Volume 6, Issue 1. April, 2021
Assessing the Efficacy of two Instructional Media on Students’ Awareness of Climate Change Issues in Biology
Ikpeseogwu Ruth O. & Onyegegbu Nkadi
Abstract
The study examined the efficacy of two instructional media on students’ awareness on climate
change issues in senior secondary school biology. Two research questions and two null
hypotheses guided the study. The study adopted a non-equivalent quasi experimental research
design. A sample of 222 senior secondary years two (SS2) students made up the intact classes
from four schools, of which two each were selected from urban and rural areas. A structured
questionnaire titled Students’ Questionnaire on Awareness on Climate Change Adaptation
(SQACCA) and Climate Change Adaptation Achievement Test (CCAAT) were used for data
collection. Findings showed that students’ awareness and achievement on climate change concept
were generally low. The use of simulations and documentaries helped increase students’
awareness and achievement in climate change concept. This study has implications on the
teachers for innovative teaching strategies, Documentaries and Simulations to real life problems
of pollutions and climate change.
Keywords: Climate Change, Awareness, Efficacy, Documentaries and Simulations
The Dynamics of Learning Among Pre-School Learners at Formal and Informal Settings in Kumasi, Ghana
Louis, Okon Akpan
Abstract
In Ghana, pre-primary education is designed for children between the ages of three
and five. It has been observed that during this stage, majority of the children rarely
speak clearly and intelligently. As a result, their ability or inability to speak clearly
affects learning. Based on the above assertion, this study explored dynamics that
influence learning among pre-primary school learners at the formal and informal
education settings. In the study, the design adopted was qualitative in nature. In light
of the qualitative method adopted, interpretive paradigm was used to make sense of
the phenomena. Six teachers were purposively selected, and for trustworthiness sake,
six females (parents) whose children are between the ages of three and five were also
selected. Semi structured interviews were developed to gather information from the
participants. Thematic analysis was used as an analytical tool for the study. Findings
revealed that the children‟s readiness and willingness to learn significantly influence
learning among learners at the pre-primary school level.
Keywords: Dynamics, learning, formal and informal settings, pre-primary learners, preprimary
learners,
Educational Application of Flipped Classroom Instruction: Impact on Students’ Academic Achievement in Lagos State, Nigeria
Badmus, A. Muideen
Abstract
This study examined the impact of flipped classroom instruction on senior secondary school
students’ academic performance in Biology in two Local Government Areas of Lagos State. A
pre-test, post-test non-equivalent control group design of quasi experimental design was adopted
for this study. Two research questions and hypotheses were raised. The population of the study
comprised all students from Lagos State and sample comprised 32 senior secondary school
students from two secondary schools. The instruments used were Flipped classroom instructional
on Biology (FCIB) and Students Achievement Test (SAT) with reliability coefficient of 0.75
using Kuder-Richardson formula. The data were analyzed using mean and standard deviation and
analysis of covariance. The results showed that students exposed to flipped classroom instruction
FCIB (F (1,29) = 54.21, p=0.000), had better academic performance on Biology and that the
gender has no significant influence on their academic performance when taught with FCIB (t
(15)=0.206
Keywords: Flipped Classroom Instruction, Academic Performance, Biology,
Keywords: Flipped Classroom Instruction, Academic Performance, Biology,
Awareness of Career Opportunities in Chemistry SS Perceived by Secondary School Students: Implications for Career Guidance.
Marcellinus, C. Anaekwe
Abstract
Taking career decision is such a crucial matter that secondary school students need not be left
unguided to avoid wrong career choices. The study adopted the descriptive survey research
design in which the perceptions of the senior secondary school students on career
opportunities available in chemistry were sought. Data were collected using the researchers
developed and validated 43-item, 4-point multiple response Questionnaire which had
reliability coefficient of 0.78, using the Cronbach Alpha technique. The instrument was
administered to three hundred (300) candidates using multi-stage sampling approach from
three education zones in Anambra State. Data were analysed using frequency counts and
mean ratings. The findings among others, revealed the three foremost career opportunities in
chemistry as perceived by the students to include Chemistry teaching in secondary schools
(mean = 3.67), Pharmacy (mean = 3.62) and Medicine/Surgery (mean = 3.60). Some
recommendations were made, including the provision of qualified counselling personnel in
schools
Keywords: Awareness, Career Opportunities, Career Guidance, Chemistry, Students’
Perception,
Effect of Cooperative Learning Strategy on Students’ Achievement in and Attitude to Mathematics
Oni, L. Olubunmi
Abstract
The study investigated the effect of cooperative learning strategy on senior secondary school
students’ achievement and attitude towards mathematics. A pre-test, post-test, control group
quasi-experimental design with 2 x 2 factorial matrix (randomized, control group, pre-test, posttest)
was employed. Two schools were randomly selected from Ibadan south-west Local
Government lbadan, Oyo state, Nigeria and the same sampling procedure was adopted for the
selection of 200 senior secondary school students one (SSS1), 100 students from each school.
Two instruments used were Mathematics Achievement Test (MAT) and Students’ Attitude Scale
(SAS). Descriptive statistics and Analysis of Covariance (ANCOVA) were used. The main
effects treatments F (11.945) at p< 0.05 show that there is significant difference among the
different groups, the cooperative group scored higher than the control group. Also, there is no
significant interaction effect in the score of subjects on Achievement and attitude towards
mathematics F (10.960) at p< 0.05. Based on the findings, it was recommended that Cooperative
learning strategy should be adopted as a mode of instruction in secondary schools.
Keywords: Cooperative Learning, Attitude, Achievement, Mathematics
Effects of Multimedia Integrated Instruction on Students’ Acquisition of Science Process Skills in Basic Science
Mbonu-Adigwe, Bianca U; Eya, Ngozi .M; Umate, B. A., & Attah F. O.
Abstract
The study investigated the effects of multimedia integrated instruction (MII) on basic science
students’ acquisition of science process skills in Anambra state. The study adopted the nonequivalent
control group design. Two research questions and three hypotheses guided the
study. 1,093 JSS2 students (542 males and 551 females) formed the population of the study.
Simple random sampling technique was used to select two schools from which 98 students
(45 males and 53 females) formed the sample size. Data for the study was collected using the
instrument tagged “Science Process Skills Acquisition Test” (SPSAT) with reliability coefficient
of 0.79 established using Kuder-Richardson formula 20 (KR-20). Mean and standard
deviation were used to answer the research questions while analysis of co-variance
(ANCOVA) was used to test the null hypotheses. The results revealed that MII is more
effective in fostering basic science students’ acquisition of Science Process Skills than the
conventional method irrespective of gender. Based on the results of the study, it was
recommended that teachers should adopt MII for teaching basic science since it has proved to
be effective in fostering the acquisition of science process skills.
Keywords: Basic science, Gender, Multimedia integrated instruction, Science Process Skills
Effects of Ethno-Science Instructional Strategy on Junior Secondary School Students’ Achievement in Basic Science
Nwankwo, G. Ure
Abstract
The study investigated the effect of ethno-science instructional strategy on junior secondary
school students’ achievement in basic science. Two research questions and six hypotheses guided
the study. The hypotheses were tested at 0.05 level of significance. The design of the study was
quasi-experimental. The population of the study was 5,017 Junior Secondary School year two
(JSS 2) Basic science students in Aguata Education Zone of Anambra state, Nigeria. A sample of
74 students were drawn and used for the study. The instrument for data collection was Basic
Science Achievement Test (BSAT) validated by experts in Nnamdi Azikiwe University, Awka.
The reliability of BSAT was established using Kuder-Richardson formula 20 and found to be
0.69. Data were collected by administering the instrument as pretest and posttest after treatment
of the groups. The data obtained were analyzed using mean, standard deviation and Analysis of
Covariance (ANCOVA). The results showed that there is a significant difference in the mean
achievement scores of students in the experimental and control groups in favour of the
experimental group taught using ethno-science instructional strategy. The influence of gender on
the achievement of the students was also significant. It was recommended that basic science
teachers should relate learning and instruction to the students’cultural practices and other
indigenous knowledge by adopting ethno-science instructional strategy.
Keywords: basic science, ethno, ethno-science, instruction, strategy
Comparison Between the Convergence of Successive Over Relaxation (Sor) and L-U Decomposition Method for Solving System of 3 3 Linear Equations
Haruna, B., Manga, M. & Akpienbi, I. O.
Abstract
This research work considered the comparative study of the converging behaviors of successive
over relaxation (SOR) and L-U decomposition methods. To investigate this, three test problems
were carefully selected each from 3x3 matrices. The experiment was done with an initial guess to
exact solutions. At the end of the research, L-U decomposition method provides a faster and a
more accurate technique for solving problem involving a class of 3x3matrixes.
Keywords: System of linear equation, Successive over-relaxation (SOR), L-U decomposition
and comparison
Path-Analysis of Factors Affecting Academic Achievement of Tertiary Education Students in Chemistry in Delta State
Nwanze, A. Cornelius & Okoli, J. Nwanneka
Abstract
The study is a path-analysis of factors affecting academic achievement of tertiary education
chemistry students in Delta state. Three research questions and one hypothesis guided the study.
The design was correlational survey with path-analytic statistical approach. A sample of 200 out
1,274 two hundred level chemistry students partook in the study. Ten instruments validated by
experts and their reliabilities established using Cronbach Alpha were used in the study. Data from
the study were analyzed using multiple regression and path analysis. The findings of the study
revealed that academic resilience, self-regulated learning skills, test anxiety and study habit were
the most significant predictors affecting achievement in chemistry through meaningful and
significant paths. The study recommended that diagnostic analysis of student-related variables
should be carried out at the point of admission and as the student progress academically.
Keywords: Path-analysis, chemistry, achievement, tertiary, causal-mode
Effect of Relaxation Factor @ on System of 3 X 3 Matrices
Haruna, B., Akpienbi, I. O. & Manga, M.
Abstract
This research work considered the effect of relaxation factor, @ on the converging behaviors of
successive over relaxation (SOR). To investigate this, three test problems were carefully selected
each from 3x3 matrices. The experiment was done with an initial guess to exact solutions with
relaxation factor, @ was chosen at random as; 1.000010, 1.000030, 1.000050, 1.000080 and
1.000090. At the end of the research, 1.000030 or 1.000050 are the best values of relaxation
factor, @ with least number of iteration, while 1.000010 as the worse value with the highest
number of iteration in solving problems involving a class of 3x3 matrices.
Keywords: System of linear equation, Successive over-relaxation (SOR), relaxation factor
Effects of Ethnomathematics Instructional Approach on Students’ Achievement and Interest in Mathematics
Modesta, C. Oraneto & Anthony, N. Omile
Abstract
The study investigated the effects of Ethnomathematics Instructional Approach (EIA) on
students’ achievement and interest in Mathematics. Two research questions guided the study and
two hypotheses were tested at 0.05 level of significance. The study employed a quasiexperimental
research design specifically, the pretest posttest nonequivalent control group design.
A sample of 100 senior secondary school one (SS1) students from two intact classes randomly
selected from a population of 4,254 was involved in the study. The instruments used for data
collection were Mathematics Achievement Test (MAT) and Mathematics Interest Inventory
(MII). The internal consistencies of the instruments were established using Kuder Richardson
Formula 20 for MAT and Cronbach Alpha statistics for MII which were found to be 0.82 and
0.72 respectively. Mean and standard deviation were used to answer the research questions while
the Analysis of Covariance (ANCOVA) was used to test the hypotheses. The findings revealed
that the students exposed to EIA showed superiority in their achievement and are better off in
their interest in mathematics than those exposed to CLM. Also, there was a significant difference
in the achievement and interest of students in mathematics when taught using EIA and CLM.
Based on the findings, the study recommended that EIA should be used by mathematics teachers
in teaching the students as it will help to enhance their achievement and interest in mathematics.
Effects of Using Computer as Tutor and Tool on Secondary School Students’ Academic Achievement in Chemistry
Okebanama, C. Ikenna, Ugwu, A. N. & Elenwoke U. Elizabeth
Abstract
The study investigated the effects of using computer as tutor and tool on academic
achievement of senior secondary school students in chemistry. The study was guided by one
research question and one hypothesis. The population for the study comprised all the public
secondary schools in Imo State. A sample of one hundred and twenty-nine (129) chemistry
SS2 students gotten from three schools was involved in the study. Pre-test post-test quasi
experimental research design was adopted for the study. A validated researcher-made
instrument named Chemistry Achievement Test (CAT) with reliability of 0.72 was used for
data collection. Research question was answered using mean and standard deviation while
Analysis of Covariance (ANCOVA) was used in testing the hypothesis at .05 level of
significant. Findings showed that students who were taught with computer both as tool and as
tutor achieved better than those taught with lecture method but using computer as tool
increased students‟ achievement in chemistry more than using computer as tutor.
Recommendations were made which among others include that the chemistry teachers should
use the computer as a tool in the classroom to enhance achievement of students since it has
been found to be more effective than using it as tutor.
Keywords: Computer Assisted Instruction, Computer as tool and tutor, Chemistry, Students‟
achievement
Introduction
Effects of Task Prompt Instructional Scaffolds on Secondary School Students’ Achievement in Chemistry in Onitsha Eduction Zone
Enekwechi, E. E. & Izuegbunam, A. G.
Abstract
The study investigated the effect task prompt instructional scaffolds on secondary school
students‟ achievement in chemistry in Onitsha Education Zone. Two research questions guided
the study and three hypotheses were tested. The design of the study was quasi-experimental. The
population of the study was 1,823 senior secondary school year two (SS2) chemistry students, out
of which 107 were selected. The instrument for data collection was Chemistry Achievement Test
(CAT) validated by experts in the Faculty of Education, Nnamdi Azikiwe University, Awka. The
reliability of the CAT was established using Kudder Richardson formula 20 to be 0.69. The
finding of the study revealed that there was significant difference in the mean achievement scores
of the students in favour of task prompt instructional scaffolds. The researchers recommended
that workshops on the use of instructional scaffolds be organised by school heads for chemistry
teachers to acquaint them with the use of the technique.
Keywords: Prompts, scaffolds, achievement, chemistry, bonding
Effects of Ethnochemistry Instructional Strategy on Secondary School Students’ Achievement in Chemistry in Onitsha Education Zone
Abumchukwu, A. A.; Eke J. A.; Achugbu, C.N.J.
Abstract
The study investigated the effects of ethnochemistry instructional strategy on secondary school
students’ achievement in chemistry. Two research questions guided the study and three
hypotheses were tested. The design of the study was quasi-experimental. The population of the
study was 2,345 senior secondary school year two (SS2) chemistry students, out of which 94
were involved in the study. The instrument for data collection was ChemistryAchievement Test
(CAT) validated by experts and which had a reliability coefficient of 0.73 established using
Kuder-Richardson formula 20. The finding of the study revealed that there was significant
difference in the mean achievement scores of the students in favour of ethnochemistry
instructional strategy and gender had no significant influence of students’ achievement. The
researchers recommended that chemistry teachers should critically analyze cultural practices of
the school community and relate them to chemistry learning.
Keywords: Ethnochemistry, Acid, Base, Water, Achievement
Analysis of West African Examination Council Chemistry Questions Using Revised Bloom’s Taxonomy
Umate, B. A., Ahmad, S. S. & Ibrahim, A.
Abstract
This study examined chemistry examination questions conducted by West African
Examination Council (WAEC) using revised Bloom’s taxonomy as analytical tool with the
aim of improving the quality of the examination questions. The employed theory-driven
Content analysis research method. Two hundred and ninety-one (291) chemistry examination
questions from WAEC from 2013-2017 consisted the population as well as sample size.
Mean, frequency counts and percentages were used as data analysis technique. The results
revealed that 80% of the questions covered remembering, understanding and applying
cognitive process levels and 20% covered analysis, creating and evaluating cognitive process
levels. The result further revealed that 46%, of the questions required factual knowledge, 36%
required conceptual knowledge while 18% of the questions required procedural knowledge
respectively. The study recommends that workshops should be held for the chemistry
teachers, educators and examiners to make them familiar with the revised Bloom’s taxonomy
and how it can be used to set examination questions.
Keywords: Chemistry; Theory-driven Content Analysis; Revised Bloom’s taxonomy;
WAEC.
An Assessment of Availability, Adequacy and Utilization of Training Facilities and Equipment in Federal Colleges of Forestry, Nigeria.
Appah, O. Rose
Abstract
The provision of adequate training materials and equipment in any institution offering
technical education and their efficient utilization determines the quality of education offered
in such institution. This paper is a case study of assessing the availability, adequacy and
utilization of training facilities and equipment in Federal Colleges of Forestry in Nigeria. Two
colleges under the supervision of Forestry Research Institute of Nigeria were purposively
selected and census approach used to select three hundred and eighty-two (382) students.
This study adopted survey research design. Training Facilities Inventory (r=0.79) was used to
collect data for the study. The data collected was analysed using descriptive statistics. The
results revealed that majority of training facilities and equipment available in the colleges are
not adequately provided and utilized by the students. It is therefore recommended that
training facilities and equipment should be adequately provided and utilised by the students
for effective implementation of the programme.
Keynotes: Availability, Adequacy, Utilisation, Training facilities, Equipment, Federal
College Forestry.
Assessment of Utilization of Information and Communications Technology (ICT) Facilities in Colleges of Education in North-West Geo-Political Zone, Nigeria.
Onyekaba, M. Nnamaka
Abstract
This study assessed utilization of Information Communications Technology (ICT) facilities in
Colleges of Education, Northwest Geo-political Zone, Nigeria. The study employed a descriptive
survey research design. The population of the study comprised all the principal management staff
in all the thirteen federal and state Colleges of Education in Northwest zone. A sample size of 13
principal management staff was used for the study. A researcher-developed instrument, titled
Institutional ICT Utilization Questionnaire (IICTUQ) was used for the study and was validated by
experts in the field of study from the Faculty of Education, Bayero University, Kano while the
instruments reliability indices were established using Cronbach‟s Alpha method to be alpha 0.88
for ICT in financial management; 0.80 for ICT Infrastructural facilities; 0.87 for ICT in
instructional supervision. The research questions were answered using mean score and standard
deviation. Findings of the study revealed that college management do not utilize ICT effectively
in financial management and infrastructural facilities in the institutions. Based on the findings, it
was recommended among others that management of colleges of education in Northwest zone
should utilize ICT effectively in financial management to improve efficiency. Adequate
computers and ICT infrastructural facilities should also be made available by federal and state
governments to each college of education in the area of study for use by the college management.
Keywords: Assessment, Information Communications Technology, Utilization of ICT
Facilities.
Effect if Flipped Classroom Instructions on Secondary School Students’ Critical Thinking and Achievement in Matrices and Determinants
Aneshie-Otakpa, V.O., Andor, Sebastine E. & Sani, Dahiru Alhaji
Abstract The study investigated the effect of flipped classroom instruction on secondary school students’ critical thinking and achievement in matrices and determinants. Two research questions and two hypotheses guided the study which adopted pretest posttest non-equivalent group quasiexperimental research design. The study sample consisted of 54 SS3 students in two intact classes drawn using purposive sampling technique. Data were gathered using ‘Students’ Critical Thinking Scale’ (SCTS) and ‘Students’ Achievement in Matrices and Determinants Tests’ (SAMDT) designed by the researchers. Mean and standard deviation were used to answer the research questions while ANCOVA was used to test the hypotheses at .05 level of significance. Results showed that flipped classroom instruction had a significantly positive effect on students’ critical thinking and achievement in matrices and determinants. It was thus recommended that flipped classroom instruction should be integrated in teaching matrices and determinants and mathematics in general in secondary schools. Keywords: Flipped classroom, Lecture method, Critical thinking, Achievement, Matrices and Determinants.
Repositioning Effect of Utilizing E-Learning Model in Enhancing Engagement and Promoting Active Learning Among Tertiary Education Students in Accounting
Ali-Okoro, O.C.M. & I.F. Okoro
Abstract
The study investigated the repositioning effect of utilizing e-learning model in enhancing
engagement and promoting active learning among tertiary education students in accounting.
One research question and two hypotheses were formulated to guide the study. Analytical
research design was adopted. The population of the study consisted of all second year degree
students in Imo State with a population size of 4, 570 students. A sample of 100 students was
drawn through purposive and simple random sampling techniques involving second year
degree students from each of the selected tertiary institutions. The instrument for data
collection was a researcher-made four-point rating scale. The instrument had a reliability
coefficient of 0.83 determined through the use of Cronbach-Alpha method. Data generated
was analyzed using mean and standard deviation for the research question and Z-test was
used to test the hypotheses at 0.05 level of significance. The findings of the study revealed
that the repositioning effect of utilizing e-learning model enhanced behavioural, emotional,
cognitive and agentic engagement and promote active learning among tertiary education
students in accounting and there is no significant difference on the extent of students’
behavioural, emotional, cognitive and agentic engagement in repositioning effects of using elearning
model in enhancing engagement and promoting active learning. It was therefore
recommended among others that teacher-educators should adopt e-learning model in teaching
accounting in tertiary institutions to enhance and promote active learning.
Keywords: Repositioning effect, e-learning model, engagement, active learning,
accounting
Emotional Intelligence and Academic Self-Concept as Predictors of Secondary School Students’ Achievement in Mathematics Imo State
Njoku I. Odochi & Okigbo, E. Chinelo.
Abstract
Students‟ achievement in Mathematics has been persistently poor. Literature shows that previous
researchers concentrated on investigating teacher and school related factors that influence student
academic achievement in Mathematics, giving little attention to the student-related factors such as
emotional intelligence and academic self-concept. The study investigated the extent, emotional
intelligence and academic self-concept predict senior Secondary School three (SS3) students‟
academic achievement in Mathematics in Imo State. The correlation survey design was adopted.
The study was guided by four research questions and two null hypotheses tested at 0.05 alpha
levels. The population of the study was 33, 074 SS3 students in 297 public senior secondary
schools in the area. The sample consisted of 1654 SS3 students which was selected using multistage
sampling procedure. Two adopted and validated instruments: Emotional Intelligence
Questionnaire (EIQ) and Academic Self-Concept Questionnaire (SCQ), with reliability
coefficients of 0.77 and 0.71 determined using Cronbach Alpha method respectively were used.
Data collected were analyzed using mean, standard deviation, Pearson Product Moment
Correlation and regression analysis. The findings from the study showed that emotional
intelligence predicts secondary school students‟ achievement in Mathematics while academic
self-concept does not predict it. Also, the combination of emotional intelligence and academic
self-concept significantly predicts secondary school students‟ achievement in Mathematics. Based
on the findings, it was recommended among others that Mathematics teachers and school
guidance counsellors should help improve students‟ emotional intelligence in a positive direction.
Keywords: Emotional intelligence, academic self-concept, Senior Secondary School and
Achievement in Mathematics.
Effect of GeoTAN Instructional Software Package on Secondary School Students’ Interest in Geometry.
Njoku, Celestine & Okigbo, E. Chinelo.
Abstract
This study was carried out to determine the effect of GeoTAN Instructional Software Package
(GISP) on secondary school students’ interest in geometry and the influence of gender on the
students’ interest scores. Two research questions guided the study while three hypotheses were
formulated and tested at 0.05 levels of significance. The study adopted quasi-experimental (nonequivalent
control group) design with a sample of 240 students drawn from a population of
33,074 Senior Secondary School year two (SSS2) students in public secondary schools in Imo
State. The data were collected with Geometry Interest Scale (GIS) with a reliability index of 0.75,
determined using Cronbach Alpha method. GISP with content validity index of 0. 82, determined
using Kendalls W method and LPG were used as instructional tools. Mean and standard
deviation were used to answer the research question; Two-way Analysis of Covariance
(ANCOVA) was used to test the hypotheses at 0.05 level of significance. Results from data
analysis showed that: the students taught geometry using GISP have higher mean interest score in
geometry than those taught with CM; F (1, 235) = 482.024, p < .0005, with an effect size of 0.67,
no significant effect of gender on students’ interest scores in geometry; F(1, 235) = 2.703, P =
0.102and the interaction effect of method and gender on students’ mean interest score is not
significant F(1, 235) = 0.318, P = 0.573. Based on the findings, it was recommended that GISP
could be used to generate and sustain secondary school students’ interest in geometry.
Keywords: GeoTAN Instructional Software Package, Geometry and Interest.
Effect of Practical Chemistry Teaching Strategies on Students’ Acquisition of Practical Skills in Secondary Schools in Kogi State
Tsobaza, M. K. & Njoku, Z.C.
Abstract
One of the problems confronting Chemistry teachers during practical work is large class size and
inadequate number of equipment needed for each student. Many Chemistry teachers have had to
divide their class into two or more sessions thereby increasing the workload on the teachers and
laboratory personnel. Among the teachers in our neighbourhood, there have been arguments as to
whether students working in groups are better in achievement than those working as individuals
during practical Chemistry. This study was designed to compare the effect of practical Chemistry
teaching strategies on students’ acquisition of practical skills. The design of the study was quasiexperimental
design. Specifically, the non-equivalent group design was used. The study was
carried out in secondary schools in Ankpa Education zone, of Kogi state, Nigeria. Two research
questions and three null hypotheses guided the study. A sample of 84 Senior Secondary III
Chemistry students from two intact classes in two secondary schools participated in the study.
The instrument for data collection was Chemistry Practical Skill Rating Scale (CPSRS). Data
collected for the study were analyzed using mean and standard deviation while Analysis of
Covariance (ANCOVA) was used to test the hypotheses at p < 0.05 level of significance. The
results revealed that students’ group work strategy significantly enhanced their acquisition of
Chemistry practical skills, compared to individual laboratory work strategy. Gender did not
significantly influence students’ acquisition of Chemistry practical skills. Treatment by gender
interaction effect was not significant at 5% alpha level. Based on these findings it was
recommended, among others, that Chemistry teachers should adopt group work as often as
possible during Chemistry practical work at secondary school level.
Awareness and Attitude of Secondary School Biology Teachers and Students on Climate Change Adaptation in Awka Education Zone of Anambra State.
Eugenia, Udegbunam & Onyegegbu, Nkadi
Abstract
The study investigated the awareness and attitude of biology teachers and students on climate
change adaptation. Four research questions and two null hypotheses guided the study. Adopted
descriptive survey research design as employed. The sample consisted of 464 respondents (68
Biology teachers and 396 SSII Biology students) drawn from six (6) public secondary schools
using simple random sampling technique. Two instruments were used for data collection namely:
Climate Change Adaptation Awareness Questionnaire (CCAAQ), and Attitude to Climate
Change Adaptation Questionnaire (ACCQ). The instruments were trial tested and using Cronbach
Alpha Formula yielded internal consistency reliability index of .96 and .97 respectively. The data
collected were analysed using mean and standard deviation for research questions while the null
hypotheses were analysed using t-test at 0.05 level of significance (P<0.05). Findings showed that
biology teachers and students’ awareness and attitude level on climate change adaptation were
low. There was no significant difference in biology teachers and students awareness and attitude
towards climate change adaptation by school location. This study has implications on the teachers
and students for awareness creation and building interest on climate change and adaptation in
secondary schools.
Keywords: Climate Change, Adaptation, Awareness, Attitude, Biology, Students and Teachers
School-Based Assessment as A Predictor of Student’s Academic Achievement in Junior School Certificate Agricultural Science Examination
Agugoesi, O. Janehilda
Abstract
This study focused on school-based assessment as a predictor of students’ academic achievement
in junior school certificate agricultural science examination in Obio/Akpor Local Government
Area of Rivers State. Two research questions and corresponding hypothesis guided the study. It
adopted the correlational research design. Four hundred JSS1 and 2 respondents’ results who
took part in the agricultural science 2014/2015 examination were used. Simple random sampling
technique was used to draw the sample. The instrument used for data collection was “Students
Academic Record Inventory” (SARI). Since the data were gotten from secondary source with
standardized examinations, validity and reliability were efficient. Simple regression as well as
multiple regression were used to analyse the data generated. The resuit of the findings showed
that school based assessment (SBA) in agricultural science in JSS1 significantly predicts (R2 =
0.030; Sig=0.001) junior school certificate examination scores. That of JSSII with R2 0.056 and
sig=0.000 significantly predicts JSCE scores. It was recommended among others that
governments, school teachers, parents and other significant bodies should ensure that they
aequate mentoring, monitoring and encouragement be given to the students as their performance
initially can predicts their future performance.
Keywords: School Based Assessment, Students’ Academic Achievement, Agricultural Science
and External Examination.
Competency Gaps Among Basic Science Teachers: A Factor Affecting the Implementation of Science Curriculum in Nigerian Secondary Schools
Nkiru Nwachukwu & Njoku, Z. C, Njoku
Abstract
Many Nigerian basic education graduates enroll into senior secondary level of education standing
on weak foundation for science learning. The Basic Science Curriculum (BSC) which they went
through in the upper basic education is relatively new, and the teachers appear to be ineffective in
the implementation of the curriculum. It therefore becomes important to find out the aspects of
required teaching competencies which BSC teachers lack for effective implementation of the
Basic Science Curriculum of the junior secondary school. This will help to organize competencybased
capacity development for BSC teachers who would be in position to give graduates of BSC
strong foundation for science learning at senior secondary school level. Thus, this paper
investigated the competency gaps of basic science teachers in implementing the basic science
curriculum. To guide the study, two research questions were posed and answered and two null
hypotheses were tested at P < 0.05 level significance. The study is a descriptive survey. The study
was carried out in Enugu state, Nigeria. The population of the study comprised 306 basic science
teachers and 135 science teacher educators. The sample for the study consisted of 148
respondents. Two instruments were used for data collection. The instruments include Basic
Science Teachers Competency Needs Questionnaire (BSTCNQ), and Basic Science Teachers’
Competencies Observational Rating Scale (BSTCORS). The BSTCORS had inter-rater reliability
index of 0.97. There were three research questions and three hypotheses. The research questions
were answered using mean and standard deviation while the hypotheses were tested using t-test
statistic at p < 0.05 level of significance. Results showed that all the competencies listed in
BSTCNQ were assessed to be needed by BS teacher for implementing the Basic Science
Curriculum and that there was no significant difference in the mean rating scores of Basic
Science teachers and science teacher-educators on competencies needed for implementing the
Basic Science Curriculum. The educational implications of the findings of the study were
highlighted and recommendations were proffered that stakeholders in basic education should
provide funds appropriate human resources for organizing in-service training BS teachers to
enhance their competencies and effectiveness in teaching of Basic Science.
Keywords: Basic Science Curriculum, Competences Needed, Competency Gaps, Capacity
Development.
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