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Nurse Educators’ readiness to use blended learning in public nursing education institutions in Gauteng Province, South Africa
Published 2021Get full text
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Teachers’ knowledge of legislation and education law specifically and its influence on their practice
Published 2015Get full text
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Page will reload when a filter is selected or excluded.- Nigeria 2 results 2
- ATO model 1 results 1
- Achievement in Literature- in-English 1 results 1
- Adult learners 1 results 1
- Animation and video-based flipped classroom strategies 1 results 1
- Biology is a compulsory subject for pre-degree science students in Nigerian universities; however, a decline in students’ performance in practical biology has been observed. Previous studies focused on strategies of teaching practical biology with little attention on animation and video-based flipped strategies. This study, therefore, determined the effects of Animation-based Flipped Classroom Strategy (AFCS) and Video-based Flipped Classroom Strategy (VFCS) on pre-degree students learning outcomes (achievement in, attitude to and practical skills) in practical biology in Southwestern Nigeria. The moderating effects of gender and computer self-efficacy were also examined. Constructivist social learning theory provided the framework, while the pretest-posttest control group quasi-experimental of 3x3x2 factorial matrix was adopted. Purposive sampling technique was used to select 174 pre-degree students (69 males, 105 females) from three state universities (Adekunle Ajasin,Tai Solarin and Osun State) offering pre-degree programme. The universities were selected based on availability of functional Science laboratories. Participants were assigned into AFCS (71), VFCS (51) and control (52) groups, while treatment lasted eight weeks. Instruments used were Biology Practical Achievement Test (r=0.82), Students Attitude to Biology Questionnaire (r=0.73), Biology Practical Rating Skill Scale (r=0.81), Computer Self-efficacy Questionnaire (r=0.88) and instructional guides. Data were analysed using Analysis of covariance and Scheffe post-hoc test at 0.05 level of significance. There were significant main effect of treatments on achievement (F(2,155) =4.08, partial η2 = 0.05), attitude (F(2,155) = 2.93,partial η2 = 0.04) and practical skills (F(2,155) = 23.90, partial η2 = 0.24) in practical Biology. Students in the AFCS had the highest achievement mean score (23.48) followed by VFCS (21.05) and the control (19.11) groups. There was a significant main effect of gender on students’ Achievement (F(1,155) = 4.08, partial η2 = .03). While the female participants scored the higher mean score (22.60) than their male (19.83) counterparts. There was a significant two-way interaction effects of treatment and gender on students’ practical skills in Biology (F(2,155) = 4.10, partial η2 = 0.05), in favour of female students in the animation-based group. There were no three-way interaction effects of treatment, gender and computer self-efficacy on students’ learning outcomes in practical Biology. Animation and video-based flipped strategies were effective in improving pre-degree students’ achievement, practical skills and attitude to practical Biology in Southwestern Nigeria. There is the need to adopt these strategies for teaching pre-degree Biology students. 1 results 1
- Collaborative instructional practices 1 results 1
- Database 1 results 1
- Database Management Software Packages 1 results 1
- Distance learning 1 results 1
- Educational research findings 1 results 1
- Evaluation of Basic Science Curriculum 1 results 1
- ICT (informationand communication technology) and learning 1 results 1
- In Nigeria and some other countries of the world, improving students’ ICT competency and awareness has become a pedagogical issue. Accordingly, education on ICT competency and awareness is becoming popular in institutions of learning. However, determining a student’s ICT readiness, awareness and competency level is germane to the success of teaching and learning using ICT tools. Consequently, this study has developed tools for measuring the level of students’ ICT competency, awareness and readiness in learning. This research is necessary because using ICT for instruction has gained remarkable popularity in recent times. Nigeria is not left out in this euphoria of using ICT for instruction. The major focus of this paper is to investigate the level of awareness, readiness and competencies for the use of ICT for instruction by Faculty of Education, University of Ibadan distance learning students. Distance learning programmes and the use of ICT for its facilitation and enhancement is not a new phenomenon in Nigeria, hence the need to measure the level of compliance of students in order to aid the institution under study to make policies that would help in achieving the goals of using ICT for instruction and learning. A questionnaire was randomly distributed among the distance learning students of the faculty and results of the study revealed that majority of the respondents have little or no knowledge of application of ICT to learning. The study also revealed that a great percentage of students were not exposed to the usage of ICT and as such limited in its use in learning. It is recommended that the Curriculum should include the use of ICT as a course from the first year to the final year of study, the course content should include advance skills as from the second year; and it should be made compulsory to enhance the students’ ICT skills. 1 results 1
- Inclusive education 1 results 1
- Information 1 results 1
- Instruction 1 results 1
- Instructional organisation 1 results 1
- Lesson delivery 1 results 1
- Library 1 results 1
- Library Automation 1 results 1
- Library resources 1 results 1
- Library use 1 results 1
- Literacy 1 results 1
- Midwifery education 1 results 1
- Most people suffer avoidable health hazard because they lack basic knowledge of science. The old Integrated Science curriculum fell short of what is required to give students a solid foundation in science. The new Basic Science programme is designed to address its inadequacies such as attainment of life and coping skills, and is yet to be evaluated. Even, the previous evaluation studies on the old curriculum were based on its content and not the different components. This study, therefore, evaluated the implementation of Basic Science Curriculum component of Universal Basic Education Programme in South-west, Nigeria. The study adopted descriptive survey design using Stake's countenance Antecedent Transaction Outcome model. Participants were ministry officials (33), principals of schools (89), year tutor/heads of department (166), classroom teachers (269) and JSS III students (588). These were selected by stratified random sampling technique from ten local government areas each from the six south-western states. Five research instruments: Science Programme Objectives Rating Scale (r = 0.72); Basic Science Course Material Assessment Questionnaire (r = 0.81); Basic Science Classroom Observation Schedule (r = 0.73); Basic Science Achievement Test (r = 0.69) and Students' Attitude Questionnaire (r = 0.58) were used. Eleven research questions were answered. Data were analysed using descriptive statistics and multiple regression at 0.05 level of significance. The programme objectives were rated as very good ( = 3.76, max 5). Infrastructural facilities ( = 2.33, max 5) and students achievement in basic science ( = 8.76, max 20) were inadequate and course materials for basic science were available ( = 2.66, max 5). Students possessed positive attitude towards basic science ( = 3.04, max 5), most teachers of basic science were not professionally qualified to teach the subject (66.5%) and many teachers prefer to use lecture method (31.4%) to other methods. Composite contribution of antecedent and transaction variables to the variance of students' achievement in basic science was 10.7% and they contributed 24.7% to the variance of students' attitude towards science. The relative contribution showed that staff training (? = -.407) made negative contribution to achievement in basic science, followed by programme objective (? = -.251) and instructional technique (? = -.084), while manpower requirement (? = .217), availability of text (? = .044) and infrastructure (? = .034) made positive contribution to students' achievement in basic science. Also, availability of text (? = .427) made significant positive contribution to attitude towards science, followed by infrastructure (? = .357) and manpower requirement (? = .090), while instructional technique (? = -.321), programme objective (? = -.197) and staff training (? = -.090) made negative contribution to students' attitude towards science. Availability of text, infrastructural requirement and manpower contribute positively to students' learning outcomes in basic science. Basic Science curriculum component of the basic education programme was not well implemented because right personnel were not engaged in its implementation. Hence, greater effort should be invested in ensuring that in-service training is improved upon to experience positive impact on the implementation of the curriculum. 1 results 1
- Niger Delta University 1 results 1
- Nurse tutors in southwestern Nigeria 1 results 1
- Postgraduates 1 results 1
- Pre-degree students 1 results 1
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- SUNScholar — Stellenbosch University Repository 59 results 59
- UPSpace — University of Pretoria Institutional Repository 47 results 47
- UCTD — University of Cape Town Open Access Repository 19 results 19
- AUC Knowledge Fountain — bepress 5 results 5
- KNUSTSpace — Kwame Nkrumah University of Science & Technology (Ghana) 1 results 1