Volume 8, Issue 2. April, 2022
Assessing the Unidimensionality and Local Independence of Teacher-Made Economics Test Items Constructed Using Bloom’s Taxonomy in Secondary Schools in Southwest, Nigeria
M. S. Omirin & L.G. Jimoh
This study assessed the unidimensionality and local independence of teacher-made Economics test items constructed using Bloom’s taxonomy in secondary schools in Southwest, Nigeria. Descriptive research of survey design was adopted and the population consisted of all Economics students in all 2,609 public senior secondary schools in Southwest. The sample consisted of 1300 Senior Secondary Two Economics students in 65 schools selected using multi-stage sampling procedure. The instrument for data collection was Economics Achievement Test. Data collected was analysed using Principal Component Analysis and Inter-Item Correlation. The finding of this study revealed that items of teacher-made Economics test constructed using Bloom’s taxonomy were unidimensional. It also found that the items of the test were locally independent as their coefficients were not far from zero. It was recommended among others that unidimensionality and local independence of teacher-made test items should be properly carried out before their use for classroom assessment.
Effect of Framing and Team Assisted Individualized Instructional Strategies on Trigonometric Achievement of Senior Secondary School Students in Niger State
Alhassan D. Safo, A. A. Hassan, R.W. Gimba & U, Mohammed
The purpose of this study was to determine the effect of framing and team assisted individualized instructional strategies on trigonometric achievement of senior secondary school students in Niger State. Three (3) null hypotheses were formulated. The study adopted quasi-experimental design using pre-test, post-test non-randomized control group design. A sample of three hundred and sixty-five (365) students were used. The instrument for data collection was Trigonometry Achievement Test. A reliability coefficient of 0.96 was obtained using cronbach alpha formula, three expert face validated the instrument. Data are analyzed using statistical software such as SPSS. The findings revealed that experimental group performed better than control group. And there was no significant difference between male and female students taught trigonometry using framing and team assisted individualized instruction. It was recommended among others that the government should organized workshop and seminars to equip the teachers in the use of framing and team assisted individualized instruction.
Effect of Teaching with Local Instructional Materials on Primary School Pupils’ Achievement in Mathematics, Eganyi District of Ebiral and-Ajaokuta, Kogi State-Nigeria
Usman, K. O., Momozoku, U. S., & Audu, A. O.
Quasi-experimental design was used for the study. A purposive sampling technique was used to select two primary schools out of fifteen in Eganyi Distinct of Ajaokuta local government area, Kogi State. Two intact classes from each of the schools, making four classes comprising 180 pupils were used for the study. Two research questions and a null hypothesis guided the study. Teacher made Mathematics Achievement Test with reliability coefficient of 0.796 established using Kuder-Richardson formula 20 (K-R20). Means, standard deviations and analysis of covariance (ANCOVA) were used to analyses data. The results revealed that the use of Ebira cultural practices in teaching selected mathematics contents at the primary school level increases pupils’ achievement in mathematics. Pupils in rural schools achieve higher than pupils in urban schools. Based on the findings, it was recommended that provision be made in the primary school curriculum for the use of cultural practices and relevant local materials in teaching as a strategy.
Effect of Polya Model on Senior Secondary School Students’ Academic Retention in Trigonometry in Kano State, Nigeria
S.I. Maruta, & A. A. Magaji
The study examined the effect of Polya Model on Senior Secondary School Students’ Retention in Trigonometry in Kano State. Quasi-Experimental Design was adopted. The study comprised a total of 9,770 SSII students from 25 senior secondary schools. A sample of 130 students of four intact classes were used. Two of the classes were from girls’ schools for experimental and control groups and the remaining two were from boys’ schools. One research question and null hypothesis were formulated, answered and tested at p≤0.05. Trigonometry Performance Test with reliability index of 0.86 was used for data collection. ANCOVA was the Statistical tool used. Results indicated that significant difference exists between mean retention scores of male and female students taught Trigonometry using Polya Model and those taught using Lecture. Students taught using Polya retained significantly better than those taught using Lecture Method. It was recommended that seminars be organised on Polya Model deployment.
Using Field Trip Method to Enhance Scientific Literacy Acquisition Among Basic Science Students in Rivers State
The study investigated the effects of field-trip instructional method as against conventional method on the enhancement of scientific literacy acquisition among Basic science students in selected secondary schools in Etche Local Government Area of Rivers Statea. As to elicit information on the usability strategy for enhancement of scientific literacy acquisition. The study employed quasi-experimental, non equivalent control group, pre-test posttest design. The population for the study were 237 students which comprised of junior secondary school students from JSS I-III from the selected public schools in Etche Local Government Area of Rivers State. The study sample consisted of 130 Junior secondary JSS (JSS II) students in two intact classes from the study area using a-simple random sampling technique. The instruments used for data collection were Basic science Process Skill Achievement Test on Photosynthesis (BSPSATP), and the Basic science Rating Scale on Process Skills Development (BSRSPSD). Data collected were analysed using mean, standard deviation to answer the research questions, while Analysis of Covariance (ANCOVA) were used to test null hypotheses at 0.05 level of significance. The results of the study showed that there is significant difference on the effect of field-trip and conventional methods on the acquisition of skills, (F (1-128)=248.42, pP= 0.00< 0.05), observation skills, (F(1-128) = 354.20, pP = 0.00), and predictive skills, (F(1-128) = 315.81, pP=0.00) by Basic science students. Based on the findings of the study, it was concluded that the field-trip instructional method is effective and innovative method that teachers could use in improving students skills’ acquisition.
Assessment of Level of Science Process Skills Possessed by Senior Secondary School Chemistry Students
Keziah, Chetachukwu B. & Adamu Joshua
The study assessed the level of science process skills possessed by secondary school chemistry students. Two research questions and one null hypothesis guided the study. A descriptive survey design was adopted. The population of the study is 5,023 SS2 chemistry students, with a sample size of 252. The data was collected through observational technique. A rating scale and practical test were instruments used. The two instruments were face validated by three experts in Department of Science Education, University of Nigeria, Nsukka. Cronbach alpha technique and Kendall coefficient of concordance were used to test the reliability of the instruments with index of 0.71 and 0.82. Mean, standard deviation and ANOVA were used for analysis. Result showed that chemistry students possessed a poor level of quantitative science process skills. Therefore, it was recommended that, there should be a continual use of the laboratory, to help develop science process skills of chemistry students.
Effect of Modified Lesson Study Technique on Secondary School Students’ Academic Achievement in Mathematics in Obowo Lga of Imo State
Ogoke, Chinemeze J., Nsiegbe, Nelson A., & Achugamonu Pius, C.
The study determined the effects modified lesson study techniques on academic achievement of SS1 students in mathematics in Obowo LGA of Imo State. Two research questions and two null hypotheses tested at 0.05 alpha levels guided the study. The research adopted a quasi-experimental design, specifically, pre-test and post-test non randomized control group design. The population comprised 1926 (964 males and 980 females) students in the seven public secondary schools in Obowo LGA of Imo State. The sample size was 108 students selected through a multistage sampling procedure. Mathematics Achievement Test (MAT) and Teacher Planned Lesson Observation (TPLO) were used as instruments for data collection. The instruments were face and content validated. The reliability co-efficient value for MAT is 0.84 which was calculated using the Kuder – Richardson Formula 20, and the reliability for TPLO is 0.79 which was established using Cronbach Alpha. Experimental group was taught using modified planned lesson mode (MPLM) 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 MPLM achieved significantly higher than those taught with TTM. Gender does not significantly influence the achievement of students taught mathematics using MPLM and TTM. The study recommended among others that curriculum planners should use modified lesson study techniques as integral part of the teaching and learning of mathematics in secondary schools.
Biological Garden and Academic Achievement of Senior Secondary School Students’
Folasade O. Olayinka & Abosede A. Ogundare
The study examined biological garden and academic achievement of senior secondary school students in Ido-Osi Local Government Area, Ekiti State. This study utilizes descriptive research of the survey type. The sample for this study comprised 100 secondary school SS II biology students and ten (10) biology teachers in Ido-Osi Local Government Area, Ekiti State. Simple random sampling was used for selecting twenty (20) students and two (2) biology teachers from each of the five schools selected. A self-designed research instruments was used to collect relevant data for the study. Biology education specialist and Test & Measurements specialist validated the instrument. The instruments reliability was determined using Cronbach alpha to obtain a reliable coefficient of 0.76. The study revealed that biological garden activities have effect on student academic achievement in biology. Also, teacher’s experience and competence in the use of biological garden affect student’s achievement in biology. It is recommended that teachers should adopt the use of biological garden for the teaching of biology and also, teachers should be up-to-date on the effective usage of biological garden in secondary schools.
Teachers’ Behaviour as Correlate of Students’ Performance in Mathematics in Ondo State Secondary Schools
M. S. Omirin & S. B. Fasoranti
The study examined teachers’ behaviour as correlate of students’ performance in Mathematics. This study adopted the correlational design. The population for this study consisted of all 43,019 Senior Secondary School One students in public secondary schools in Ondo State. The sample consisted of 450 students selected using multi stage sampling procedure. Mathematics Teachers’ Behaviour Questionnaire (MTBQ) and Mathematics Performance Test (MPT) were used to collect data for the study. The data collected through the instruments were analyzed using descriptive and inferential statistics. The results revealed that the behaviour of Mathematics teachers such as their attitude, utilization of instructional materials, classroom management and content knowledge were related students’ performance in Mathematics. Utilisation of instructional materials has the highest predicting strength of students’ performance in Mathematics. It was recommended among others that Mathematics teachers should ensure the utilisation of available instructional materials and improvise where necessary in the teaching of Mathematics
An Enhanced Method of Teaching and Learning During the COVID-19 Pandemic: The Case of Pen Resource Academy Gombe
Hassan Ibrahim, Sulaiman M. Sulaiman & Mustafa. Umar
Many countries worldwide experienced the consequences of COVID-19 pandemic. Especially the closure of schools which necessitated the use of social media platforms in teaching and learning. This study adapted a questionnaire to collect information from 225 respondents to investigate the successes recorded in the use of the WhatsApp group created to serve as an alternative to physical teaching in Pen Resource Academy (PRA) Gombe. The study used percentage analysis and recorded 69.0% success and as well find out the challenges encountered to about 73.6% and 74.2% from the Teachers and students respectively. The study has highlighted some selected online platforms for teaching with an assessment level of familiarity of the students and teachers to those platforms ranging from 34.7% to23.1% and 38.5 to 26.9% respectively. Therefore, if the challenges will be attended to, it will enhance teaching and learning in PRA Gombe during lock down.
Trends in Research in Curriculum Development and Evaluation in Mathematics
Elizabeth A. Ajao & Adeneye O. A. Awofala
This study explored trends in curriculum development and evaluation research in mathematics from 2000 to 2019. A meta-analysis of thirty (30) related studies was conducted, selected from journal articles available online, analyzed and coded through content analysis in terms of their contexts, sample type and size, data collection tools and data analysis techniques. The results showed; that curriculum evaluation studies were more prominent than curriculum development studies in mathematics; more preference for teachers and students’ views as sample types thus neglecting other stakeholders; qualitative research methods were mainly employed; documents and questionnaires were the dominant data collection tools in the qualitative and quantitative research respectively, while descriptive analysis was the most preferred data analysis technique in qualitative studies. Therefore, it is concluded that the study can serve as a foundation for further and enhanced study on these aspects in mathematics.
Effect of Jigsaw II Cooperative Learning Strategy on Senior Secondary School Students’ Academic Achievement in Algebra in Gombe State, Nigeria
Fasasi K. M, & Istifanus Hussaina
This study examined the effect of jigsaw II cooperative learning strategy on senior secondary school students’ academic achievement in algebra in Gombe State, Nigeria. The study adopted the pre-test, post-test, quasi-experimental and control group design. A sample of 146 students using multistage sampling procedure was drawn from four schools and was later divided into two groups; experimental group and the control group. The instrument used for the study is Algebraic Achievement Test (AAT). It was validated by experts in mathematics education and a reliability index of 0.78 was obtained using Kuder Richardson 20 (KR20.) . The study revealed that students in the experimental group achieved significantly higher mean score than students in the control group in academic achievement in mathematics However, the finding on gender revealed that there is no statistical significant difference in the achievement scores of male and female students taught using jigsaw II learning strategy Based on the findings of the study, it was recommended that mathematics teachers should encourage jigsaw II learning strategy among students during mathematics lessons since it improved their academic achievement .
Assessment of Impact of COVID-19 Pandemic on Teaching and Learning of Basic Science and Technology in Gombe State, Nigeria.
Ogundare, Samuel A. & Manu Joseph
The study assessed the impact of COVID-19 pandemic on teaching and learning basic science and technology in Gombe State, Nigeria. Descriptive survey design was adopted with numerical population of four hundred and twenty eighty Junior Secondary School (JSS) in Gombe State. One hundred and twenty teachers were selected for the study, using simple random sampling techniques. The participants responded to a 10- item structured questionnaire. Data were analysed with the use of frequency counts, percentages and mean while the hypotheses were analyzed with Mann Whitney statistical test. The results indicated that teaching and learning of basic science and technology were negatively affected in JSS school. It is recommended that uniform academic plan for schools should be available and accessed by the teachers and students for continuity of proper education plan to continue teaching-learning processes during pandemic, among others.
Effect of Creative Teaching on Creative Thinking Among Different-Ability Upper-Basic Science Students in Gboko-Town
Geoffrey A. Ayua, Wisdom K. Terhemba & Gabriel S. Ikyernum
Effect of creative teaching on creative thinking among different-ability upper-basic science students in Gboko-town was studied using quasi-experimental design. Two research questions and two null hypotheses guided the study. Out of 674 Upper-basic II students in 7 Government Grant Aided schools in Gboko-town, a multistage sample of 70 students was drawn. Torrance Test of Creative Thinking with reliability coefficient of 0.83 determined using a test-retest method through Pearson Product Moment Correlation was used for data collection. Data were analysed using mean and ANCOVA. Findings showed no significant difference in the creative thinking level among different-ability students taught Basic Science using Lecture Method and those taught using Creative Teaching F(2, 63) = 0.343, ρ = 0.711 > 0.05. Although, there existed a significant difference in creative thinking level in favour of those taught using creative teaching F(1, 63) = 73.813, p = 0.00 < 0.05, no significant difference existed in the students’ creative thinking level based on gender F(2, 28) = 2.920, ρ = 0.070 > 0.05. Thus, Creative Teaching approach was recommended for teaching science in basic schools.
Effect of Teacher-Learner Improvised Material on Critical Thinking Among Varied-Ability Upper Basic Science Students in Makurdi Metropolis
Geoffrey A. Ayua, Gabriel S. Ikyernum & Wisdom K. Terhemba
Effect of teacher-learner improvised material on critical thinking among varied-ability upper-Basic Science students in Makurdi was studied using quasi-experimental design. The study was guided by two research questions and two hypotheses. Out of 1337 Upper Basic II students in the 21 schools under Teaching Service Board-Makurdi, a multistage sample of 52 students was drawn. Critical Thinking Test with reliability coefficient of 0.76 determined using a test-retest method through Pearson Product Moment Correlation was used for data collection. Data were analysed using mean and ANCOVA. Findings showed no significant difference in the critical thinking level among varied-ability students taught Basic Science using Teacher-Learner Improvised Material and those taught using Teacher Improvised Material (F(2, 45) = 2.193; p = .123 > .05). Although, there existed a significant difference in critical thinking level in favour of those taught using Teacher-Learner Improvised Material (F(1, 45) = 135.229; p = .000 < .05), no significant difference existed in the students’ critical thinking level based on gender (F(2, 17) = 2.09; p = .154 > .05). Thus, teacher-learner improvisation approach was recommended for teaching science in basic schools