Volume 8, Issue 4. June, 2022
Effect of Flipped Classroom Instruction on Secondary School Physics Students’ Achievement and Interest Amid Covid-19 Pandemic in Ilorin Kwara State
Abdulwaheed O. Ibrahim & Achimugu Lawrence
This study determined the effect of flipped classroom instruction on secondary school physics Students’ achievement and interest amid Covid-19 pandemic in Ilorin Kwara State, Nigeria. Quasi-experimental design was adopted for the study. The sample size for the study comprised of 80 SSII Physics Students from two co-educational secondary schools that were purposively selected from one of the three senatorial zone in Kwara State. The topics were taught based on flipped classroom instruction. The data were collected using Physics Achievement Test (PAT) and Physics interest inventory (PII). A pilot study was conducted to determine the reliability of the instrument. The Kuder Richard-son 21 formula and Cronbach’s Alpha were used to analyze the data obtained from the pilot test and reliability coefficient of 0.88 and 0.86 respectively. Mean, standard deviation and analysis of covariance (ANCOVA) were used for data analysis. The finding of the study indicates that; experimental group- flipped classroom instruction performs better than those in control group among others. It was recommended that, flipped classroom instruction should be introduced into secondary schools in Ilorin to promote and encourage student-centered approach of instruction for the enhancement of students’ academic achievement.
Effect of Outdoor Science Activity Teaching Strategy (OSATS) on Basic Science Students’ Academic Achievement
Gulee, S. Dogonyaro , Danladi, A. Salisu & Fracis, Macrop
This study investigated the effect of Outdoor Science Activity Teaching Strategy (OSATS) on Basic Science Students’ Academic Achievement in Kafanchan, Kaduna State, Nigeria. Two (2) research questions and Two (2) null hypotheses were formulated to guide the study. The study adopted quasi experimental, non-equivalent, non- randomized pre-test post-test control group design. The sample of the study constituted 246 Basic Science students. The Basic Science Achievement Test (BSAT) was used to collect data with the reliability coefficient(r) of 0.92. Mean and Standard Deviation were used to answer the research questions while the null hypotheses were tested using Analysis of Covariance (ANCOVA). Results revealed that meaningful teaching and learning can be achieved in Basic Science with the use of appropriate Outdoor Science Activity Strategy(OSATS) thus facilitating students’ achievement. Gender was not a significant factor on Students’ achievement when taught Basic Science using OSATS. The study recommended adequate training of teachers on the use of OSATS instructional model for Nigerian Secondary Schools amongst others.
Science Education as A Tool for Security and National Transformation
Nnamdi S. Okoye & Nmoye, O. Lofty
The paper is focused on science education as a tool for security and national transformation in Nigeria. The challenges of national security in Nigeria were highlighted showing how these security challenges have individually and collectively continued to pose serious threat to national security which is the bedrock of any meaningful development. Science education is presented as a panacea for promoting National Security and as a tool for National Transformation in Nigeria. The challenges facing national transformation in Nigeria were also highlighted.
Effects of Three Instructional Strategies on Students’ Retrieval Practice in Senior Secondary School Biology
Fasuyi, Oluwaseun A., Oladipo, Adenike J., & Udeani, Uchenna U.
The paper examined the effect of three instructional strategies (enhanced inquiry, inquiry and 5Es instructional strategies) on students’ retrieval practice in Biology. It adopted a quasi-experimental research design and sampled 232 biology students in four senior secondary schools randomly selected from two educational districts in Lagos State. Data were collected using the Students’ Retrieval Practice Test (SRPT) and Mental Ability Test (MAT). Three hypotheses were tested at 0.05 level of significance. ANOVA was used to analyse the data. The results indicated that treatment had a significant effect on students’ retrieval practice. However, enhanced inquiry instructional strategy had the most significant effect on students’ retrieval practice. There was no significant effect of mental ability/ gender on students’ retrieval practice. It can therefore be inferred that enhanced inquiry is effective. Mental ability and gender are not prerequisites for retrieval practice. Recommendations included that teachers should adopt enhanced inquiry instructional strategy amongst others.
Relevance of Business Education to National Development and Challenges Among Students in Tertiary Institution in Nigeria
Nworji, Onyekachi C. & Ikeh, Jude T.
The neglect of functional education such as Vocational and Technical Education (VTE) by the Nigerian government is progressively robbing the country of its benefits. The poor attitude of government towards business education programme has resulted to half-baked graduates, unskilled graduates and unemployment. Based on this the paper examined the relevance of Business Education to National Development and Challenges among students in the tertiary institution in Nigeria. On this, the paper viewed the concept of Business education, relevance, national development and challenges among students. It further addressed the challenges of business education graduates in the world of work which are attributed to poor curriculum content, poor funding, unqualified instructors, lack of motivation and shortage of infrastructural facilities, etc. Finally, recommendations were made that enriched curriculum content should be adopted, more awareness should be created and adequate funding should be provided for the programme by the government.
Academic Interest as Predictor of Academic Achievement of Secondary School Physics Students
Onah, Kingsley T. & Rose C. Anamezie
The study investigated academic interest as predictor of academic achievement of secondary school Physics students in Enugu Education Zone of Enugu State. A correlational survey research design was adopted for the study. Purposive sampling procedure was used in selecting 244 Physics students comprising 105 males and 139 females from ten selected schools in the Zone. Academic Interest Scale (AIS) adapted from Wong and Wong (2019) and Students’ Achievement Scores obtained from their promotion examination results from the schools used were used for data collection. The instruments (AIS) was validated by three experts and tested for reliability using Cronbach’s alpha with the reliability index of 0.84. Data were analyzed using multiple regressions. The results indicated that academic interest relatively and significantly contributed 18% to the prediction of academic achievement of secondary school Physics. Based on these findings, it was recommended that Teachers should adopt teaching strategies that would stimulate students’ academic interest in teaching Physics.
Effect of Think-Pair-Share Instructional Strategy on Secondary School Student Interest in Algebra
C.C. Nzomiwu & Chidimma M. Ezeigbo
This paper sought to find out the effects of think pair share (TPS) instructional strategy on male and female students interest in algebra using all JSS3 mathematics students in junior secondary school in Makurdi Local Government Area of Benue State. The population of the study comprised 481 students from all Anglican mission owned junior secondary schools in Makurdi Local Government Area of Benue State in 2021/2022 academic session with a sample of 45 students (19 males and 26 females). One mission secondary school was purposely sampled for control group while another for experimental group. The instruments used for the study was Algebra Mathematics Interest Questionnaire (AMIQ) The instruments was validated by experts in the science education field and the reliability of the instruments was determined using Cronbach Alpha Reliability Coefficient which yielded internal consistency estimate of 0.72, showing the instrument is reliable. The findings revealed that there is a significant difference between the interest of students taught algebra with TPS method and those taught with discussion method. Also, there is no significant difference of TPS instructional strategy on male and female students’ interest in Algebra. The researchers therefore concluded that TPS instructional strategy positively affected students’ academic achievement and interest in Algebra, among other recommendations by the researchers includes that mathematics teachers should use more of the TPS instructional strategy in their instructional delivery to enable students to participate actively in classroom teaching and learning processes
Assessment of Availability of Skool Media Project Pillars and Facilities for Teaching Biology in Federal Unity Colleges in Northern Nigeria
Idris A. Gidado, Abdulkarim A. Deba, Ibrahim Garba, & Bello Ahmadu
The purpose of this study was to assess the availability of Skool Media Project pillars and facilities for Teaching Biology in research Federal Unity Colleges in Northern Nigeria.The study used cross-sectional survey research design. proportionate stratified sampling was used to select the sample size for the study.The instruments used for data collection was a structured questionnaire named Skool media project questionnaire.The reliability of the instrument was analyzed using Kuder-Richardson formula 20 and the internal consistency reliability coefficient was 0.84.Data was analyzed using frequency and percentage. The findings of the study revealed that most of the required Skool media pillars and facilities for teaching Biology in Federal Unity Colleges in Northern Nigeria were available in the colleges but only few are not available. The study recommended that; The Federal ministry of Education should direct the Skool media company as a matter of urgent importance to provide the remaining unavailable necessary Skool media facilities for teaching.
Perceived Influence of class size on Mathematics and English Teachers’ Effectiveness in Secondary Schools in Education District VI, Lagos State, Nigeria
Comfort O. Adeniyi & Iyun G. Mosunmola
The study investigated the influence of class size on English and Mathematics teachers’ effectiveness in Senior Secondary Schools in Education District VI, Lagos State. A descriptive survey design was employed. A total of two hundred English and Mathematics teachers were randomly selected from 20 schools. The instrument for data collection was a researchers’ designed questionnaire. A pilot study was carried out on 20 teachers from Education District IV, Lagos State and a reliability coefficient of 0.87 was determined using Cronbach’s alpha technique. The data collected were analyzed using frequency counts, mean, standard deviation and correlation. The study revealed a significant influende of class size on teachers’ effectiveness. The study recommended among others that the Government should employ more English and Mathematics teachers in Senior Secondary Schools, build more classrooms and improve on the existing infrastructures in the Government-owned schools in the State.
Availability of Resources and Gender Participation in STEM Education for National Development in Kogi State
Yakubu Peter Abuh
This paper investigated availability of resources and gender participation in STEM Education for national development in kogi state. Two research questions and two null hypotheses guided the study and descriptive survey design was adopted. The estimated population of the study was 39, 240(23,524 males and 15,716 females), with sample size of 936 drawn using simple random sampling technique. Two questionnaires validated by 3 experts from Prince Abubakar Audu University Anyigba were used and Cronbach Alpha was used to determine their reliability. Mean, standard deviation, and Z test were used to analyze the data. The findings revealed that most of the schools lack adequate resources, no separate laboratory, unequipped laboratory and low level participation in STEM by females due to the teacher’s styles and strategies of teaching. Also, teachers have lukewarm attitude towards practical activities probably due to lack of material resources. Based on the findings, it was recommended that government and spirited individuals should finance and supply equipment for effective teaching and learning of STEME for national development among others.
The Dilemma of African Countries in the Management of Covid-19 Pandemic
Musa S. Urama, Obiora H. Ekene & Ogara E. Ekene
African countries under the African Union have developed a framework for eradication of preventable diseases and the promotion of good health on the continent. At the outbreak of coronavirus in 2019 and its widespread to every part of the globe, African countries were affected. Collectively and individually, African States began to develop strategies to fight against the wide spread of the disease in the continent. Prominent of the strategies were the formation of presidential Task Force on COVID-19, ensuring Lockdown Practices, building quarantine centres, etc. However, these practices were found to be exogenous and therefore alien to the people of African. Further, the manners which they were enforced contradicted the world best practices, including the fundamental human rights of the citizens. Besides, the sincerity of the Government in the pursuit of the strategies was questionable. These made African States to be in the dilemma of combating the coronavirus pandemic.
Preliminary pages
Volume 8(4)