The Journal of Library, Science Education and Learning Technology is, in this edition, continues to focus on broadening intellectual resources, understanding and developing of exchange of ideas among education professionals in order to offer intellectual contributions towards educational development globally.
This edition of the journal features articles from Nigeria, Uganda, and Africa, with titles ranging from high-stakes, workforce education, pre-service teacher internet self-efficacy, valuation of the university course, innovative teaching, measurement of teaching skills, library & Information science to educational technology.
The authors present very interesting findings, implications and conclusions that are valuable to educational development. For instance, Dr. Adebayo and Balogun Omolara submit that the use of e-learning tools and technology in secondary schools can encourage students to effective learning and improve their academic performance significantly while Oladipupo Michael, Nuhu Kehinde, Ajani Adedeji and Ishola Ayodele focusing on development and usability of a developed Chemistry Learning-App. They concluded that undergraduates should complement learning with the use of a developed Learning-App to boost their performance.
Also, Dr. Amuda and Associate Professor Tella identify and discuss a number of challenges mitigating access to library resources and services such as Students’ sole reliance on course materials and lecture notes as the number one barrier to the use of library resource; followed by other barriers which include; lack of information literacy skills, inadequate library facilities, lack of access to relevant information materials for their courses of study and lack of time due to their busy schedule at work.
Dr. Yusuf Suleiman and Tiffany Ivey present an investigative study on digital competence in Spanish Secondary School as an indicator for academic performance. it was noted that science education and educational leaders, their leadership and innovations need urgent attention and concludes that a student that is acquitted with digital literate will be extremely functional, literate and numerate across the broad with lifelong. Hence, there is a need for stronger competency-based learning and thematic approach pedagogy that will be geared towards students’ competence improvement.
Read more about these articles and others from this journal – JOLSELT. I hope you will enjoy it.
Dr. Semiu O. Makinde
©Faculty of Education, Al-Hikmah University Ilorin, Nigeria
Atere Campus, Ilorin
e-mail: [email protected]