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    An analysis of the impact of social media addiction on academic engagement of students
    (ResearchTrentz Academy Publishing Education Services, 2022) Ajibade, Samuel-Soma M.; Mejarito, Cresencio; Egere, Odafe Martin; Adediran, Anthonia Oluwatosin; Gido, Nathaniel G.; Bassey, Mbiatke Anthony
    The study's goal is to comprehend how internet addiction affects students' academic performance. However, very few research has been able to explain how excessive internet use causes students to lose interest in their academic work. Many studies have examined the detrimental association between addictions and academic performance. This research consists of two factors: internet addiction (emotional and cognitive preoccupation with internet and loss of control and interference with daily life) and academic engagement (enthusiasm and commitment). Through questionnaires, data was gathered from 186 students at a higher institution in Nigeria. Both correlation and regression were used to evaluate the data. The results of the investigation demonstrated that internet addiction significantly and unfavorably affects enthusiasm and commitment. It's interesting to note that internet obsession on an emotional or cognitive level was not shown to be a reliable indicator of internet addiction or loss of control.
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    Teacher’s Attitudes Towards Improving Inter-professional Education and Innovative Technology at a Higher Institution: A Cross-Sectional Analysis
    (Springer Science and Business Media Deutschland GmbH, 2023) Ajibade, Samuel-Soma M.; Mejarito, Cresencio; Chin, Dindo M.; Dayupay, Johnry P.; Gido, Nathaniel G.; Tabuena, Almighty C.; Chaudhury, Sushovan; Bassey, Mbiatke Anthony
    Adapting health professional curriculum and training to evolving requirements and exponential expansion in healthcare awareness and knowledge is vital. As an example of this uniformity, interprofessional education can be found. Teachers’ willingness to participate in interprofessional education is closely linked to their attitude about it. The goal of this research is to investigate teacher attitudes toward interprofessional education (IPE) at Ekiti State College of Health and Technology (EKCHT), Ijero Ekiti, Nigeria. Cross-sectional research involving 85 teachers was used. In order to collect data, a five-point Likert scale with three subscales on IPE was utilized, which was stratified sampling. Positive attitude was defined as having a cut-off percentage of more than seventy-five percent. At a 96% confidence level, SPSS version 21 was used to analyze the Bio-demographic data and teacher attitudes were correlated using logistic regression. There are a greater number of male teachers than females that took part in the survey. Attitudes of teacher's IPE in academic contexts were found to be negative (30.82 < 75%) in the total attitude score (121.45 > 75%). Teacher’s attitudes were not influenced by their age, gender, academic rank, or level of competence. Academics with positive opinions toward interprofessional education were more likely to have used it at the college (P = 0.147). As a result, while teachers have a generally positive view of interprofessional education, they have a negative view of subscale 3-interprofessional education in academic contexts. Training in behavior change and IPE awareness for teachers is suggested to avoid negative attitudes.