The study assessed the Southwestern Nigerian undergraduates' acceptance of YouTube as a web-based instructional tool using Unified Theory of Acceptance and Use of Technology (UTAUT) Model. It determined the level of awareness of YouTube as a webbased instructional tool by the undergraduates. It measured the undergraduates' effort and performance expectancy of YouTube and the conditions that facilitate its acceptance at the universities. The study employed the descriptive survey research design. The population consisted all registered undergraduates in Southwestern Nigeria. 800 students were selected from Obafemi Awolowo University (OAU), Ile-Ife, Osun State, Ladoke Akintola University of Technology (LAUTECH), Oyo State and Covenant University, Ota, Ogun State using disproportionate stratified sampling. The three universities were purposively selected based on their webometric ranking in terms of ICT usage. Findings from the study indicated that 57.80% of the undergraduates are moderately aware of YouTube as an instructional tool. The effort expectancy (×̅ =3.00, sd=0.60)x " = 3.11, sd = 0.35) as well as the performance expectancy (×̅ =3.00, sd=0.62) show that the undergraduates accept YouTube. The conditions identified by the undergraduates that can militate the acceptance of YouTube in the region included low bandwidth (79.70%), low hard disk space (65.60%), epileptic electricity supply (68.60%) and high cost of required devices (68.40%). The study therefore concluded that Southwestern Nigerian undergraduates are prone to accepting YouTube as a web-based instructional tool.
This study investigated the level of awareness of flipped learning strategy as one of the suitable pedagogy for next generation learners by Obafemi Awolowo University pre-service teachers. It determined their perceptions of flipped learning strategy, and also, examined if the pre-service teachers possess prerequisite skills for implementing flipped learning strategy. The study employed descriptive survey research design. The population of the study comprised all the 2,423 pre-service undergraduate teachers at the university. Two hundred pre-service teachers were drawn using multistage sampling techniques. Pre-service teachers’ awareness of flipped classroom was used for data gathering. The instrument consisted of four sections, ‘A, B, C & D’. Section A consisted of demographic variables, while section B elicited information on the awareness of flipped learning strategy, section C measured the required skills in the use of flipped learning strategy and section D gathered information on the perception of the pre-service teachers to flipped learning strategy. Analysis of the results showed that, 57.00% of the pre-service teachers had moderate awareness of flipped learning strategies, they also had good perception of flipped learning strategy (76.83%; cumulative mean = 3.07). The pre-service teachers lack requisite skills required for effective implementation of flip learning strategy.
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