University of Johannesburg | South Africa
Dr. Segun Michael Ojetunde is a distinguished researcher and educator specializing in educational evaluation, quantitative and qualitative research, and data analytics. He holds a Ph.D. in Educational Evaluation from the University of Ibadan and has contributed significantly to human capital development, assessment studies, and educational technology. Currently serving as a Research Associate at the Nigerian Institute of Social and Economic Research, his work spans collaborations with institutions such as the University of Johannesburg, Universal Basic Education Commission, and the International Fund for Agricultural Development. Dr. Ojetunde’s research engagements include national evaluations, teacher training assessments, and large-scale education quality studies. His scholarly publications encompass book chapters and conference proceedings focusing on assessment tools, teacher competence, and students’ academic achievement. An active member of several professional associations, he also serves as a reviewer for the African Journal of Research in Mathematics, Science and Technology Education (AJRMSTE). Demonstrating strong analytical expertise, he is proficient in advanced statistical and modeling tools such as SPSS, SEM, R, Python, and Power BI. According to Google Scholar, Dr. Ojetunde has an h-index of 4, 12 documents, and 49 citations, reflecting his growing academic influence and impactful research contributions in education and evaluation studies.
Profile: Google Scholar
Featured Publications
Akinyemi, A. L., & Ojetunde, S. M. (2020). Techno-pedagogical models and influence of adoption of remote learning platforms on classical variables of education inequality during COVID-19 pandemic in Africa. Journal of Positive Psychology and Counselling, 7(1), 12–27.
Akinyemi, A., & Ojetunde, S. M. (2019). Comparative analysis of networking and e-readiness of some African and developed countries. Journal of Emerging Trends in Educational Research and Policy Studies, 10(2), [page numbers not provided].
Ramnarain, N., Ogegbo, A. A., Penn, M., Ojetunde, S. M., & Nuthando, U. (2024). Pre-service science teachers’ intention to use generative artificial intelligence in inquiry-based teaching. Journal of Science Education and Technology, 376–385.
Ojetunde, U., & Ramnarain, S. M. (2023). Applying 4IRs in education technology to science pedagogy: Effects and students’ experience. Journal of Smart Learning Environment, 10(32), 1–18.
Ojetunde, S., Ademidun, A., & Sangodoyin, T. (2020). Online learning platforms’ induced education inequalities and special education students’ learning attitude during COVID-19 pandemic homestay in the University of Ibadan. Online Learning, 12(23), 61–67.