Research Articles (School for Social Sciences and Language Education)

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Browsing Research Articles (School for Social Sciences and Language Education) by Author "Ige, Olugbenga A."

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    Cyber vaticinations: a systematic review of schoolchildren's activities in the cyberspace in thirty years' time
    (Horizon Research Publishing Corporation, 2021) Ige, Olugbenga A.; Olulowo, Taiwo Grace; Shawe, Thulebona G.
    There are scholarly pieces of evidence attesting to the use of the Internet by children in a manner comparable to adult users. Many children now use mobile phones, laptop computers, and tablet PCs that are connected to the Internet to access the cyberspace and engage in any activity of interest. The Spatio-temporal communications by schoolchildren in cyberspace have reduced television viewing which in the analog era was subjected to parental control. Unfortunately, the technical nature of the Internet makes it difficult for parents to control the contents available to schoolchildren in the cyberspace. This article uses the space transition theory to examine and analyse schoolchildren’s current cyberspace activities relating to cyber dating, cybersex, cyberbullying, and online gambling to infer the dimensions that these activities would take in the next thirty years. Current scholarly articles were explicated on popular engagements of schoolchildren in the cyberspace and analysed to predict the dimensions of these activities in thirty years. This paper is of scholarly value on the vogues that would be prevalent in the cyberspace in the next generation. The emerging trends in the scholarly articles analysed were used to recommend cyber-parenting related measures on training schoolchildren in the next thirty years.
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    Managing diversity in schools: the place of democratic education and ubuntuism in South Africa
    (AOSIS, 2021) Omodan, Bunmi I.; Ige, Olugbenga A.
    South African classrooms were highly diversified. The problem, however, was that although democracy has been a critical characteristic of South Africa for over two decades, it is still a very vague concept to many. A teacher who truly understood democracy knew that it was not just about freedom of self, rather the freedom of all, treating others humanely and with kindness. Making power a variable accessible by all was the only way to which diversities can be ameliorated. Observation and personal experiences showed that there were discriminations of many kinds in some high schools. Therefore, to address these maladies, the importance of democracy in diversity must not be jettisoned because they work hand-in-hand. Ubuntu philosophy was used as a theoretical framework, whilst transformative paradigm piloted the study. Participatory research (PR) was adopted as a research design to enable the people student-teachers to jointly participate in this research. Observation and reflections were used to collect data within the high schools in the Free State province of South Africa. Thomas and Harden’s three steps of thematic analysis was used to analyse data and the result show that language, cultural and personal relativism, learning impairment and comprehensibility were the dominant challenges faced in diversity management in schools. On the other hand, inculcation of classroom relationships and a sense of belonging, training and retraining of teachers and students were found to be perfect solutions that can nip these problems in the bud. The present study, therefore, concluded that the value of teachers’ and students’ development towards diversity management must be addressed.
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    Understanding the linkage between university students' and instructors use of online resources and their academic attainment in social studies
    (Horizon Research Publishing Corporation, 2021) Ajayi, Thomas; Amosun, Peter A.; Ige, Olugbenga A.
    Few decades ago, the Internet became a new home for academic research and a spot where teaching and learning materials could be found. A cursory look at previous studies on university instructors’ use of online resources shows intermittent influence students’ academic outcomes in Nigerian schools. Although, several efforts have been put in place to establish a cordial and steady relationship between university instructors’ use of online resources and the students’ academic attainment in Nigerian schools, it seems that there is paucity of studies on the linkage between university instructors’ use of online resources and students’ academic attainment in Social Studies. This research explored the relationship between Social Studies lecturers’ use of online resources and students’ performance in the course. This study adopted descriptive research using correlational design, and purposive sampling technique. 398 students at two Bachelor of Education degree-awarding institutions in Nigeria responded to the questionnaire. The data collected were analyzed using frequency counts, percentage, mean and standard deviation and Pearson Product Moment Correlation. The outcomes of this discourse indicated no significant relationship between Social Studies lecturers’ use of online resources and students’ performance in the course. Additionally, it was evident from the results that the extent to which Social Studies students’ use of online resources in the selected tertiary institutions in Nigeria was high. This paper, therefore, concludes that the use of online resources has no significant relationship with students’ performance in Social Studies. It was recommended that university instructors should grasp a new means in the use of online resources in the classroom in order to foster a good lecturer-students interaction that would eventually results in great academic attainment of students in the course.