ABANUM IFEANYICHUKWU COLLINS

Science and Tech. Education

At the Science And Tech. Education department office

Appointment on Visitation important

Topic: Exploring Scalable AR Applications For Resource Constrained Schools In Nigeria

Description:

This study addresses the digital divide constraining technology-enhanced learning in Nigeria's public secondary schools. Despite augmented reality's (AR) potential to demystify abstract concepts, its adoption remains limited to well-resourced institutions, exacerbating educational inequity. This research investigates scalable, low-bandwidth AR applications suitable for resource-constrained environments, prioritising accessibility without compromising pedagogical value.

The primary aim is to design and evaluate a context-appropriate AR framework for Nigerian classrooms. Specific objectives include: (1) assessing infrastructural and socioeconomic barriers to AR deployment in Lagos State public schools; (2) co-designing lightweight AR prototypes with teachers and students using minimal hardware requirements; and (3) measuring impacts on learner engagement and subject comprehension in core disciplines.

A mixed-methods design will be employed. Phase one involves surveys and focus groups with 50 teachers and students across ten purposively selected schools to map constraints. Phase two entails participatory design workshops to develop prototypes, followed by a quasi-experimental trial comparing AR-enhanced and conventional instruction over eight weeks. Quantitative data on learning gains will be triangulated with qualitative insights on usability and acceptance.

It is anticipated that context-sensitive AR applications requiring only basic smartphones and intermittent connectivity will significantly improve conceptual understanding whilst remaining feasible within existing constraints. The study expects to identify critical success factors for scaling such interventions nationally.

This research contributes theoretically by advancing frameworks for frugal educational technology in the Global South. Practically, it offers policymakers and curriculum developers a validated model for equitable AR integration, potentially narrowing the urban-rural learning gap. By centring scalability and inclusivity, the study repositions AR not as a luxury tool but as an accessible catalyst for educational transformation in under-resourced Nigerian schools.

#	Certificate	School	Year
1.	Ph.D (Educational Technology)	Department of Science and Technology Education, Lagos State University, Ojo	2025

Enhancing Quadratic Graph Mastery: A Comparative Study of Graphmatics and Conventional Teaching Strategies on Student Performance and Perceptions

Students’ persistent underperformance in quadratic graphs remains a critical challenge in Nigerian secondary education, largely attributed to conventional, rote-based teaching methods that fail to bridge the gap between abstract algebra and visual representation. This study investigated the effect of the Graphmatics Teaching Strategy (GTS) on Senior Secondary School 2 (SSS2) students’ academic performance and perceptions regarding quadratic graphs. Employing a mixed-methods quasi-experimental design, the study sampled 128 SSS2 students from two public secondary schools in Lagos State, assigned to an experimental group (GTS, n = 65) and a control group (Conventional Teaching Method, n = 63). Data were collected using the Student Graphical Achievement Test (SGAT) and semi-structured interviews and analysed via Analysis of Covariance (ANCOVA) and thematic analysis. Quantitative results revealed that the experimental group achieved a substantially higher mean gain (17.06) compared to the control group (7.58). ANCOVA confirmed a statistically significant difference in post-test achievement scores in favour of GTS, F(1, 125) = 93.27, p < .05, after controlling for pre-test scores. Qualitative findings elucidated a profound cognitive shift among students, highlighting four key themes: a transition from static to dynamic graph comprehension, enhanced procedural competence, effective peer-supported learning, and increased mathematical confidence despite initial technological apprehensions. The study concluded that GTS is a highly efficacious, transformative pedagogical tool that fosters active, student-centred learning and demystifies complex graphical concepts. Consequently, it is recommended that the Ministry of Education procure and subsidise dynamic mathematics software, such as GeoGebra, alongside functional computer laboratories for public schools. Furthermore, teachers must transition towards interactive, visual-based pedagogies and provide targeted instructional scaffolding to support students' transition to technology-enhanced mathematical learning.

ABANUM COLLINS is a Lecturer II at the Department of Science and Tech. Education

ABANUM has a Ph.D in Educational Technology from Department of Science and Technology Education, Lagos State University, Ojo