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- ItemChallenges And Prospects in The Efficacy of Technologies in The Transformation of Education for Tertiary Institutions in Nigeria(Afrotropic Discourse and Beyond, AMultidisciplinary journal of the Association of West African Universities, 2024-11-09) Abubakar Abiola YUSUF; Muritala Adaramaja SHEUAround the world, the importance of integration of emerging technologies such as artificial intelligence, robotics, and blockchain cannot be underscored, as these technologies are presumed to play a pivotal role not only in revolutionizing traditional educational paradigms but also in enhancing various aspects of the academic experience, and thereby contributing to the overall growth and development of tertiary institutions. It is on this premise that this study explored the efficacy of emerging technologies, delving into considering the transformation of education for tertiary institutions in Nigeria. First, the study provides a brief literature review on emerging educational technologies such as artificial intelligence, robotics, and blockchain. Next, it presented Technology Acceptance model (TAM) as theoretical contribution. Thereafter, it demonstrated that fear of job disruption, inadequate technology infrastructures, insufficient allocation of funds, and shortage of trained technology professionals, privacy and security concerns, and resistance to change were identified as some of the challenges of most of the tertiary institutions as a result of the use of different technologies. Furthermore, the prospects for transformation of education for tertiary institutions includes: personalized learning experiences, enhanced teaching, transparency and accountability, collaborative research opportunities, and administrative efficiency and resource management. It was concluded that appropriate utilization of emerging technologies such as artificial intelligence, robotics, and blockchain would offer exciting opportunities for innovative learning experiences in the institutions. It was suggested that stakeholders in education sectors should collaborate with non-governmental organizations and technology developers through continued research and development to ensure the transformation of education propelled by innovative technological advancements.
- ItemRELATIONSHIP AMONG COGNITIVE STYLES OF FIELD INDEPENDENCE, FIELD DEPENDENCE AND SENIOR SECONDARY STUDENTS' ACHIEVEMENT IN MATHEMATICS IN ILORIN EAST LOCAL GOVERNMENT, KWARA STATE(JOURNAL OF CURRENT RESEARCH IN EDUCATION, 2023) Yunusa kayode, SAADU, Muritala Adaramaja SHEUMathematics is key to science and technological development of any nation. Research has revealed the downward trend in students' performance in Mathematics and this has been partly traced to teacher and learner-related factors. Therefore, this study investigated the relationship between cognitive styles of field independence/ field dependence and students' achievement in Mathematics in Ilorin East Local Government, Kwara State. The objectives of the study were to assess: (i) students' profile of academic achievement (ii) students' cognitive styles (FI/FD) (iii) the relationship among field independence, field independence and students' achievement in Mathematics. The study adopted a descriptive research design of correlational type. The sample comprised 270 students III in Ilorin East, Kwara State. An adapted version of FI and FD Scale by Wyss (2002) and an adopted Mathematics Performance Test in WAEC May/June 2022 multiple choice past questions were used for data collection. The reliability coefficients and face and content validity of the instruments were determined. The data collected were analyzed using frequency count, percentage, and Multiple regression at 0.05 level of significance. The findings of the study revealed a significant positive relationship among field independence/ field dependence and students' achievement in 2 Mathematics (R =.041; F=5.684, p 0.05). The study concluded that students' academic performance in Mathematics has positive relationship with students' cognitive styles of field independence and field dependence. The implication of this study is that students' cognitive style is a positive factor of students' achievement in Mathematics. It was recommended among others that stakeholders, especially teachers, should take into account students' cognitive styles and adapt their teaching methods to suit the learners' cognitive styles especially in teaching mathematics.
- ItemLecturers’ Engagement and Job Performance: Experience from Kwara State Tertiary institutions.(Papers in Education and Development. 42(1). [Online]. Papers in Education and Development (udsm.ac.tz), 2024) Ojo, Olubukola James, Alao, Busayo Oluwabukola, & Atolagbe, A. A.
- ItemEMOTIONAL INTELLIGENCE, YEARS OF EXPERIENCE, AND SELF-ESTEEM ON PRINCIPALS’ ADMINISTRATIVE EFFICACY IN PUBLIC SECONDARY SCHOOLS IN KWARA STATE(INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION AND PSYCHOLOGY (IJREP), 2021-01-27) Fashiku, C. O., Yusuf, A. A., & Fashiku, B. C.The study investigated the joint and relative contributions of emotional intelligence, years of experience, and self-esteem in predicting principals’ administrative efficacy in public secondary schools in Kwara State. The population for the study comprised the entire 430 principals in Kwara State public secondary schools. Based on their years of experience, 195 principals were purposively selected. For data collection, one validated research instrument tilted Emotional Intelligence, Self-esteem, and Principals’ Efficacy Questionnaire (EISPFQ) developed by the researchers was used. Its reliability coefficient index was 0.75. The data collected were analysed using percentage scores and Multiple Regression Statistics. Based on the analysis, the results showed that most of the principals had a high level of administrative efficacy (50.8%). It also showed that emotional intelligence, years of experience and self-esteem when combined are significant predictors of principals’ administrative efficacy (51.3%; Adj. R2=.513), and the prediction of emotional intelligence (Beta= 0.16, t= 4.73), and self-esteem (Beta= 0.23, t= 3.79) are significant to principals’ efficacy, while the prediction of years of experience (Beta= -0.04, t= 0.62) was found not significant. It was recommended that principals in Kwara State public secondary schools would achieve greater administrative efficacy in discharging their responsibilities for the actualization of school goals and objectives if their efficacy belief is strengthened and are well motivated.
- ItemMode of entry as predictor of students’ academic performance in university of Ilorin, Ilorin, Kwara state, Nigeria(Published by Department of Educational Foundations, Faculty of Education, University of Port Harcourt, Nigeria., 2020) Abdulkareem, Rasaq Lanre & Alao, Busayo Oluwabukola