Hassan Aliyu
@ssu.edu.ng
Lecture I, Department of Science Education, Faculty of Education
Sokoto State University (SSU)
EDUCATION
M.Ed. Chemistry Education, . Chemistry
RESEARCH INTERESTS
Chemistry Education, HOTS, Web-based Learning, Robotics, ICT in Education
Scopus Publications
Scholar Citations
Scholar h-index
Scholar i10-index
Scopus Publications
Corrienna Abdul Talib, Hassan Aliyu, Rainer Zawadzki, and Marlina Ali
AIP Publishing
The graphics calculator (GC) is a hand-held technology. With it, students visualize and understand concepts in mathematics and science better. It also allows them to make real-world connections, binding together advanced graphing functionality and conceptual science, technology, engineering, arts and mathematics (STEAM). As they gain a deeper understanding of abstract concepts, they acquire creative and critical thinking and problem- solving skills they need to reach greater academic successes. In learning, GC plays several roles in increasing students’ computational thinking and procedural skills. Despite being a learning tool that satisfies science and mathematics curriculum needs, the calculator often has been used as an add-on to traditional teaching methodology rather than central and in more integrated ways. This study looks into the potential of developing computational thinking skills using GC technology. The data of the study was obtained from secondary sources through a systematic review method. The study showed that GC seems to be effective tools to practice STEAM education as well as to develop students’ computational thinking through analysing and decompose real problem as well as engaging in the abstraction process and developing an algorithm using coding. The findings provides justifications on the impact of GC in developing computational thinking skills thereby maximizing the pedagogical benefits to students.
Corrienna Abdul Talib, Hassan Aliyu, Adi Maimum Abdul Malik, Kang Hooi Siang, and Marlina Ali
IEEE
Many areas in chemistry are interconnected to one another, through which understanding of one area will lead to the comprehension of the other areas. Science, chemistry specifically is an observable field of study. As such, students gain experience in chemistry not only when taught in their classes by their teachers, but also by observations through interaction with their environment. If these experiences are not in line with the scientific truth about a certain concept, they turn to build misconceptions when the new experience is introduced to them. Acid-base chemistry is one of the areas of chemistry that was endowed with a lot of misconceptions. This study determines the conciseness and effectiveness of interactive courseware in overcoming misconceptions in learning acid-based chemistry. Most of the misconceptions generated were been intensified by the instructional strategies, teaching and learning materials used by the teachers. To overcome these misconceptions in acid-base chemistry, the study selected an effective teaching strategy using Needham five phases. It has also gone ahead to develop teaching and learning interactive courseware that will facilitate instructional delivery and overcome those areas of misconceptions in acid-base chemistry. A survey was developed and administered to in-service chemistry teachers of Universiti Teknologi Malaysia and the Sokoto State University of Nigeria. The result obtained indicated that interactive courseware can be concise and effective in overcoming misconception in learning chemistry. It concluded that chemistry teachers should invest in developing courseware to facilitate an understanding of difficult concepts in the subject matter.
Corrienna Abdul Talib, Hassan Aliyu, Adi Maimun Abdul Malik, Kang Hooi Siang, Igor Novopashenny, and Marlina Ali
International Association of Online Engineering (IAOE)
These days, humans have been witnessing related technological and social development, by means of which mobile technologies and Internet yield global access to information with mobility of knowledge. Mobile learning platforms are designed based on electronic learning (e-learning) and mobility. It is regarded as a useful way to enhance the learning process. Sakai as a mobile learning platform, design intentions are to be adaptable to any educational purposes, within or outside the institution, dependent on the provision of effectiveness in classroom instruction based on the learning style of the students, extensible in the cultivation of thinking skills in the learner, and efficient in communicating and exchanging data among its enrolled classroom members and other online platforms. This study employed a systematic review of related literature to investigate the predominant research methodology adopted by various scholars to assess necessary factors concerning mobile learning platform. Fifteen articles are selected based on established criteria. The findings indicated that most of the researchers used quantitative research methodology in investigating the effectiveness and concern variable of mobile learning. Also find out is that most of the outcome of the studies include, achievement, perception, pedagogy, motivation and mobile learning platform as a form of educational technology.