AE-FUNAI JOURNAL OF EDUCATION

Management of Technology-Based Instruction as a Predictor of Attitude to Work among Nigerian University Teachers

Francisca Ngozi Ogba, Alexander Okezie Onwu — Sat, 30 Mar 2024 00:00:00 +0200

The present study focuses on learning the management of technology-based instruction as a predictor of attitude to work among university teachers. The study used a correlation design with a sample size of 450 university teachers in the Faculty of Education of selected two public Nigerian Universities using a simple random sampling technique. Technology-Based Instruction Scale (TBIS) and University Teachers’ Attitude to Work Scale (UTAWS) were used for data collection. Three experts validate the instruments. Internal consistency reliability coefficients of 0.88 and 0.78 were obtained for (TBIS) and (UTAWS) respectively using the Cronbach alpha method. To test the hypotheses, a t-test associated with linear regression was used. The results indicated that management of technology-based instruction can significantly predict university teachers’ attitudes to work to a high extent. Based on the findings, some recommendations were highlighted including that the Nigerian government should collaborate with non-governmental bodies such as the United Nations Educational, Scientific and Cultural Organization (UNESCO) and other international organizations in providing financial support to acquire viable technology tools for instruction to promote a positive attitude to work among university teachers in Nigeria.

Counselling as a Panacea for Resolving the Causes of Gender Imbalance in Student Enrolment in Engineering Technology Programme

Eunice Nnenna Eze, Mercy Ifeoma Uba, Chinyere O. Elom, Gloria O Okorie — Tue, 09 Apr 2024 00:00:00 +0200

The study investigated the place of counselling in resolving the causes of gender imbalance in students’ enrollment in engineering technology in the era of emerging technology at Alex Ekwueme Federal University Ndufu-Alike Ikwo (AE-FUNAI). The study adopted a qualitative design. Purposive sampling procedures were used to select 25 students from the Faculty of Engineering Technology, faculty officers, and the admission office in (AE-FUNAI), Ebonyi State, Nigeria. Data were collected through personal interviews, enrollment records, and a semi-structured questionnaire. The study's findings showed that there is a gender imbalance in students’ enrollment in Engineering Technology in favour of males due to lack/insufficiency of competent science teachers in secondary schools, lack of school counsellors, lack of technological awareness, etc. The study recommended employing sound, qualified, competent, and effective science teachers and school counsellors in all secondary schools, creating technological awareness through orientations, seminars and training, and introducing artificial intelligence that will technologically assist the students, especially female students, to appreciate emerging technologies, and awarding scholarships to all female students who wish to study engineering technology in the universities.

Women Education in the 21st Century: The Role of Technology

Emmanuel Idowu Ojobanikan, Njitum C. A. Mandah, Daniel Emmanuel Kaigama — Fri, 12 Apr 2024 00:00:00 +0200

The importance of women's education cannot be overemphasized, as it serves as a cornerstone for the development of a nation's economy. It empowers vulnerable individuals to explore opportunities within social and natural resources, paving the way for emancipation. In the 21st century, education has increasingly emphasized globalization, ICT, and the knowledge economy. This paper highlights the pivotal roles of technological innovations in women's education across various realms, including vocational, formal, and non-formal education, as well as distance and higher education. Technology has the potential to support transformative learning, enabling learners to grow, change, and develop. Incorporating technology-based learning into women's education could significantly contribute to the development of women as national resources for economic, political, and environmental growth. Therefore, it is recommended for implementation in Nigeria's education policy and curriculum. Technology should be integrated and deeply ingrained into all approaches and methodologies employed for women's education. Furthermore, the education of girl children should expose them to technology and science subjects early on, starting from the formative years of elementary school through the tertiary level.

Effect of Computer-Based Programmed Instruction on Students' Achievement in Biology

Sat, 20 Apr 2024 00:00:00 +0200

The study investigated the effect of Computer-Based Programmed Instruction Teaching Strategy (CBPITS) on students’ achievement in biology. Three null hypotheses were formulated and tested at the 0.05 level of significance. The design for the study was a quasi-experimental, pretest and posttest non-equivalent control group design. A total of eighty-three (83) students drawn from intact classes of two co-educational secondary schools in Nsukka Education Zone of Enugu State were sampled for the study using a multistage sampling technique. One school was randomly assigned to the experimental group while the remaining school was assigned to the control group. The Experimental group was taught biology with CBPITS while the control group was taught with the conventional method (lecture method). The instrument used to collect data for the study was the researchers’ compiled Biology Achievement Test adopted from the West African Senior School Certificate Examination past questions. The proposed hypotheses were tested using Analysis of Covariance (ANCOVA). The findings of the study revealed that there is a statistically significant difference between the achievement mean scores of students taught biology with CBPITS and those taught with the Conventional method. The study also revealed that the two-way interaction of methods of teaching and gender had no statistically significant effect on the academic achievement of the students in biology in secondary schools.

New Media Alpha-numeric Writing and Students’ Performance in School Essays

Goodluck Chigbo Nwode, Monica Nnenne Okafor, Obinna Nancy Ngozi — Sun, 05 May 2024 00:00:00 +0200

This study examines the effects of alpha-numeric writing through new media on students' performance in school essays, considering both positive and negative impacts. The primary data for this investigation comprise observations and essays from selected students at Ebonyi State University, Abakaliki, and the College of Health Technology, Ngbo. Additionally, secondary data sourced from library and internet resources are utilized. The study employs a mixed-method approach, integrating content analysis and qualitative interpretative tools. The analysis reveals that many students unconsciously incorporate new media symbols, figures, and words (alpha-numeric) into their essays, leading to decreased performance due to errors associated with this writing system. Consequently, they lose marks for such blemishes, which adversely affects their academic performance. In conclusion, alpha-numeric writing is identified as a negative aspect of new media that impacts students' performance in essays and overall academics. The study advocates for continuous sensitization and guidance of students by teachers and parents as a solution.

Effects of CAD Technology on Building Technology Students’ Interests in Building Drawing

Amos Aderemi Ayoola, Wole Idowu Akinlabi, Ibukun Francis Adeagbo — Sun, 05 May 2024 00:00:00 +0200

This study examined the effects of CAD packages on improving Building Technology students' interest in Building Drawing. Three research questions and three hypotheses guided the study. A factorial design with students in their intact classes was employed, involving 152 NCE III Building students from all Federal and State Colleges of Education in Southwest Nigeria. The sample consisted of 28 male and 11 female students. The Building Drawing Interest Inventory (BDII), developed by the researcher, was utilized. Pre-tests and post-tests of the instrument were conducted, and an Analysis of Covariance (ANCOVA) was employed to test the hypotheses. The results revealed that there was no significant difference between the effects of Autodesk Revit and AutoCAD on students’ interest in Building Drawing. Additionally, there was no significant difference between the effects of gender on students’ interest in Building Drawing, nor was there a significant interaction effect of treatment and gender on the students' interests. It was recommended that the curriculum for Building Drawing in Colleges of Education be revised to incorporate appropriate CAD technology as a training tool for Building Drawing.

Learning STEM in African Secondary Schools: Bridging Gender Inequality Gap and Location on Difficulties Concept

Mon, 05 Aug 2024 00:00:00 +0200

The new senior secondary computer studies curriculum for multilingual West African schools was introduced in 2015. Since its implementation, there have been limited studies on students' perceptions of its difficulty, gender equity, and geographical differences. This study aimed to investigate two primary objectives: (a) identifying topics within the curriculum perceived as challenging by secondary school students, and (b) examining how gender and school location influence these perceptions. The study included 1,501 computer studies students from nine public and 12 private senior secondary schools in Nigeria and Ghana, with approximately 51% female respondents. Three-quarters of the schools were located in urban areas, while the remainder were in rural settings. The top ten topics perceived as most difficult, in descending order, were: Flowcharting, Algorithms, Problem-solving skills, Program development cycle, Machine language, Computer Ethics and human issues, Logic circuits, Computer fundamentals and evolution, and Networking. The findings revealed slight gender differences and significant rural-urban disparities in perception. Recommendations were proposed to enhance the teaching and learning of computer studies in African schools, addressing these findings.

Impact of Insecurity on the Academic Performance of Basic Technology Students

Basiru Toyin Lasisi — Mon, 30 Sep 2024 00:00:00 +0200

The study investigated the effects of insecurity on the academic performance of Basic Technology students in Ogbomoso South Local Government Area of Oyo State, Nigeria. A purposive sampling technique was used to select 345 students, comprising 109 males and 236 females. A self-structured, questionnaire was designed for the study. Two research questions and two hypotheses were formulated to guide the investigation. The major findings revealed that insecurity in the school environment significantly impacts the academic performance of Basic Technology students. Factors contributing to insecurity included student gangsterism, smoking of Indian hemp, abuse of hard drugs, involvement in cult activities, and other antisocial behaviours. These issues often lead boys to leave school and engage in trading, while girls may drop out and opt for early marriage. Based on the findings, several recommendations were made. It was suggested that school owners and other education stakeholders should take proactive measures such as perimeter fencing and securing school environments from intruders to ensure the safety of both staff and students. Additionally, school administrators should adopt appropriate security measures and effectively manage the teaching-learning environment to mitigate these challenges.