This study aimed to determine the difference between (a) the retention of information by students taught machine learning using the culturo-techno-contextual approach (CTCA) and the lecture method; (b) the retention of information by male and female students taught machine learning using CTCA; and (c) the interaction effects of gender and the teaching methods on the retention of information by students taught machine learning using CTCA and lecture. Adopted learning ideas include Vygotsky's theory of constructivism, Ausubel's philosophy of meaningful learning, and the philosophical framework of the CTCA. This study employed sequential explanatory mixed methodologies and a quasi-experimental research methodology. A total of 138 learners in senior secondary II participated in the study. The reliability of the Machine Language Achievement Test (MLAT) was determined using the split-half method, which yielded a Spearman-Brown coefficient of 0.80. There is a statistically significant difference in method of teaching [F (1, 137) = 111.61; p<0.05], which was in favour of the CTCA group (experimental). There is no statistically significant difference in the gender of the students in the experimental group [F (1, 137) = 0.08; p > 0.05]. The interaction effect of methods and gender is not statistically significant [F (1, 137) = 1.61; p = 0.21]. We therefore encouraged and suggested that secondary school computer studies teachers should utilise CTCA in order to improve student learning.

This study was conducted to determine if the use of the Culturo-Techno-Contextual Approach (CTCA), a learning strategy that incorporates the use of cultural knowledge (indigenous knowledge), contextual drawing from the immediate environment to illustrate teaching, and the component of technology, can improve learning. What is the purpose of machine language? It is a difficult-to-learn concept in the computer studies curriculum of Nigeria, despite being the basis of computer programming. It is hypothesised that (i) there is no statistically significant difference in (a) academic achievement and (b) attitudes between males and females when taught in machine language. (ii) There are no statistically significant interaction effects of sex and training method on (a) academic achievement and (b) attitudes of students in machine language. A total of 207 computer studies students in senior secondary year two (SS2), comprising 106 females and 101 males, participated in the study. The instruments used to gather data were the machine language attitudes questionnaire (MLAQ) and machine language achievement test (MLAT), which had reliability coefficients of 0.71 and 0.70, respectively. The one-way MANCOVA multivariate F (Pillai’s Trace) was not significant [F = 0.49; P > 0.05]. Univariate tests on achievement [F (1, 203) = 0.72; P > 0.05] and attitude [F (1, 203) = 0.36; P > 0.05] failed to attain statistical significance. Hypothesis one was not rejected because there was no statistically significant effect of student gender on (a) academic achievement and (b) attitudes when taught using CTCA and the lecture method. The two-way MANCOVA multivariate F (Pillai’s Trace) was not significant [F = 2.26; p > 0.05]. The interaction effect between sex and training method on achievement [F (2, 199) =.90; P =.41] was not significant, but on attitude [F (2, 199) = 3.67; P =.03] attained statistical significance. The study concluded that educators are encouraged to use the CTCA and could demonstrate how it could be used as a pedagogical design for improving the achievement and attitude of students in computer studies and other subjects offered in senior secondary schools by capitalising on its assets. The strategies will assist both teachers and students in gaining respect for local activities and culture, its wisdom and ethics, indigenous science and technology, and the use of local resources, thereby enhancing sustainability, and they will encourage collaboration among students, resulting in improved academic achievement and attitude. Both males and females performed on neutral ground. Giving both male and female students the opportunity to excel on a neutral ground without having any influence over the other.

Augmented reality (AR) has come a long way since it was previously only shown in science fiction films; it is now widely employed in the educational sector as well. The educational industry should not fall behind in the use of augmented reality to improve student teaching and learning. In addition, a few published studies have studied the use of AR in education, but the majority of these studies have not focused on content creation or the long-term impact of augmented reality on the respondents. This research is intended to fill a gap in the existing literature. The initiative is significant to the extent that understanding these areas is a useful indicator of what teachers and other stakeholders can do to improve the situation. The purpose of the study was to (a) determine whether there were any significant gender or academic qualification inequalities among respondents, and (b) determine how AR affected their learning process. A total of 76 students, 36 males and 40 females, participated in the study. Over ninety percent of the students surveyed in the study said that the augmented materials effectively communicated teaching and were beneficial to them. In addition, females (N = 40, mean = 29.35, SD = 3.13) showed a more positive outlook on the application of augmented reality than males. In addition, students with a higher level of education were more enthusiastic about the application of augmented reality.

This study examined the perceived influence of WhatsApp social media on students’ learning outcomes in the English Language in Osun State. A descriptive survey research design was adopted for the study. The population for the study comprised all senior secondary school students in Osun State. A simple random sampling technique was used to select 200 students as the respondents. A Self–developed questionnaire with a reliability coefficient of 0.8 was used for data collection. Data were analyzed using frequency count, percentage, standard deviation, and t-test. The study revealed that students for both academic and non-academic purposes use the WhatsApp social media platform. It further showed that WhatsApp usage does not affect negatively students’ academic performance in the English Language except in the case of addiction. The findings further revealed that there is no significant difference in the perceived influence of WhatsApp social media on students’ academic performance in the English Language based on gender. It was recommended that Students should be advised to utilize WhatsApp social media to promote their academic performance and school counselors should organize seminars for students on the dangers of using WhatsApp for non-academic purposes based on its effect on academic performance.

No abstract