Faculty of Education

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https://repository.uniabuja.edu.ng/handle/123456789/339

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    Artificial Intelligence (AI) In Education: Integration of AI into Science Education Curriculum in Nigerian Universities
    (2024-01) Olatunde-Aiyedun, Tope Gloria
    This study investigates the integration of artificial intelligence (AI) into science curricula at Nigerian universities, motivated by the imperative to prepare students for the evolving demands of the digital age. Employing a mixed-methods approach, the research explores the impact of AI integration on learning outcomes, student engagement, and overall educational quality in science education. Quantitative analysis focuses on academic records, assessing the performance metrics of 180 science education students enrolled in AI-integrated courses across three Nigerian universities. Diverse representation across institutions and academic levels ensures comprehensive insights. Qualitative data, gathered through semi-structured interviews with three experienced lecturers, delves into their perspectives on AI integration in science education. Interviews, conducted via online platforms, highlight the rationale for integrating AI into the curriculum and the lecturers' experiences with AI in their classrooms. Statistical analysis of quantitative data, including regression analysis, identifies patterns and correlations in student performance. Qualitative data undergoes thematic analysis, revealing key insights and recurring themes within educators' and students' narratives. The results demonstrate a tangible link between AI integration and science education, offering a nuanced understanding of advantages and disadvantages. This research advocates for an adaptive curriculum that equips students with AI-related skills, contributing valuable insights for educational stakeholders on effective AI integration into science curricula. Ultimately, the study aims to foster the development of future experts capable of leveraging AI for scientific innovation in Nigeria's evolving technological landscape.
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    Fostering Critical Thinking and Global Awareness through Project-Based Learning in the 21st Century Classroom
    (AFRICA DEVELOPMENT AND RESOURCES RESEARCH INSTITUTE, 2024-12-31) Nkopuruk, Imikan Nseobong
    This study investigated the effectof Project -Based Learning (PBL) in promoting the growth of critical thinking and global awareness in the 21st -century classroom. Fueled by the backdrop of growing societal complexities and globalization, the research made a strong case for preparing students with some basic competencies beyond traditional academic knowledge. A quasi experimental design was used in which pre and post assessments of improvements in critical thinking abilities and global awareness were assessed in a sample of 100 students. The results showed that students who had been exposed to PBL have much better critical thinking skills and global competencies as compared to students who used the conventional instructional methods. We found PBL encouraged active learning and collaboration, and students demonstrated engagement toward real world issues that will prepare them to face complex global challenges. In addition, the research offered the best practices for integrating PBL into educational curricula. This contributes to the continuing discussion of alternative pedagogical methods that ameliorate the faults of typical education and, in doing so, better train students for success in an interconnected world.
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    Objectifying Intuitive Response in Stylistic Analysis: A Study of Maya Angelou’s “Still I Rise”
    (Asian Journal of Language, Literature and Culture Studies, 2019-02-02) Nkopuruk, Imikan Nseobong
    Intuitive response is an antagonistic phenomenon in the stylistic analysis of a literary work. This is given the fact that stylistics relies on tangible linguistic evidence to unfold the writer’s meaning or the communicative purposes of an author. This paper however, examined objectivity in Maya Angelou’s ‘Still I Rise’. The study employed the different linguistic levels of stylistic analysis as a framework. They are: Syntax, Semantics, Lexis, Graphology and phonology levels of analysis. It is believed that this work will serve as a division of labour between a stylistic analyst and a literary critic.