Volume 7, Issue 2. December, 2021

Preliminary Pages

In This Issue


Effect of 7e’s Learning Cycle Model on Secondary School Students’ Interest in Physics in Akwa North Local Government Area.

Chinenye C. Nwadike & Ebele C. Okigbo

Effect of learning cycle model on secondary school students’ interest in physics was determined. Two research questions and two hypotheses guided the study. The research design adopted was quasi-experimental specifically pretest, post-test non-equivalent control group design. Two groups made up of 52 SS2 students offering physics were drawn from the population of 378. Physics interest rating scale was used to collect data for the study and three experts validated the instrument. The reliability coefficient of 0.89 was obtained using Cronbach Alpha method. Mean and standard deviation were used to answer the research questions while analysis of covariance was used to test the null hypothesis at 0.05 level of significance. The findings indicated that 7Es learning cycle had a significant positive effect on the interest of the students in physics. Also, gender did not influence the interest of the students when taught with 7Es learning cycle model. It was recommended that physics teachers should use the 7Es learning cycle model for physics instruction to motivate and sustain students’ interest in the subject.


Assessment of Analogies Used in Presenting Genetics in Senior Secondary School Biology Textbooks in Osun State, Nigeria

Oyinwola O. Esther1, Agboola O. Sola2, & Ojediran I. Ayodele1

The study assesses the analogies used in the presenting genetics in selected Biology textbooks used in Osun State, Nigeria. The study adopted descriptive survey research design. The population for the study comprised all the nine Biology textbooks presently recommended by Osun State Ministry of Education for implementing Biology curriculum. The study sample comprised of six (Textbooks A, B, C, D, E and F) out of the nine recommended Biology textbooks using simple random sampling technique. An instrument developed by Curtis and Reigeluth titled Biology Textbook Genetics Analogy (BTGA) was adapted and was used to collect data for the study. Result showed that Textbook A had more analogies than the other Textbooks with 28.8%. Furthermore, Textbook C had the next highest analogy with 15.1% followed by textbook D with 15.1% of the analogies and then Textbook F with 20.5% of the analogies. It was revealed that Textbooks E and B had the least analogy with 12.3% and 8.2% respectively. The result also revealed that verbal analogy was the predominant form of analogies in the recommended biology textbooks as textbook A, B, C, D, E and F had 76.1%, 100%, 90.0%, 90.9%, 88.9%, 46.7% of verbal analogies respectively. The study concluded that the verbal analogies, simple analogies and advance organizer analogies are the predominant analogies used in the sampled textbooks. It was recommended that textbook authours should use more analogies in their textbooks; difficult and abstract concepts in Genetics should be taught and advance organizer and pictorial analogies should be used to enhance effective teaching and learning of Biology.


Teachers Qualification and Challenges in Utilizing Emerging Technology Resources in Teacher Education for Sustainable National Development

Tolorunleke E. Adebayo & Olonikawu, Ade S.

This paper examined issues and trends in emerging technologies in teacher education for sustainable National Development. The study is a descriptive research design, with a sample size of 100 teachers selected from 10 secondary schools in Dekina Local Government Area of Kogi State. Three research questions were answered while structured questionnaire which was validated by 2 experts in test and measurement was used to gather data. Chi square was used to test the three research hypotheses. The findings revealed that technological resources were not adequately available and the few available ones were not used for instructional delivery. The study concluded that emerging technology resources are veritable and necessary tools to improve teachers’ effectiveness for national sustainable development. It was therefore recommended that technology resources should be made available for use and teachers should be trained with emerging technologies resources through workshops and seminars.


Relative Effectiveness of Marking Experience on Reliability of Holistic and Analytic Scoring of Essay Test in Economics

Onyeagba, Mercy C. N. & Adinna, Patricia I.

The study focused on the relative effectiveness of Marking Experience of examiners on Reliability of Holistic and Analytic Scoring of Essay Test in Economics Anambra State, Nigeria. Correlational research design was used in the study. Two research questions and two null hypotheses were formulated and tested at .05 level of significance. The population of 255 economics teachers in public secondary schools in Anambra State was used in the study. A sample of 128 economics teachers representing 50% of the population was used. It consists of 64 economics teachers for holistic scoring methods and 64 economics teachers for analytical scoring methods. The two scoring methods were explained and randomly given to the two groups, each consisting of 64scorers (one group to one method), to score 28 examination scripts. The statistics used was Pearson Product Moment Correlation Coefficient statistics. The findings showed that as marking experience increases that SEM decreases in analytical and holistic scoring methods but the difference is statistically significant in holistic scoring at .05 level of significance. Based on the above findings the researcher suggested that since training matches experience in marking reliability, that intensive training in the use of holistic scoring methods should be given to less experienced teachers, to put them on the same pedestal with the more experienced teacher for the realization of the hope of a better marking reliability with the use of scoring methods


Teachers’ Perception of Strengthening Mathematics and Science Education (SMASE) Pedagogy in Kwara State

Ashiat B. Muhammed

The Nigerian government through the Federal Ministry of Education (FME) adopted the Strengthening Mathematics and Science Education (SMASE) in-service training and encouraged teachers to teach science and mathematics with Activity, Student-centered, Experiment, Improvisation-Plan, Do, See, and Improve (ASEI-PDSI) approach. Hence, this study investigated teachers’ perception of ASEI-PDSI in Kwara State, Nigeria. A descriptive research type was adopted; the population was all Basic School teachers in Kwara State; and 183 core teachers were purposively selected. The Questionnaire on Perception (QoP) of ASEI-PDSI with reliability coefficient of 0.78 was the data gathering tool; and analyses were done using descriptive statistics. The study established that teachers perceived ASEI-PDSI positively, and that gender, qualifications and experience didn’t influence their perceptions. The study concluded that teachers in Kwara State adjudged ASEI-PDSI to be worthwhile and thus, recommended that teachers should be motivated and monitored for proper classroom actualization of ASEI-PDSI and sustainability of positive perception.


Teaching for Acquisition of Entrepreneurial Skills Components in Chemistry Curriculum of Senior Secondary School in Anambra State

Ibeh, Herbert A. & J.N. Okoli

The growing rate of unemployment in Nigeria and world at large is posing a serious economic and social problem which is eluding solutions. Because of this, Nigeria included acquisition of entrepreneurial skills for self-employment in her educational curriculum. This study investigated the extent of teaching for the acquisition of these entrepreneurial skills components in Chemistry-by-chemistry teachers. Four research questions, four null hypotheses and a descriptive survey design were used in the study. The study which was carried out in Awka Education Zone used all the 64 chemistry teachers from the 61 secondary schools in the zone. Data was collected with a researcher made questionnaire named Teaching for Acquisition of Entrepreneurial Skills Components in Chemistry (TAESCC) with a reliability coefficient of 0.87. Mean scores were used to answer all research questions, while all null hypotheses were tested using X2 (chi-square). From the analysis, the researcher found out that: 1. Selected chemistry topics that embedded the entrepreneurial skills are taught theoretically. 2. Practical works are not carried out until WAEC and NECO examinations. 3. Entrepreneurial material/equipment for the teaching for acquisition of these skills were neither provided nor used.3. There is significant difference in two of the hypotheses based on location and no significant difference in the other two. Based on the above, five recommendations, limitations and suggestions were given.


Use of Mobile Device as an Assistive Technology for Learning Among Students with Special Needs

Ishola, Ayodele O., Tolorunleke, Emmanuel A., Mohammed, Al-Amin & Adeyemo, Ola-Olufunmilayo

Mobile technologies in the 21st century offer students’ opportunities to enhance the learning process. This study focused on the use of mobile devices as an assistive technology for learning among students with special needs. The study is descriptive research of the survey type. The target population were all hearing impaired students of college of education special, Oyo. Random sampling technique was used to select 210 students. Two research questions and one hypothesis were raised for the study. A researcher designed questionnaire titled ‘‘use of mobile device as an assistive technology for learning’’ was used for the study. Data gathered was analysed using mean and t-test to answer research questions and test the hypothesis. Findings of the study showed that students with special needs use mobile device. The study recommended that students with special needs should more often use mobile devices as an assistive technology for learning.


An Investigation of the Relationship Between Teachers’ Teaching Experience, Classroom Practices and Students’ Achievement in Senior Secondary School Physics

Titilayo A. Ajadi

In this paper, the author examined the relationships between teaching experience, classroom practices, and students’ achievement in physics. Forty senior secondary school physics teachers and 1125 senior secondary school Physics students were randomly selected from forty senior secondary schools (SSS) in Ogun and Oyo States, Nigeria. Two instruments were used to collect data: Teacher-students Interaction Observation Schedule (Cronbach alpha = 0.63), and Physics Achievement Test (KR-20=.84). The result of Pearson Product Moment Correlation Coefficient among teaching experience has the highest relation with lesson preparation (r=.44, p<.05), 80% have a direct causal effect while 20% of the variables have an indirect effect on students achievement in Physics. Adjusted Goodness of Fit Index (AGFI), Normed Fit Index (NFI), and Comparative Fit Index (CFI) are 1.00 respectively. All these are perfect which reflects a good model fit. Results showed that there was a significant relationship between teacher’s teaching experience, classroom practices and students achievement in physics. However, it was, therefore, recommended that teachers with requisite characteristics can impact students achievement.


Self-efficacy and Locus of Control as Predictors of Academic Achievement in Physics among Secondary School Students in Agbani Education Zone, Enugu State.

Carmelius I. Ugwuanyi & Ngozi N. Achufusi

The study investigated self-efficacy and locus of control as predictors of academic achievement of secondary school physics students in Agbani Education Zone. Three hypotheses guided the study and were tested at 0.05 level of significant. A correlational design was adopted. Multi-stage sampling procedure was used in selecting 313 (178 males and 135 females) SS2 physics students. Abdul-Gafoor and Muhammed (2006) academic self-efficacy, Trice (1985) academic locus of control scales were modified and used for data collection. Students’ achievement scores were retrieved from their school records. Cronbach’s alpha was used to test the reliabilities of academic self-efficacy and locus of control scales with reliability indices of 0.75 and 0.76 respectively. Data was analyzed using multiple regressions. The results indicated among others that self-efficacy and locus of control relatively and jointly predicted academic achievement of SS2 students in physics. Based on these findings, there is need for physics teachers to adopt teaching strategies that would stimulate students’ efficacy belief and internality.


Information and Communication Technology in Education: Implications, Policy, Challenges and Benefits

Titilayo A. Ajadi

As Information and communication technology gradually permeates daily life, they are profoundly changing the way education is conceived and delivered. ICT playing salient roles in business, workplace, entertainment, and mostly in education. Many people recognize ICT as catalysts for change, change in working conditions, handling and exchanging information, teaching methods, learning approaches, scientific research, and accessing information. Teachers play a key role in this transformation process; their beliefs, pedagogical practices and teaching skills are continuously challenged. ICT in the education process can significantly enhance traditional courses and Internet-based education. To be used as a lever for pedagogical innovation and institutional transformation, ICT teachers’ competencies need to go beyond skills in ICT use per se and enclose contextual knowledge about technology, pedagogy and content. ICT exemplified by the internet and interactive multimedia are an important focus for future education and need to be effectively integrated into formal teaching and learning – especially in an educational institution. On the other hand, learners’ engagement with ICT in education depends on their expectations and conceptions of learning and required assessment. Therefore, this article discusses the policy of ICT, key challenges and benefits of ICT in educational systems. The article concludes that regardless of all the limitations characterizing it, ICT benefits education systems to provide quality education in alignment with constructivism, which is a contemporary paradigm of learning.


Interest, Self-Efficacy and Test Anxiety as Predictors of Secondary School Students’ Achievement in Geometry

Okeke, A. M., Aneshie-Otakpa, V. O., Orga, A. C., & Nwanchor, M.

The study investigated students’ interest, self-efficacy and test anxiety as predictors of secondary school students’ achievement in geometry. Four research questions and four hypotheses guided the study. It was correlational survey research. The population of the study was 926 SS II students. The sample was 200 SS II students drawn using two stage sampling procedure. Four instruments’ Students Mathematics Interest Inventory (SMII)’, Students’ self-efficacy Questionnaire (SSQ), ‘Test Anxiety Questionnaire (TAQ)’ and Geometry Achievement Test (GAT) were used to collect data. Data were analyzed using simple linear regression analysis. Findings among others showed that: students’ interest, self-efficacy and test anxiety significantly predicts secondary school students’ achievement in geometry. It was recommended among others that: In-service training should be provided for teachers so as to equip them with abilities to teach using students’ centred teaching methods.


Problems and Prospects of ICT Integration in Science Education

Muktar Umar

This study investigated the problems and prospect of ICT integration in science education among secondary schools, the study adopted a descriptive survey design, two research questions and two hypotheses guided the study. The population of the study comprises all teachers in both public and private secondary schools in Oyo town. Simple random sampling techniques was used to select 372 teachers (Public, N=174, Private, N=198). A questionnaire with 20 items was used as the instrument for data collection. Findings of the study revealed that: the major prospects of ICT integration in science education among secondary schools is, it promote active and engaging lesson for students and the problems that hinders ICT integration in schools includes lack of interest by teachers in teaching when they use ICT tools and insufficient technical support for teachers while using ICT facilities.it was recommended among others that School managements should always encourage teachers to use ICT facilities in teaching of science concept.


Secondary School Agricultural Science Teachers’ Perceptions of Social Media Use in Teaching in Ilorin Metropolis, Nigeria

Shuaib, S.B., Adesanya, E.O., Afolabi, K.O., Jimoh, S.B. and Oba, A.I.

This study examined secondary school teachers’ perceptions of social media use in teaching agricultural science in Ilorin Metropolis, Nigeria. Four research questions were raised and two null hypotheses were formulated to guide the study. Descriptive research of the survey method was adopted for the study. A total of 84 respondents formed the sample size for the study. Researchers’ designed questionnaire was used as an instrument for data collection. Descriptive statistics were used to analyze the research questions while t-test and ANOVA were used to test the null hypotheses at 0.05 level of significance. The findings revealed that the teachers had negative perception on the use of social media for teaching. It was recommended among others that schools and Ministry of Education and other parastatals should organize workshops and seminars on the use of social media and ICTs in teaching to ameliorate the negative perceptions of social media use for teaching agricultural science.


Teachers’ Perception on Factors Affecting Effective Teaching and Learning of Agricultural Science in Secondary Schools in Ilorin Metropolis, Kwara State, Nigeria

Fatai, K., Oba, A. I., Muhammed, A. O., Afolabi, K. O., Shuaib, S. B. & Jimoh, S. B.

This study assessed teachers’ perception on factors affecting effective teaching and learning of agricultural science in secondary schools in Ilorin Metropolis, Kwara State, Nigeria. A descriptive survey design was adopted, the study’s population involves all science teachers in public schools, a simple random sampling technique was used to select one hundred teachers as the sample. Four research questions were raised in line with the research objectives. A researcher-designed questionnaire was used to elicit information. The findings of the study revealed that teachers’ qualification accounts for variance in the average performance of the student as agreed on by 85% of the respondents while 15% disagreed. It was therefore recommended that experienced teachers should be paid extra allowance to enable them teach agricultural science in secondary schools with good attitude.


Managing Students Learning Challenges Through Integration of STEM Education for Developing 21ST Century Skills in Changing Global Workforce

Oladiran S. Olabiyi, Babatunde A. Y. Ojo, & Folasade O. Olayinka

This study investigates managing students learning challenges through integration of STEM (Science, Technology, and Mathematics) education for developing twenty-first-century skills in changing global workforce. The study employed a survey research design. Two research questions were raised. Data were obtained using a structured questionnaire. The respondents for the study comprised 232 respondents, made up of 186STEM teachers and 46 principals. The reliability coefficient of instrument yields α = .87, Using Cronbach Alpha. Mean and standard deviation were used to answer the research questions. The findings revealed skills needed in the 21st century include: capacity for innovation and creativity skills; business intelligence and analytical skills; problem solving and critical thinking skills and entrepreneurial skills. Challenges found out from the study includes: poor preparation of teachers; lack of connection with individual learners in a wide variety of ways; lack of research collaboration across STEM fields. Recommendations made amongst others that government should consider a comprehensive integration of STEM curriculum towards preparing students for STEM careers by prioritizing teaching and critical thinking, problem-solving, and teamwork across subject areas.