Browsing by Author "Adigun, Olufemi Timothy"

Now showing 1 - 5 of 5
  • Thumbnail Image
    Item
    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
  • Thumbnail Image
    Item
    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
  • Thumbnail Image
    Item
    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
  • Thumbnail Image
    Item
    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
  • Thumbnail Image
    Item
    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