Browsing by Author "Afolakemi O. OREDEIN"

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    Scholarly View on Montessori Nursery and Primary School Effectiveness in Nigeria
    (Lead City University Ibadan, 2023) Oluwaseyi K. RAHEEM; Afolakemi O. OREDEIN
    Nursery and primary education is a weapon for acquiring skills, relevant knowledge and habit for surviving in the changing world. For any stage in education to achieve its milestones, there must be level of school effectiveness. This effectiveness relates to one of the efforts made by school to achieve what it was really created for, and make changes toward student level of achievement. To achieve this effectiveness, there is a new innovation called Montessori education where there must be a match between the child's natural interests and the available activities to help children learn through their own experience and at their own pace to achieve the nursery and primary milestones. While in Nigeria, there seem to be numbers of Montessori schools even though very few of these Montessori schools understand what the approach or method is really all about. This paper adopts a systematic approach to assess the availability and adoption of Montessori Method of education in contemporary nursery and primary schools in Nigeria and how it relates school effectiveness. The paper compares both the conventional ways of teaching and Montessori methods of education which shows that unlike the conventional method that believes in grading systems putting unnecessarily pressure on the children while the Montessori method considers helping the child not just mentally but also physically and emotionally with freedom of movement and choice at their own pace for effective learning. The associated benefits and challenges of Montessori education were also identified, while it also suggests the way forward. The Social Cognitive Theory and the Diffusion of Innovation Theory were used to underpin the study.
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    Theoretical Review of Organisational Commitment, Secondary School Teachers' Digital Phobia and Blended Learning Effectiveness: Implications for Sustainable Education
    (Department of Educational Management Faculty of Arts & Education Lead City University, Ibadan, Oyo State, Nigeria, 2023) Mobolaji T. AYANSHINA; Afolakemi O. OREDEIN
    This theoretical review applies the Unified Theory of Acceptance and Use of Technology (UTAUT) to explain the relationship between organizational commitment, secondary school teachers' digital phobia and blended learning effectiveness in Ibadan Metropolis and its implication on sustainable education for development. We explore the moderating variables of UTAUT that may change the way a teacher responds to the usage of technology, in this regard- blended learning. Variables such as job satisfaction, management or stakeholder support, empowerment, and social status to examine how it will affect the use of blended learning teaching approach in secondary schools using literature review. The study examines the implications of these factors for sustainable education. The findings suggest that organizational commitment is positively related to blended learning effectiveness, while digital phobia is negatively related to blended learning effectiveness. The study recommends creating a supportive organizational culture, addressing digital phobia, and providing flexibility in teaching methods to promote sustainable education in Nigeria.