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Godwin Osaro Omofonmwan - One of the best experts on this subject based on the ideXlab platform.

  • Effect of Free Open Source Software Based Learning Package on Academic Achievement of Junior School Students in Basic Technology in Nigeria
    Journal of Educational and Social Research, 2015
    Co-Authors: Bamidele Michael Efuwape, Godwin Osaro Omofonmwan
    Abstract:

    This study reported the use of a Free Open Source Software (FOSS) based learning package in teaching Basic Technology among Junior Secondary Schools students in Nigeria. This study adopted a quasi-experimental design, Specifically, the pre-test, post-test, non-equivalent control group design. 118 students of Basic Technology II (JSS2) were selected through multi stage sampling from four junior secondary schools in the country. Two of the schools with 60 students were used as control group while the remaining two schools with 58 students were used as experimental group. A validated Energy-Based Technological Appliances Achievement Test (ETAAT) was used for data collection. A reliability coefficient of 0.82 was obtained using test-retest reliability technique and Pearson Product Moment Correlation. Three research questions guided the study and three hypotheses were tested; Data collected were analysed using mean for the research questions and Analysis of covariance (ANCOVA) for the hypotheses at 0.05 level of significance. The research findings revealed that the experimental group taught Basic Technology with a FOSS based learning package had a higher academic achievement than those taught with the traditional lecture method. Also, with calculated F-value of 526.627 and probability value (significance of F) of .000, a statistically significant difference was revealed between the two modes of instructions. No significant difference was found between male and female students achievement on the effect of FOSS learning package in enhancing achievement in Basic Technology with calculated F-value of 4.659 and significance of F at .330. Based on the findings, it was recommended amongst other things that the use of Free Open Source Software based learning package should be adopted by teachers and school administrators to facilitate meaningful learning in Basic Technology. Also, computer assisted materials or packages be developed for topics that may need some extra support to teach. DOI: 10.5901/jesr.2015.v5n2p215

Bamidele Michael Efuwape - One of the best experts on this subject based on the ideXlab platform.

  • Effect of Free Open Source Software Based Learning Package on Academic Achievement of Junior School Students in Basic Technology in Nigeria
    Journal of Educational and Social Research, 2015
    Co-Authors: Bamidele Michael Efuwape, Godwin Osaro Omofonmwan
    Abstract:

    This study reported the use of a Free Open Source Software (FOSS) based learning package in teaching Basic Technology among Junior Secondary Schools students in Nigeria. This study adopted a quasi-experimental design, Specifically, the pre-test, post-test, non-equivalent control group design. 118 students of Basic Technology II (JSS2) were selected through multi stage sampling from four junior secondary schools in the country. Two of the schools with 60 students were used as control group while the remaining two schools with 58 students were used as experimental group. A validated Energy-Based Technological Appliances Achievement Test (ETAAT) was used for data collection. A reliability coefficient of 0.82 was obtained using test-retest reliability technique and Pearson Product Moment Correlation. Three research questions guided the study and three hypotheses were tested; Data collected were analysed using mean for the research questions and Analysis of covariance (ANCOVA) for the hypotheses at 0.05 level of significance. The research findings revealed that the experimental group taught Basic Technology with a FOSS based learning package had a higher academic achievement than those taught with the traditional lecture method. Also, with calculated F-value of 526.627 and probability value (significance of F) of .000, a statistically significant difference was revealed between the two modes of instructions. No significant difference was found between male and female students achievement on the effect of FOSS learning package in enhancing achievement in Basic Technology with calculated F-value of 4.659 and significance of F at .330. Based on the findings, it was recommended amongst other things that the use of Free Open Source Software based learning package should be adopted by teachers and school administrators to facilitate meaningful learning in Basic Technology. Also, computer assisted materials or packages be developed for topics that may need some extra support to teach. DOI: 10.5901/jesr.2015.v5n2p215

Joshua O. Oni - One of the best experts on this subject based on the ideXlab platform.

  • Teacher Quality and Student Academic Achievement in Basic Technology in Junior Secondary Schools in South-West, Nigeria
    Journal of Educational and Social Research, 2014
    Co-Authors: Joshua O. Oni
    Abstract:

    The study examined the relationship between teacher quality and student academic achievement in Basic Technology in South-West, Nigeria. Descriptive survey and ex-post facto designs were used. Using stratified and simple random sampling techniques, five hundred and fifty-eight (558) principals and 558 teachers of Basic Technology from 558 schools were selected from 18 senatorial districts of Ekiti, Lagos, Ogun, Ondo, Osun, and Oyo States, the six states that make up South-West, Nigeria. A self-designed questionnaire and the results of the 2011/2012 Junior Secondary School Certificate Examination were used for data collection and analysis, respectively. The data collected were analysed using Pearson’s Product–Moment Correlation Coefficient. Findings revealed, among others, that significant relationship existed between teacher quality and professional experience and student academic achievement. The implication of the findings for the government, policy makers and school principals were articulated. DOI: 10.5901/jesr.2014.v4n3p397

Melvina N. Amalu - One of the best experts on this subject based on the ideXlab platform.

  • An assessment of sex, school type and retention ability in Basic Technology achievement among senior secondary school students
    Global Journal of Educational Research, 2020
    Co-Authors: Henrietta O Uchegbue, Melvina N. Amalu
    Abstract:

    Given the laudable purposes attached to study of Basic Technology in JSS, it is therefore important that students retain the skills and knowledge acquired in the course of studying the subject in the school. However, sadly, the intended effect Basic Technology as a subject in the secondary school system should have, has not been seen in the generation of able manpower readily employable for the economy. The study investigated the difference between the retention ability of male and female senior secondary students in Basic Technology, and how school type (public/private) influence retention. Two research hypotheses were formulated for the purpose of the study. The research design used in carrying out this study is Ex–post facto design. This study covered the Southern Educational Zone of Cross River State, Nigeria. The population of the study comprised all senior secondary school three (SS3) students in the government-owned secondary schools and private-owned secondary schools in the southern educational zone of Cross River State. The sampling technique used is stratified random sampling technique. The sample size for this study was 487 senior secondary school three (SS3) students drawn from fourteen schools in seven local government areas of southern educational zone. The research instrument used in the study is the achievement test. The statistical analyses techniques adopted to analyze the data collected were dependent t-test and independent t-test respectively. Findings of the study showed that there is no significant difference in retention between males and females, public and private schools in senior secondary school in Basic Technology. Based on the findings of the study, recommendations were made which include that there is a need to focus on the female folks in the execution of national policy on education. This study shows that the female folk arecapable of achieving and retaining as much the male folks during learning. Much effort should be made by the government to bridge the disparity between male and female folks in enrolment into and completion of the secondary school education. Keywords: gender, retention ability, achievement, Technology, school type

Ikere Ekiti - One of the best experts on this subject based on the ideXlab platform.

  • Improvisation as Atool for Improving the Teachers Knowledge In Basic Technology
    2014
    Co-Authors: Ikere Ekiti
    Abstract:

    This study described improvisation as a tool for improving teachers' knowledge in Basic Technology and the relevance of improvisation in classroom teaching and learning activities by using relevant literatures in highlighting the meaning, strategy, use, application, and goal of improvisation as an instructional tool. Using content analysis methods the application of improvisational strategies in teaching Basic Technology to allow for self-expression, development of higher order thinking skills and possession of more comprehensive and intimate relationship with subject matter was emphasised. Shulman's improvisational framework which advocated for the need for teachers' to master two types of knowledge namely content and curricular knowledge was explained and relevant recommendation was that the Government the teachers', learners and Government should display right attitude to improvisation in the classroom.

  • GENDER DIFFERENCES AND SCHOOL LOCATION ON DEVELOPMENT AND ASSESSMENT OF COMPUTER PROGRAMMED INSTRUCTIONAL PACKAGE ON ENERGY CONCEPT IN UPPER Basic Technology.
    2013
    Co-Authors: Ikere Ekiti
    Abstract:

    This study investigated the influence of upper Basic Technology teachers' gender differences and location on the assessment of Computer Programmed Instructional Package on Energy Concept (CPIPEC) in Ekiti State. The CPIPEC was assessed by 152 upper Basic Technology teachers using the teacher feedback questionnaire (TFQ). The results revealed that there was significant difference in the assessment of CPIPEC between male and female upper Basic Technology teachers with tcal(2.051), which was greater than ttab (1.96). The means of 69.91 and 74.27 with tcal (3.996) and ttab (1.96) revealed that there was significant difference in CPIPEC assessment between rural and urban area upper Basic Technology teachers. From the findings, it was discovered that CPIPEC had been adjudged a welcome innovation, and relevant recommendations on the fact that Federal Government should provide adequate facilities to encourage the use of computers in schools were made, especially in rural areas.

  • Influence of Qualification on Development and Assessment o f Computer Programmed Instructional Package on Energy Concept in Upper Basic Technology in Ekiti State
    2013
    Co-Authors: Ikere Ekiti
    Abstract:

    This study investigated the influence of qualification on development and assessment of computer programmed instructional package on energy concept (CPIPEC) in upper Basic Technology in Ekiti State. One research question was formulated with its corresponding hypothesis in which a descriptive research method of survey type that aimed at collecting data on and describing in a systematic manner, the characteristic features or facts about a given population was adopted. A population of one hundred and fifty two (152) upper Basic Technology teachers was purposively selected for this study, and an instrument labelled teachers feedback questionnaire (TFQ) was utilised in gathering data for this research. The instrument was validated and the internal consistency of the instrument was determined using alpha cronbrach method of estimating reliability coefficient and the result was 0.765. The data collected were analysed using ANOVA statistical method. The results revealed that there was no significant difference among the upper Basic Technology teachers qualifications in the development and assessment of CPIPEC at P