Volume 6, Issue 2. July, 2021
In This Issue
Gender and Assessment of Physics Students’ Academic Performance in Senior Secondary School SSIII (SS3) Olamaboro Local Government Area of Kogi State, Nigeria.
Yakubu Peter Abuh
This study assessed the performance of senior secondary (SS3) students in Kogi state. Two research questions and one hypothesis guided the study. The study adopted descriptive survey design. The sample of 220 students was selected randomly from the sampled schools. The two instruments used for data collection, namely Survey Proforma Questionnaire (SPQ)and Opinion Survey Questionnaire (OSQ) were face validated by three experts in Physics and measurement and evaluation from Kogi State University Anyigba. Reliability index was 0.78 and 0.79 respectively (determined using Chronbach Alpha). Data were analyzed using frequency, percentage and Chi-squared (X2). Findings showed that significant difference exist between the performance of male and female students. Male students performed better than female students in physics. IT was recommended that teachers should re-assess their classroom instructional practices in order to adopt the one that gives students equal opportunities to excel academically among others.
Effects of Project-Based Learning Method on Students’ Acquisition of Science Process -Skills in Awka Education Zone.
Okoye, Maureen N. & Osuafor, Abigail M.
The study investigated the effect of project-based learning method on biology students’ acquisition of science process skills in Awka Education Zone. The design of the study was quasi-experimental design of pretest, posttest non-equivalent control group design. The sample consisted of 284 (SS)II biology students. The instrument used was science process skill acquisition test (SPSAT) for Data Collection. The reliability co-efficients obtained was 0.78 for SPSAT using Kudder Richardson 20 (KR-20) formula. The data collected were analysed using mean and standard deviation for the research questions and analysis of covariance (ANCOVA) at 0.05 level of significance for the hypotheses. The results revealed that the use of the PBL method had a significant effect on students’ acquisition of SPS. It also revealed that gender was not a significant factor in students’ acquisition of SPS in biology. It was recommended among others that biology teachers should use project-based learning method (PBL) in teaching both male and female students to enhance their acquisition of science process skills in biology.
Rethinking Post Covid-19 Education: A Migration to Ubiquitous Learning Environment.
Fadip Audu Nannim1; Nnenna Ekpereka Ibezim1; Chukwuma Mgboji1 & Ukala, Geofrey2
This study adopted the explanatory sequential mixed methods design to investigate the way forward for education in the post-COVID-19 pandemic. The instrument for quantitative data collection was a validated online questionnaire that had an overall reliability index of 0.826. The qualitative data were collected through open-ended online interview questions. The quantitative data was analyzed using mean and standard deviation, while thematic analysis with the help of atlas.ti was used for qualitative data analysis. The results showed that the pandemic has pushed stakeholders in education to rethink the current digital platform for online learning. There is also the case of unpreparedness of the Nigerian education system to implement online learning due to weak infrastructure. The recommendations made include the use of ubiquitous learning environments in our education system, training of teachers, students, and parents to keep pace with changes in the field of education among others.
Understanding the Application of Principal Component Analysis (PCA) and Principal Factor Analysis (PFA) Methods for Construct Validation of Research Instruments.
John J. Agah1; Andor, Sebastine E1. & Love Joseph Asor2
Measurement instruments for assessment of psychological or social constructs need validity quality to measure truly what they are designed to gauge. In using construct validity to determine the statistical qualities of a research instrument, principal component analysis (PCA) and principal factor analysis (PFA) are essential. The purpose of this paper was to present an overview of the application of principal component analysis (PCA) and principal factor analysis (PFA) methods for construct validation of research instruments. This is because some researchers find it difficult to appropriately use PCA or PFA to determine the construct validity of their research instruments before embarking on data collection despite the fact that it is pertinent for psychological or social construct-based instruments. It was concluded that practitioners should use this article as guide in establishing the validity of their research instruments that are construct-based.
An Assessment of Undergraduate Students’ Preference for Digital Learning Programmes During Covid-19 Pandemic Experience in Nigeria
Adeola Kiadese Lukmon1 & Adedayo, Temitayo G2.
This study assessed undergraduate students’ preference for digital learning programmes during COVID-19 pandemic experience in Nigeria using descriptive survey research design. A total of 1230 undergraduate students selected through simple random sampling technique from all private and public universities in Ogun State, Nigeria, participated in the study. The data for the study, obtained using questionnaire, were analysed using frequency counts, percentages, and mean statistical analysis. The results showed that mobile learning is the most preferred digital learning programme by undergraduates during COVID-19 pandemic closely followed by distance learning. It was also discovered that lack of electricity supply, data to access internet, technical support services to fix and address problems encountered during usage and poor network connectivity among others are part of the challenges witnessed during the digital learning programme. The study recommends the provision of ICT facilities/devices for digital learning, recruitment of technical support personnel, provision of free data to access digital learning programmes amongst others.
Effect of Role Play Method on Secondary School Students’ Achievement in Chemistry.
Okpala, U. Virginia & Okigbo, E. Chinelo
The study investigated the effect of role play on senior secondary two (SS2) students’ academic achievement in chemistry in Aguata Education Zone. Two research questions guided the study and two hypotheses tested at 0.05 alpha level. The study adopted quasi-experimental design. Specifically, pretest posttest non- randomized control group design was used. Two groups (experimental and control) made up of 85 SS 2 students offering chemistry were drawn from the population of 1256. Multi-stage sampling procedure was used to select the sample. Electrolysis Achievement Test (EAT) was used for data collection. Three experts validated the instruments. The reliability Coefficient of EAT determined using Kuder Richard Formula 20 was 0.70. Students in the experimental group demonstrated electrolysis using role play while those in the control group were taught by their teacher using conventional method. Data collected were analyzed using Mean, Standard deviation and Analysis of Covariance. The findings indicated that role play method significantly improved achievement of students in chemistry more than the conventional method. Based on the findings, it was recommended among others that chemistry teachers should adopt the use of role play in teaching in order to enhance students’ achievement.
Teacher’s Adherence to Test Construction Principles A Correlate of Students’ Achievement and Interest in Chemistry
Lotobi Regina Awele
The purpose of the study was to find out the extent to which Chemistry teachers’ adherence to test construction principles correlates with students’ academic achievement and interest in Chemistry. To guide this study, four research questions and four hypotheses were also formulated. Correlational research design was adopted for the study. The population of the study comprised 1100 students in the public senior secondary schools selected. A total of three hundred and twenty-six (326) senior secondary school class two (S.S.2) students and fifteen (15) chemistry teachers that were selected constituted the study sample. The instrument used to generate the needed data was the Students Achievement Test (SAT), the Teacher’s Adherence to Test Construction Principles Questionnaires (TATCPQ) and the Student Interest Test Questionnaires (SITQ). Cronbach alpha reliability indices of 0.76 and 0.79 were obtained for TATCPQ and SITQ respectively, while Kudder Richardson, 20 was used for SAT with reliability index of 0.87. The findings of this study reveal that adherence to test construction principles by chemistry teachers does not correlate with achievement but with interest among students. The recommendations include that government should provide funds and necessary encouragement to teachers to foster their interest and skills in test construction among others.
Effects of two Modes of Lesson Study Techniques on Senior Secondary School Students’ Achievement in Mathematics in Okigwe Education Zone Two
Ogoke, Chinnemeze James1 & Okigbo, Ebele Chinelo2
The purpose of this study is to determine the effect of two modes of lesson study techniques on academic achievement of senior secondary one (SS1) students in mathematics in Okigwe Education Zone Two of Imo Sta. Two research questions and three null hypotheses tested at 0.05 level of significance guided the study. The researchers adopted a quasi-experimental design, specifically, pre-test, post-test non randomized control group was used. The population comprised 2,511 (1252 males and 1259 females) students in the 35 public secondary schools in Imo State. The sample size was 139 students selected through multistage sampling procedure. Trigonometry Achievement Test (TAT) was used for data collection. Learner Lesson Understanding Written Statements (LLUWS) and Teacher Planned Lesson Observation (TPLO) served as instructional tools used for evaluation. Three experts validated the instruments. The reliability co-efficient value for TAT is 0.84 which was calculated using the Kuder – Richardson Formula 20. Experimental group 1 was taught using Planned Lesson Mode (PLM), experimental group 2 was taught using Revised Planned Lesson Mode (RPLM) while the control group was taught with the traditional teaching mode (TTM). Mean and standard deviation were used to answer the research questions while the hypotheses were tested using Analysis of covariance. The results of the study showed among others that students taught mathematics with PLM and RPLM achieved significantly higher than those taught with TTM. Gender and achievement level do not significantly influence the mean achievement scores of students taught mathematics using PLM and RPLM. The study recommended among others that curriculum planners should integrate PLM and RPLM in the teaching and learning of mathematics in secondary schools.
Challenges of Effective Implementation of Non-Pharmaceutical Measures in Mitigating Community Transmission of COVID-19 Pandemic and Solutions in Nigeria
Innocent Ebere Okereke1, Kenneth Nnamdi Dim2 & Uchenna M. Nzewi1
The rate of community transmission of COVID-19 pandemic in Nigeria suggests the ineffective adoption of the non-pharmaceutical measures by the citizens. The study focused on challenges of effective implementation of non-pharmaceutical measures in mitigating community transmission of COVID-19 pandemic and solutions in Nigeria. Conducted in Nsukka L.G.A of Enugu State, it was guided by two research questions. It adopted phenomenology research design. Twenty teachers participated in the study voluntarily. Data were collected using validated open-ended questionnaire developed by the researchers. Data were analyzed using content analysis. Results showed that challenges that militate against effective use of non-pharmaceutical measures are grouped into people’s perception/belief systems, cultural inhibition, financial constraints, misconceptions, and fear. The solutions among other things are to ensure a conceptual change in the misconceptions people have about COVID-19 through intensified public awareness campaigns. With educational implications highlighted, it is among other things recommended that public enlightenment about COVID-19, and the use of non-pharmaceutical measures should be intensified.
Relative Effectiveness of Analogy and Concept Maps Instructional Strategies on Secondary School Students’ Academic Achievement in Chemistry.
Obi, Okenwa Kennedy1 & Okigbo, Ebele Chinelo2
This research determined the relative effectiveness of analogy and concept maps instructional strategies on senior secondary two (SS2) students’ academic achievement in chemistry in Njikoka/Dunukofia LGA of Anambra State. The study adopted a non-equivalent pretest posttest control group quasi-experimental design involving two treatment groups. The sample comprised 55 SS2 students that offer chemistry. The instrument for data collection was chemistry Achievement Test (CAT). The reliability coefficient of 0.79 was obtained using Kuder-Richardson formula (K-R 20). Analysis of the result using the Mean, S.D and ANCOVA showed no significant difference on students’ academic achievement when taught using analogy instructional strategy compared with concept maps instructional strategy. Moreover, the result equally showed a significant difference on the academic achievement of male students when compared with their female counterparts. Consequently, it was recommended that chemistry teachers should adopt the both strategies in teaching chemistry.
Effects of Teaching Methods on Optimization of Students’ Achievement on Difficult Topics in Basic Science
Onyeagba, Mercy Chidiebele N.1, Ojobo, Uchenna Ann2 & Eze, Christian Chukwuka2
The study sought to ascertain the effect of teaching methodson optimization of student’s achievement on a difficult topic in Basic Science. The experimental design employing pre test post test was adopted. The sample for the study consists ninety students (45 female and 45 male) selected based on matched randomization and then randomly assigned to lecture group, discussion group, and demonstration group. Each of these three groups was exposed to a four-week instruction on “force”. After the treatment all the subjects in the three groups were evaluated using Basic Science Achievement Test (BSAT). The BSAT and the lesson plans for the group were validated by 3 experts. Reliability coefficient of the instrument was computed using Pearson Product Moment Correlation and found to be 0.86. Mean and standard deviation were used to analyze data collected. The major findings include: Demonstration method was found to be effective in teaching difficult topic and that effectiveness of demonstration of demonstration method does not depend on students’ initial ability. Based on the result, it was recommended among others that demonstration method of teaching should be adopted to enhance students’ learning in Basic Science.
Effect of Different Rate of Oil Palm – Piggery Waste Compost Application on the Growth, Yield of Maize and Soil Nutrient Status
Dania, S. O.; Yakub, M. I., & Enoila, R. I.