http://irepo.futminna.edu.ng:8080/jspui/handle/123456789/71 2026-05-01T18:23:50Z http://irepo.futminna.edu.ng:8080/jspui/handle/123456789/30480 Title: EFFECT OF AUDIOBOOK APPLICATIONS ON VISUALLY IMPAIRED STUDENTS: PRACTICAL INSIGHTS FOR NIGERIA Authors: Sadiku, A.; Evuti, Z.A; Kuta, I.I; Sobowale, F.M; Fati, A Abstract: The integration of assistive technologies such as audiobook applications has the potential to revolutionize the learning experience for virtually impaired students in Nigeria this is because visually impaired students in Nigeria face significant barriers to effective learning due to limited access to accessible instructional materials. This study examined the effect of an audiobook application on the academic achievement of visually impaired Junior Secondary School students in Computer Studies within Minna Metropolis, Niger State, Nigeria. A sequential explanatory mixed-methods design was employed, beginning with a qualitative needs assessment through semi-structured interviews with students, teachers, and special education experts (n=15), followed by a quasi-experimental pre-test post-test control group design. The population comprised all visually impaired students in the study area, with a purposive sample of 34 participants assigned to experimental (n=20) and control (n=14) groups. Validated and reliable researcher-developed instruments were used for data collection. Thematic analysis of qualitative data revealed critical learning challenges, such as the inaccessibility of visual content and overreliance on teacher dictation, justifying the need for the intervention. Quantitative analysis using an independent samples t-test indicated that students exposed to audiobook instruction achieved a significantly higher mean gain score (13.45) compared to the control group (2.29), with a statistically significant difference in post-test scores (t(32) = −9.99, p < 0.05). The study concludes that the audiobook application significantly enhances academic achievement by providing accessible, auditory-based learning support. It recommends integrating such assistive technologies into teaching practices and curricula to improve inclusivity and learning outcomes, offering practical insights for educational implementation in Nigeria 2025-12-01T00:00:00Z http://irepo.futminna.edu.ng:8080/jspui/handle/123456789/30477 Title: Effects of indoor and outdoor play on children’s gross motor development: Implications for early childhood instructional design Authors: Falode, O.C; Mohammed, I.A; Sobowale, F.M; Muftahu, H.M; Opeyemi, T Abstract: In spite of the growing evidence of the benefits of both indoor and outdoor play, studies on the effects of these play environments on gross motor skill development remain largely underexplored. Also, children spend more time on sedentary activities as against physical play which affects their childhood development. Thus, this study examined the impact of indoor and outdoor play sessions on children’s gross motor skills, with a focus on physical strength, coordination, balance, stability, spatial awareness, body control, timing, and rhythm and its implications on early childhood instructional design. A pre-/post-test quasi-experimental design was used involving 32 children aged 3- 5 years, randomly assigned into indoor play group (experimental group A) and outdoor play group (experimental group B). Data were collected using a performance-based assessment tool validated by early childhood education experts, and analyzed using mean, standard deviation, and analysis of covariance. The results revealed significant improvements in children’s gross motor skills with a medium effect size, with outdoor play sessions showing greater gains in physical strength, coordination, balance, stability, and timing compared to indoor play. These findings provide insights into the benefits of outdoor play in enhancing motor development. The findings of this study have implications for policy makers and early childhood instructional designers on the need to incorporate play into children’s educational experiences to enhance gross motor development in order to boost emotional, cognitive, and social develooment of children for enhanced physical growth academic performance. Consequently, the study recommends that instructional designers should prioritize outdoor play activities within early childhood education programs to foster gross motor development, emphasizing the importance of movement, exploration, and physical engagement in open play environments for optimal developmental outcomes. 2026-01-01T00:00:00Z http://irepo.futminna.edu.ng:8080/jspui/handle/123456789/29697 Title: Comparative relationship between Course content suitability and learners' satisfaction with open and distance learning programmes in Dual-Mode Universities in North-Central, Nigeria Authors: Ilufoye, T. O.; Adamu, Z. E.; Sobowale, F. M.; Tafida, A. G. Abstract: This study compared the relationship between course contents suitability and learners' satisfaction in open and distance learning programmes in Dual-Mode Universities in North-Central, Nigeria. The population of the study was 193 undergraduate distance learners drawn from dual-mode universities in North-Central Nigeria during the 2023/2024 academic session. The sample of the study comprised 59 undergraduate distance learners selected from the University of Ilorin and the Federal University of Technology, Minna using multi-stage sampling technique. The study adopted a descriptive survey research design in which three research questions guided the study with one null hypothesis. The instrument for data collection was questionnaire on suitability of course contents and questionnaire on learner’s satisfaction which was validated by experts in open and distance learning and educational technology experts, the reliability indices of the construct suitability of course contents was 0.84 while that of the construct learner satisfaction was 0.89. Descriptive statistics of mean and standard deviation was used to answer research question and Pearson product moment correlation coefficient to test hypothesis at 0.05 level of significance. The finding revealed that there is a high, positive association with a Pearson correlation coefficient of 0.838 between variables suitability of the course contents and satisfaction of distance education learners with the course contents in dual-mode universities in North-Central, Nigeria. It was concluded that the course contents being used for distance learning programmes are suitable for the learners and the learners undergoing distance learning programmes are satisfied with the programme. The study recommended that universities should implement a regular review process for ODL course content to maintain its relevance and effectiveness. 2024-01-01T00:00:00Z http://irepo.futminna.edu.ng:8080/jspui/handle/123456789/29694 Title: Effects of Role Play and Adventure Digital Game-Based Instruction on Secondary School Geography Students’ Achievement in North-Central, Nigeria Authors: Mohammed, A.; Aniah, A.; Muhammed, M.; Sobowale, F. M. Abstract: This study investigated effects of Role Play and Adventure Digital Game-Based Instruction on Secondary School Geography Students Achievement in North-Central, Nigeria. The study had four objectives. In line with the objectives, four research questions and hypotheses were raised. This study employed a quasi-experimental design. The population consisted of 698,480 secondary school geography students, from which a sample of 245 students was selected using purposive sampling, focusing on intact classes. Two experimental groups were created while a control group received conventional teaching. The instruments used for data collection were the Geography Achievement Test (GAT) and the Geography Retention Test (GRT) were validated by experts from the Department of Educational Technology at FUT Minna. Reliability analysis using Cronbach's alpha yielded a coefficient of 0.75 and 0.82. After the six-week intervention, the GAT was administered to assess students’ academic achievement, followed by the GRT two weeks later to measure retention. Data were analyzed using mean and standard deviation to answer the research questions, while ANOVA and ANCOVA were employed to test the hypotheses. Findings revealed a significant difference in the mean achievement scores of secondary school students taught Geography using Role Play Digital Game-Based Instruction (RPDGBI), Adventure Digital Game-Based Instruction (ADGBI) and Conventional Teaching Method, F (2,243) = 10.304, P-value = 0.000 at P<0.05 with calculated effect size of , which signified a "high" effect. Based on the findings, it was recommended that Adventure Digital Game-Based Instruction and Role Play Digital Game-Based Instruction should be used for teaching Geography in secondary schools. 2024-01-01T00:00:00Z