Volume 9, Issue 3. June, 2023
Effect of Creative-Teaching on Creative-Thinking-Originality Among Different-Ability Upper-Basic Science Students in Gboko Township
Terhemba, Wisdom K., Ayua, Geoffrey A. , & Gamat, Grace B.
Effect of Creative-Teaching (CT) on Creative-Thinking-Originality (CTO) among different-ability upper-basic science students in Gboko Township was studied using pre-test post-test quasi-experimental design. Two research questions and two null hypotheses guided the study. From the population of 674, a multistage sample of 70 students in two schools was drawn from all the government grant aided upper-basic schools in Gboko Township. Torrance Test of Creative Thinking with reliability coefficient of 0.83 determined using a test-retest method with Pearson Product Moment Correlation statistics was used for data collection. Data were analysed using mean and Analysis of Covariance (ANCOVA). Findings showed no significant difference in the CTO among different-ability students within the teaching methods, F (2, 63) = 0.123, ρ (0.885) > 0.05. However, those taught Basic Science using CT exhibited significantly higher CTO than those in the Lecture Method. F(1, 63) = 54.773, p (0.000) < 0.05. Moreso, no significant difference existed in the students’ CTO based on gender F(2, 63) = 0.252, ρ (0.778) > 0.05. Thus, CT was recommended for teaching science at basic schools.
Improving Achievement in Basic Science: A Quasi-Experimental Study of Simulation Instructional Package on Primary School Pupils in Igbo-Eze South Local Government Education Authority, Nigeria
Okenyi, Emmanuel C.
The study examined the effect of Simulation Instructional Platform on pupils’ academic achievement in basic science. A Quasi-experimental pre-test, post-test non-equivalent control group research design was utilized for the study. Two research questions and two hypotheses guided the study. A purposive sampling technique was employed to arrive at the sample size of 57 primary 5 pupils in two intact primary 5 classes. Pupils Basic Science Achievement Test (PBSAT), which was face validated by three experts with reliability index of 0.83 using Kuder-Richardson 20 (KR-20) formula was utilized for data collection. Mean and standard deviation were used to answer research questions while ANOVA was utilized in testing the null hypotheses at a 0.05 level of significance. The outcomes showed among others that simulation teaching package had a significant positive effect on pupils’ academic achievement in basic science. Consequently, the Researcher recommend among others that instructors employ simulations in basic science classrooms.
Students’ Participation and Their Challenges in Learning Sequence and Series at Senior Secondary School Mathematics
Alabi, Ibraheem A., Samuel, Padonu O., & Oyewuwo, Funmilayo R.
This study explored students’ participation and their challenges in learning Sequence and Series at Senior Secondary School Mathematics. One research question was generated for this study and was structured into interview schedule. The research design adopted for this study was a qualitative method. The study population was 322 secondary schools in Lagos State and the samples consisted of 20 (9 males and 11 female) students in SSS 2 class selected using simple random technique in Lagos State. The instrument was Sequence and series Interview protocol (SSIP) organised into two questions to elicit information about the students’ participation and their challenges in Sequence and series class. The result of the SSIP was analysed using content analysis to determine the level of students’ participation and their respective challenges. The study recommends that Mathematics teachers should do more in engaging students’ participation and pay more attention to their contributions in class
Emotional Intelligence as A Predictor of Academic Achievement of Secondary School Students in Biology in Awka Education Zone, Anambra State
Mbaegbu, Chioma S., Ikeanumba, Chukwuemeka B., & Anazodo, Onyinye S.
Emotional intelligence is the ability to understand, use, and manage your own emotions in positive ways to relieve stress, communicate effectively, empathize with others, overcome challenges and defuse conflict. This study examined emotional intelligence as a predictor of academic achievement of secondary school students in biology in Awka education zone, Anambra State. Three research questions guided the study as well as three hypotheses tested. The study adopted the predictive correlational research design. The population of the study consists all 4,421 senior secondary two (SS2)(2,632 female and 1,789 male) students offering Biology in Awka Education zone. 240 biology SS2 students were sampled for the study using simple random sampling. A standardized Emotional Intelligence Questionnaire (EIQ) adapted from Mayer, Salovey, and Caruso (2004) Emotional Intelligence Test (MSCEIT) was used to collect data. The instrument was validated by two experts and a reliability index of 0.82 was obtained. Direct delivery method was used to collect data. Simple linear regression was used to answer the research questions while ANOVA was used to test the null hypotheses at 0.05 level of significance. The findings of the study showed among others that emotional intelligence significantly predicted secondary school students’ academic achievement in biology. The findings of the study also showed that the emotional intelligence of both male and female students significantly predicted their academic achievement in biology. It was recommended among others that school counselors should check on students’ emotional intelligence level and develop orientation programs that could help them improve on the level of their emotional intelligence.
Assessment of Availability, Functionality, Adequacy and Utilization of ICT Intervention Facilities in Senior Secondary Schools in Gombe State
Balarabe Yushau, Jamilu, Mustapha C., & Abubakar Usman
The purpose of this study was to assess Availability, Functionality, Adequacy and Utilization of Information and Communication Technology (ICT) Facilities in Senior Secondary Schools in Gombe State. Six research questions guided the study. The study adopted survey research design. The population of the study was 13,184 Principals, teachers, Computer masters and students in 42 Public senior secondary schools in Gombe State. Fifteen senior secondary schools were purposely selected as a sample for this study. These senior secondary schools were given special ICT intervention. They consist of fifteen principals, sixty-six teachers, fifteen computer masters and six hundred and forty-four students. The instrument for data collection were Checklist and questionnaire for Principals, Teachers, Computer masters and Students. These instruments were validated. The data collected were analyzed using descriptive statistics. The result indicates that: ICT facilities were available, functional but not adequate in the schools, teachers were utilizing the ICT facilities in the schools; and Principals and Students were not utilizing the facilities. The study recommended that the Government should provide additional ICT facilities to make it adequate, and the Ministry of Education should try to see that the ICT facilities provided for teaching and learning purposes are properly utilize by students, teachers and school principals.
Game-Assisted Learning Strategy: A Strategy for Improving Upper Basic Two Students’ Academic Performance and Self-Esteem in Benue State
Comfort E. Ajio, Jackson O. Ode & Felix S. Kpiranyam
This study examined Game-Assisted Learning Strategy with the aim of improving Upper Basic two students’ academic performance and self-esteem in Benue State, Nigeria. Quasi-experimental design was used. Population comprised of 7,384 while the sample was 162 Upper Basic II Basic Science students in four intact classes drawn using multi-stage sampling. The Basic Science Performance Test (BSPT) and Self-Esteem in Basic Science Questionnaire (SEBSQ) used were validated by three experts. The reliability coefficient of BSAT was 0.86 using Kuder-Richardson formula-20 while that of SEBSQ was 0.83 using Cronbach’s Alpha. Research questions were answered using mean and standard deviation while Analysis of Covariance (ANCOVA) was used to test the two hypotheses. Findings revealed significant differences between the mean performance scores and self-esteem ratings of Upper Basic II students taught using board game learning and conventional strategies. Teachers of Basic Science should use board games to improve the academic performance and self-esteem of students through increased engagement during learning.
A Field Report on the Efficacy of Graphic Advance Organizer Approach on Students’ Performance and Retention in Biology in Gboko Metropolis
Felix S. Kpiranyam, Jackson O. Ode & Comfort E. Ajio
This paper examined the efficacy of Graphic advance organizer (GAO) approach on students’ performance and retention in Biology in Gboko Metropolis. Two research questions and corresponding hypotheses guided the study. A quasi-experimental design involving one experimental group and one control group was employed. Seventy-nine Senior Secondary (SS) II students offering Biology out of a population of 4,823 was drawn using multistage sampling. A Biology Performance Test (BPT) validated with reliability of 0.82 determined using Kurder-Richardson formula 20 was used. Trained research assistants used the lesson plans for teaching. Mean and standard deviation was used to answer research questions and Analysis of Covariance (ANCOVA) to test hypotheses at 0.05 significant level. Significant differences were recorded in mean performance and retention scores of the students taught using GAO approach compared to discussion method (F1,76=47.417; P=0.000<0.05 and F1,76=100.707; p=0.000<0.05) respectively. Teachers should use GAO approach to improve students’ performance and retention in Biology.
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