Volume 8, Issue 5. July, 2022

Preliminary pages


Teachers’ Perception of Competencies Required for the Utilization of Learning Management System for Teaching and Learning Technical Drawing

Oladiran S. Olabiyi

The study examined teachers’ perception of competencies required for the utilisation of the learning management system for teaching and learning technical drawing. A descriptive survey research design was employed. Four research questions were answered. The population of the study comprised 197 technical teachers at secondary schools and state-owned technical colleges. Data were obtained using a structured questionnaire. The reliability coefficient of the instrument yield α = .89. Using Cronbach Alpha reliability tests. Data were analysed using means, standard deviation and ANOVA. Findings revealed that teachers lack the required competencies to use LMS for teaching drawing. With LMS learners can create, own and manage learning, and connect to a variety of resources and systems, all within a space. It recommended that Government through institutions should focus investment in the provision of essential tools such as administrative tools, course development, content access and technological devices to support the use of LMS in the curriculum implementation process.


Learning Difficulties in Mathematical Problem-Solving at Pre-Tertiary Levels

Elizabeth A. Ajao & Adeneye O. A. Awofala

Problem-solving is key to learning mathematics at all educational levels as it enhances deeper mathematical understanding and transfer of mathematical knowledge to both familiar and unfamiliar situations. It is quite unfortunate that mathematical problem-solving still remains a challenge for students across the different educational levels despite its importance. Many students still encounter difficulties at each step of the general problem-solving process prescribed by Polya. These difficulties include: lack of proper comprehension of the problem statement; lack of strategic competence; inability to implement an appropriate plan; and evaluation and verification difficulty. Three contributory factors to these difficulties in problem-solving were identified which include: knowledge factors; control factors; beliefs and affective factors. It is therefore recommended that teachers should take cognizance of these difficulties and factors contributing to them in order to devise means of helping students overcome such challenges. This will develop their problem-solving skills and make them good problem solvers.


The Development of Creative Thinking Skills among Senior Secondary Biology Students in Jos North, Plateau State

Lagan, Andat N., Agbo, Felicia O., & Friday John

The purpose of the study was to examine the trend of development of creative thinking skills among secondary school Biology students. The study was a survey; data was collected by giving a test on creative thinking in Biology. The population comprised Senior Secondary 2 Biology students in public secondary schools in Plateau State, Nigeria. The sample was 180 students who were selected using the purposive sampling technique. The test items were in the domains of fluency, flexibility, originality and elaboration. The results from the analysis showed that the percentage creative thinking skills in the four domains are fluency (49.45%), flexibility (17.65%), originality (11.25%) and elaboration (21.65%). The higher percentage was observed in fluency while the lower percentage was observed in originality. The conclusion drawn from the study is that the development of creative thinking skills among senior secondary 2 students was relatively low. It is recommended that deliberate effort should be made by Biology teachers to inculcate into the pedagogy creative thinking strategies that will enhance creative thinking skills of the students during the teaching and learning process.


Path Analysis of Teachers’ Qualification, Classroom Practices and Students’ Achievement in Senior Secondary School Physics

Titilayo A. Ajadi,

In this paper, the author examined the relationships between teachers qualifications and teacher classroom practices and students achievement in senior secondary school physics. Teachers who read physics and education in the university and demonstrate appropriate classroom practices would encourage students to learn better and do well in physics. Twenty senior secondary school physics teachers and 1064 senior secondary school physics students were randomly selected from twenty senior secondary schools in Ogun and Oyo states, Nigeria. Two instruments were used to collect data: Teacher students Interaction Observation Schedule (Cronbach alpha = 0.61) and Physics Achievement Test (KR-20 = 0.82). Results showed that the model was perfectly fit and there was a significant positive relationship between teacher qualification and classroom practices. It was, therefore, recommended that qualified teachers who had adequate skills to prepare for physics teaching in schools are allowed to teach physics in senior secondary schools.


Comparative Effects of Three Instructional Methods on Mathematics Achievement of Senior Secondary School Students in Niger State

Kure, I. Danjuma, Hassan Usman , Bashir A. Usman & Aliyu A. Zakariyya

The purpose of the study is to find out the effects of three instructional methods (Guided Discovery, Multimedia & Conventional methods) on mathematics achievement of secondary school students in Niger State. Three research questions and three corresponding hypotheses were formulated to guide the study. The design adopted was quasi-experimental design. The sample of the study was 144 years two (SSII) students from three intact classes. Mathematics achievement test (MAT) was the instrument used for data collection. Test retest method of destemming releasing was adopted. A reliability coefficient of 0.87 was obtained for Mathematics achievement test, using Cronbach alpha. The data were analyzed using Analysis of Variance(ANOVA) and Analysis of Covariance(ANCOVA). The hypotheses were tested at 0.05 level of significance. The result of the study revealed that that guided discovery and multimedia methods were more effective than conventional method. No significant difference was however observed between mean achievement scores of students with respect to ability level. It was recommended among others that since guided discovery and multimedia methods were more effective, it should therefore be popularized and integrated in the teaching of mathematics in our secondary schools.


Impacts of Mastery- Learning Approach on Performance in Threshold Concepts in Chemistry Among Secondary School Students in Kano Municipal, Nigeria.

Rahmatu H. Umar, O.O. Bolarin-Akinwande & S.S. Bichi

This study investigated the impacts of mastery-learning approach (MLA) on performance in threshold concepts in Chemistry among senior secondary school students in Kano municipal, Kano State, Nigeria. A pretest, posttest test nonequivalent group Quasi-experimental research design was used for the study which featured two groups (Experimental and Control). A sample size of 204 students was selected from four Senior Secondary Schools in Kano Municipal, drawn from a population of 37 schools with a total population of 3126 students. The Instrument used for data collection was; Threshold Concept Performance Test (TCPT) which used a reliability estimate of 0.80. Two research questions and two null hypotheses guided the research. The data collected were analyzed using Mean, Standard deviation and t-test statistics. Some of the major findings from the study are: there is significant difference in the mean performance scores of chemistry students taught Threshold Concepts with MLA, in Chemistry (Enthalpy) compared to their counterparts taught using Conventional teaching method. However, gender have no influence on academic performance. Based on the findings, it was recommended among others, that Chemistry teachers should incorporate into main stream pedagogy in the teaching of chemistry at Senior Secondary Schools the use of MLA to improve students’ academic performance of learned concepts in chemistry.


Effect of Computer – Assisted Instruction (CAI) on Achievement of Senior Secondary School Physics Students in Owerri Municipal Council, Imo State, Nigeria

B.U. Nwaka, A.C. Akukwe, & J.T. Udegbe

Effect of computer – assisted instruction (CAI) on the achievement of physics students in Owerri Municipal Council, Imo State, Nigeria was investigated. Two research questions and two hypotheses guided the study. Pre – test and post – test quasi experimental control group design were adopted with senior secondary school two (SS 2) physics students as the target population. The total sample size of the study was 96 students. Multi – stage sampling was used in the study. CAI package was developed and used as treatment package for experimental group while control group was exposed to conventional teaching method. Instrument for data collection was validated and data collected were analysed using mean, standard deviation, and ANCOVA statistics. Among the findings showed the experimental group scored better than the control group. There was a significant difference in the mean achievement scores of students taught physics using CAI and those taught using conventional teaching method.


Effect of Conceptual Change Instructional Strategy on Chemistry Students Performance in Acids and Bases Concepts in Zaria Education-Zone Kaduna-Nigeria

Bawa Swafiyah, Abdullahi Z. Yamusa & Isah M. Shika

This study investigated the effect of conceptual change instructional strategy on Acid-Base concepts in zaria education-zone Kaduna-Nigeria. Quasi–experimental design was used for the study. The population of the study comprises of 1434 SS I chemistry students from 14 co-educational schools, a sample of 110 chemistry students were drawn from the population using random sampling technique and were categorized into experimental and control groups. Acid Base Misconception Test (ABMT) with reliability coefficient of 0.68 was used as an instrument for data collection. The hypothesis was tested at p ≤ 0.05 level of significance. Findings of the study revealed that, conceptual change instructional strategy effectively enhanced understanding of concepts and subsequently improved performance more than the lecture method. It was recommended that chemistry teachers in secondary schools should employ the use of conceptual change instructional strategy because of its impact on students academic performance.