Browsing by Author "Obafemi, K. E."

Now showing 1 - 7 of 7
  • Thumbnail Image
    Item
    CHILDHOOD EDUCATION UNDERGRADUATES’ PERCEPTION OF THE EFFECT OF SOCIAL MEDIA ON THEIR READING HABIT
    (A2Z Edu-Learning Hub, 2023) Obafemi, K. E.
    This study examined the perceptions of undergraduate students studying childhood education on the impact of social media on their reading habits. The research employed a descriptive survey design and used a multi-stage sampling technique to select 435 participants. A researcher-designed questionnaire, titled the "Questionnaire on the Perceived Effect of Social Media on Reading Habit," was administered and found to be reliable through the use of the test-retest method (r = 0.78). Data were analyzed using percentages, means, and an independent t-test. The results showed that social media has an impact on the reading habits of these undergraduate students, but there was no significant difference in perceptions based on gender. The conclusion was that social media affects the reading habits of childhood education undergraduates, and it is recommended that these students be taught how to use social media in a way that does not negatively affect their reading habits.
  • Thumbnail Image
    Item
    CHILDHOOD EDUCATION UNDERGRADUATES’ PERCEPTION OF THE EFFECT OF SOCIAL MEDIA ON THEIR READING HABIT
    (A2Z Edu-Learning Hub, 2023) Obafemi, K. E.
    This study examined the perceptions of undergraduate students studying childhood education on the impact of social media on their reading habits. The research employed a descriptive survey design and used a multi-stage sampling technique to select 435 participants. A researcher-designed questionnaire, titled the "Questionnaire on the Perceived Effect of Social Media on Reading Habit," was administered and found to be reliable through the use of the test-retest method (r = 0.78). Data were analyzed using percentages, means, and an independent t-test. The results showed that social media has an impact on the reading habits of these undergraduate students, but there was no significant difference in perceptions based on gender. The conclusion was that social media affects the reading habits of childhood education undergraduates, and it is recommended that these students be taught how to use social media in a way that does not negatively affect their reading habits.
  • Thumbnail Image
    Item
    Effect of Blended Instructional Method on Pupils’ Academic Achievement in Social Studies in Ilorin West Local Government Area of Kwara State
    (A2Z Edu-Learning Hub, 2022) Obafemi, K. E.
    In many fields, including pedagogy, technology has had a significant impact. The use of synchronous and asynchronous digital tools in instructional processes exemplifies this trend. The combination of face-to-face classroom instruction with computer mediated activities to deliver instruction characterized blended instructional method. Hence, the study investigated the effect of blended instructional method on the pupils' academic performance in social studies in Kwara State. The study adopted a pretest posttest control group quasi-experimental research design. The population used contains of all pupils in upper basic education in llorin West Local Government Area Kwara State. The simple random sampling technique was used to select two (2) private schools which were used in the study. One instrument titled Social Studies Achievement Test (SSAT) was validated and tested for reliability. Three research hypotheses were tested with analysis of Covariance (ANCOVA) at 0.05 level of significance. The findings of the study revealed that treatment had significant effect on pupils' academic achievement in social studies. However, gender did not have significant effect on pupils' academic achievement in social studies and there was no significant interaction effect of treatment and gender on pupils' academic achievement in Social Studies. Based on the findings, it was concluded that blended instructional method can improve academic achievement of pupils in social studies. It was therefore recommended that blended instructional method should be employed as a method of teaching social studies. School owners should organize and sponsor their teachers to attend workshop and training on the use of blended instructional method.
  • Thumbnail Image
    Item
    Effect of Blended Instructional Method on Pupils’ Academic Achievement in Social Studies in Ilorin West Local Government Area of Kwara State
    (A2Z Edu-Learning Hub, 2022) Obafemi, K. E.
    In many fields, including pedagogy, technology has had a significant impact. The use of synchronous and asynchronous digital tools in instructional processes exemplifies this trend. The combination of face-to-face classroom instruction with computer mediated activities to deliver instruction characterized blended instructional method. Hence, the study investigated the effect of blended instructional method on the pupils' academic performance in social studies in Kwara State. The study adopted a pretest posttest control group quasi-experimental research design. The population used contains of all pupils in upper basic education in llorin West Local Government Area Kwara State. The simple random sampling technique was used to select two (2) private schools which were used in the study. One instrument titled Social Studies Achievement Test (SSAT) was validated and tested for reliability. Three research hypotheses were tested with analysis of Covariance (ANCOVA) at 0.05 level of significance. The findings of the study revealed that treatment had significant effect on pupils' academic achievement in social studies. However, gender did not have significant effect on pupils' academic achievement in social studies and there was no significant interaction effect of treatment and gender on pupils' academic achievement in Social Studies. Based on the findings, it was concluded that blended instructional method can improve academic achievement of pupils in social studies. It was therefore recommended that blended instructional method should be employed as a method of teaching social studies. School owners should organize and sponsor their teachers to attend workshop and training on the use of blended instructional method.
  • Thumbnail Image
    Item
    EFFECT OF INSIDE-OUTSIDE CIRCLE INSTRUCTIONAL STRATEGY ON PRIMARY SCHOOL PUPILS’ ACADEMIC ACHIEVEMENT IN MATHEMATICS IN KWARA STATE
    (UNILORIN JOURNAL OF LIFELONG EDUCATION, 2021) Obafemi, K. E.
    This study investigated the effect of inside-outside circle instructional strategy on pupils' academic achievement in mathematics in Ilorin West Local Government Area of Kwara State. Pretest post-test control group quasi-experimental research design was adopted. A total of 74 pupils from two public primary schools were involved in the study. One validated and reliably tested research instrument titled 'Mathematics Achievement Test' (MAT) was used. The reliability index of MAT (r = 0.74) was determined using test retest method. Three hypotheses were formulated and tested with Analysis of Covariance (ANCOVA). The findings of the study revealed that treatment had significant effect on pupils' academic achievement in mathematics (F (1; 69) = 248.743, P < 0.05). However, gender (F (1; 69) =1.325; P > 0.05) did not have significant effect on pupils' academic achievement in mathematics. And finally, the interaction of treatment and gender did not have any significant effect on pupils' academic performance (F (1; 69) = .603; P > 0.05). Based on the findings, it was concluded that inside-outside circle instructional strategy can improve academic achievement of pupils in mathematics. Based on the conclusion, it was recommended that teachers should be trained on inside-outside circle instructional strategy and also be encouraged to use it.
  • Thumbnail Image
    Item
    Enhancing Pupils’ Academic Performance in Mathematics using Brainstorming Instructional Strategy
    (ASEAN Journal of Science and Engineering Education, 2024) Obafemi, K. E.
    This study investigated the effect of brainstorming instructional strategy on pupils' academic performance in mathematics in Ilorin West Local Government Area of Kwara State, Nigeria. Pretest posttest control group quasi-experimental research design was adopted. A total of 97 pupils from two private primary schools were involved in the study. Three validated research instruments were used for gathering and these included Mathematics Performance Test (MPT), Guide for Brainstorming Instructional Strategy (GBIS), and Guide for Conventional Method (GCM). MPT was tested for reliability using the test-retest method and the reliability coefficient was 0.78. Two hypotheses were formulated and tested with Analysis of Covariance (ANCOVA) at a 0.05 level of significance. The findings of the study revealed that brainstorming had a significant effect on pupils' academic performance in mathematics. However, the interaction of treatment and gender did not have any significant effect on the academic performance of pupils in mathematics. Based on the findings, it was concluded that brainstorming instructional strategy improved the academic performance of pupils in mathematics regardless of their gender. Based on the conclusion, it was recommended that primary school teachers should be trained in the use of brainstorming instructional strategies in teaching mathematics.
  • Thumbnail Image
    Item
    STEP-BY-STEP DEPLOYMENT OF INDEPENDENT T-TEST USING SPSS IN EARLY CHILDHOOD STUDIES
    (University of Maiduguri Press, 2019) Obafemi, K. E.
    Conducting research is a prerequisite to adding to the body of existing knowledge. The findings of any research can be adjudged trustworthy only if the data gathered are analysed with the appropriate statistical tool(s) because the use of wrong statistical tool(s) can mar the findings of such research. There are many parametric statistical tools which can be used to analyse data especially, when the variables involved in the study are dichotomous categorical independent variable and continuous dependent variable, hence, independent samples t-test is the most appropriate statistical tool required for such analysis. Independent samples t-test is used to compare the mean scores of two different groups of people or conditions. The analysis of independent samples t-test can be computed manually but it is prone to error(s) particularly when large sample is involved. However, the use of computer application can help to avert the potential errors of manual analysis of research data. This paper unfolds the meaning of independent samples t-test, its assumptions underlying the use of independent samples t-test and the step by step procedures for analysing data using computer application of Statistical Package for Social Science (SPSS).