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All Journal ASEAN Journal of Science and Engineering Education (AJSEE) Indonesian Journal of Educational Research and Technology (IJERT)
Temitayo Omolara Onasanya
University of Ilorin
Chemical Engineering, Chemistry & Bioengineering Education Engineering Materials Science & Nanotechnology Other

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Effect Glogster on Students’ Academic Achievement in Selected Basic Technology Concepts in Ilorin Metropolis Eno Ndarake Asuquo; Samuel A Onasanya; Temitayo Omolara Onasanya; Gboyega Ayodeji Aladesusi
ASEAN Journal of Science and Engineering Education Vol 2, No 1 (2022): AJSEE: March 2022
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (675.39 KB) | DOI: 10.17509/ajsee.v2i1.37946

Abstract

This study examined the Effect of Glogster on students’ Academic Achievement in Selected Basic Technology Concepts in Ilorin Metropolis. The study adopted a quasi-experimental type, of pre-test, post-test, non-randomized, control group design. The design is a 2 x 2 factorial design. The sample for the study comprised of 24 males and 20 females (44) students selected from JSS II classes of selected two schools. School A was assigned as the experimental group, while School B was the control group. The purposive sampling technique was used to select intact classes used for the study. Four research questions were raised and answered, while two research hypotheses were formulated and tested. Descriptive and Inferential statistics were used to answer the research question and test the stated hypotheses with the aid of statistical product and service solution (SPSS) version 20.0 at a 0.05 level of significance. The findings indicated that there was no significant difference in the mean scores’ performance of male and female students that were exposed to Glogster and there was no significant difference between male and female students’ attitudes towards the use of Glogster for learning. The study concluded that learning can be enhanced among secondary school’ students if appropriate technology like Glogster is deployed for learning. Therefore, it was recommended that secondary school students be encouraged to deploy Glogster for learning irrespective of their gender.
Effect of Technology-Enabled Video Instruction on Senior Secondary School Students’ Performance in Selected Technical Drawing Concept in Ilorin Temitayo Omolara Onasanya; Gboyega Ayodeji Aladesusi; S. A. Taiwo; Samuel Adenubi Onasanya; Jameson Taiwo Adeoye
Indonesian Journal of Educational Research and Technology Vol 2, No 2 (2022): IJERT: September 2022
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (449.015 KB) | DOI: 10.17509/ijert.v2i2.43559

Abstract

The study examined the effect of technology-enabled video instruction (TEVI) on senior secondary school students’ performance in selected technical drawing (TD) concepts in Ilorin. The sample for this study consists of an intact class in a senior secondary school in Ilorin. The research adopted a mixed method of quantitative and qualitative research, pre-experimental research of one-group pretest-posttest design. Technology-Enabled Video was used for data collection. The findings from the study revealed that TEVI had a positive effect on the academic performance of students taught selected TD concept, (63.1˃ 51.5), there was a significant difference in the pretest and posttest performance of students taught selected technical drawing concept using TEVI i.e. (df=15, t=-565, p=.000˂0.05). The study concluded that technology-enabled video instruction which is an improvised instructional aid did enhance the academic performance of the students. The study implies that proper integration of technology-based packages like TEVI for instructional delivery will adequately enhance students’ performance. The study Recommended that TEVI should be encouraged among teachers and students, as this will help to boost learners’ interest and provide learners the ability to learn in a direct, self-paced, and individualistic manner, which will, in turn, translate to better academic performance.
Co-Authors Eno Ndarake Asuquo Gboyega Ayodeji Aladesusi Jameson Taiwo Adeoye S. A. Taiwo Samuel A Onasanya Samuel Adenubi Onasanya