GBELEYI ADIO OLASUNKANMI

Science and Tech. Education

At the Science And Tech. Education department office

Appointment on Visitation important

Topic: Influence Of Students’ Career Interests On Perceived Difficult Concept In Computer Studies In Ghanaian And Nigerian Secondary Schools

Description:

There have been few studies on students’ difficulty in the computer studies curriculum of African senior secondary schools. This study attempts to fill this gap by investigating the concepts students find difficult in the Ghanaian and Nigerian computer science curriculum and the influence of students’ career interests on these perceived difficult concepts. The study is important to the extent that our understanding of “where the shirt tights” regarding topics difficulty will guide teachers, students, secondary schools’ managers, and governments in applying applicable remediating measures. The study sought to establish (a) the concepts that students perceive to be difficult in the computer studies curriculum in Ghanaian and Nigerian schools and (b) if there is a statistically significant relationship between students’ career interests and perceived concept difficulty in computer studies. Anchored on cognitive constructivism theory of Piaget, a quantitative method was employed with the sample (N = 1776). The study reports computer basics and evolution, programme development cycle, managing computer files, Developing problem-solving skills, computer ethics and human concerns, Networking, Logic circuits, Machine language, flowcharting, Algorithm and arithmetic logic unit as perceived difficult concepts. The study also found a negative statistically significant relationship between students’ career interests and perceived concept difficulty in the Ghanaian and Nigerian computer studies curriculum. Various remediating measures have been preferred.

#	Certificate	School	Year
1.	Ph.D (ICT EDUCATION & CYBERSECURITY)	LAGOS STATE UNIVERSITY, OJO	2022

From Silence to Strength: Leveraging CTCA and Gbeleyi 1.0 to Tackle Gender Dynamics and Student Anxiety in Secondary Schools

Anxiety and critical thinking skills are crucial factors influencing students' academic performance and learning outcomes, particularly in subjects perceived as difficult. This study attempted find out the relative effectiveness of CTCA, Gbeleyi 1.0 and the lecture method on students’ anxiety, and critical thinking skills to logic gate. A mixed-method design was adopted for data collection. The study population comprises of 213 (JS) two students who at the time of the study had not taken the (BECE) to ascertain the level of potency of the methods in question. The selected schools were randomly selected, 131 and 81 males. A pretest and posttest consisting of the anxiety test, and the critical thinking skill task were administered to the groups. The Critical Thinking Skill Task (CTST), Students’ Anxiety Scale Test (SAST) and Students’ Interview Guide (SIG) were the instruments developed for this study. A respectable reliability coefficient of 0.78 and 0.74 was obtained from the respectively. Data collection took six weeks, and the analysis was conducted using IBM SPSS version 23. The collected data underwent multivariate analysis of covariance. The results revealed a significant difference in the methods used, univariate ANOVA on anxiety [F (3, 209) = 13.38; p<0.05]. However, gender does not have a statistically significant effect (F = 0.842, p = .360), nor does the interaction between method and gender (F = 2.262, p = .134), suggesting that the impact of methods on post-anxiety does not vary significantly by gender. 

GBELEYI OLASUNKANMI is a Lecturer I at the Department of Science and Tech. Education

GBELEYI has a Ph.D in ICT EDUCATION & CYBERSECURITY from LAGOS STATE UNIVERSITY, OJO