Browsing by Author "Opeyemi Abdullahi ALABI"

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    Effect of Artificial Intelligence Tools on Achievement in Complex STEM Concepts among Senior Secondary School Students in Ilorin, Kwara State, Nigeria
    (Zamfara international Journal of Educational Foundation, Faculty of Education, Federal University of Guzau, 2026-04-19) Kehinde Muritala NUHU; Abdulkadir Ibrahim OBA; Opeyemi Abdullahi ALABI; Muhammed Abdullahi LAWAL; Adejoke Serah ADEWUMI; Charles Olubode OLUMORIN
    The integration of Artificial Intelligence (AI) into secondary education presents a significant opportunity to address persistent challenges in Science, Technology, Engineering, and Mathematics (STEM) instruction in Nigeria. This study investigated the effect of AI tools on the learning of complex STEM concepts among Senior Secondary School II (SS2) students in Ilorin, Kwara State. Using a quasi-experimental pre-test, post-test non-equivalent control group design, 360 SS2 students were drawn from six purposively selected schools across Ilorin West, East, and South Local Government Areas. The experimental group (n = 180) received AI-enhanced instruction using uLesson, PhET Interactive Simulations, and ChatGPT, while the control group (n = 180) was taught using conventional lecture-based methods. Data were collected using a validated 40-item STEM Achievement Test (SAT; KR-20 = 0.82) and an AI Integration Questionnaire (AIQ). Descriptive statistics (mean, standard deviation) and Analysis of Covariance (ANCOVA) were employed for data analysis at a 0.05 significance level. Findings revealed that the AI-enhanced group achieved a significantly higher post-test mean score (74.50) compared to the control group (56.20), yielding a mean gain of 32.35 against 14.40 for the control, with ANCOVA confirming statistical significance [F(1, 357) = 142.31, p < .05]. Students and teachers reported that virtual simulations effectively substituted for absent physical laboratory facilities. However, high internet data costs and frequent power outages were identified as critical barriers to sustained adoption. The study concludes that AI tools significantly demystify complex STEM topics by providing interactive scaffolding and personalised feedback and recommends targeted infrastructure investment, subsidised data access, and institutionalised AI-literacy training for STEM teachers in Kwara State.
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    TRENDS IN ACTIVE LEARNING PEDAGOGIES IN BIOLOGY EDUCATION: A SYSTEMATIC DOCUMENTARY CONTENT ANALYSIS OF GLOBAL RESEARCH EVIDENCE
    (Jurnal Saintifik (Multi Science Journal), 2026-03-26) Opeyemi Abdullahi ALABI; Abdulraheem Dare GBIGBADUA; Olufunke O KAYODE; Olatunji Yusuf ABDULRAHEEM
    Biology education plays a crucial role in developing scientific literacy, critical thinking, and the ability to understand complex biological systems. In response, active learning pedagogies have increasingly been adopted in biology education to enhance student engagement, improve conceptual mastery, and support deeper learning. The purpose of this study was to examine global trends in active learning pedagogies in biology education through a systematic documentary content analysis of empirical research. Specifically, the study sought to identify dominant active learning strategies, analyse methodological patterns and geographical distribution of studies, examine reported learning outcomes, and map the theoretical frameworks underpinning this body of research. The study employed a systematic documentary content analysis design. The selected studies were analysed using a structured coding framework that combined quantitative frequency analysis with qualitative thematic synthesis. The findings reveal a substantial growth in active learning research in biology education, with inquiry-based learning, problem-based learning, flipped classroom models, cooperative learning, and technology-enhanced instruction emerging as the dominant pedagogical approaches. The analysed studies consistently report improvements in academic achievement, conceptual understanding, student engagement, and learning retention. The analysis also indicates that constructivist, sociocultural, and experiential learning theories form the principal theoretical foundations of these pedagogical approaches. Overall, the study contributes to biology education scholarship by synthesising global empirical evidence on active learning practices, clarifying their theoretical grounding, and providing evidence-based insights that can inform instructional practice, curriculum development, and educational policy aimed at improving biology teaching and learning.