School of Education

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Fostering self-directed learning in blended learning environments: A constructivist perspective in higher education
(Wiley, 2024) Adigun, Olufemi Timothy; Mpofu, Nhlanhla; Maphalala, Mncedisi Christian
Higher education (HE) is considered to be the apex of all educational endeavours. Therefore, it is expected that student in various institutions of higher learning should be self-motivated for individualized synchronous and asynchronous learning. Lamentably, it seems that such expectation within the HE spaced is yet to be achieved. While stakeholders in HE are in search for an approach to ensure that students have sufficient self-directed learning (SDL) capacities needed for blended learning (BL), this article advance and propose the use of the constructivist framework to foster SDL to ensure that students develop their own understanding of learning, its meaning according to the context, and the ways to acquire it using BL as a mediator. Using the constructivist theory as a theoretical lens, we proposed the use of a three-ring-drag-in approach as a model to fostering SDL among students in various institutions of higher learning. We, therefore encourage the adoption or adaptability of the three-ring-drag-in approach as it promise to address and resolve the concerns and agitation of enthronement of SDL among students within the HE spaces
Hearing health in Lesotho: An investigation into knowledge, understanding and attitude towards hearing loss
(Universal Journal of Public Health, 2024) Adigun, Olufemi Timothy; Otekalu, Olumide; Oluji, Chidi Topaz; Tijani, Faisat Adekilekun
This study investigated hearing health in Lesotho based on the knowledge, understanding and attitudes of Basotho people in tertiary institutions towards hearing loss and hearing aid users. The Health Belief Model framed the study. Data generation in the study was achieved through a mixed method approach using both a closed-ended structured questionnaire administered to 272 participants and a semi-structured interview with 6 respondents who were randomly selected from the 272 participants who responded to the closed-ended questionnaire. Data generated were analysed using descriptive (frequency count, simple percentage, mean and standard deviation), and inferential statistics (Chi-square) at p < 0.05. Also, a thematic analysis was used to analyse the transcribed semi-structured interviews. The findings showed that participants had a good understanding and knowledge of hearing health in relation to the implications of excessive noise and wax in the ear which may lead to hearing difficulties, as well as the need for ear checks at accredited ear clinics/centres; however, they still engage in risky hearing healthcare behaviours. Participants also had a higher negative attitude towards hearing loss as a condition but necessarily towards individuals with hearing loss. An association was identified between knowledge about hearing health and hearing in the study. Another association was recorded between gender and attitude towards persons with hearing loss and hearing aid users. Appropriate recommendations were made with respect to the findings
Investigation of the determinants of examination malpractice intentions of pre-service deaf teachers using the hierarchical multiple regression analysis
(Wiley, 2025) Adigun, Olufemi Timothy
This study examined the determinant factors of examination malpractice intentions (EMI) among pre-service deaf students in a Nigerian teacher training college. Four (4) research questions were raised and answered in the study. Data were collected from265 pre-service deaf teachers using a closed-ended questionnaire. Data generated were analysed using descriptive statistics, bivariate correlation, hierarchical multiple regression analysis, and the independent t-test at a 0.05 level of significance. Theresults obtained revealed a significant inverse relationship between the academic level of pre-service teachers and EMI among the study participants. Peer pressure was found to have the highest predictive capacity of influencing EMI, followed by academic level and study habits, respectively. There was also a moderating interaction between achievement motivation, test anxiety, and EMI among the participants. A significant difference only exists in the EMI among the participants based on gender parity and not the onset of deafness. Based on the findings, the study recommends that relevant stakeholders in deaf education and deaf studies work towards the building of self-confidence required for academic excellence. More so, deaf students should be guided and encouraged to carefully choose friends who can positively influence their academic decisions and actions
Issues influencing inclusive curriculum management in selected secondary schools in South Africa
(Sabinet, 2024) Maphalala, Mncedisi Christian; Adigun, Olufemi Timothy
The 2001 White Paper 6 on Special Education commits to ensuring that all learnershave equal opportunities to be educated and welcomed in all schools, irrespective oftheir abilities. Consequently, the inputs and contributions of educational leaders suchas principals and school management teams (SMTs) are critical in leading andmanaging schools that accommodate and provide for learners with diverseeducational needs. It is important to note that when managing the curriculum forinclusion, leadership is not confined to the principal but is also delegated to theSMTs and teachers tasked with the academic programme of the school. This studysought to examine the nature of curriculum management for inclusion in secondaryschools. A qualitative research design was adopted for the study and a purposivesampling technique was used to draw a sample of ten SMT members and 10teachers from 10 secondary schools in Limpopo Province, South Africa. The mainresearch instrument for data collection was a focus group discussion with the studyparticipants. Thematic analysis was subsequently applied to analyse the qualitativedata gleaned from the transcribed focus group discussion. The findings revealed thatbarriers to implementing inclusive education included inadequate teacherpreparation, curriculum inflexibility, unfavourable classroom learning environmentsand weak support structures. Based on the findings, some recommendations were made
Predicting the feasibility of data collection for disability-related research in Sub-Saharan Africa
(ScienceDirect, 2024) Adigun, Olufemi Timothy
This study presents the findings of an investigation into the feasibility of data collection for disability-related research in sub-Saharan Africa. Three research questions were raised and answered in the study. Data were collected from 164 respondents from 8 countries within the sub-Saharan African region. Five respondents were also purposively selected for a semi-structured interview. The qualitative data collected was thematically analysed while the quantitative data was descriptively and inferentially analysed. Findings in the study revealed the possibility of conducting disability-related research seamlessly within sub-Saharan African countries. However, there are a myriad of challenges that face the conducting of disability-related research in the region. Attitude towards disability had the highest likelihood of predicting the availability and accessibility of data for disability research. The study concluded that societal attitude had a strong influence on the conducting and productivity of disability-related research in sub-Saharan Africa. Valuable recommendations were offered based on the findings
Ready or Not? Preparedness of pre-service EFL teachers to inclusive education: A cross-cultural comparative study from Türkiye, Kazakhstan, and China
(Gist Education and Learning Research Journal, 2025) Yüce, Erkan; Köroğlu, Zeynep Çetin; Seitova, Meruyert; Adigun, Olufemi Timothy; Wang, Yongliang
This study tried to investigate pre-service English as a Foreign Language (EFL) teachers’ preparedness for inclusive education from a cross-cultural perspective. We used a quantitative survey design and collected the data in a cross-sectional way from three Asian countries: Türkiye, Kazakhstan, and China. We implemented a questionnaire measuring knowledge, attitudes, and perceptions of pre-service EFL teachers regarding inclusive education to 694 pre-service EFL teachers. We utilized the Kruskal Wallis test and Tamhane›s T2 test to analyze the quantitative data of the groups in a comparative way. We found cross-cultural differences among the countries concerning inclusive education. The perceptions subscale scores of pre-service EFL teachers in Kazakhstan are significantly higher than those of pre-service EFL teachers in China. The attitude subscale scores of pre-service EFL teachers in Türkiye are significantly higher than those of the pre-service EFL teachers in China, while the scores of the pre-service EFL teachers in Kazakhstan are significantly higher than the scores of the pre-service EFL teachers in China. The knowledge subscale scores of pre-service EFL teachers in Türkiye are significantly higher than those of pre-service EFL teachers in Kazakhstan, while the knowledge scores of pre-service EFL teachers in China are significantly higher than the scores of pre-service EFL teachers in Kazakhstan. Based on these results, we discussed the place of inclusive education in pre-service EFL education from a cross-cultural perspective
Self-esteem, self-image and media advertisement as preditors of skin bleaching behaviour among undergraduate
(International Journal of Business Ecosystem & Strategy, 2025) Balogun, Olaitan Johnson; Adigun, Olufemi Timothy; Joseph, Conran
This study examined media advertisement, self-image, and self-esteem as predictors of skin bleaching behavior among Nigerian undergraduate students, grounded in Social Learning Theory. A crosssectional survey of 350 undergraduates (56.3% female) from five on-campus hostels used the Rosenberg Self-Esteem Scale, an adapted Body Self-Image Questionnaire, and media influence assessments. Multiple regression analysis examined predictive relationships. The findings reveal media advertisements were the strongest predictor of skin bleaching behavior (β = 0.802, p < 0.001), followed by self-image (β = 0.503, p = 0.001) and self-esteem (β = 0.107, p = 0.002). The model explained 62.4% of variance. Currently, 25.4% of participants used skin bleaching products, 77.1% had family history of the practice, and only 8.1% demonstrated adequate knowledge of health risks. The findings highlight media influence as the primary behavioral driver, supporting Social Learning Theory's emphasis on environmental factors and observational learning. Interventions must address media messaging, regulatory frameworks, and health literacy rather than relying solely on individual psychological interventions
The implication of translanguaging on the linguistic competencies of deaf students
(Frontiers, 2025) Adigun, Olufemi Timothy; Mathosa, Mots’elisi; Anyanwu, Chikodi Joy
The language competencies of the deaf students are key to various academic discourses that are associated with the learning outcome of deaf students and social interaction between deaf individuals and non-deaf members of society. Methods to assist the deaf in building appreciable language capacities have been encouraged in various studies. Hence, translanguaging has been found as a concept that could influence the linguistic repertoire of deaf students but there is a dearth of systematic review studies on the influence of translanguaging in deaf education, this study therefore provided evidence on the implication of translanguaging in the education of deaf students. Ten bibliographic databases were identified and comprehensively searched for academic papers on translanguaging in deaf education. Thirteen published articles were carefully selected for in-depth content analysis from 5,937 academic papers. The findings revealed that there is a scarcity of studies on translanguaging in deaf education in Sub-Saharan Africa. This study showed that translanguaging serves as an inclusive fulcrum in deaf education. Furthermore, findings showed that translanguaging can be delivered through a multi-modal approach and such approach can significantly improve the language capabilities of deaf students. Implications were advised for research, policies, and practices of translanguaging in deaf education
Understanding pre-service teachers' intention to adopt and use artificial intelligence in Nigerian inclusive classrooms
(Frontiers, 2025) Adigun, Olufemi Timothy; Tijani, Faisat Adeniran; Haihambo, Cynthy K.; Limbo, Simasiku Enock
This study applies the Unified Theory of Acceptance and Use of Technology (UTAUT) to provide an understanding of the behavioral intentions of pre-service teachers in the adoption and utilization of artificial intelligence (AI) tools for educational engagement in the inclusive classroom

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