Browsing by Author "Opeyemi Abdullahi Alabi"

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    ASSESSMENT OF AVAILABILITY AND UTILIZATION OF BIOLOGY LABORATORY MATERIALS IN SENIOR SCHOOLS IN ILORIN, NIGERIA
    (Maddibo Adawa University International Journal of Educational foundation, 2025) Opeyemi Abdullahi Alabi; Abdulraheem Dare Gbigbadua; Olufunke. O. Kayode; Sherifat Temitayo Ibrahim
    Biology is one of the science subjects where laboratory materials with the use of specimens, apparatus, equipment and safety were taught. These activities were faced with many challenges among which are the availability and effective utilization of the biology laboratory materials. This study investigated the availability and utilization of biology laboratory materials in senior secondary schools in Ilorin, Nigeria, two research questions were raised and two research hypotheses were tested at 0.05 alpha level of significance. The study adopted a quantitative descriptive survey type and 257 Biology teachers were sampled for the study using multistage sampling techniques, data were collected using the Laboratory Activities Rating Scale Questionnaire (LARSQ). Content and construct validity was done by three (3) experts. One (1) from the department of science education, department of plant Biology, University of Ilorin and one (1)  experience secondary school Biology teacher respectively. A pilot study was also conducted using (20) Biology Teachers in different schools at the same time that was not participated in the research study. The data obtained was subjected to Cronbach Alpha test using the split half methods at a significant level of 0.05, then, Pearson’s Product-Moment Correlation was used to compare the two sets of scores and reliability index of 0.84, 0.81 and 0.87 was obtained respectively which measured the instrument to be reliable. Descriptive statistics such as frequency counts, percentages, means and standard deviations were used to answer the research questions, while inferential statistics (t-test and ANOVA) were employed to test hypotheses at the 0.05 significance level, Findings revealed that while laboratory materials were available to some extent, their utilization rate was low. Significant differences were observed in the teachers’ views on laboratory utilization based on gender, teaching experience, and academic qualification. The study concludes that inadequate utilization of laboratory resources continues to hinder effective teaching of biology in Nigerian schools. Study hereby recommends were made for improved provision, training, and monitoring of laboratory practices to enhance students’ academic performance.  
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    Science Education in the Digital Era: Socioeconomic Barriers, ICT Integration and Emerging Gaps in Teaching and Learning
    (2025) Opeyemi Abdullahi Alabi; Moses Adeleke Adeoye; Alani Ahmed Abiola; Muhammad Omeiza Raji
    The rapid advancement of digital technologies has reshaped educational practices globally, yet science education in Nigeria continues to face systemic challenges in adapting to this shift. Persistent infrastructural gaps, economic constraints, and disparities in teacher preparedness raise critical questions about how effectively digital tools can enhance science learning. This research aimed to explore the opportunities and challenges of integrating information and communication technologies (ICT) into science education in Nigeria, with a focus on understanding how digitalisation shapes access, pedagogy, and equity. The research employed a qualitative, document-based method. It synthesised findings from peer-reviewed scholarship, policy documents, and national education reports through thematic analysis, allowing for the identification of recurring patterns and emerging trends in the digital transformation of science classrooms. The results show that ICT adoption in Nigerian science education is real but uneven. Three main findings emerged: socio-economic and infrastructural barriers—such as unreliable electricity, limited internet access, and household poverty—restrict effective ICT use; while some teachers employ digital tools, their application is often limited to surface-level tasks rather than transformative, inquiry-based science learning; and new divides are emerging, as digital resources remain concentrated in urban and private schools, leaving rural and disadvantaged groups further behind. In conclusion, this research contributes by framing ICT integration not as an isolated technical issue but as an interconnected system of socio-economic, infrastructural, and pedagogical factors. Its value lies in highlighting science-specific digital needs and proposing a holistic perspective that can inform policies and practices aimed at fostering inclusive, equitable, and effective science education in the digital era.
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    Tracking the Impact of Competency-Based Curriculum Reform in Nigerian Elementary School Practices (2015-2024)
    (Auladuna: Journal of Teacher Training for Madrassa Ibtidaiyah Department, 2025) Moses Adeleke Adeoye; Sabina Nwakaego Obi; Olayinka Ibiyemi Oderinde; Opeyemi Abdullahi Alabi; Mar’atus Sholihah
    In recent years, global educational discourse has shifted towards competency based curriculum (CBC) models, advocating for learner-centred, skills-driven instruction that prepares students for 21st-century realities. Nigeria, responding to this momentum, initiated a reform of its basic education curriculum between 2015 and 2024. However, despite widespread policy revisions, questions remain about how deeply these reforms have penetrated elementary school practices. This research was conducted to critically assess the extent to which CBC principles have been implemented in Nigerian primary schools and to examine the systemic factors that influence or inhibit their success. To achieve this, the research employed a qualitative secondary data analysis approach, drawing from national curriculum documents, official policy briefs, education sector reports, statistical bulletins, and peer-reviewed studies spanning nearly a decade. Thematic content analysis was used to identify patterns in curriculum alignment, pedagogical practice, teacher preparedness, and assessment outcomes. The findings revealed a significant gap between policy aspirations and classroom realities. While CBC-aligned documents articulate clear goals such as critical thinking, collaboration, and problem-solving, practical implementation has been marred by limited teacher training, infrastructural inadequacies, and continued reliance on rote-based assessments. Teachers often demonstrate surface-level compliance with CBC strategies without meaningful instructional transformation. The research concludes that meaningful reform requires more than policy innovation; it demands investment in teacher capacity, assessment redesign, and system-wide coherence. By providing a longitudinal and documentary synthesis, this research contributes a grounded framework for understanding curriculum reform in resource-constrained contexts and highlights pathways for sustainable implementation in Nigerian basic education.