Enhancing Computer Science Students’ Retention through Video, Animation and Audio Voice Thread Modes in Colleges of Education in North-Central Nigeria

Achievement in a subject is more meaningful when a learner is able to retain the knowledge gained for a longer period of time. This study therefore focused on the need to enhance college of education students’ retention through video, animation and audio voice thread modes in North-central Nigeria. Three research questions raised were answered and three null hypotheses were also tested at 0.05 level of significance. The study adopted a quazi-experimental design in which intact classes of students in participating schools were used. A multi-stage sampling technique was used and a total of 210 students constituted sample size of the study. Intact classes of students were randomly assigned to experimental group I (voice thread video mode), experimental group II (voice thread animation mode), and the control group (voice thread audio mode). Voice thread modes were used as treatment instrument while computer science achievement test which was administered at posttest and retention test was used for data collection. The instrument was satisfactorily subjected to validation and reliability checks. Data collected were analyzed using mean, standard deviation and Analysis of Covariance statistics. Findings that emanated from the study revealed that the retention ability of both male and female students were enhanced by video and animation voice thread modes better than the audio mode. It was recommended that these two modes should be integrated in teaching and learning in colleges of education for improved retention of students in computer science

The Utilization of YouTube Videos for Instructional Purposes

This study investigated Lecturers’ Perception and Attitude toward Utilization of YouTube Videos for Instructional Purposes in Niger State college of Education. A descriptive survey design was adopted for the study. Four research questions were answered and two null hypotheses were tested in this study. The population of the study was made up of four hundred and eighty five (485) lecturers. Purposive sampling, simple random sampling, and stratified sampling techniques were used to select 100 lecturers that participated in the study. Researcher-designed questionnaire named Questionnaire on Lecturers Perception and Attitude towards the Utilization of YouTube for Instructional Purposes (QLPAUYIP) was employed for the study. The instrument was validated by experts and a reliability coefficient 0.89 was obtained using Cronbach Alpha formula. Data gathered were analyzed using descriptive statistics (Mean and Standard Deviation), inferential statistics (t-test) while the level of significance was ascertained at 0.05 alpha levels for the hypotheses. Findings revealed that lecturers have a positive perception towards the use of YouTube for instructional purposes however, there was a statistically significant difference between the two groups t=0.792. p˂0.05. On Also, lecturers’ have a positive attitude towards the utilization of YouTube videos for instructional purposes and there is no significant difference in the male and female lecturers’ attitude towards the utilization of YouTube videos for instructional purposes at t=0.352. p˂0.05. &nbsp

Educational Technology Undergraduates’ Performance in a Distance Learning Course Using Three Courseware Formats

Most educators’ inability to provide learning contents that suit different learning styles has caused a lot of problems in terms of performance. Thus, to cater to students’ preferences in terms of access to learning contents, the distance learning regulatory body in Nigeria emphasized that course materials should be developed in mixed-media formats. This study was carried out to compare the effects of printed, video, and Moodle-based courseware on educational technology students’ achievement, retention, and satisfaction in a distance learning course. A quasi-experimental design was employed for the study involving 108 participants from three experimental groups. The learning content and instruments, subjected to validation and reliability tests, where values of 0.78 and 0.86 were obtained using the Pearson product moment correlation and Cronbach’s alpha for achievement and satisfaction inventory, respectively, were administered within a four-week period. Data collected were analyzed using descriptive and inferential statistics. Findings indicated that the printed, video, and Moodle-based courseware formats improved students’ achievement with mean gain scores of 47.92, 40.89, and 43.03, respectively. A significant difference was observed in the achievement (F (2,104) = 8.67, p < 0.05), retention (F (2,104) = 29.406, p < 0.05), and satisfaction scores (F (2,104) = 5.662, p < 0.05) of the three groups. Open and distance learning administrators in Nigeria are recommended to produce and deploy printed, video, and Moodle-based formats of courseware to meet different students’ learning preferences

The Effects of ILIAS Online Learning Platform On Academic Achievement in Educational Technology Among University Students’ in Nigeria

This&nbsp; study&nbsp; investigated&nbsp; the&nbsp; effects&nbsp; of&nbsp; ILIAS&nbsp; online&nbsp; learning&nbsp; platform&nbsp; on&nbsp; students’ &nbsp;&nbsp;achievement&nbsp; in&nbsp; educational&nbsp; technology&nbsp; among&nbsp; universities &nbsp;in&nbsp; Nigeria.&nbsp; Guided by&nbsp; two research&nbsp; questions&nbsp; and&nbsp; two&nbsp; null &nbsp;hypotheses,&nbsp; a&nbsp; sample&nbsp; of&nbsp; 338&nbsp; (157&nbsp; males&nbsp; and&nbsp; 181 females)&nbsp; year&nbsp; two&nbsp; students&nbsp; was&nbsp; used.&nbsp; Quasi-experimental research design was used. Educational Technology Achievement Test (ETAT)&nbsp;&nbsp; was used for data collection. Data collected was analysed using mean and standard deviation while ANOVA was used to test the two null hypotheses that were formulated.&nbsp; The findings of the study indicated that those taught with ILIAS learning platform&nbsp; had&nbsp; higher&nbsp; mean&nbsp; achievement&nbsp; scores&nbsp; in&nbsp; ETAT&nbsp; than&nbsp; those&nbsp; students&nbsp; in&nbsp; the&nbsp; control group&nbsp; and&nbsp; also&nbsp; there&nbsp; was&nbsp; no&nbsp; significant&nbsp; difference&nbsp; in&nbsp; the&nbsp; mean&nbsp; achievement&nbsp; scores&nbsp; of&nbsp; male and female students taught Educational Technology using ILIAS learning platform. Based on the findings of the study, it was recommended that&nbsp; Universitiesand&nbsp; other&nbsp; tertiary&nbsp; institutions&nbsp; should&nbsp; implement&nbsp; the use&nbsp; of&nbsp; ILIAS learning&nbsp; platform&nbsp; in&nbsp; teaching&nbsp; and&nbsp; learning&nbsp; process&nbsp; for&nbsp; the&nbsp; purpose&nbsp; of&nbsp; enhancing&nbsp; learning outcome

The Effectiveness of Locally Constructed Amplifier on Secondary School Physics Students’ Achievement and Motivation towards Learning Energy Concept in Minna, Nigeria

Secondary school physics students in Minna, Nigeria perceive physics to be a difficult subject probably because physics teachers have not been using appropriate resources in the teaching ofabstract physics concepts.This study was therefore carried out to determine the effectiveness of locally constructed amplifier and physics students’ motivation towards learning energy concept when taught using the constructed amplifier. The research was an experimental research adopting a pretest, posttest experimental and control groups design. Three research questions were raised and one hypothesis wastested. Thirty secondary school one (SSI) physics students from two government-owned schools in Minna metropolis were randomly sampled for the study and assigned to experimental and control groups. Students in the experimental group were taught energy concept using the constructed amplifier while students in the control group learnt the concept using conventional lecture method.Physics Achievement Test (PAT) and Physics Students’ Motivational Questionnaire (PSMQ) were used for data collection. PAT consisted of 10 multiple choice objective question items on the concept of energy while PSMQ consisted of 15 items using a four point Likert Rating Scale. Both PAT and PSMQ were validated by experts and the reliability of a pilot study carried out yielded0.87 for PAT using KR-21 formula and 0.89 for PSMQ using Cronbach Alpha’s formula. Data collected from the administration of the research instruments were analyzed using percentage and t-test statistics in SPSS 16.0 version. Findings revealed that there was significant difference between the mean achievement scores of students in the two groups (t (58)=1.465, p&lt;0.05) in favour of the group taught using the constructed amplifier. Also,86.44% of the responses to the questionnaire revealed that students had positive motivation towards learning energy concept using the constructed amplifier. Based on these findings, it was recommended thatphysics teachers should encourage the use of locally constructed resources in the absence of commercial ones in order to facilitate students’ understanding of physicsand positively motivate them towards learning abstract physics concepts