha; Azeez Arisekola Salman
    Universal Basic Education (UBE) programme was developed internally, although it is heavily influenced by global trends and developments in education. It is anticipated that its implementation will provide all Nigerians who are willing to learn with a top-notch basic education, as required by various international accords. Nevertheless, Nigeria is confronted with problems such a lack of resources, a lack of public awareness, an inadequate implementation of the new UBE curriculum, and low teacher motivation. These barriers continue to limit how effective the UBE policy may be. This study provided an important contribution to explore Universal Basic Education Policy and its impact on overall education quality of schools in Nigeria. More so, certain recommendations were made amongst others that cooperation between the School administration, Local Government, and parents is required to stop children from working and begging during school hours to reduce absenteeism.
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    Perception of Early Childhood Education Lecturers on The Use of Virtual Learning
    (Journal homepage: https://ejournal.bumipublikasinusantara.id/index.php/ajsed, 2024-07-02) Azeez Arisekola Salman; Olarewaju Yahaya
    Despite the advantages of virtual learning, its implementation in early childhood education (ECE is still in its infancy, and its effectiveness in this field is still under scrutiny. The study examined the perception of early childhood education lecturers on the use of virtual learning in Kwara state, The study adopted a descriptive survey research design. The population comprised all lecturers in both public and private tertiary education teaching Early Childhood Education in Kwara State. The sample size is 60 lecturers, the instrument used for data collection was a questionnaire titled Perception of Early Childhood Education Lecturers on Virtual Learning (POECELOVL), one research question, two hypotheses guided the study, the instrument was validated by an expert in the test measurement and evaluation and the PPMC was used for the reliability which yielded. frequency mean and percentage, t-test, and ANOVA were used for the both research question and hypotheses. Meanwhile, the study revealed that Early Childhood Education lecturers had positive perceptions of the use of virtual learning in ECE. It was concluded that Early Childhood Education lecturers had positive perceptions of the use of virtual learning in ECE. Based on the findings it was recommended that educational institutions adapt virtual platforms and channels that meet the needs and interests of students,