Papers by Jeremiah N Akhigbe
African Journal of Science, Technology ans Mathematics Education (AJSTME) , 2022
This mixed methods study focused on the design and implementation of integrated STEM curriculum-b... more This mixed methods study focused on the design and implementation of integrated STEM curriculum-based activities in biology. The purposive sampling technique was used to select four private and public senior secondary schools in Lagos State. The participants comprised 156 SS11 biology students from intact classes in the selected schools. STEM attitudes scale (SAS) and collaborative problem-solving skills (CPS) questionnaires which were used to gather quantitative data on students' attitudes towards STEM and collaborative problem-solving skills had reliability indices 0.84 and 0.98 respectively. The researchers' designed semi-structured interview protocol was used to examine students' perceptions of the integrated STEM enriched instruction. An aggregate of findings from statistical analysis and qualitative results from focus group interviews showed that the intervention improved the students' attitudes towards STEM, collaborative problem-solving skills and perceptions of integrated STEM instruction respectively. The study recommended the professional development of teachers to adopt this instructional paradigm in their classrooms.
Gamification of learning experiences is an evolving research paradigm in Africa and Nigeria in th... more Gamification of learning experiences is an evolving research paradigm in Africa and Nigeria in the diaspora. Thus, this study investigated the use of a designed and developed Biology Concept Game via mobile phone under individualize (I), individualize competitive (IC), collaborative (Col) and collaborative competitive (Col-C) learning modes. This design experimental research was conducted with two hundred and forty-two (242) senior secondary school students who were drawn from five intact classes in schools from Lagos Island local government area of Lagos State, Nigeria. Data collected were analysed using descriptive statistics and inferential statistics of Analysis of Covariance (ANCOVA) and Multiple Analysis of Covariance (MANCOVA) respectively. Empirical findings from the study revealed that the incorporation of game elements such as leader board, points, badges, and game challenge significantly improved students learning engagement, achievement, and attitude towards learning bio...
The study investigated in-service biology teachers’ perceptions of the instructional use of smart... more The study investigated in-service biology teachers’ perceptions of the instructional use of smartphones equipped with Biology Mobile Learning Applications (BMLAs) in the learning of biology concepts in Nigerian senior secondary schools and the pedagogical rating of two commercially available mobile learning applications recommended for learning biology. The study utilized a descriptive survey design. Data collected were analyzed using descriptive and inferential statistics. Findings gathered revealed that the in-service biology teachers had good perceptions of the instructional use of BMLAs and that these perceptions influence their pedagogical rating and selection of mobile applications. The study also revealed that demographic variables such as gender and years of professional teaching experience do not have any significant effect on biology teachers’ perceptions of the instructional use of mobile applications and in the pedagogical rating of the BMLAs respectively. The implicatio...
Academia Letters, 2021
We are in the period of a major pandemic where teaching and learning in the new normal has taken ... more We are in the period of a major pandemic where teaching and learning in the new normal has taken a different dimension characterized with the use of mobile technologies in educational context. Interests in mobile learning research has intensified owing to the proliferation of affordable handheld mobile devices among students, and the characteristic features of mobile learning that supports ubiquitous, personalized and collaborative learning experiences. Nonetheless, the pedagogical strategies required to infuse mobile technologies in educational context are inadequate. There is a need for an instructional framework that demystify students' and instructors' learning activities in the mobile supported collaborative learning space. This paper fills this knowledge gap with the introduction of a collaborative mobile learning framework that can be leveraged for the design of mobile learning environments that embeds free to use software, applications, social networking and communication tools.
Nigerian Online Journal of Educational Sciences and Technology (NOJEST), 2021
Teaching and learning can no longer be restricted to the four walls of the classroom... more Teaching and learning can no longer be restricted to the four walls of the classroom due to the outbreak of the coronavirus disease (COVID-19) pandemic in Nigeria. This has necessitated the adoption of online modes of delivering instruction. Consequently, new pedagogical interventions are required as an adjustment to the new normal in other to ensure seamless learning. By drawing on descriptive research methodology, the study designed a Collaborative Mobile Learning Environment (C-MOLE) that embedded googleclassroom and thereafter implemented C-MOLE in the delivery of a science teaching methodology course to preservice science teachers. Technology Acceptance Model (TAM) questionnaire was used to survey preservice teachers’ perceptions of C-MOLE. This study revealed that preservice teachers had high perceptions regarding the perceived ease of use, perceived usefulness and behavioural intentions to adopt google classroom in collaborative mobile learning respectively. Furthermore, the perceived ease of use andperceived usefulness positively influenced the behavioural intentions to use C-MOLE. There was a significant relationship between perceived usefulness and behavioural intentions to use C-MOLE. Likewise, there was a significant relationship between perceived ease of use and behavioural intentions to use C-MOLE. These results indicated that the three major constructs of preservice teachers’ perceptions of C-MOLE fit into a cohesive model that determines the preservice teachers’ acceptance of google classroomas a pedagogical alternative to face-to-face classroom instruction. The study recommended among others that google classroom should be blended with appropriate learning strategies and adopted in Nigerian universities.
Journal of pedagogical research , 2020
One way of ensuring gender equality in science education is by mainstreaming gender components in... more One way of ensuring gender equality in science education is by mainstreaming gender components into the pedagogical delivery of science instruction. Thus, the researchers in this study designed a Gender Responsive Collaborative Learning Strategy (GR-CLS) based on Universal Design for Learning (UDL) principles. The effectiveness of this instructional paradigm on students' achievement and attitude was determined in a mixed factorial quasi-experimental research design study conducted in a virtual and hands-on laboratory learning environment. Multistage sampling technique was used to select a total sample of 218 secondary school students from same sex and mixed sex schools. The six hypotheses formulated in the study were tested using Means and Analysis of Covariance (ANCOVA). Empirical findings revealed a significant difference in the mean achievement and attitude scores of both male and female students who were exposed to GR-CLS under virtual and hands-on laboratory environment respectively compared to those who were not exposed to GR-CLS. These results indicate that GR-CLS is an effective pedagogical strategy for improving students' achievement and attitude regardless of gender. Nevertheless, it was discovered that GR-CLS leads to a significant improvement in the achievement of students from same sex schools over mixed sex schools. The study, therefore, recommends the adoption of GR-CLS by science teachers in the planning and implementation of science lessons to create equal opportunities for both male and female students to benefit maximally from learning activities carried out in the laboratory.
International Journal of Innovative Technology Integration in Education (IJITIE), 2020
Gamification of learning experiences is an evolving research paradigm in Africa and Nigeria in th... more Gamification of learning experiences is an evolving research paradigm in Africa and Nigeria in the diaspora. Thus, this study investigated the use of a designed and developed Biology Concept Game via mobile phone under individualize (I), individualize competitive (IC), collaborative (Col) and collaborative competitive (Col-C) learning modes. This design experimental research was conducted with two hundred and forty-two (242) senior secondary school students who were drawn from five intact classes in schools from Lagos Island local government area of Lagos State, Nigeria. Data collected were analysed using descriptive statistics and inferential statistics of Analysis of Covariance (ANCOVA) and Multiple Analysis of Covariance (MANCOVA) respectively. Empirical findings from the study revealed that the incorporation of game elements such as leader board, points, badges and game challenge significantly improved students learning engagement, achievement and attitude towards learning biology respectively. The effectiveness of gamification was also statistically significant on the combined dependent variables of engagement and achievement, engagement and attitude, engagement, achievement and attitude respectively. Furthermore, the study revealed that competition and collaboration play a significant role and interplay to moderate the learning outcomes associated with the gamified biology learning environment. The main effect of gender and its interaction with gamification on students' learning outcomes was not significant. Hence, both male and female students were able to achieve equitable learning outcomes in the gamified learning environment. The study therefore recommend gamification as an effective pedagogical strategy that provide a scaffold for students' learning and co-construction of knowledge in the biology classroom.
African Journal of Information Systems, 2020
The study investigated in-service biology teachers’ perceptions of the instructional use of smart... more The study investigated in-service biology teachers’ perceptions of the instructional use of smartphones equipped with Biology Mobile Learning Applications (BMLAs) in the learning of biology concepts in Nigerian senior secondary schools and the pedagogical rating of two commercially available mobile learning applications recommended for learning biology. The study utilized a descriptive survey design. Data collected were analyzed using descriptive and inferential statistics. Findings gathered revealed that the in-service biology teachers had good perceptions of the instructional use of BMLAs and that these perceptions influence their pedagogical rating and selection of mobile applications. The study also revealed that demographic variables such as gender and years of professional teaching experience do not have any significant effect on biology teachers’ perceptions o f the instructional use of mobile applications and in the pedagogical rating of the BMLAs respectively. The implications of these findings for a mobile-enabled biology curriculum development were discussed extensively.
Concepts in genetics have been perceived to be very difficult by Nigerian students in recent time... more Concepts in genetics have been perceived to be very difficult by Nigerian students in recent times. This study therefore investigated the effect of computer simulation instructional strategy on senior secondary students" attitude and achievement in genetics. This was coupled with the moderating effects of gender and ability levels. The design of the study was quasi experimental, while 209 students drawn from four intact classes using purposive sampling techniques constituted the sample size. Six research questions guided the study and emerging hypotheses were tested at .05 level of significance. Quantitative data were collected using questionnaires and achievement tests. The results revealed that the use of computer simulation as a pedagogical tool significantly improve the achievement of students and bolsters their attitude towards biology. Similarly, findings revealed that the instructional use of computer simulation significantly improve the achievement of low ability learners who recorded higher mean gains than the medium and high ability groups respectively. Gendered difference in attitude and achievement did not yield any significant result thereby implying that the instructional use of computer simulations bridges the gap in attitude and achievement of male and female students respectively. The educational implications of these findings were extensively discussed.
Teaching Documents by Jeremiah N Akhigbe
Open Educational Resources Commons, 2021
One way of bridging the educational divide between girls/women and boys/men is by mainstreaming g... more One way of bridging the educational divide between girls/women and boys/men is by mainstreaming gender components into pedagogical delivery of instruction. There is a need for more awareness, knowledge and practice skill sets that help teachers reflect on their instructional practices. Teachers need to be cognizant of gender issues replete with students' learning and how they can implement effective instructional pedagogies that mitigate gender bias. This article presents an instructional framework for gender-responsive collaborative learning and a resourceful tool for teachers to design gender-responsive collaborative learning environments that promote the achievement of all students.
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Papers by Jeremiah N Akhigbe
Teaching Documents by Jeremiah N Akhigbe