This study aimed at examining the attitudes of the college of education lecturers towards the use of VCs for instruction in Ondo State. The objectives were to: (i) examine lecturers’ attitude towards the use of VCs, (ii) determine the difference in lecturers’ gender on their attitude towards the use of VCs, and (iii) examine lecturers’ attitude towards the use of VCs based on years of teaching experience. A self-structured questionnaire with a reliability result of 0.70 was used to collect data from 298 lecturers. Frequency counts, percentages, and mean were used to answer research question 1, and an independent sample t-test was used to test hypotheses 1-2 at a 0.05 level of significance. It was revealed that lecturers had a positive attitude towards the use of VCs, no significant difference in the lecturers’ attitude towards the use of VCs based on gender and there was a significant difference between the less experienced and the experienced lecturers' attitudes towards the use of VCs in favor of less experienced lecturers. The study concluded that irrespective of gender, lecturers’ attitudes towards the use of VCs do not vary, while there are disparities in the lecturers' years of teaching experiences, this implied that, regardless of the instructors' gender, integrating VCs for education will be a welcome development. While lecturers’ attitude is influenced by their years of teaching experience. The study recommended among others that concerned agencies and school management should sensitize, train, and provide an enabling environment.

This study examined the effects of 3D model of human digestive system (3-DMHDS) on senior secondary school students’ performance in Human digestive system in Ilorin, Kwara State, Nigeria. The research adopted a post-test, control group, non-randomized, and non-equivalent quasi-experimental research design. Two intact classes from two secondary schools were randomly sampled based on institutional ownership.  The instruments used were Lesson Note (LN), Biology Performance Test (BPT) for data gathering, and 3D-model of human digestive system (3-DMHDS) as the treatment instrument. The reliability coefficient of BPT was determined using the Pearson product-moment correlation and was found to be 0.84. Three research questions and three research hypotheses were formulated for the study. The mean score was used to answer the research questions while an independent sampled t-test at 0.05 level of significant was used to test the hypotheses. Findings show that 3-DMHDS significantly influence the understanding of the human digestive system among students irrespective of their gender and institutional ownership. It was recommended among others that Biology teachers and students should be motivated to use the 3D model for the teaching and learning of the human digestive system among other biology topics.

This study investigated the effect of Facebook-based learning on the students’ academic performance. The study was a quasi-experimental using pre-test, post-test design which used for data collection from 30 colleges of education students forming the sample for the study. The performance test comprises of two different sets of objective questions. Multiple choice and completion test responses. The reliability coefficient of 0.75 was obtained from Kuder-Richardson (KR-20) formula for the multiple-choice test and Split-half reliability statistic was used to determine the reliability coefficient of the completion test responses which yielded 0.76. The research questions were answered using mean and standard deviation while paired sample t-test was used to test hypothesis 1 and independent sample t-test was used to test hypothesis 2.  The findings of the study showed that there was a significant difference in the pretest and posttest performance of the Facebook-based group; and there was no significant difference in the performance of male and female students exposed to Facebook-based learning. The study concluded that the performance of the colleges of education students was enhanced when they are exposed to Facebook-based teaching methodology. It was recommended that colleges of education lecturers should be encouraged to adopt Facebook-based as an instructional strategy.