Volume 8, Issue 3. May, 2022
The Use of Video and Cartoon Concepts in the Teaching and Learning of Secondary School Biology
Adebola D. Awofodu, Uchenna N. Ogbonnaya, Olusegun E. Ogundele, Gbenga S. Zangonde & Esther O. Odusanwo
This study investigated the use of video and cartoon concepts in the teaching and learning of secondary school biology. A pretest, posttest non-equivalent groups quasi-experimental research design was adopted for the study. The sample comprised one hundred and fifty-one (151) Senior Secondary School Three (SSS III) students from intact classes in four schools in Epe Local Government Area of Lagos State. Results show that achievement of students exposed to video concepts increased significantly from 7.17±2.62 before to 8.75±4.07 after exposure (df64, P=0.09) while the academic achievement of biology students exposed to cartoon concepts increased significantly from 5.43±2.52 before to 8.63±3.58 after exposure (df85, P=0.000). Analysis of Covariance (ANCOVA) shows that teaching methods is significantly associated with students’ academic achievement in biology (p<0.001) but the association is not adjusted by their pre-test scores (p>0.05). Therefore, it was concluded that biology teachers should continuously build the capacity to effectively use video or cartoon concepts to enhance the teaching and learning of complex ideas in biology.
Effect of PowerPoint Instructional Approach on Students’ Academic Achievement in Mathematics in Senior Secondary School
Mba, C. Idika, Nebeolisa, C. Henrietha, & Basil C.E. Oguguo
The study investigated the effect of the use of Computer Aided Instructions on students’ achievement in Mathematics. This study become necessary because of the non-use of Computers Aided Instructions in teaching and learning of Mathematics in Secondary schools. The study employed a quasi-experimental research design. The population of the study comprised all 2348 SS2 students from public Secondary Schools in Nsukka LGA. Purposive sampling technique was adopted with a sample size of 60 SS2 students randomly drawn from the schools. The instrument used for data collection was the Approximation of Numbers Test (ANT). Mean and standard deviation were used to answer the research questions while analysis of covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The result revealed that students that were exposed to Power point performed better than those taught with the conventional lecture method. Based on the finding of the study, it was recommended amongst others, that the mathematics teachers should effectively use PowerPoint instructions in teaching and learning of mathematics.
Identification of Errors Committed by College of Education Biology Students in Practical Biology
Abu A. Oladehinde
This study identified practical Biology common errors committed by college of education students in North-west Nigeria. The study employed descriptive survey design. The sample of the study consisted of 150 Nigerian College of Education (NCE) 2 biology students randomlysampled from four federal colleges of Education. Practical Errors Identification Test (BPEIT) was developed and used for data collection. The reliability of BPEIT was established using person product moment coefficient and found to be 0.81. Frequency was used to answer the research question. The hypothesis was tested using chi- square at p ≤ 0.05 level of significance. The result showed that Nigeria Certificate in Education (NCE) 2 Biology students least errors committed they were 4. The least 4 errors include woolly lines, guided lines carrying arrow heads,shading of diagram, label lines crossing each other while the most 9 errors include poor clearity of line or blurred lines in diagram, wrongly labelled line no touching the part, labelled diagram and label lines pointing to empty space,inability to label horizontally, use of free hand to rule guide or label lines, one word answer not correctly spelt, inability to identify and classify specimen correctly. Based on the findings of this study among others, recommended that teachers should be encouraged to find out the errors their students are committing in what they teach so that the errors can be corrected.
Efficacy of Cooperative Learning Strategy on Academic Performance in Chemical Equations among Secondary School Chemistry Students in Abuja, Nigeria
Timon, A., Mari, J.S. & Guyah, P.
The study examined the efficacy of cooperative learning strategy on academic performance in chemical equations among Secondary School Chemistry Students in Abuja, Nigeria. A quasi-experimental design involving pre-test and post-test was employed using a population of 689 SSI chemistry students in Kuje Area Council with a sample size of 85 students. A research question and null hypothesis was formulated and tested at P<0.05 levels of significance. Cooperative Learning Strategy was used to teach experimental group chemical equations while lecture method was used to teach control group the same concept. Chemical Equations Performance Test (CEPT) was used for data collection with a reliability coefficient of 0.74 and was analyzed using t-test. The findings showed higher performance of students taught chemical equations using cooperative learning strategy than those taught using lecture method. Hence, teachers of chemistry should use cooperative learning strategy to improve academic performance of chemistry students among others.
Impact of Classroom Assessment Cycle on Self-efficacy in Stoichiometry among Secondary School Chemistry Students of Giwa Education Zone, Kaduna, Nigeria
Israel, D.O. & Guyah, P.
The impact of classroom assessment cycle on self-efficacy in stoichiometry among secondary school chemistry students of Giwa educational zone, Kaduna, Nigeria was determined using two schools comprising of 67 and 53 students from a population of 817 SS II science students. The study adopted a pretest-posttest non-equivalent control group quasi-experimental design. The experimental group was taught Stoichiometry concept using classroom assessment cycle while the control group was taught using lecture method. The instrument, Stoichiometry Self-Efficacy Questionnaire (SSQ) was validated by experts with a reliability coefficient of 0.83 using Cronbach Alpha. The research question was answered using mean and standard deviation while null hypothesis was tested at p ≤ 0.05 levels of significance using Mann-Whitney U-test. The result reported a higher self-efficacy level in stoichiometry in the experimental group. Based on the findings, it was recommended that chemistry teachers in senior secondary schools should adopt classroom assessment cycle in teaching difficult concepts like stoichiometry.
Need for Change and Innovation in The Education System in Nigeria
Asoluka N. Chioma & Osimini O. Amopho
The constant change in the economic, social and political situations in the country especially in developing economies usually and frequently inform change, innovation and reforms to meet educational challenges in the country. The Nigerian education system has been driven by a lot of changes since independence and more changes and innovation is needed to meet the societal needs and global trends for effective and efficient goal realization. This paper discusses the concept of education and educational change and innovation, the need to plan change and innovation in education. The paper expository reveals some basic areas of change and innovation witnessed in the Nigerian education system. The paper pointed to curriculum content of higher education, gender access and deprivation, instructional supervision in schools among others as area that needs change and innovation in the Nigerian education system.
Effect of Activity Based Learning on Junior Secondary School Students’ Interest and Achievement in Geometrical Contents of Mathematics
Andortan Joseph A. a, Ubebe, Solomon A. b, & Aneshie-Otakpa, V. O b.
The study investigated the effect of activity based learning on Junior Secondary School students’ interest and achievement in geometrical content of mathematics. Two research questions and two hypotheses guided the study which adopted pretest posttest non-equivalent group quasi-experimental design. The sample comprised 76 JSS2 students in two intact classes drawn using purposive sampling technique. Data were gathered using ‘Students’ Interest Questionnaire’ (SIQ) and ‘Students’ Achievement in Geometry’ (SAG) whose reliability indices were 0.68 and 0.71 obtained using Cronbach Alpha and Kuder-Richardson20 methods respectively. 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 activity based learning had a significantly positive effect on students’ interest and achievement in geometrical content of Mathematics. It was thus recommended that activity based learning should be used in the teaching and learning of mathematics in schools.
Psycho-Academic Variables as Predictors of Senior Secondary School Students Achievement in Mathematics
Aneshie-Otakpa, V.O., Okeke, A. M., Obienyem, B.I. & Orga, A. C
The study investigated Psycho-academic variables as predictors of secondary school students’ achievement in mathematics. Four research questions and four hypotheses guided the study which utilized correlational research design. Two stage sampling procedure was use to sample 200 SS II. Four instruments: Students’ Attitude towards Mathematics Questionnaire’ (SATMQ), ‘Students’ Study Habit Questionnaire’ (SSHQ), ‘Students’ test anxiety questionnaire’ (STAQ) and Students’ Mathematics Achievement Pro Forma” (SMAP) were used to collect data. Data were analyzed using simple linear regression. Research questions were answered using correlation coefficients (r) and coefficients of determination (r2) and regression ANOVA was used to test the null hypotheses at 0.05 level of significance. Findings among others showed that students’ attitude, study habits and test anxiety predicts students’ achievement in mathematics. It was recommended among others, that: students’ should develop positive attitude, study habit and reduce test anxiety towards mathematics.
Impact of Contextualized Integrated STEM Curriculum-Based Activities on Biology Students’ Attitude, Problem Solving and Perception
Akhigbe, J. Nosakhare, Esiobu, G. Obianuju, Ogbonnaya, U. Nwoye & Owolabi, J. Oladapo
This mixed methods study focused on the design and implementation of integrated STEM curriculum-based activities in biology. The purposive sampling technique was used to select four private and public senior secondary schools in Lagos State. The participants comprised 156 SS11 biology students from intact classes in the selected schools. STEM attitudes scale (SAS) and collaborative problem-solving skills (CPS) questionnaires which were used to gather quantitative data on students’ attitudes towards STEM and collaborative problem-solving skills had reliability indices 0.84 and 0.98 respectively. The researchers’ designed semi-structured interview protocol was used to examine students’ perceptions of the integrated STEM enriched instruction. An aggregate of findings from statistical analysis and qualitative results from focus group interviews showed that the intervention improved the students’ attitudes towards STEM, collaborative problem-solving skills and perceptions of integrated STEM instruction respectively. The study recommended the professional development of teachers to adopt this instructional paradigm in their classrooms.
Roles of School Counselling on Academic Activities of Secondary School Students in Ilorin Metropolis, Kwara State.
Agubosi L. Akunna, Ogungbade O. Kunmi & Ekaete Janet
The study investigated roles of school counselling on academic activities of secondary school students in Ilorin Metropolis of Kwara State. It also investigated the influence of age, gender, years of experience and school type on the perception of the participants. Descriptive survey was adopted. The sample of 200 secondary school teachers were used. The respondents were selected through purposive and simple random sampling techniques. Instrument for data collection was researchers’ self-designed instrument tagged ‘School Counselling Roles and Academic Activities Questionnaire’ (SCRAAQ). The instrument was validated by experts in measurement and evaluation. Test re-test was used to ascertain the reliability of the instrument. One research question and four hypotheses guided the conduct of the study. Data collected were analysed with mean, t-test and analysis of variance. Findings from the study showed that the respondents perceived that counselling helps students to achieve good academic record, prevents them from dropping out of school, providing information on career options among others. It is recommended that counselling should be taken very serious in schools, counsellors should be employed for counselling only and the counsellors should be given periodic training and re-training for effectiveness.
Exploring Teachers’ Perception of Approaches in the Teaching of Practical Work in Science
Femi E. Babalola, Folasade B. Ojobola & Abosede A. Ogundare
Practical work has played a central and distinctive role in science education. Acquiring practical experiences helps students to gain ideas about the nature of science that are crucial for their understanding of scientific knowledge. This paper aimed to explore science teachers’ perceptions of the best approaches to teaching and learning practical work. A sample of 100 secondary schools science teachers that spread across 40 schools in Southwestern Nigeria was represented in this paper. A semi-structured questionnaire was used to ask the science teachers about their views on existing practice and also on the styles of teaching practical work. The result shows that the science curriculum is focused on preparing students for higher education and that few students gain skills of independent thinking. Teacher-centered or teacher-directed activities dominate science lessons and there is less frequent independent practical work by students. The pragmatic dominance of exam preparation is also clear in the way practical sessions are designed.The study suggests the need for continuous professional development for teachers to deepen their practical skills knowledge as the training provided for the teachers is inadequate and doesn’t address the needs for practical skills of the teachers.
Appraisal of the Perceived Influence of Social Media Networking on Students’ Interest and Attitude in Computer Science
Mbaba, A. Ekrika & Jimoh, Abiodun
This study seeks to exploit the influence of social media networking on students’ interest and attitude in computer sciences. The study was carried out in Isa Kaita College of Education, Dutsin-ma, Katsina state. Survey research design was adopted for the study; the population was 621 computer sciences (NCE) students (2019/2020). Simple random sampling was used to select 150 research subjects from the population. A self-designed questionnaire was validated by experts with Pearson correlation coefficient value 0.65 was used. Mean and standard deviation were used to answer research questions 1-4 while Karl Pearson Product Moment Correlation and t-test were used to test the hypothesis. The study revealed that social media improve students’ interest and that the more exposed the students are to social media networking, the more interest they develop in studying computer sciences. The researchers, therefore, recommend that Students should be monitored by teachers and parents to ensure they use the social media networking site more for academic purposes.
Assessment of the Level of Awareness of the Role of Big Data in Education and Security for National Development
Nwani, S. Uchenna, Ocheni, C. Adah, Onoja, E. Agada, Ugwu, C. Emmanuel & Odugu, C. Oluchukwu
The study assessed the level of awareness of the role of Big Data in education and security for national development. Two research questions and two hypotheses guided the study. Descriptive survey design was adopted. Fifty lecturers and students each were randomly selected from the department of science education. The instrument for data collection was Big Data in Education and Security for National Development Questionnaire (BDESNDQ). The instrument was trial tested and a reliability index of 0.89 was obtained using Cronbach Alpha reliability estimate. Mean and standard deviation was used to answer the research questions. The study revealed that there was low level of awareness of big data among lecturers and students. The study recommended among others that mass enlightenment of the role of big data in checking security and repositioning education for national development
Impact of Video- Self and Peer -Analysis on the Development of Presentation Skills Among Colleges of Education Students in Northwest Zone, Nigeria.
H. Muhammad-Lawal, O.O. Bolarin-Akinwande, I.A. Usman, & J.S. Mari
This study investigated the Impact of Video-Self and Peer -Analysis on the Development of Presentation Skills among Colleges of Education Students in North-West Zone, Nigeria. Pre-test, Post-test Experimental Control Group research design was used in this study. The population of the study consists of 1650 National Certificate of Education II (NCE) Chemistry Students from 5 Colleges of Education, a sample of 105 N.C.E II Chemistry Students were drawn from the population using simple random sampling technique and were categorized into Experimental and Control groups. Pedagogical Skills Acquisition Observation Check List (PSAOCL) with a reliability coefficient of 0.87 was the instrument used for data collection. One research question and one research hypothesis were raised to guide the study and analyzed using Mean rank difference and Kruskal Walis H test. Findings from the study revealed that Pre-service Chemistry teachers’ in the Experimental group exposed to Video- self, and peer -analysis acquired more skills in Presentation than their counterparts in the Control group who were not exposed to video self and peer analysis. Based on the findings of the study, it was concluded that Video -self, and peer-analysis of Teaching enabled Pre-service Chemistry teachers acquired Presentation skills. Based on the findings of the study it was recommended that Colleges of Education tutors should adopt the use of Video-analysis during Mini –teaching to enable pre-service teachers acquire Presentation skills among others.
Emotional Intelligence and Memory-Capacity as Predictors of Academic Achievement in Biology Among Undergraduates Students in North-Central Universities, Nigeria
Dangana Musa & Bawa Swafiyah
The study investigated emotional intelligence and memory-capacity as predictors of academic achievement in biology among undergraduate Biology Education students in north-central Universities, Nigeria. The sample of 327 B. Sc (Ed) Biology students were selected for the study. Study subjects were selected using simple random sampling. Correlational research design was adopted for the study. Three research questions were stated for this study. The data were analysed using correlation and multiple regression analysis. Major finding of the study shows that, there was a positive relationship between emotional intelligence; memory-capacity and academic achievement and that all the independent variables are good predictors of academic achievement but at different rate. Based on this, it was concluded that emotional intelligence and memory capacity are good predictors of academic achievement in biology and that memory-capacity is the better predictor to academic achievement than emotional intelligence. It is therefore recommended that students of all levels should be exposed to emotional intelligence and memory-capacity skills in addressing students with academic problems.