Effect of Open Source on Students’ Performance in Electronics and Lecturers’ Readiness for Its Adoption in Institutions in Adamawa State, Nigeria
Article Sidebar
Page Numbers:
124-140
Digital Object Identifier:
10.58578/kijst.v3i1.9353
Viewed: 62 times
Downloaded: 52 times
LYAS Publisher cordially invites qualified professionals to serve as Editors or Reviewers. Your expertise will make an important contribution to maintaining and strengthening the academic quality of our publications. Interested applicants are kindly requested to complete the application form at the following link: Editors & Reviewers
Please feel free to contact us if you need any further information about the submission process or if you have any additional questions.
Authors:
Ishaku Zechariah1, Ajili Tanimu2 
Copyright :
Authors retain copyright and grant the journal right of first publication.
Main Article Content
Abstract
This study investigated the effect of an open-source instructional approach on students’ academic performance in Digital Electronics and lecturers’ readiness for its adoption in tertiary institutions in Adamawa State, Nigeria. Guided by three research questions and three hypotheses, the study employed a quasi-experimental pre-test–post-test control group design. The study population comprised 48 students and 30 lecturers in Electrical/Electronic Technology, and no sampling was undertaken because the population was manageable. Data were collected using the Digital Electronics Achievement Test (EAT), Electronics Skills Acquisition Test (ESAT), and Lecturers’ Readiness for Adoption of Open Source in Instructional Delivery (LROSAID), all developed by the researcher. The validated EAT and ESAT demonstrated high internal consistency, with Cronbach’s alpha coefficients of 0.92, 0.89, and 0.90, respectively. Data were analyzed using mean and standard deviation to answer the research questions, while ANCOVA and Scheffe’s test were used to test the hypotheses at the 0.05 level of significance. The findings revealed a significant difference in achievement test scores between the open-source instructional strategy and the lecture strategy, as well as a significant difference in skills acquisition in favour of the open-source instructional strategy over the demonstration strategy. However, the results also showed that lecturers were not ready to adopt open source for instructional delivery. The study concludes that the open-source instructional strategy enhanced students’ academic achievement and skills acquisition in Electrical/Electronic Technology, while lecturers’ low readiness for adoption remains a critical implementation challenge. These findings contribute empirical support for the instructional value of open-source approaches and imply the need for institutional efforts to strengthen lecturers’ readiness and encourage the integration of open-source strategies in Electrical/Electronic lesson delivery in Colleges of Education.
Citation Metrics:
Downloads
Article Details
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
References
Ajadi, O. T., & Adebakin, A. B. (2022). Lecturers’ readiness for virtual teaching in southwestern Nigerian universities. UNESWA Journal of Education, 5(1), 68–82. https://ojs.uneswa.ac.sz/index.php/ujoe/article/view/504
Anthony, B., Jr., Kamaludin, A., Romli, A., Raffei, A. F. M., Phon, D. N. A. L. E., Abdullah, A., & Ming, G. L. (2022). Blended learning adoption and implementation in higher education: A theoretical and systematic review. Technology, Knowledge and Learning, 27, 531–578. https://doi.org/10.1007/s10758-020-09477-z
Bond, M., Bedenlier, S., Marín, V. I., & Händel, M. (2021). Emergency remote teaching in higher education: Mapping the first global online semester. International Journal of Educational Technology in Higher Education, 18, Article 50. https://doi.org/10.1186/s41239-021-00282-x
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791
Dempsey, M. (2021). The impact of free and open educational resource adoption on community college student achievement and course withdrawal rates. International Journal of Open Educational Resources, 4(1), 45–57. https://doi.org/10.18278/ijoer.4.1.546
Efuwape, B. M., & Omofonmwan, G. O. (2015). Effect of free open-source software based learning package on academic achievement of junior school students in basic technology in Nigeria. Journal of Educational and Social Research, 5(2), 215–222. https://doi.org/10.5901/jesr.2015.v5n2p215
Egoigwe, S. V., Nweke, P. O., Mamah, N. V., Isiaku, W. B., Ali, A. A., & Madu, C. V. (2020). Impact of e-learning on academic performance of postgraduate students in higher institutions in Nigeria. Journal of Engineering and Applied Sciences, 15(14), 2863–2868. https://makhillpublications.co/public/view-article/1816-949x/jeasci.2020.2863.2868
Elfaki, N. K., Abdulraheem, I., & Abdulrahim, R. (2019). Impact of e-learning vs traditional learning on students’ performance and attitude. International Journal of Medical Research & Health Sciences, 8(10), 76–82. https://www.ijmrhs.com/medical-research/impact-of-elearning-vs-traditional-learning-on-students-performance-and-attitude.pdf
Gambari, A. I., Yaki, A. A., Gana, E. S., & Ughovwa, Q. E. (2014). Improving secondary school students’ achievement and retention in biology through video-based multimedia instruction. InSight: A Journal of Scholarly Teaching, 9, 78–91.
Instefjord, E. J., & Munthe, E. (2017). Educating digitally competent teachers: A study of integration of professional digital competence in teacher education. Teaching and Teacher Education, 67, 37–45. https://doi.org/10.1016/j.tate.2017.05.016
Nafiu, A., Umar, B., & Abdullahi, I. A. (2025). Lecturers’ awareness and readiness to the adoption of open educational resources (OERs) for teaching in public tertiary institutions in Sokoto State, Nigeria. Internal Academic Journal of Educational Research, 12(3), 19–32.
Ogunlowo, S. A. (2021). Effect of modified open-source simulation on students’ achievement in acid-base titration in Ogbomoso metropolis.
Oladebinu, T. O., Amos, A. A., & Oyediran, W. O. (2018). Factors affecting students’ academic performance in colleges of education in Southwest, Nigeria. British Journal of Education, 6(10), 43–56.
Opateye, J. A., & Inegbedion, J. O. (2017). Assessment of lecturers’ knowledge and readiness for open education resources in Nigerian open and distance learning universities. West African Journal of Open and Flexible Learning, 5(2), 157–177. https://wajofel.org/index.php/wajofel/article/view/205
Othman, J., Kadar, R., Umar, N., & Ahmad, N. (2021). The effect of students performance at higher education institution with open and distance learning (ODL) methods through formative and summative assessments aggregation during Movement Control Order (MCO), COVID-19. International Journal of Academic Research in Progressive Education and Development, 10(2), 556–569. https://doi.org/10.6007/IJARPED/v10-i2/10137
Owidi, S. O., & Otieno, C. (2018). Impact of Moodle as an open-source e-learning platform on students’ performance: A case study of Jomo Kenyatta University of Agriculture and Technology (JKUAT). International Journal of Recent Research in Social Sciences and Humanities, 5(4), 265–284.
Schindler, L. A., List, A., Williams, B., & Stephens, J. (2020). Exploring the impact of learning management systems on student learning. International Journal of Educational Technology in Higher Education, 17(1), 1–17.
Soladoye, A. A., & Ojo, A. O. (2021). Impact of e-learning on secondary school students in Nigeria during COVID-19 lockdown. International Journal of Scientific Research in Computer Science and Engineering, 9(6), 94–104. https://ijsrcse.isroset.org/index.php/j/article/view/467
Sung, Y.-T., Chang, K.-E., & Liu, T.-C. (2016). The effects of integrating mobile devices with teaching and learning on students’ learning performance: A meta-analysis and research synthesis. Computers & Education, 94, 252–275. https://doi.org/10.1016/j.compedu.2015.11.008
Tondeur, J., Aesaert, K., Pynoo, B., Van Braak, J., Fraeyman, N., & Erstad, O. (2017). Developing a validated instrument to measure preservice teachers’ ICT competencies: Meeting the demands of the 21st century. British Journal of Educational Technology, 48(2), 462–472. https://doi.org/10.1111/bjet.12380
UNESCO. (2021). Reimagining our futures together: A new social contract for education. https://unesdoc.unesco.org/ark:/48223/pf0000379707
Weller, M., Jordan, K., DeVries, I., & Rolfe, V. (2018). Mapping the open education landscape: Citation network analysis of historical open and distance education research. Open Praxis, 10(2), 109–126. https://doi.org/10.5944/openpraxis.10.2.822
Yusuf, M. O., & Balogun, M. R. (2022). Pedagogical practices and technology integration in Nigerian higher education. African Journal of Educational Studies, 15(1), 78–92.