Oyebimpe ADEGOKE | MOUNT KENYA UNIVERSITY (original) (raw)
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Papers by Oyebimpe ADEGOKE
Education and information technologies, Mar 16, 2024
The rapid expansion of the knowledge society, due mainly to the ubiquity and access of informatio... more The rapid expansion of the knowledge society, due mainly to the ubiquity and access of information and communication technology (ICT), places a professional demand on teachers to acquire relevant knowledge to make use of technology in their classrooms. Thus, for teachers to effectively integrate ICT into their teaching repertoire, they must transform their pedagogical practices. In this regard, the quality of pre-service and in-service training is pivotal in preparing teachers for effective technology integration. Utilising a case study approach and Activity Theory principles as a theoretical lens, this study set out to explore the influence of ICT as a tool of instruction on the classroom practice of in-service teachers in Rwanda. Qualitative methods were employed to capture data through interviews, observations, and document analysis. Data was analysed using content analysis to understand in-service teachers' constructions about learning through ICT and how it influenced their classroom practice. The investigation of the influence of ICT as an instructional tool to in-service teachers yielded unique patterns of their ICT learning-teaching experiences. The findings were twofold. First, the ICT learning experiences of the in-service teachers changed their perspective towards teaching and learning with ICT in their own classrooms. Second, the teacher participants vicariously mirrored their lecturers' use of ICT in their own classroom practice. This unintended experience created affordances for the in-service teacher trainees to not only learn 'about' ICT, but significantly 'how to teach' pedagogically with ICT. It is crucial for teacher trainees to experience the same type of learning environments they are expected to create in their own classrooms.
Routledge eBooks, Jun 2, 2023
Journal of Education, 2021
The improvement of students’ English proficiency depends on the level of teaching English languag... more The improvement of students’ English proficiency depends on the level of teaching English language and the competency of teachers in teaching career. The purpose of this study therefore, was to investigate the relationship between teachers’ competency in English language and students’ English language proficiency within secondary schools of Karongi in Rwanda. The study adopted correlation research design research design. Data collection tools were questionnaire and interview guide. The target population was 1794 people comprised of 1560 students, 14 Sector Education Officers, 20 Head Teachers, 200 teachers. A simple random sampling and purposive sampling techniques were used to get a sample size of 395 respondents. The study findings revealed that majority of the students with a total of 290 (91.2%) agreed that in their school, teachers are not competent enough in English language. Moreover, almost 292 (91.8%) of the respondents agreed that in their school, students English reading,...
Google is a popular Web 2.0 tools with many interesting facilities and applications. Like many ot... more Google is a popular Web 2.0 tools with many interesting facilities and applications. Like many other Web 2.0 tools, Google classroom has potential for teaching and learning due to its unique built-in functions that offer pedagogical, social and technological affordances. With this in mind, Google classroom as an open-source learning platform created in 2015 to simplify and enhance user collaboration, was considered a prominent technology tool used to enhance teaching and learning at a particular University in Rwanda. This study adopts a quantitative descriptive design to investigate university students' Google classroom experiences in Rwanda after participating in an online STEM education course. Data were collected using questionnaires sent to students via a Google form link. The collected data were analyzed using frequency and descriptive analysis. The study has generally confirmed that students have a positive cognitive, affective, and behavioural attitude towards Google classroom use. The study also revealed immediate feedback, accessibility, user-friendliness, collaboration, effective and efficient communication as positive experiences recognized by students using Google classroom in their online STEM education course. Nevertheless, students faced problems such as poor internet connection, lack of technology to access the classroom, insufficient time to submit tasks, lecturers inadequate and untimely response to students' questions, isolated learning, poor knowledge about the user interface, inadequate skills on how to use the classroom. To further encourage the use of google classroom particularly as a learning management system in Rwandan universities and other universities across Africa, findings from this study recommends that education institutions provide students and lecturers with adequate training and platform on how to use the google classroom interface, improve ICT infrastructures, lecturers' use of video chat or asynchronous mode to provide adequate and timely feedback to students within stipulated virtual office hours, ensure quality course content.
International Journal of Higher Education
This study assessed the digital skills of female university students and the implications for hig... more This study assessed the digital skills of female university students and the implications for higher education in Africa. A descriptive survey was used to sample 100 female university students from four African countries (Nigeria, Rwanda, South Africa, and Uganda). The instrument used was the digital competence survey. Two research questions and two hypotheses were postulated and tested. According to the study's findings, most female university students in Nigeria and South Africa have expert and advanced levels of information and digital literacy, communication and collaboration, digital content creation, and safety.On the other hand, Uganda was mainly found at the basic or no levels, whereas Rwanda was mostly found at the intermediate levels. The chi-square analysis reveals a significant difference between the ages of female university students and their DC levels (χ2 =.000; p < 0.05). A significant difference exists between female university students’ program of study and ...
Education and information technologies, Mar 16, 2024
The rapid expansion of the knowledge society, due mainly to the ubiquity and access of informatio... more The rapid expansion of the knowledge society, due mainly to the ubiquity and access of information and communication technology (ICT), places a professional demand on teachers to acquire relevant knowledge to make use of technology in their classrooms. Thus, for teachers to effectively integrate ICT into their teaching repertoire, they must transform their pedagogical practices. In this regard, the quality of pre-service and in-service training is pivotal in preparing teachers for effective technology integration. Utilising a case study approach and Activity Theory principles as a theoretical lens, this study set out to explore the influence of ICT as a tool of instruction on the classroom practice of in-service teachers in Rwanda. Qualitative methods were employed to capture data through interviews, observations, and document analysis. Data was analysed using content analysis to understand in-service teachers' constructions about learning through ICT and how it influenced their classroom practice. The investigation of the influence of ICT as an instructional tool to in-service teachers yielded unique patterns of their ICT learning-teaching experiences. The findings were twofold. First, the ICT learning experiences of the in-service teachers changed their perspective towards teaching and learning with ICT in their own classrooms. Second, the teacher participants vicariously mirrored their lecturers' use of ICT in their own classroom practice. This unintended experience created affordances for the in-service teacher trainees to not only learn 'about' ICT, but significantly 'how to teach' pedagogically with ICT. It is crucial for teacher trainees to experience the same type of learning environments they are expected to create in their own classrooms.
Routledge eBooks, Jun 2, 2023
Journal of Education, 2021
The improvement of students’ English proficiency depends on the level of teaching English languag... more The improvement of students’ English proficiency depends on the level of teaching English language and the competency of teachers in teaching career. The purpose of this study therefore, was to investigate the relationship between teachers’ competency in English language and students’ English language proficiency within secondary schools of Karongi in Rwanda. The study adopted correlation research design research design. Data collection tools were questionnaire and interview guide. The target population was 1794 people comprised of 1560 students, 14 Sector Education Officers, 20 Head Teachers, 200 teachers. A simple random sampling and purposive sampling techniques were used to get a sample size of 395 respondents. The study findings revealed that majority of the students with a total of 290 (91.2%) agreed that in their school, teachers are not competent enough in English language. Moreover, almost 292 (91.8%) of the respondents agreed that in their school, students English reading,...
Google is a popular Web 2.0 tools with many interesting facilities and applications. Like many ot... more Google is a popular Web 2.0 tools with many interesting facilities and applications. Like many other Web 2.0 tools, Google classroom has potential for teaching and learning due to its unique built-in functions that offer pedagogical, social and technological affordances. With this in mind, Google classroom as an open-source learning platform created in 2015 to simplify and enhance user collaboration, was considered a prominent technology tool used to enhance teaching and learning at a particular University in Rwanda. This study adopts a quantitative descriptive design to investigate university students' Google classroom experiences in Rwanda after participating in an online STEM education course. Data were collected using questionnaires sent to students via a Google form link. The collected data were analyzed using frequency and descriptive analysis. The study has generally confirmed that students have a positive cognitive, affective, and behavioural attitude towards Google classroom use. The study also revealed immediate feedback, accessibility, user-friendliness, collaboration, effective and efficient communication as positive experiences recognized by students using Google classroom in their online STEM education course. Nevertheless, students faced problems such as poor internet connection, lack of technology to access the classroom, insufficient time to submit tasks, lecturers inadequate and untimely response to students' questions, isolated learning, poor knowledge about the user interface, inadequate skills on how to use the classroom. To further encourage the use of google classroom particularly as a learning management system in Rwandan universities and other universities across Africa, findings from this study recommends that education institutions provide students and lecturers with adequate training and platform on how to use the google classroom interface, improve ICT infrastructures, lecturers' use of video chat or asynchronous mode to provide adequate and timely feedback to students within stipulated virtual office hours, ensure quality course content.
International Journal of Higher Education
This study assessed the digital skills of female university students and the implications for hig... more This study assessed the digital skills of female university students and the implications for higher education in Africa. A descriptive survey was used to sample 100 female university students from four African countries (Nigeria, Rwanda, South Africa, and Uganda). The instrument used was the digital competence survey. Two research questions and two hypotheses were postulated and tested. According to the study's findings, most female university students in Nigeria and South Africa have expert and advanced levels of information and digital literacy, communication and collaboration, digital content creation, and safety.On the other hand, Uganda was mainly found at the basic or no levels, whereas Rwanda was mostly found at the intermediate levels. The chi-square analysis reveals a significant difference between the ages of female university students and their DC levels (χ2 =.000; p < 0.05). A significant difference exists between female university students’ program of study and ...