Artificial Intelligence in Education: Psychological Effects and Learning Outcomes of Public Secondary School Students in Abia State (Published)
This study investigated Artificial Intelligence in Education: Psychological Effects and Learning Outcomes of Public Secondary School Students in Abia State. Two research questions guided the study, and two hypotheses were formulated and tested at a 0.05 level of significance. The study employed a descriptive research design. The population of the study comprised 3220 SS II students in the public secondary schools in Umuahia North, Abia State. Five public secondary schools out of seventeen were selected in the Umuahia North Local Government Area for the study using a purposive sampling technique. The sample comprised 109 SS II students from the 5 schools sampled and used for the study. The instrument for data collection was a researcher-designed questionnaire titled “Psychological Effects and Learning Outcomes of Artificial Intelligence Questionnaire (PELOAIQ)”, it was validated by three experts and subjected to reliability using split-half reliability, which was done twice in 2-week intervals, and it yielded a coefficient of 0.80 and 0.83 for the first and second tests. These coefficients indicated that the instrument was reliable for the study. Mean and standard deviation were used to answer the research questions posed to guide the study. The findings from the study showed that students had a moderate agreement that AI has psychological impacts (both positive and negative). AI tends to increase motivation, engagement, and confidence but also raises concerns about distraction, dependency, and anxiety when unavailable; students generally perceive AI as having a positive influence on their academic performance, though concerns about over-dependence and limited task efficiency remain. The study concluded that artificial intelligence (AI) has a generally positive influence on students’ learning outcomes in public secondary schools. The study also recommends that teachers and school administrators should integrate AI tools into classroom teaching in a structured and balanced manner. Since students reported improvements in understanding difficult topics, creativity, and overall academic performance through AI use, educators should deliberately adopt AI-powered learning platforms to supplement teaching and provide timely feedback that enhances students’ progress.
Keywords: Artificial Intelligence, Information and Communication Technology, Learning Outcomes
Education Technology Innovation: Enhancing the Academic Performance of Undergraduate Distance Learners in Nigeria Universities Through Massive Open Online Courses (MOOCs) (Published)
The research investigates the possible impacts of Massive Open Online Courses (MOOCs) on the academic performance of undergraduate distance learners in Nigerian universities. Given the abundance of information available in our digital age, technology plays a crucial role in educational advancement, making it possible for students to learn using computers and portable devices with internet connectivity. This educational advancement has created both opportunities and challenges in the way students’ learning is structured in the twenty-first century. In contrast to the usual traditional methods of teaching and learning employed a few years ago, the trend has brought about a number of innovations that create new learning opportunities. In light of this context, MOOCs were created to alleviate the difficulties encountered by students who are balancing work and study. Two (2) research questions and a hypothesis were examined, utilizing a survey questionnaire as the data collection tool. The respondents comprised 278 randomly selected undergraduate students currently enrolled in distance learning programmes at universities in Nigeria. The result shows a positive and significant correlation between students’ academic performance and MOOCs. This study therefore concludes that the implementation of Massive Open Online Courses (MOOCs) in distance learning education will significantly improve the academic performance of undergraduate students in Nigerian universities.
Keywords: Learning Outcomes, MOOC, NOUN, education technology, part time students
Problem Based Learning to Improve the Quality of Mathematics Teaching At Elementary School Education Academic Year 2018/2019 (Published)
Research conducted at the University of Quality Jl Ngumban Surbakti No 18 Medan, North Sumatera Indonesia. This study aims to determine the influence of problem based learning models to improve learning quality. The type of research that researchers use is a draft of the research on quasi exsperimen with research draft using Non-Equivalent Control Group Design experiments. The population in the study is all students of the second generation of PGSD with a total of 7 classes with a student number of 278 people and as a sample of the class 2B21 (X-2) as the experimental class as many as 40 people and class 2B22 (X-1) as control class as many 35 people are acquired in a random way. Research instrument is a form test of the 35 description of the problem that has been validated by the validator with the level of breliability of Cronbach’s alphadan of 0.83 very high category. Hypothesis testing conducted with Independent sample T-Test significantly ∝ = 5% and test requirement analysis is data normality and variance homogenization.Based on the results of the test Independent Sample Test obtained t = 6.2706 and t at the degree of freedom (DF = 73) and a significant level of α 0.05 is 1.6660. It was therefore null Hypotesis rejected and received an alternate hypothesis. Thus the implementation of a problem-based learning model is influential and can improve the outcomes of low-grade mathematics teaching the primary school teacher Education course of Quality University
Keywords: Learning Outcomes, Problem-Based Learning, low-grade mathematics
Psychological Factors and College of Education Students’ Learning Outcomes in French, Cross River State, Nigeria (Published)
The study investigated psychological factors and College of Education students’ learning outcomes in French, Cross River State, Nigeria. Two research questions and two hypotheses were formulated to give direction to the study. The study adopted a survey research design and the population comprised 55 second year French Language students, of which the entire population was used for the study. A well validated Psychological Factors and Students’ Learning Outcomes in French (PFSLOF) questionnaire and a French Literacy Test (FLT) were used to collect the required data. The independent t-test was the statistical tools used for analysis of the data collected. Two hypotheses were tested at .05 level of significance. The results of the analysis revealed that students’ attitude and personality have significant influence on their learning outcomes in French Language. Sequel to the findings of this study, recommendations were made.
Keywords: French Language., Learning Outcomes, Personality, attitude, psychological factors
The Development of Contextual Learning Oriented To Civic Learning Module Based On Validations of Material, Learning Design and Methodology Experts to Improve the Students’ Learning Outcomes of Grade V Sd 030413 Salak, Medan, Indonesia (Published)
Civic learning shows some weaknesses in the methodological aspects in which the expository approach strongly dominates almost the entire learning process. The teacher’s activity is more prominent than the students’ activities, so the students learning are limited to memorizing the concepts. The main problem in learning Citizenship Education (Civics) is the use of methods or learning models. Contextual approach is a learning concept in which the teacher presents a real-world situation into the classroom and encourages the students to make connections between their knowledge and applications in their lives as family members and society. The module and learning instruments are declared valid by the validator team. The practicality level of the module and learning instruments are stated good. Experts and practitioners state that the module and the developed learning instruments can be used with little revision. The teachers and the students can use this learning instrument in learning very well.
Keywords: Civic Learning, Contextual Learning, Learning Outcomes, Module