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

Development and Validation of Web-based Courseware for Junior Secondary School Basic Technology Students in Nigeria

This research aimed to develop and validate a web-based courseware for junior secondary school basic technology students in Nigeria. In this study, a mixed method quantitative pilot study design with qualitative components was used to test and ascertain the ease of development and validation of the web-based courseware. Dick and Carey instructional system design model was adopted for developing the courseware. Convenience sampling technique was used in selecting the three content, computer and educational technology experts to validate the web-based courseware. Non-randomized and non-equivalent Junior secondary school students from two schools were used for field trial validation. Four validating instruments were employed in conducting this study: (i) Content Validation Assessment Report (CVAR); (ii) Computer Expert Validation Assessment Report (CEAR); (iii) Educational Technology Experts Validation Assessment Report (ETEVAR); and (iv) Students Validation Questionnaire (SVQ). All the instruments were face and content validated. SVQ was pilot tested and reliability coefficient of 0.85 was obtained using Cronbach Alpha. CVAR, CEAR, ETEVAR were administered on content specialists, computer experts, and educational technology experts, while SVQ was administered on 83 JSS students from two selected secondary schools in Minna. The findings revealed that the process of developing web-based courseware using Dick and Carey Instructional System Design was successful. In addition, the report from the validating team revealed that the web-based courseware is valuable for learning basic technology. It is therefore recommended that web-based courseware should be produced to teach basic technology concepts on large scale

Development and Validation of Web-based Courseware for Junior Secondary School Basic Technology Students in Nigeria

This research aimed to develop and validate a web-based courseware for junior secondary school basic technology students in Nigeria. In this study, a mixed method quantitative pilot study design with qualitative components was used to test and ascertain the ease of development and validation of the web-based courseware. Dick and Carey instructional system design model was adopted for developing the courseware. Convenience sampling technique was used in selecting the three content, computer and educational technology experts to validate the web-based courseware. Non-randomized and non-equivalent Junior secondary school students from two schools were used for field trial validation. Four validating instruments were employed in conducting this study: (i) Content Validation Assessment Report (CVAR); (ii) Computer Expert Validation Assessment Report (CEAR); (iii) Educational Technology Experts Validation Assessment Report (ETEVAR); and (iv) Students Validation Questionnaire (SVQ). All the instruments were face and content validated. SVQ was pilot tested and reliability coefficient of 0.85 was obtained using Cronbach Alpha. CVAR, CEAR, ETEVAR were administered on content specialists, computer experts, and educational technology experts, while SVQ was administered on 83 JSS students from two selected secondary schools in Minna. The findings revealed that the process of developing web-based courseware using Dick and Carey Instructional System Design was successful. In addition, the report from the validating team revealed that the web-based courseware is valuable for learning basic technology. It is therefore recommended that web-based courseware should be produced to teach basic technology concepts on large scale

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

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