Volume 5, Issue 1.
Preliminary Pages
ROLE OF STAFF PERFORMANCE APPRAISAL IN THE EFFECTIVE IMPLEMENTATION OF SCIENCE CURRICULUM OF SECONDARY SCHOOLS IN ENUGU STATE.
Eke N. Ukpai1 , Charles C. Onwuadi2 , & Theresa I. Egbe1
This study which adopted a descriptive survey research design investigated the role of staff performance appraisal in the effective implementation of science curriculum of secondary schools in Enugu State. Two research questions and one null hypothesis guided the study which had a population of 4,851 subjects, comprising 231 principals and 4,620 science teachers in the 231 public secondary schools in Enugu State. Using a multi-stage sampling technique, a sample of 502 subjects was selected and used for the study. A structured questionnaire developed by the researchers was used for data collection. The research instrument underwent validity and reliability tests. Mean and standard deviation were used to answer the research questions while t-test statistic was used to test the null hypothesis that guided the study. The findings of the study showed, among others, that the role of staff performance appraisal in the effective implementation of science curriculum of secondary schools include: it is used to identify the strengths and weaknesses of science teachers, it enables science teachers to improve their work performance and it also helps to determine the quality of curriculum implementation carried out by science teachers. Based on the research findings, it was recommended that more qualified science teachers should be employed in secondary schools, there should be increased funding of secondary schools in order to enable them have enough funds to procure the necessary science equipment for effective science instructional delivery and that effective staff performance appraisal should be regularly carried out for science teachers, among others.
EFFECT OF PROBLEM-SOLVING AND COLLABORATIVE STRATEGY ON STUDENTS’ RETENTION IN GEOMETRY.
Nzeadibe, A. C.; Egara, F. O.; Inweregbuh, O.; & Osakwe, I. J.
The study investigated the effect of problem-solving and collaborative strategy on students’ retention in geometry. Three research questions were posed and three null hypotheses were formulated to guide the conduct of the study. The study employed factorial research design. The population of this study consists of 3,606 senior secondary one (SS1) mathematics students in Nsukka Education Zone of Enugu State. This population is made up of 1493 males and 2113 female students. The sample size of 256 SS 1 mathematics students was used for the study. The sample was obtained using multistage sampling procedure. Geometry Achievement Test (GAT) developed by the researcher was used to collect the pertinent data for the study The data collected from the study were analyzed using means and standard deviations to answer the research questions and analysis of covariance (ANCOVA) were used to test the hypotheses at 0.05 level of significance. The study revealed that (1) Collaborative learning strategy was also found to significantly enhanced students retention in geometry when compared with problem solving strategy; (2) Gender was not a significant factor on students’ retention in geometry; (3) There was no significant interaction effect of teaching strategy and gender on students retention in geometry
CHEMISTRY STUDENTS’ CONCEPTUAL UNDERSTANDING OF RATE OF CHEMICAL REACTION AND EQUILIBRIUM USING TWO TIERS MULTIPLE CHOICE TEST
Eya, N. M., Okebanama, C. I., & Umate, B. A.
The study used two tiers multiple choice test to investigate the undergraduate chemistry education students’ conceptual understanding on the concepts of rate of chemical reaction and chemical equilibrium. The motivation for the study is the undergraduate chemistry education students’ underachievement in some chemistry courses. Survey research design was used in the study. The sample size of the study is 75 year one undergraduate chemistry education students made up of 7 Direct Entry students (3 males and 4 females) and 68 UTM.E students (18 males; 50 females). The Rate of Reaction and Chemical equilibrium Achievement Test (RRCEAT) was used as instrument for data collection. It is made up of two tiers multiple choice test items consisting of 14 questions for each tier. The internal consistency reliability coefficient of the validated RRCEAT is 0.82 estimated using Kuder-Rechardson Formula 20 (K-R20). The findings of the study revealed that the students performed better in the aspect of rate of chemical reaction than chemical equilibrium and there was no significant gender difference observed in the students’ academic achievement. Based on the findings of the study, it was recommended that chemistry teachers should put more effort in the teaching of the concept of chemical equilibrium to make for better understanding of the concept by the students. Also two tiers multiple choice test should be adopted in testing students conceptual understanding of chemistry concepts.
EFFECT OF 5ES CONSTRUCTIVIST INSTRUCTIONAL STRATEGIES ON SECONDARY SCHOOL PHYSICS STUDENTS ACHIEVEMENT IN ENUGU EDUCATION ZONE
Dennis Uchenna Ugwoke1, Bethran Ekwundu Oguama1, & Carmelius Izuchukwu Ugwuanyi2
The study investigated the effect of 5Es constructivist instructional strategies on secondary school physics students’ achievement in enugu education zone. The study employed a pretest/posttest quasi experimental control group design. A multi-stage sampling technique was used in selecting one hundred and forty (140) senior secondary class two (SS2) physics students from two secondary schools drawn. Fraction Achievement Test (FAT) was developed and used for data collection. Data was analyzed using mean and standard deviation while analysis of covariance (ANCOVA) was used to test the hypothesis at 0.05 level of significant. The findings showed that the experimental group exposed to 5Es constructivist model performed better than the control group exposed to lecture method of instruction and gender has a significance influence on the achievement scores of students as regards the two teaching approaches. The above findings were confirmed by the results of hypotheses one and two. H1 showed that there is a significant difference between achievement mean score of students taught with 5Es constructivist’s instructional model and those taught with lecture method and H2 showed that there is a significant difference between the achievement scores of the students with regard to gender. The study recommends the incorporation 5Es constructivist instructional approach in physics curriculum at secondary school level. Also recommended is that 5Es constructivist instructional based mechanisms engage students in minds-on and hands-on activities. Its use in instructions would require sufficient instructional materials and space. Therefore, schools should as a matter of fact, take note and make adequate provisions.
MODE OF ENTRY AND FINAL YEAR UNDERGRADUATE ACADEMIC PERFORMANCE IN THE FACULTY OF EDUCATION, OBAFEMI AWOLOWO UNIVERSITY, ILE-IFE
Owolawi, Olaniyi; Ogbu, Sunday; & Ugwu, Felica Chinyere
The study sought to determine the influence of mode of entry on final year undergraduate academic performance in the Faculty of Education, Obafemi Awolowo University, Ile-Ife, Osun State. The study adopted expost-facto design. Two hypotheses guided the study. The population of the study comprised all the students who were admitted in 2008/2009 academic session in the Faculty of Education. The instrument for data collection was Undergraduates Cumulative Grade Point Average (UCGPA) records. The sample size was 359 students selected through proportionate simple random sampling techniques. Collected data were analyzed using, chisquare and Analysis of Variance (ANOVA). It was revealed, among other things, that, there was a significant influence of the mode entry on final year CGPA in favour of Direct-entry and Predegree. It was equally revealed that there was no interaction influence of sex and mode of admission on final year students CGPA. It was recommended, among others things, that JAMB and universities should review undergraduate admission examinations to ascertain the reliabilities of such examinations.
GENDER DIFFERENCE IN THE EFFECTIVENESS OF CONSTRUCTIVIST METHOD OF TEACHING BIOLOGY ON ACADEMIC PERFORMANCE OF SENIOR SECONDARY SCHOOL STUDENTS IN MAIDUGURI METROPOLIS, BORNO STATE NIGERIA.
Buba, A. Maryam1; Banus, A.A.1; & Adamu, M.2
This study determined gender difference in the effectiveness of constructivist method of teaching Biology on academic performance of senior secondary school students in Maiduguri Metropolis, Borno State. The study adopted the pre-test post-test quasi experimental design. A Sample of 190 (97 male and 93 female) were selected from senior secondary schools in Maiduguri Metropolis through stratified random sampling technique. Biology Performance Test (BPT) serves as a research instrument. The study was validated to obtained reliability index of 0.78 using Kuder Richardson (KR-20) formula. Data was analysed using analysis of Covariates (ANCOVA). The findings of the study showed that constructivist method of teaching Biology has no significant effect on students’ academic performance based on gender. The study concluded that gender had no significant effect on students’ academic performance in Biology. The study therefore recommend that Biology teachers should use the constructivist method as it was found to be effective in enhancing students’ academic performance regardless of gender.
BIOLOGY TEACHERS AWARENESS AND THEIR APPLICATION OF ETHICAL CODES IN CLASSROOM MANAGEMENT IN SECODNARY SCHOOS IN ANAMBRA STATE
Nwankwo Amaka Loretta, & Aniaku Obiageli Loretta
The stdy was a descriptive survey aimed at investigating biology teachers awareness and their application of ethical codes in teaching secondary school students in Anambra state. It also determines the extent to which these teachers apply ethical codes in classroom planning, organization, supervision and funding. The population of the study consisted of all the biology teachers from six (6) Education Zone in Anambra state. One hundred and twenty (120) biology teachers constituted the sample for the study. Five (5) research questions guided the study and data was collected using a structured questionnaire. Analysis of data was done using weighted mean. The findings of this study revealed that biology teachers were aware of ethical codes and applied these codes in their classroom activities. The researchers also identified that some teachers do not update their knowledge in technological advancement for the classroom (through in-servcie training) to make them more refined and productive to improve their professional expertise and suggested that funding of biology laboratory need to be improved; provision of more relevant working facilities such as steady power supply, workable computers, internet facilities should be provided in secondary schools to enable the teachers access the internet anytime and engages in education research to continuously improve their teaching strategies. Post Primary Schools Management Board of every state should provide periodic monitoring and evaluation of biology teachers activities in the classroom. The researchers also recommended that STAN should sponsor biology teachers to both national, international and local conferences and workshops, for this will help to improve the level of application of ethical codes with regards to biology classroom instruction. Again biology teachers should be encouraged to build a qualitative learning in our school system by imbibing the spirit of dedication and resourcefulness so that students will become more responsible, more assertive and more optimistic in their learning abilities.
INFLUENCE OF CULTURAL PRACTICE RELATED MISCONCEPTIONS ON THE ACHIEVEMENT OF SENIOR SECONDARY BIOLOGY STUDENTS.
Awofodu, Adebola D.; Saka, Victoria O.; Olanrele, Omolola J.; & Ogunkomaya, F. B.
This study investigated the influence of culture practice-related misconception on achievement of senior secondary Biology students. Purposive sampling technique was used to select two hundred (200) senior secondary school students from secondary schools in Ogun State. The instruments used in gathering data for the study were Cultural Practice-related Misconceptions Biology Achievement Test (CPMBAT) and Cultural Practice-related Misconceptions Achievement Test (CPMAT). The data were analysed using simple percentage and t-test statistics. Findings revealed that there are no significant differences between performances of students in cultural practice misconception based on gender and age grade and a negative relationship exist between cultural practices related misconception and students’ achievement in Biology. Authors of Biology textbooks should therefore make extra efforts to use identified cultural practice and related misconceptions to illustrate Biology concepts in order to promote meaningful learning. Teachers should also reinforce good scientific conception and discourage alternative conception in students.
EFFECTS OF GUIDED INQUIRY TEACHING STRATEGY ON STUDENTS’ ACADEMIC PERFORMANCE IN BIOLOGY IN SENIOR SECONDARY SCHOOLS, OGUN STATE, NIGERIA
Obadipe, J. A*; Ogunleye, A. T, Edegbai, E. B; Adeyemo, I. M.
The poor trend in the academic performance of senior secondary school students in Biology in external Examination has been widely observed and studies have shown that one of the causes is the adoption of traditional teaching method. Hence, this study was designed to determine the effects of guided Inquiry strategy; a student centered teaching approach on students’ academic performance in Biology. The study employed quasi experimental design in which three hypotheses were tested at 0.05level of significance. The study was carried out in two selected senior secondary schools in Ifo Local Government Area of Ogun State. The participants comprised of 120 students which were in four intact classes. Biology performance test (BPT) was used to collect data. ANCOVA was used to test the hypotheses and considered significant at P< 0.005. Findings of the study reveal that guided inquiary is significantly increased students’ performance in Biology as compared to traditional method. More so, the study revealed that there was no significant interactive effect of gender and inquiry based teaching strategy on student academic performance.
APPRAISAL OF SENIOR SECONDARY SCHOOL STUDENTS SELF-ASSESSMENT PRACTICES IN MATHEMATICS IN NSUKKA EDUCATION ZONE
Ogbu, Sunday; Okeke, Anulika Mary; & Ugwu, Felicia Chinyere
The study sought to determine senior secondary school students self-assessment practice in Mathematics, in Nsukka Education Zone, Enugu State. The objectives of this study were to identify senior secondary school students self-assessment practices and to appraise the proportion of the students that have self-assessment competence in Mathematics. Descriptive survey design was adopted for the study. Three hundred and sixty (360) students, drawn from a population of 3110 students constituted the sample for the study. The instrument for data collection was Students Self-Assessment Practices in Mathematics Questionnaire (SSPMQ) developed by the researchers. The instrument consisted nine (9) items on students self-assessment practice and fifteen (15) items on students self-assessment competence with internal consistency coefficients of 0.79 and 0.84 respectively. Mean, frequency, percentage, standard deviation and t-test statistic were used for data analysis. The findings showed, among other things, that majority of the students have low self-assessment practices and competence in Mathematics; and that there was no significant difference in the mean self-assessment practices of male and female students.
PROBLEMS THAT INHIBIT THE INTRODUCTION OF VIRTUAL PHYSICS LABORATORY IN COLLEGES OF EDUCATION IN SOUTH EAST ZONE OF NIGERIA
Dennis Uchenna Ugwoke, Bethran Ekwundu Oguama, Margareth Ngozi Ede
The study aims at finding out problems that affect the introduction of virtual physics laboratory in colleges of education in South East Zone of Nigeria. This is a survey study. The study covers all the colleges of education in the south eastern states of Nigeria. The population of the study includes all the physics students and the lecturers in the public colleges of education in south east, Nigeria; the total number of students and lecturers is 567 which include 506 physics students and 61 lecturers. The sample technique used for the study is simple random sampling technique that was used to sample 158 respondents, the instrument used for data collection was a structured questionnaire based on the research questions which guided the study. The instrument used was validated by two Physics lecturers from Nwafor Orizu College of Education, Anambra State and Alvan Ikoku College of` Education, Owerri, Imo State and an experts in Measurement and Evaluation Unit of Enugu State College of Education (Technical), Enugu. Split half method was used to determine the reliability of the instrument using Spearman Rank Order Correlation Formula to calculate the reliability index which gave a coefficient of 0.91. Frequency and mean score was used to determine the scaling statement in the questionnaire. The findings revealed that lack of experts, poor infrastructure, electricity and internet connectivity, finance and staff in-service training are the major problems inhibiting the introduction. The researchers recommended that government should provide adequate number of qualified lecturers, ICT staff and technicians, ICT facilities-hardwares and softwares for maximum benefits by all concerned.
A SURVEY OF TEACHERS KNOWLEDGE OF THE CHARACTERISTICS OF NEW SENIOR SECONDARY SCHOOL BIOLOGY CURRICULUM
Ose-Aigbekaen, Stella Osasogie
This study investigated teachers knowledge of the characteristics of new biology curriculum. Four research questions were raised and two hypotheses were formulated. Descriptive survey design was adopted. Purposive sampling was used to select the sample of 108 teachers. Test of knowledge Characteristics Biology Curriculum(TKCBC) was used to collect data. The instrument was validated by three specialists in Biology Education and pilot tested on fifteen teachers. Reliability coefficient of .795 was obtained using Kuder Richardson formula 20. Analysis of data using descriptive statistics for research questions one and two. t-test and analysis of variance were used to test the hypotheses at alpha level of 0.05 significance shows 64.8% teachers had access to the new curriculum. 32% teachers had adequate knowledge of characteristics of the curriculum. No significant difference in teachers knowledge Characteristics based on gender and teaching experience. Therefore, some recommendations were made.
INFLUENCE OF LOCATION ON STUDENTS’ LEVEL OF KNOWLEDGE OF TOPICAL ENVIRONMENTAL ISSUES IN DELTA STATE.
Ukala, Geoffrey1 & A.M. Osuafor2