Computer Science http://irepo.futminna.edu.ng:8080/jspui/handle/123456789/52 2026-05-02T14:36:49Z 2026-05-02T14:36:49Z Atabo, G. O. Alhassan, J.K. Abisoye, O.A. http://irepo.futminna.edu.ng:8080/jspui/handle/123456789/30271 2026-02-24T12:57:32Z 2023-01-01T00:00:00Z

Title: A Review of Health Monitoring Technologies and Services Authors: Atabo, G. O.; Alhassan, J.K.; Abisoye, O.A. Abstract: This paper presents detailed review of health monitoring technologies and services. Time-sensitive illness such as cardiovascular, respiratory, accident and injuries requires constant and close monitoring to avert complications and sudden death. Several researchers have surveyed health monitoring technologies addressing specific areas such as IoT-based, wearable-based, and smart-based health monitoring technologies. However, evidence from existing literature has proven that classifying and analyzing these systems into groups of interrelated works is a difficult task. To this end, this paper used narrative literature review approach to present the taxonomy of health monitoring technology and group research works related to health monitoring systems that share common attributes, features, and characteristics. Also, this paper presents the description of a health monitoring services. Finding from the review shows that the design approach of health monitoring systems are similar in terms of physiological monitoring, and patient tracking. However, the transmission protocols are not the same.

2023-01-01T00:00:00Z Adepoju, Solomon Adelowo Adahada, Thomas Abisoye, Opeyemi Aderiike Abdulmalik, Danlami Mohammed http://irepo.futminna.edu.ng:8080/jspui/handle/123456789/30270 2026-02-24T12:37:07Z 2023-01-01T00:00:00Z

Title: Detection of Face-Mask in Real Time: A Cascaded Bi-Level Feature Extraction Technique Approach Authors: Adepoju, Solomon Adelowo; Adahada, Thomas; Abisoye, Opeyemi Aderiike; Abdulmalik, Danlami Mohammed Abstract: Due to COVID-19's rapid spread, millions of people around the world have been affected and there has been extensive destruction. One of the most effective ways of preventing its spread and transmission during the pandemic period wearing of a mask and was required then in most public areas. As a result, this necessitate the use of programmed real-time mask detection devices in place of manual reminders. Face mask detection requires real-time processing of a huge amount of data with constrained processing resources, hence local descriptors that are quick to calculate, quick to match, and cheap to store are highly sought after. To achieve improved matching and reduction in memory use and computational complexity, the study offers a combination of Features from Accelerated Segment Test (FAST) corner detector with Histogram of Oriented Gradient (HOG) feature descriptor to allow faster matching and minimize memory usage and computation cost. The features obtained were then classified into face mask present and face mask absent using SVM, NB and CNN. Results obtained gives an accuracy of 99.41% which was higher than that previous results of 99.27% and 95% accuracy. Furthermore, it took the system only 48secs to extract the features obtained from face for training and testing. This outcome confirmed the suitability of the suggested method for real-time face mask detection Description: DOI: 10.58190/ijamec.2023.66

2023-01-01T00:00:00Z ANWO, Abdulmalik Olayinka GANA, Celina Shitna HASSAN, Ahmed Ahmed MOSES, Abiodun Stephen BASHIR, Ahmad Usman MUHAMMAD, Muhammad Kudu http://irepo.futminna.edu.ng:8080/jspui/handle/123456789/30162 2025-11-13T15:05:38Z 2025-09-01T00:00:00Z

Title: Enhancing secondary school students’ self-concept through vee-diagram and guided-inquiry strategies. Authors: ANWO, Abdulmalik Olayinka; GANA, Celina Shitna; HASSAN, Ahmed Ahmed; MOSES, Abiodun Stephen; BASHIR, Ahmad Usman; MUHAMMAD, Muhammad Kudu Abstract: In a world where educational success is paramount, students' self-concept significantly influences their motivation and performance, especially in challenging subjects like physics. Traditional teaching methods often fail to engage students, resulting in reduced self-confidence and interest in STEM fields. This study investigated the effects of Vee-diagram and guided-inquiry strategies on the self-concept of secondary school physics students. Using a quasi-experimental design, the research involved 413 students selected from a population of 83,981 Senior Secondary Two (SS2) students through multistage sampling, with 225 females and 188 males. The Physics Self-Concept Inventory (PSCI), validated by experts and showing a reliability coefficient of 0.81, was used for data collection before and after a six-week intervention. Data analysis employed Mean Rank, Kruskal-Wallis, and Mann-Whitney U tests. Results indicated significantly higher mean rank gain in self-concept in both the Vee-diagram (75.03) and Guided-inquiry groups (65.36) compared to conventional lecture methods (10.66). No notable gender differences were found in the self-concept ratings within the Vee-diagram (p = 0.618) and Guided-inquiry groups (p = 0.442). Structured professional development programs that introduce teachers to these strategies. workshops, peer-teaching sessions, among others, are recommended for effective implementation.

2025-09-01T00:00:00Z ANWO, Abdulmalik Olayinka GANA, Celina Shitna HASSAN, Ahmed Ahmed MOSES, Abiodun Stephen BASHIR, Ahmad Usman MUHAMMAD, Muhammad Kudu http://irepo.futminna.edu.ng:8080/jspui/handle/123456789/30161 2025-11-13T14:49:00Z 2025-05-01T00:00:00Z

Title: Effects of Vee-diagram and Guided-inquiry Instructional Strategies on Secondary School Students’ Physics Achievement in Kano State, Nigeria Authors: ANWO, Abdulmalik Olayinka; GANA, Celina Shitna; HASSAN, Ahmed Ahmed; MOSES, Abiodun Stephen; BASHIR, Ahmad Usman; MUHAMMAD, Muhammad Kudu Abstract: The persistent underperformance of secondary school students in Physic has been linked to teacher-centred instructional strategies employed during teaching. There is an urgent need to explore student-centred strategies which foster students’ active participation. This study investigated the effects of Vee-diagram and Guided-inquiry instructional strategies on the achievement of secondary school students in Physics in Kano State, Nigeria. Using a quasi-experimental design, the study focused on a population of all physics students across the 707 public secondary schools in Kano State. The target population was 83,981 Senior Secondary Two (SS2) Physics students. A multistage sampling technique was used to select a sample of 413 students, including 225 females and 188 males from nine schools. The target population was firstly stratified into three strata based on senatorial districts, followed by random selection of three educational zones from each stratum, from which nine schools were selected (one school from each zone). The Physics Achievement Test (PAT) was the primary data collection instrument, validated by experts with a reliability coefficient of 0.89 using Pearson-Product Moment Correlation statistics. Data collection involved administering the PAT as a pre-test, followed by six weeks of treatment, and as a post-test. Data analysis included mean and standard deviation for research questions, with Analysis of Covariance (ANCOVA) used to test the null hypotheses at a 0.05 significance level. Results showed significant differences in achievement scores among students taught with Vee-diagram, Guided-inquiry, and conventional lecture methods, with both experimental groups outperforming the control group. Gender analysis revealed no significant difference in achievement for the Vee-diagram group, while male students performed better in the Guided-inquiry group. The findings highlight the effectiveness of Vee-diagram and Guided-inquiry strategies in enhancing Physics achievement. The study recommends that Physics teachers adopt these strategies to promote students’ achievement, and that training programs focus on these methods to improve educational practices. Additionally, curriculum planners should integrate these strategies into the secondary school Physics curriculum.

2025-05-01T00:00:00Z