Volume 8, Issue 7 - November 2022

Preliminary Pages


Curriculum Implementation Factors as Correlates of Academic Achievement in Economics in Sample of Nigerian University Undergraduates

Agnes O. Okeke, Catherine U. Ene & Basil C.E. Oguguo

The study examined the relationship between curriculum implementation factors as correlates of academic achievement in Economics in sample of Nigeria university undergraduates. Three research questions with three corresponding null hypotheses tested at 0.05 level of significance guided the study. Correlation survey research design was adopted for the study with a total sample of 62 students (2020/2021 session) drawn through accidental sampling technique. Curriculum Implementation Factors Questionnaire (CIFQ) and Economics Achievement Test (EAT) were instruments used for data collection. Two specialists in Economics Education unit and one specialist in Measurement and Evaluation unit validated the instruments. Internal consistency reliability of the items of the Curriculum Implementation Factors Questionnaire (CIFQ) instrument was ascertained using Cronbach alpha method and a value of 0.72, 0.76 and 0.84, with overall reliability of 0.77 was obtained while Kuder- Richardson (K-R) formulae 20 was used for the Economics Achievement Test and the index of 0.92 was obtained. The data collected were carefully analyzed using simple regression analysis to answer the research questions while ANOVA was used to test the hypotheses. Result showed that there is positive relationship between the strike action embarked upon by teacher, adequacy of lecturers, availability of infrastructure and academic achievement in Economics in sample of Nigeria university undergraduates. It was recommended that government should ensure adequate provision of infrastructure and avoid strike for proper implementation of curriculum in the university system.


Teachers’ Assessment of Secondary School Students’ Valuing Level of Affective Behavioural Outcome in Mathematics

Chinweike, J. Ndubumma, Chika C. Ugwuanyi & Ifeoma J. Osakwe

This study investigated teachers’ assessment of secondary school students’ valuing level of affective behavioural outcome in mathematics. The design used for the study is descriptive survey research design. Two research questions and one null hypothesis guided the study. One hundred and sixty mathematics teachers made up the population of the study. The entire population was used in the study as its a manageable size. Teachers Assessment of Students Valuing Level of Affective Behavioural Outcome Questionnaire (TASVLABOQ) was used to collect data. The data was analyzed using mean and standard deviations, and Analysis of Variance (ANOVA) statistics for the hypothesis. The findings revealed that teachers’ assessment of students’ valuing level of affective behavioural outcome is of low extent. The result also revealed that teachers’ assessment based on teachers’ years of experiences is not statistically significant. Based on the findings, it was recommended among others that government should organise seminars and workshops for teachers to educate them on the proper ways of assessing students’ valuing level of affective outcome in mathematics.


Student’s Learning Difficulties in Stoichiometry: Sources and Strategies for Resolving them

Eya, Ngozi M. & Ugah, C. Kosisochukwu

Stoichiometry has been identified as one of those topics that pose difficulties to chemistry students at secondary and tertiary institutions. This paper discussed the sources of learning difficulties in stoichiometry as well as strategies for resolving them. The sources of learning difficulties identified were- abstract nature of concept, mathematical nature of concepts, misconception and lack of problem solving skills. Innovative/student-centered strategies for resolving these difficulties discussed in the paper include- process oriented guided inquiry learning (POGIL), collaborative learning, problem solving and computer assisted instruction (CAI) It was recommended that all chemistry teachers should integrate these strategies so as to improve the students’ conception of stoichiometry and overall learning outcomes in chemistry.


Knowledge of Production Processes and Utilization of Covid-19 Preventive Materials among Science Education Students of Enugu State University of Science and Technology (ESUT)

Charles U. Eze & Joy J. Egbo

The study examined the knowledge of production process and utilization of Covid-19 preventive materials among science education students of ESUT. Four research questions and two hypotheses informed the study. The population of the study comprise 490 students. All the students were used; hence, no sampling was employed. The instrument “Knowledge of Production Process and Utilization of Covid-19 Preventive Materials Questionnaire (KPPUCPMQ)” was used for data collection. The reliability indices of KPPUCPMQ were determined to be .84, .79 and .81 for Part 1, 2 and overall, respectively using Cronbach alpha. Mean, SD and t-test were adopted in the analyses. Result should that the there is a high extent of knowledge of production process and utilization of Covid-19 preventive materials among students. Female students were significantly more knowledgeable on production process and utilization of Covid-19 preventive materials. Based on these results, it was recommended among others that workshops and awareness should be organized especially for the male students on basic hygiene practices regarding Covid-19 and other related diseases.


Use of Computer-Based Test (CBT) in Conducting Undergraduate Basic Practical Chemistry Examinations: Implication for Acquisition of Basic Practical Skills for Sustainable Science Education

Dave-Ugwu, Priscilla O., Chukwunwogor, Eunice O. & Onah, A. Ebere

Computer Based Test (CBT) is an off- shoot of Information and communication Technology (ICT). CBT takes the form of objective tests with the possible answers supplied in the same page with the questions. Recently it has widely been adopted for the assessment of students at the tertiary levels of education as an alternative to paper and pen method of assessment using internet or computer-aided facility. The Basic Practical Chemistry courses designed to enable students in faculties of Sciences and applied Sciences in the universities become competent in basic skills in practical work has also taken this shape of examinations in many Nigerian universities. This paper examines the use of CBT in conducting examinations in basic practical Chemistry courses and its implications with regards to the acquisition of basic practical skills for sustainable science education in Nigeria. Recommendations were also made.


Extent of Implementation of the Senior Secondary School Chemistry Curriculum Content in Urban and Rural Areas: The Role of Online Teaching

Ogbuabor, T. Tochukwu , Onah, A. Ebere , Nwafor, S. Chinedu, Okechukwu, P. Onyinyechi

The study investigated the extent Chemistry curriculum is implemented in urban and rural areas: The role of online teaching. Descriptive survey research design was adopted with a population of 3,575 Chemistry students in Nsukka Local Government Area, Enugu State. Three hundred Chemistry students from six schools were randomly sampled. A 200-item questionnaire was used for data collection. Mean, standard deviation and t-test were used for data analysis. The results of the findings revealed that the extent of implementation of Chemistry curriculum in urban area were to a high extent in SS1 and SS3 but to a low extent in SS2 whereas in the rural area it was implemented to a low extent in SS I, SS II and SS III. Based on the findings, the researchers among others recommended the use of online teaching in addition to the physical classrooms to ensure the successful implementation of Chemistry curriculum.


Science Education Students’ Expectation on Research Project Supervision and Attitude to Its Writing in Nigerian Universities

Geoffrey A. Ayua , Kelvin Samuel & Anna Agbidye

Science education students’ expectation on research project supervision and attitude to its writing in Nigerian universities was studied using descriptive survey. The study was guided by two research questions. A sample of 9,200 project students were randomly drawn and used for the study. Project Writing Expectation and Attitude Questionnaire (PWEAQ) with Cronbach alpha reliability value of 0.76 was used for data collection. Mean and percentage were used for data analysis. The study identified 17 students’ expectations on project supervision (76% positive + 24% negative). It was also found that students’ attitude to project writing due to unfulfilled positive expectations were 39% positive and 61% negative. Meanwhile students’ attitude to project writing due to unfulfilled negative expectations were 80% positive and 20% negative. Thus, it was recommended that students should develop positive rather than negative expectations; while supervisors’/university authority should meet students’ positive rather negative expectations to ensure research project ethics.


Task Persistence and Past Academic Record of Students in Junior Secondary School Basic Science as Predictors of Students’ Academic Achievement in Physics

Ifesinachi J. Ezugwu & Basil C.E. Oguguo

This study examined task persistence and past academic record of students in junior secondary school Basic Science as predictors of students’ academic achievement in physics. Correlational survey research design was employed in the study. A sample of two hundred and ten (210) SS II science students was drawn from a population of 1,904 using multi-stage sampling procedure. “Students’ Task Persistence Questionnaire (STPQ)” and “Students’ Academic Achievement Proforma (SAAP)” were used for data collection. The instruments were validated, and data obtained from trial testing the STPQ were used to establish the reliability of the instrument using Cronbach Alpha method. An internal consistency reliability index of 0.83 was obtained. Data collected were analyzed using regression analysis. The result revealed that Basic Science predicted students’ academic achievement in Physics by 23%. The result also revealed that the variation in students’ achievement in Physics as predicted by achievement in Basic Science is significant. The findings also revealed that task persistence did not predict the academic achievement of students in Physics. Based on the findings, it was recommended among others, that Basic Science in junior secondary schools should be properly taught in order to lay a solid foundation so as to ensure a higher academic achievement of students in the senior secondary school Physics; and as well achieve the objectives of Basic Science curriculum.”