Volume 8, Special Issue No. 1. August, 2022.
Effect of Google Classroom on Secondary School Students’ Engagement and Achievement in Mathematics
Okeke, A.M., Aneshie-Otakpa, V.O, Orga, Chioma, Egara, Felix O., Ubebe, Solomon A., & Inweregbuh, Onyemauche C.
The study investigates the effect of google classroom on secondary school students’ engagement and achievement in mathematics. Two research questions and two hypotheses guided the study which adopted pretest posttest non-equivalent group quasi-experimental design. The sample comprised 67 SS2 students in two intact classes drawn using purposive sampling technique. Data were gathered using ‘Students’ Learning Engagement Questionnaire’ (SLEQ) and ‘Mathematics Achievement Test’ (MAT) whose reliability indices were 0.76 and 0.74 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 face-to-face method had a significantly positive effect on students’ engagement in mathematics than google classroom while google classroom had a significant positive effect on students’ achievement in Mathematics than face-to face. It was recommended that google classroom should be used in the teaching mathematics in schools.
Application of Technologies in Mathematics Education in the 21st Century
Momozoku, U. Salihu, Tijjani, A. Asabe & Audu, A. Onubedo
Technology is a term used to describe a wide range of teaching and learning related software and hardware that is increasingly being used in schools, colleges and universities classrooms for purpose of promoting productive learning. In Mathematics Education, technology provides learners with opportunity to visualize and make concrete the general abstract world of mathematics. Using technologies in the 21st century for mathematics education proves beneficial for teachers and students, and it brings diversification in a method of instruction. This paper presents some technological tools used in mathematics education, their functions in mathematics education, benefits and challenges faced by the teachers in integrating technology into the Mathematics teaching and learning process. It is recommended that teachers should be equipped technologically with the appropriate knowledge, skills, and resources, to support them in their teaching and learning process in the classroom.
Virtual Platform(s) for Postgraduate Oral Project Defence in Science Education Department, University of Nigeria, Nsukka: Implication for Effective Assessment
Innocent E. Okereke , Sunday E. Amaja , Kenneth E. Okpe & Ileigo E. Alfa
The study explored the use of virtual platform(s) for postgraduate (PG) oral project defence in Science Education Department, University of Nigeria, Nsukka (UNN). A case study research design was adopted. The study was conducted in the Department of Science Education, UNN using a purposively drawn sample of thirty PG supervisors. Data were collected via a structured questionnaire with the overall reliability of 0.81 determined using Cronbach Alpha. Data were quantitatively analyzed. Results revealed the virtual platform(s) in use for PG oral project defence in the Department of Science Education, UNN; its extent of use; challenges limiting the effective use of virtual platform(s) for PG oral project defence and solutions. It was recommended among other things that the School of Postgraduate Studies, UNN should encourage departments that have not adopted virtual oral examination for PG project defence to start it as a non-pharmaceutical intervention geared towards reducing the spread of the COVID-19 pandemic.
Assessment of Zoom App Integration in Science Education Pedagogy: Implications for Post Covid-19 Era
Enebeli, Eloka & Ekwebelem, A. Uchenna
This study assessed the integration of Zoom App in Science Education Pedagogy: implications for post COVID- 19 era. The research design adopted for this study was a descriptive survey design. Three research questions were raised for the study. The population sample comprised 114 students and 20 lecturers randomly selected from the department of science education, Federal College of Education (Technical), Omoku. The instrument for data collection was Questionnaire. A reliability of 0.82 was established using Cronbach’s alpha statistics. Research questions were analyzed using mean and standard deviation. Findings from the study indicated that lecturers and students have positive attitudes towards the use of zoom App in science education. They perceived that use of Zoom eliminates the problem of overcrowded classrooms. Further results show that epileptic electricity supply, lack of internet facilities and use of obsolete computer systems are major hindrances to integration of Zoom in science education pedagogy. It was recommended among others that constant electricity should be supplied by the school authority to avoid power failure during Zoom sessions.
Repositioning Science Education Pedagogy in Post-Covid-19 Era: The Need for Inter-Group Peer Assessment Strategy
Ene, Catherine U., Onoja, Emmanuel A., Anyiam, Lasbrey I., & Udo, Andinyanga P.
The purpose of the study was to determine how inter-group peer assessment strategy affected secondary school students academic achievement in biology during the post-Covid-19 era. The study was guided by one research question and one null hypothesis. The study adopted a quasi-experimental design. A sample of 95 Senior Secondary School one students from two intact classes from two secondary schools in Otukpo Area Education Zone of Benue State participated in the study. A multistate sampling procedure was employed. A 35-item Biology Achievement Test (BAT) served as the data gathering tool.The BAT was face and content validated by three experts. Kuder-Richardson’s formula 20 (K-R-20) was used to determine the reliability of the BAT and a reliability index of 0.72 were obtained. The experimental group was assessed using an inter-group peer assessment strategy while the control group was assessed using a teacher-based assessment. The experiment lasted for five weeks. The research question was answered using the mean and standard deviation, and the hypothesis was tested using an ANCOVA. The result from the study revealed among others that the students taught Biology and assessed using an inter-group peer assessment strategy in Post Covid-19 era achieved better than those taught and assessed using teacher-based assessment. In line with the findings, the researchers concluded that the inter-group peer assessment strategy is effective in the teaching and assessing students’ in Biology in the post-Covid-19 era. It was recommended among others that professional associations should build inter-group peer assessment strategy into their themes and subthemes of workshops, seminar and conferences.
Effect of Online Teaching Platforms on Student Achievement in Mathematics in Secondary Schools in Post Covid-19 Era in Delta State
Shiaki, O.B., Uveruveh, F.O. & Azuaga, C.I.
This study examined the effect of online teaching platforms on student achievement in mathematics in secondary schools in post coronavirus-19 era in Delta State. The study adopted quasi-experimental design, specifically, the non-randomized control-group-pretest-posttest design pretest- posttest design. The population of the study comprised all students in secondary schools in Delta State. 100 students were randomly selected using the purposive sampling technique. The instrument for data collection was Mathematics Achievement Test Items (MATI) designed by the researcher. Test re-test method was used to ascertain the reliability of the instrument. A reliability coefficient of 0.75 was obtained. The data generated were analyzed using mean and standard deviation to answer the research questions and analysis of covariance (ANCOVA) to test the hypotheses at 0.05 significant level. Based on the findings the result revealed that there was significant difference in the performance scores of experimental and control groups of students’ when taught mathematics with goggle, class Dojo and Moodleplatforms’ and those taught with non-online teaching. Based on these findings, it was recommended that the government must further create enabling environment and ICT centers for staff and students to achieve excellence in teaching and learning mathematics using online teaching platforms. The educational system must be restructured to accommodate online teaching platforms, update the teachers and bridge the learning gap during an outbreak of disease.
Estimation of the Sources of Error in WAEC Mathematics Test Score. Using Generalizability Theory
Ohagwu Sylvanus C., Ene Catherine U. & Okeke, Agnes O.
Mathematics is one of the important subjects studied in Nigeria. The objective of mathematics lends credence to the fact that Nigeria wants to harness these benefits and estimate any sources of measurement errors. The study used generalizability theory in estimating errors in WAEC Mathematics test scores. A fully crossed s×q× r design was used. Mathematics Essay Test was used to collect data and Kendal coefficient of concordance in reliability and 0.719 was obtained. EduG version 6.1 was used in analysis and hypothesis tested at 95% C.I using standard error. The study showed that there are other sources of errors in any test items and the work should be replicated using wider geographical scope.
Effect of Virtual Learning on Students’ Academic Performance in Mathematics in Post Covid-19 Era
Ayeni, Adeniyi A. & Aderinkola, David A.
Virtual learning has resulted in the development of new instructional techniques. This study looked at the effect of virtual learning on students’ academic performance in mathematics in post Covid-19 era. This study encompasses a quasi-experimental design with nonequivalent control group using pre-tests and post-tests. The sample is made up of 100 students chosen at random from five secondary schools in Oyo State. The experimental group studied academic subjects using virtual learning while the control group studied in an exceeding classroom with a tutor who explained mathematics (i.e. conventional method). Personal data of respondents were examined using frequency count & percentage while MTI collected were analyzed using mean, variance and independent ANCOVA to answer the two research hypotheses at 0.05 (5%) significant level. The findings show that among others that virtual learning has positive impacts on the students, online education provides a chance for self-study. Thus, the researchers recommended that the virtual learning should be available and utilized for optimum learning.
Functional Business Education: A Fulcrum to Economic Development in A Recessive Economy
Chukwu C. Happiness
Economic development in every economy is a welcome idea. Functional Business Education as a means of achieving economic development is a giant stride. The paper x-rays the introduction of business education, the concept; business education, areas of business education for economic development, the need for functional business education, business education economic development and the relevance of functional business education in a recessive economy, conclusion and recommendations were made. Thus, business education should be a priority to the government. Business education should be more or practical than theory and less emphasis should be placed on academic or theory work.
Computer-Based Instruction and Assessment of Practical Skills Acquired in Developing Graphics for Teaching Science Subjects and Mathematics among Tertiary Education Students
John J. Agah, Utibe, U. James & Fadip A. Nannim
This study was on computer based instruction and assessment of students’ acquisition of basic skills in developing graphics for teaching Science subjects and Mathematics. Before-and-After design was used for the study, and the sample size for the study was 205 students. The instrument used for data collection was Basic skills in developing graphics rating scale (BSDGRS) and it has 15 items with a three points rating. The reliability of the instrument was determined using estimate of temporal stability and the coefficient of 0.87 was obtained. Paired-sampled t-test and ANOVA were used for data analysis. The findings show that computer based instruction has improved students’ basic skills in graphic designs among others results. It was concluded that Computer Based Instruction should be used in training tertiary students in order to equip them with new skills that will guarantee their efficiencies and fitness to handle the 21st century classroom.
Assessment of the Challenges of Online Teaching Pedagogy among Science Students of Institute of Ecumenical Education, Thinkers Corner Enugu
Regina I. Enebechi & Iyoke, J.O.
On-line teaching pedagogy can be described as a method of teaching specifically developed for imparting knowledge through the internet. This new method for implementing teaching became the saving grace during the COVID-19 pandemic as it became handy and provided an online learning platform. This online teaching platform was explioted at the Institute of Ecumenical Education, Thinkers Corner, Enugu. The study employed a descriptive survey design. The instrument for data collection was a questionnaire developed by the researchers and validated by experts. The data collected were trial tested and analysed using the Cronbach Alpha. The reliability coefficient was found to be 0.84 which confirmed the instrument. The population comprised 120 science students from the five departments (Biology, Physics, Chemistry, Integrated Science and Mathematics) of Institute of Ecumenical Education, Thinker’s Corner Enugu, (IEcE). The research questions were answered using mean and standard deviation. The findings revealed among others that undergraduates of science education departments of IEcE face the challenges of poor network issues, inadequate power supply and lack of indept knowledge in information and communication technology when studying remotely using online teaching though there was effective communication between the undergraduates science students of IEcE and their teachers. Based on the findings, the researchers recommend that institutions of higher learning should organize staff training and capacity building on online learning for students and teachers.
Comparative Analysis of Students’ Performance in WAEC and NECO English Language and General Mathematics Examinations of Senior Secondary Schools in Kano State, Nigeria (2015-2019)
Bashir M. Ibrahim & Luka K. Maude
The main purpose of this study was to determine the performance of students in WAEC and NECO English language, General mathematics, Co-educational and Male or female only schools from 2015 to 2019 in Kano state, Nigeria. The study adopted ex-post facto research design. The population of this study was 11,272 SS 3 students. Multistage sampling procedure was used for the study. The instrument for data collection was a proforma developed by the researcher for extracting the results of students in WAEC and NECO English language and General mathematics for five consecutive years. The data collected were processed and analysed using descriptive and inferential statistics. Findings shows that significant difference exists in the performance of students between WAEC and NECO English language (t=4.68, p=0.000), no significant difference exists in the performance of students between WAEC and NECO General mathematics (t=1.68, p=0.094), co-educational and male or female only schools in WAEC and NECO English language (f=0.004, p=0.947), and co-educational and male or female only schools in WAEC and NECO General mathematics (f=0.000, p=0.997) from 2015 to 2019 in Kano state, Nigeria. It was recommended among others that parents, teachers and policy makers should continue to encourage students to put more emphasis on both WAEC and NECO English language and General mathematics.
Influence of Teachers’ Years of Teaching Experience on Students’ Academic Achievement in Basic Education Certificate Examination in Basic Science
Ene, Catherine U., Anyiam, Lasbrey I., & Onoja, Agada E.
This study investigated Influence of Teachers’ years of Teaching Experience on Students’ Academic Achievement in Basic Education Certificate Examination in Basic Science. The study which was carried out in Nsukka Education zone was guided by one specific purpose, one research question and one null hypothesis. Ex-Post facto research design was adopted. The population comprised 4,195 Junior Secondary III Basic science teachers and students in Nsukka Education Zone. The sample consisted of 365 respondents, and was determined using multistage sampling procedure. Basic Science Teachers’ Questionnaire (BSTQ) and Basic Science Achievement Test (BSAT) were the instruments and were validated by experts in the department of Science Education, University of Nigeria, Nsukka. Research question was answered using mean and standard deviation while analysis of variance (ANOVA) was used to test the null hypothesis at 0.05 level of significance. The result of the study showed that teachers’ years of teaching experience has influence on the mean academic achievement of Basic science students in BECE. Based on the finding, recommendations and implications of the study were stated.
Integrating Information and, Communication Technology (ICT) in Teaching and Learning of Statistics: A Remedy to Students’ Declined Interest in Mathematics
Emeji Eucharia I. & Izuegbunam Maria-Goretti
This paper was specifically designed to find out how Information, and Communication Technology (ICT) should be integrated into the teaching and learning of mathematics at the upper basic education. Mathematics education in Nigeria appears to be in crisis as reflected in the general fall in the standard of education. The poor facilities used in teaching and learning mathematics in Nigeria have made students to have difficulties in learning statistics and mathematics in general. It equally made teachers to have difficulties in achieving effective teaching in school system. These failures have contributed in the quest for new teaching methods in the wake of technological breakthrough and the affordability of computer technology. This paper has looked at the importance and role of ICT in teaching and learning of mathematics. The importance of ICT cannot be over emphasized in the teaching and learning of mathematics. It arouses students’ interest and increases their performance in mathematics. The use and application of ICT were also looked at. ICT in Education and the use of ICT in teaching and learning of statistics were also considered. Suggestions were made among which are that: Government should provide ICT facilities in all secondary schools, mathematics teachers should be trained on how to use ICT and curriculum planners should include the use of ICT in the curriculum.
An Investigation of Reasons for Use and Challenges Militating Against the Utilization of Learning Management System by University Lecturers
Fadip A. Nannim, Nnenna E. Ibezim, & Chukwuma Mgboji
This study examines the reasons for using Learning Management System (LMS) among lecturers in Nigerian universities. The study adopted the descriptive survey design. A sample of 359 respondents participated in the study. An online questionnaire was used to collect data for analysis. The overall internal consistency of the instrument stood at 0.926 using Cronbach’s alpha. The collected data were analyzed using mean and standard deviation. Results from the study showed that the reasons for use of LMS in the university include enhancing students learning; facilitating collaboration; complying with social distancing policy to curb the spread of COVID-19 among others. The difficulties lecturers experience/anticipates were class design/infrastructure limitation; poor internet connectivity; high cost of data subscription among others. The recommendation proffered was that the university through the ICT directorate should organize a quarterly training programme for lecturers to equip them with the necessary skills for using LMS. Also, adequate bandwidth/ internet connectivity within the university should be ensured through the appropriate enactment of data management regulations.