Volume 10, Issue 5. May 2024
Preliminary Pages of Volume 10, Issue 5. May 2024
Enhancing Secondary School Students' Achievement of Chemical Bonding Concepts in Chemistry Using Selvaratnam-Frazer and Polya's Problem-solving Models
Akpan, Mary Uwem, Eden, Mabel Ini-Ibehe & Ekong, Anwangaobong Mfon
Abstract
This study investigated the effects of Selvaratnam-Frazer and Polya's Problem-solving Models on secondary school
students' achievement in chemical bonding. The design of the study was a quasi-experimental research design with a
population of 2500 SS1 Chemistry students in public schools. The sample comprised of 165 SS I Chemistry students
from four intact classes selected by sample random sampling technique. The instrument used for data collection was
Chemistry Achievement Test (CAT) with reliability index of 0.78 using Pearson Product Moment Correction. The data
obtained was analysed using descriptive statistics and Analysis of Covariance (ANCOVA). The result showed that there
was no significant difference in the academic achievement of students taught using Selvaratnam-Frazer and Polya's
Problem-solving Models. There was also no significant influence of gender on students' academic achievement. It was
recommended among others that Chemistry teachers should make effective use of Selvaratnam-Frazer and Polya's
Problem- solving Models for teaching.
Keywords: Academic achievement, Gender, Polya's Problem-solving Model and Selvaratnam-Frazer Model
Pupils' Achievement on Perimeter and Area of Two-Dimensional Shapes in Primary School Mathematics: The Use of Counting and Mathematical Formula Approaches
Nwoye, Mercy Ngozi, Ani, Patience Chinedu, Orngu, Aondohemba Godwin & Madu, Gloria Chinenye
Abstract
This study examined Pupils Achievement in Two-Dimensional Shapes in Primary School Mathematics: The Use of
Counting and Mathematical Formula Approaches. The study adopted quasi-experimental design specifically
pretest posttest nonequivalent group. Three research questions and three hypotheses guided the study. Sample
size of 95 pupils was used for the study. Achievement Test on 2-D shapes (AT2D) was validated and used for data
collection. It's Reliability coefficient was 0.75. Mean and standard deviation were used to answer research
questions. ANCOVA was used to test the hypotheses at 0.05. The findings of the study showed that pupils' taught
perimeter and area of 2-D shapes using counting approach had higher achievement than those taught using
mathematical formula and no significant difference in the mean achievement of male and female pupils. It was
recommended among others that primary school teachers should use counting teaching approach in teaching of
perimeter and area of 2-D shapes.
Keywords: Counting teaching approach, mathematical Formula approach, Primary school mathematics, poor
Achievement, two-dimensional shapes.
Effect of Jigsaw Instructional Method on Secondary School Students Academic Achievement and Retention in Biology in Calabar Education Zone, Nigeria
Anari, Mary Ideba, Aribo Bessie Ekpe, Imong, Ann Obela & Ukwetang, Bassey John
Abstract
The study examined the Effect of Jigsaw Instructional method on Secondary School students' Academic Achievement
and retention in biology in Calabar Education Zone. It adopted a quasi- experimental non randomized pre-test, post-test
control group design with a sample size of 260 SSI students. Two research questions and hypotheses guided the study,
the research instrument was a researcher made achievement test with a reliability index of 0.88 using split-half reliability
estimate. The data was analyse using descriptive and ANCOVA statistics at 0.05 level of significance. The result indicated
that there was a significant difference in the mean achievement and retention score of students taught using Jigsaw, and
lecture strategy in favour of students taught using Jigsaw strategy. Students in the treatment group did better than the
control group. It was recommended that teachers should use Jigsaw instructional strategy teaching scientific concept
and other challenging and complex ideas in the subject.
Keywords: Academic achievement, Biology, Jigsaw strategy, Retention
Awareness and Usage of Massive Open Online Courses (MOOCs) Platforms among Educational Technology Undergraduate Students in University of Calabar
Akire, Kyrian Ukeh, Olasunkanmi, Israel Abayomi & Oyekanmi, A. Olaniyi
Abstract
The use of Massive Open Online Courses (MOOCs) platforms is gaining prominence among students
especially, the undergraduates. However, there is dearth of literature and empirical evidence on educational
technology students' awareness and use of MOOCs platforms for learning in federal universities in Nigeria.
This study, therefore, investigated awareness and usage of MOOCs platforms among educational technology
undergraduates of University of Calabar. Two research questions were posed and translated into two
research hypotheses. The study employed the non-experimental design of survey research type. The sample
consisted 400 students, and it used a thirty-nine item questionnaire titled; Awareness and Usage of MOOCs
Platforms among Educational Technology Undergraduates Questionnaire' (AUPEDUSQ), reliability coefficient
r=0.8 and r=0.7 for awareness and usage of MOOCs scales, respectively. Data collected were analyzed using
percentages, Mean and independent t-test. Findings revealed that students were aware of MOOCs
platforms; and there was no significant difference between male and female students in their awareness of
MOOCs Platforms. It was recommended that students should use MOOCs platforms to enhance their studies.
The study concluded that while male teachers are more aware of MOOCs platforms than females, gender
had no significant effect on awareness of MOOCs platforms among educational technology students.
However, the use of MOOCs platforms to study both educational technology courses and other courses is
not statistically significant. Hence students need to be encouraged to use MOOCs platforms.
Keywords: Awareness, educational, MOOCs, technology, usage, and undergraduates.
Impact of metacognitive awareness and self-efficacy on academic performance of Biology students in Ifo Local Government Area of Ogun State
Ojo, F. T., Ogbonnaya, U. N., Rotimi, P. I., Odukoya, O. M. and Hassan, H. O.
Abstract
This study examined the impact of metacognition and self-efficacy on academic performance of students offering
Biology. The research employed a correlational survey design. The population consisted of all senior secondary school
students offering biology in Ifo Local Government Area of Ogun State. 180 SS2 students from six public secondary
schools in Ifo LGA made up the sample. An adapted questionnaire by Schraw and Dennison (1994) on metacognitive
awareness and self-efficacy scale by Gaumer Erickson and Noonan (2016) were used. We used descriptive and
inferential statistics to analyze the gathered data. High levels of self-efficacy and metacognitive awareness were found
in SS2 biology students. There was significant relationship between metacognitive awareness and self-efficacy,
metacognitive awareness and self-efficacy had significant effect on the academic performance of the students. It was
recommended that educators should organize seminars for the students as this will enhance their self- efficacy and
strengthen metacognitive skills.
Key words: Biology, Metacognitive awareness, Self-efficacy, Academic performance
Culturally Responsive Teaching: Exploring the Effect of Ethno-Chemistry on Students Interest and Academic Achievement in Odukpani and Akampa Local Government Area, Nigeria
Anari, Mary Ideba, Neji, Hope Amba, Agiande Innocent Undie, Aribo Bessie Ekpe & Ukwetang, Bassey John
Abstract
The research investigated the impact of ethno-chemistry on student's interest and academic achievement in
Odukpani and Akampa local Government Areas, Nigeria. Quasi-experimental pre-test post-test research method was
used. two research questions and hypotheses guided the study. The study population comprised of 1,594 senior
secondary two chemistry students and a sample size of 124 learners was chosen from the population utilizing simple
random technique. The instrument for gathering data was a researcher made chemistry achievement test (CAT)
having reliability index of 0.72 using kuder Richardson R-21 and student interest questionnaire (SIQ) with reliability
index of 0.89 using Cronbach alpha reliability estimate. Data received was analysed with descriptive and ANCOVA
statistics. The result indicated a statistically significant difference in mean achievement and interest scores of student
taught chemistry with ethno-chemistry approach group having a higher mean gain score than those taught with the
conventional approach. It is recommended that science instructors explore integrating ethno-science approach as a
means enhancing academic achievement and interest in science.
Keywords: Ethno-chemistry, achievement, interest, culturally responsive teaching
Utilization of Photoshop Images in Steam Education: The Perspectives of Rivers State Teachers
Awajiokinor Ekrika Mbaba
Abstract
This study examined the perspective of teachers on utilization of Photoshop images in STEAM education in Rivers
State. Two research questions and two hypotheses guided the study. Descriptive survey research design was adopted
for this study. The population of the study was made up of 5,018 public school teachers in Rivers State. Quarter and
purposive sampling was used to sample 358 teachers made up of 165 male and 193 female, 185 from urban schools
while 173 were from rural schools. Self-developed questionnaire tagged Teachers' Utilization of Photoshop Image
Inventory (TUPI) was used for data collection. The instrument was given face validation by two experts of Educational
Technology and Measurement and Evaluation from Rivers State University and a reliability index of 0.77 was obtained
using Kuder Richardson Formula (KR-21). Descriptive statistics were used to answer the questions while t-test was
used to test the hypotheses. The findings revealed that teachers derive several benefits using Photoshop in lesson
delivery. Therefore, the researcher recommends the training and retraining of teachers on Photoshop skills to
enhanced teachers' skill in Photoshop.
Keywords: Photoshop, Steam education, Teachers Perceptions, Utilization
Effect of Flipped Teaching Strategy on Students' Academic Achievement in Electronics in Nigeria Certificate in Education (Technical) Awarding Institutions in Plateau State
Ebute Ojonugwa Michael, A. S Bappah, S. S. Sara & Nimmyel Gwakzing Danboyi
Abstract
The study on the “Effect of flipped teaching strategy on academic achievement in electronics in Nigerian Certificate
in Education (Technical) awarding institutions in Plateau State” was intended to determine if flipped teaching strategy
would increase the academic achievement of Electronics students. The study adopted quasi-experimental design
which employed the pretest and post-test non-equivalent control groups design which comprised of an experimental
group. Five research questions and four hypotheses were raised and tested at 0.05 level of significance. The
instrument used for data collection was Electronics Achievement Test (EAT). EAT was subjected to both face and
content validation. The Spearman-Brown formula was used by the researcher to get a reliability coefficient of 0.75
which was used for data collection. Data for the research work was analyzed using Mean and standard deviation. The
findings of the study reveals that; there was no significant difference between the pre-test mean achievement score
of electronics students taught using flipped teaching strategy and those taught using conventional lecture method,
there is significant difference between the mean achievement score of electronics students taught using flipped
teaching strategy and those taught using conventional lecture method, there was significant difference in the mean
achievement score between the Pre-test and Post-test score of the electronics students taught using flipped teaching
strategy. The study concluded that flipped teaching strategy improves students' performance generally. This write-up
contains summary, conclusions, recommendations, implication of the study, limitation of the study and suggestions
for further study.
Key words: Flipped teaching strategy, Conventional lecture method, Academic achievement
Comparing Dimensionality and Local Independence Parameters of Lagos State Unified Mock and West African Senior School Certificate Examinations in Biology
Olufemi Abiodun Ajayi, Risikat Iyabode Salam & Olawale Yussuf Saka
Abstract
This study compared the Lagos State Unified Mock and West African Senior School Certificate Examinations in Biology
in terms of dimensionality and local independence. Descriptive research design and multistage sampling procedure
were adopted. The six (6) Lagos Education Districts were enumerated, with two local government areas (LGA) selected
from each district and five (5) schools selected from each LGA. The instruments adopted were the 2021 LSUME and
WASSCE multiple-choice biology. The sample comprised 2,400 SSS 3 students. Data were subjected to Stout's Test of
Essential Unidimensionality and Yen Q3 statistics. The results showed that LSUME and WASSCE Biology fulfilled
unidimensionality (DETECT< 0.20, ASSI< 0.25, RATIO < 0.36) and local independence assumptions (residual correlation
< 0.20). The authors concluded that LSUME and WASSCE Biology had comparable item parameter estimates. It is
recommended that examination bodies and teachers should devote sufficient efforts to item development and adopt
item response theory in students' cognitive assessment.
Keywords: Item local independence, Item response theory, Uni-dimensionality, Biology
Quality Item Generation through Item Analysis: Exploring SPSS
Etobro, A. Benjamin & Taiwo, Olufunmi
Abstract
The study assessed the development of items with good qualities adopting item analysis to determine level of
difficulty and discrimination index of items. The study was guided by two research questions. Fifty items were
administered to 50 undergraduates in their third year. Item analysis was carried out on the responses. Findings
showed that 16% of the entire test had difficulty index of less than 0.2. Furthermore, 18% of the items had a
difficulty index of 0.20-0.39. This implies that 18% of the items were difficult. Twenty-three items (46%) were
moderately easy (0.60-0.79). The item discrimination indices reveal that 36%of the items had discrimination level
of 0.41 to 0.70; 28% had discrimination level of 0.21 to 0.40; 16% of the items had discrimination index between
0.00 and 0.20 indicating that they are poor items. In conclusion, the difficulty and discrimination powers of most
of the test items were valid and reliable.
Key Words: item generation, item analysis, item discrimination, difficulty index
Effect of Two Modes of Flipped Classroom on Students' Interest in Biology in Colleges of Education in South-East, Nigeria
Ezeiruaku, Melvina Ngozi, F. A. Okwo, T. Ofoegbu, & U. Asogwa
Abstract
Interest is an educational concept that determines some aspects of students' affective domain which is very
important in the teaching and learning process. It has been hypothesized that the use of child-centered approach
will stimulate students 'interest in any learning situation. flipped classroom strategy is one of such child-centered
approaches. This study was therefore undertaken to explore the use of standard inverted and group-based flipped
classroom in stimulating the interest of students to learn Biology. Three research questions and three null
hypotheses guided the study. The design of the study was quasi-experimental factorial design, specifically, the
design was 2x2 pretest-posttest, non-equivalent factorial research design. The sample for this study consists of
147 Biology students of two colleges of education in South-East, Nigeria. Biology Interest Scale (BIS) was used as
instrument for data collection. Two experts from Biology unit and one from measurement and evaluation unit,
department of science education, University of Nigeria Nsukka validated the instrument. The Interest scale has an
internal consistency reliability of 0. 84 established using Cronbach alpha. Mean and standard deviations were used
to analyze the data to provide answers for the research questions. The hypotheses were tested at 0.05 level of
significance using Analysis of Covariance (ANCOVA). Result of the study showed that the use of standard inverted
and group-based flipped classroom was both effective in enhancing students' interest in Biology. The increase in
interest score is not gender dependent as there is no significant difference in the mean interest of male and female
students in Biology, F (1, 138) = .832. P < .363. The educational implications of the findings were highlighted and the
recommendations proffered which includes: In-service training, seminars, workshops and conferences should be
organized by school administrators in colleges of education and other tertiary institutions to train Biology teachers
on the use of innovative pedagogical strategies like standard inverted and group-based flipped classroom to
facilitate students' involvement and interest in Biology.
Keywords: Biology, Biology Education, student centered approach, standard inverted flipped classroom,
group-based flipped classroom, interest and gender
Awareness and Utilization of Open Educational Resources Among Undergraduate Students in English Language in Universities in Enugu State
Raphael, Faithful Onyedikachi, Euphemia, Chisom, Aleke, Paul Sunday, Henry Chinedu Okeke & Moses Eteng Obla
Abstract
The study examined the awareness and utilization of open educational resources among undergraduates in
universities in Enugu State. Four research questions guided the study using descriptive survey design. The population
of this study comprised all 860 English language 300 level undergraduates in Enugu State. The sample size comprises
of 273 undergraduates drawn from three universities in Enugu state using purposive sampling technique. Reliability
estimate of 0.94 was obtained using Crompach Alpha for the instrument titled: Awareness and Utilization of OER
among undergraduates Questionnaire. Data collection was through questionnaire. The findings of the study revealed
that the level of awareness of the existence of OER was at a high level. The extent to which undergraduates utilize
OER was discovered to be low. However, slow internet load speed, inadequate computer access among others is the
challenges encountered among undergraduates. The study recommended that there is need for the provision of the
latest ICT infrastructure that will pave way for easy utilization of OER among undergraduates.
Key Words: Awareness, English language, OER, ICT, Undergraduate students, University, Utilization.
Effect of Blended Learning Instructional Strategy on Students' Retention in Basic Science and Technology in Upper Basic Schools in Zone A Benue State, Nigeria
Ityobee Seember, Jirgba Mbakohol Christy, Janet Ngunan Adzape
Abstract
The study investigated the effect of blended learning instructional strategy on students' retention in Basic
Science and Technology in Zone A, Benue State, Nigeria. The study adopted quasi-experimental research design.
The population was 3041 Basic eight students from 85 schools. A sample of 361 students (180 males and 181
females) from 14 schools. The instrument used for data collection was Basic Science and Technology Retention
Test (BSTRT). Mean and standard deviation was used to answer research questions while ANCOVA was used to
test the hypotheses at 0.05 level of significance. The findings showed that blended learning significantly
improved retention scores compared to traditional methods, favoring the experimental group, while retention
scores did not differ significantly between male and female students taught using blended learning. Based on
the study's findings, it was recommended that curriculum developers and educators adopt the blended learning
instructional strategy, which integrates digital and interactive components with traditional teaching methods, to
enhance knowledge retention in Basic Science and Technology.
Keywords: ICT, Blended learning, Gender, Retention, Basic Science and Technology
Exploring the State of Mathematics Curriculum Implementation in Attainment of 21st Century Skills among Students in Obollo-Afor Education Zone of Enugu State
Ukwueze, Timothy Chinedu, Odugu, Anulika Ethel & Jude Uchenna Idoko
Abstract
The research explores the state of mathematics curriculum implementation in attainment of 21st century skills among
students in Obollo-Afor education zone of Enugu State. One Research question and hypothesis guided the work.
Descriptive survey design was employed in the work. Five thousand three hundred and twenty, four (5, 324) Senior
Secondary School three students' constituted the populations. The instrument for data collection was the use of
questionnaire that consists of 34 items, and was validated by expert in the faculty of education University of Nigeria,
Nsukka. To ensure the reliability of the instrument, it was trial tested and yielded an index of 0.82, established using
Cronbach's Alpha reliability coefficient. The data collected were analyzed using mean and standard deviation to
answer the research question and independent t-test was used to test the null hypothesis at .05 level of significance.
The results revealed that there was no significant difference in the mean rating scores of male and female students
on the attainment of the 21st century skills among students as result of the implementation of mathematics curriculum
in usage now. Based on the findings, it was recommended that teachers should use all the teaching and learning
activities that would enhanced the acquisitions of 21st century skills among learners.
Keywords: Acquisition, Attainment, Mathematics Curriculum, Mathematics Instruction, 21st Century Skills,
Implementation
Assessment of Gender-Based Item Functioning of Enugu State Uniform Promotion Examination in Mathematics Multiple Choice Questions Nnaji, Anayo David & Madu, Barnabas Chidi
Nnaji, Anayo David & Madu, Barnabas Chidi
Abstract
The study investigated gender-based DIF of Enugu State Uniform Promotion Examination Mathematics MCQ.
Employing an ex-post facto research design, a sample size of 1008 SS2 students was drawn from the population of
12,595 SS2 students through multistage sampling procedure. The instrument for data collection was an adopted
Enugu State Uniform Promotion Examination Mathematics multiple choice questions (ESUPEMCQ), which was face
validated by three experts. The internal consistency of the ESUPEMCQ was determined as 0.89 using Kuder-
Richardson 20 formula. Mantel-Haenszel statistics, percentages and Chi-square statistics were used for data analysis.
The findings show that eight items indicative of 20% of the 40 items in the ESUPE significantly functioned differentially
with respect to gender, and 50% of the items in the instrument favoured the male and female students respectively.
The study concluded that some of the items in the Enugu State Uniform Promotion Examination Mathematics MCQs
functioned differentially based on gender. Among others, the researchers recommended that the Examinations
Development Center (EDC), Enugu State Ministry of Education should evaluate the psychometric qualities of the items
of the state's uniform promotion examination, especially in mathematics to identify items that are potentially biased
due to gender and take appropriate steps to address such.
Keywords: Gender, Differential Item Functioning (DIF), Psychometric, Enugu State Uniform Promotion
Examination, Mathematics
Leveraging Think Pair Share in Improving Students' Academic Achievement and Retention in Algebraic Expression in Secondary Schools in Kano State
Yusuf Badar, Saudat Shehu Bala, & Abdulaziz Bello
Abstract
The research investigated leveraging think-pair-share (TPS) in improving student's academic achievement and
retention in Algebraic Expression in Secondary Schools Kano state. Three each of objectives, research questions and
hypotheses guided the study. The study adopted quasi experimental research design. A population of 9,573 senior
secondary school year two students with the sample size of 148 students was used for the study. Algebraic
Achievement Test (AAT) and Algebraic Retention Test (ART) were the tools used to gather data. The reliability of the
AAT was found to be .88 using Spearman-Brown Product Reliability Coefficient and the ART was developed by
swapping the items and options in AAT which retains the same reliability coefficient. The data obtained were analyzed
using SPSS. The research questions were answered using the mean and standard deviation and the hypotheses were
tested using the z-test at the significance level of.05. Findings revealed that students taught algebraic concepts using
TPS performed better academically and retained the concept better than those taught using conventional method.
Additionally, no significant relationship exists between the gender of the students and the TPS teaching style.
Therefore, it can be said that using the think-pair-share method improved academic achievement of students in
algebraic concept. The study recommended that since the method improves academic achievement of students in
algebraic concepts, math teachers should adopt it.
Keywords: Think Pair Share, Academic Achievement, Retention, Algebra
Effect of Digital Learning Aids on Secondary School Physics Students Learning Outcomes in Benue State, Nigeria
Mojeed Olaoluwa Akinwumi & Sunday Onoja Clement
Abstract
The study explored effect of digital learning aids on Physics students' learning outcomes in secondary school
in Benue State. The study population included all the 13,324 Senior Secondary Schools Two (SSSII) Physics
students as at August 2024. The sample consisted of 39 SSS II students chosen using a multi-stage sampling
technique. Physics Achievement Test (PAT) and Physics Students' Attitude Questionnaire (PSAQ) were
used as instrument for data collection and were validated and the reliability of PAT and PSAQ were 0.87
and 0.86, using Pearson Product Moment Correlation (PPMC) and Cronbach's Alpha respectively. The
findings revealed that, students who were taught using the Teacher Expository Approach performed
considerably lower than those who were taught using digital learning aids (t = 9.013, Sig. =.000 at p<0.05).
Also, in comparison to students taught using the Teacher Expository, those taught utilizing the digital
learning aids exhibited a significant improvement in attitude. The study concluded that digital learning aids
boost academic achievement and attitude. The study recommended that Physics teachers should adopt and
incorporate digital learning technologies into their classroom instruction.
Key Words: Digital Learning Aids, Learning Outcomes, Physics, Attitude, Academic Achievement
Efficacy of Video Recorded Instruction and PowerPoint Presentation on Secondary School Students' Interest in Biology in Federal Capital Territory
Nkadi Onyegegbu & Blessing, Okechukwu
Abstract
The study examined the impact of Video-Recorded Instruction (VRI) and PowerPoint Presentations (PPP) on secondary
school students' interest in Biology. Guided by one research question and a null hypothesis, it utilized a quasi-
experimental pretest-post-test non-equivalent group design. The sample included 120 students from a population of
28,841 first-year Biology students in the Federal Capital Territory (FCT), selected through multistage sampling. Data
was collected using Biology Student Interest Inventory (BSII) and lesson plans on using VRI & PPP, validated by
specialists from the University of Nigeria, Nsukka. BSII showed a reliability index of 0.79 analyzed using PPMC.
Research questions were analyzed using mean and standard deviation while ANCOVA for testing the hypothesis at
0.05 significance level. Results indicated that students taught with VRI had a greater interest in Biology than those
taught with PPP, recommending that VRI should be used often in schools to improve student interest in the subject.
Keywords: Video Recorded Instruction, PowerPoint Presentation, Interest, Biology.
Efficacy of a School-Based Intervention On Human Papillomavirus Vaccination Attitude Among Adolescents in Zaria, Kaduna-State, Nigeria
Lawal, S.B., Nuru, R.A. & Ibrahim, A.
Abstract
The Human Papillomavirus (HPV) is the leading cause of cervical cancer and other neoplastic diseases. This study
assessed the efficacy of a school-based intervention on HPV vaccination among adolescents in Zaria Education Zone,
Kaduna State, Nigeria, using a mixed-method design that included quasi-experimental and survey approaches. A sample
of 380 students was selected from eight schools. Data collection utilized the HPV Vaccination Attitude Questionnaire
(HPVVAQ) and the Influence of School-Based Intervention on Vaccination Attitude Questionnaire (ISIVAQ), with
reliability scores of 0.79 and 0.74, respectively. Analysis was performed using SPSS version 25, revealing a strong positive
correlation between attitudes before and after the intervention (p = 0.00) and significant differences in vaccination
attitudes favouring female students (p = 0.01). The study recommends that informed attitudes fostered through such
interventions can enhance HPV vaccination acceptance and uptake, contributing to the prevention of HPV-related
illnesses.
Keywords: Adolescents, Attitude, Efficacy, HPV, Intervention, School-based, Vaccination
Effects of Crossover and Brainstorming Teaching Strategies on Senior Secondary School Students' Interest in Biology in Imo State
Onyegbule Christiana Chinenye
Abstract
The study investigated the effects of crossover and brainstorming teaching strategies on secondary school students'
interest in Biology in Imo State. Two research questions were posed, and two null hypotheses formulated to guide
the study. The researcher adopted a quasi-experimental research design involving pre-test, treatment, post-test
and use of non-randomised intact classes. The area of the study is Imo State of Nigeria. The sample size for the study
is 90 sampled from 67,543 SS2 Biology students using a multi-stage cluster, purposive and simple random sampling
techniques. The instrument used for data collection is a Biology Interest Rating Scale (BIRS). The BIRS was validated
by three Biology specialists in Life Science Education and two specialists in Educational Measurement and Evaluation
for content and face validity. The reliability coefficients of 0.85 was obtained using Chronbach alpha. The research
questions were answered with mean and standard deviation, while the hypotheses were tested using ANCOVA F-
ratio at 0.05 level of significance. Among the major findings of the study made is; the mean interest score of students
in both CTS and BTS in the post treatment test are approximately two times their mean interest in the pre-treatment
test; the mean interest score of the students taught Biology using Brainstorming Teaching Strategy (BTS) in the post-
treatment test is not significantly greater than the mean interest score of the students exposed to Biology using
Crossover Teaching Strategy(CTS); the mean interest rating scores of male and female students taught biology using
CTS and BTS in the post- test do not differ significantly. Based on the findings, the researcher recommends that
Biology teachers employ crossover and brainstorming teaching strategies in teaching students since they have
proven to improve students' interests as well as not being gender biased.
Lecturers' Perception on Forms and Causes of Indiscipline among Students in Public Colleges of Education in Osun State
Kamaldeen Olohundare Sulyman, Adenike Florence Sijuade, Musa Fatimoh Aloba & Abdulrafiu Alaaya
Abstract
This study examined lecturers' perception on forms and causes of indiscipline among students in public Colleges of
Education in Osun State. Two research questions were raised while two hypotheses were generated. It utilised
descriptive research design of survey type, purposively selected the two public Colleges of Education in the state.
Three hundred and sixty-five lecturers constituted the population, while 187 lecturers were proportionately selected
out of the 365 in the two institutions. 'Lecturers' Perception on Forms and Causes of Indiscipline among Students
Questionnaire' was used to gather data. Three experts, who specialised in Educational Management validated the
instrument. Reliability test on Forms and Causes of indiscipline through the use of Cronbach's Alpha yielded 0.86 and
0.80 respectively; while the overall coefficient was 0.83. Research questions were answered using mean and standard
deviation while t-test was used for hypotheses testing at 0.05 level of significance. The findings of the study revealed
that the forms of indiscipline among students were cybercrime, prostitution, gambling, pre-marital sex, drug abuse,
theft, drug trafficking, indecent dressing, examination malpractice and cultism. The causes of indiscipline included
peer influence, social media influence, lecturer influence, parental imitation and nonchalant attitude of parents or
guardians towards children or wards. Among other things, it recommended that parents should properly provide the
needs of their children and adequately monitor their movement by checking the kind of friends they move along with
both in their institutions and at homes, so to as prevent peer influence which could lead them to indiscipline acts.
Key words: Lecturers, Perception, Forms, Causes, Indiscipline
Improving the Academic Achievement and Critical Thinking Dispositions of Biology Students Using the Four Mode Application Technique (4MAT) Teaching Method
Chimmuanya Ezere Obinna-Kanu
Abstract
This study examined the use of four mode application technique (4MAT) in improving the achievement and critical
thinking dispositions in Biology among students in Owerri education zone I of Imo state. A quasi-experimental
research design (intact classes with pre-test, treatment and post-test procedure) was the study's design. Two
research questions and two hypotheses guided the study. Two intact classes of 77 SS2 students served as the
sample. An Achievement Test for Biology (ATFB) and a Biology critical thinking disposition rating scale (BCTDRS)
were the study's data collection instruments. Kuder-Richardson (K-R20) was used to test the ATFB for reliability
and Cronbach Alpha statistics for the BCTDRS which yielded internal consistency coefficients of 0.77 and 0.75
respectively. To answer the research questions, mean and standard deviations were used while ANCOVA F-test
was employed to test the hypotheses at .05 significance level. Findings showed that Biology students exposed to
4MAT performed better in their academic achievement than those exposed to Lecture method (p<.05); the
students exposed to 4MAT scored significantly higher mean critical thinking disposition scores compared with
their counterparts exposed to Lecture method. Recommendation among others is the adoption of 4MAT by
Biology instructors in Biology teaching for improved achievement and critical thinking dispositions.
Keywords: Academic Achievement, Biology, Critical thinking disposition, Four mode application technique
(4MAT)
Perception of Teachers on Chemistry Teaching for Creativity-Fostered Behaviour in Nigeria Secondary Schools
James Irinoye
Abstract
This study investigated perception of teachers on Chemistry teaching for creativity-fostered behaviour in Nigeria
secondary schools using descriptive research design guided by three research questions. The population of the study
was the 220 Chemistry teachers in all the 360 secondary schools in Ondo State. The sample size of the study was 142
obtained by using Taro Yamane formula. A self-designed instrument titled: Questionnaire on Chemistry Teachers'
Creativity-Fostered Behaviour (QCTCFB) was employed. It was adequately validated. The reliability of the instrument
using Cronbach's Alpha yielded r = 0.88. Data collected were analyzed using mean score. The results showed
numerous challenges in promoting creativity-fostered behavior especially lack of pedagogical content knowledge and
learning resources (X̅ = 3.04).The result further showed student-centred learning and professional development of
teachers on creativity-fostered behaviour (X̅ = 3.22). The study concluded that emphasizes on creativity-fostered
behavior through opportunities for students' engagement in practical learning experiences and provision of learning
resources as well as professional development of teachers on the use of innovative strategies for curriculum delivery
in the classroom setting are imperative. It was recommended that policy makers develop curriculum, procure and
distribute instructional materials that has the potentials to promote creativity-fostered to schools, encourage teachers
to use of innovative teaching methods, and government to refocus polity attention to teachers' welfare and provide
learning resources to support the implementation process, in addition to providing professional development training
for teachers on means of promoting creativity-fostered behaviour.
Keywords: Chemistry teaching, Creativity-fostered behavior, Secondary school, Teachers' perspectives.
Teacher Trainees' Competency Needs for Global Citizenship Education
Grace Ogechukwu Ugwonna, Morah, Josephine Ngozi & Odili, Linus Chukwunweike
Abstract
This study investigated teacher trainees' competency needs in implementing global citizenship education. Two specific
purposes and the corresponding research questions guided the study. The study's design was a descriptive survey
design. The sample size for the study was 100 teacher trainees. Data was collected through the Global Citizenship
Questionnaire (GCQ) developed by the researchers and face-validated by experts. A reliability index of 0.79 was
established using Cronbach-alpha. Data collected was analyzed using mean and standard deviation. The findings
showed that teacher-trainees have a competency need in knowledge, skills, values, and attitudes in global citizenship
education and that teacher-trainees are not often exposed to pedagogical experiences that enhance their
understanding of the global citizenship education contexts. Consequently, it was recommended among others that
there is a need for stakeholders in teacher education programs to foster teacher trainees' interest in global citizenship
through transformative pedagogical strategies.
Keywords: Competency need, Global citizenship, Education, Pedagogy, Teacher-trainee,
Efficacy of Peer Tutoring Instructional Strategy on Students' Academic Achievement in Social Studies in Onitsha Education Zone
Morah, Josephine Ngozi, Eke, Chinenye Justina, Nwobu, Chukwudi Michael & Ugwonna, Grace Ogechukwu
Abstract
This work explored how peer tutoring can impact Social Studies students' academic achievement, using two
formulated research questions and corresponding null hypotheses. Employing a quasi-experimental design
specifically, a pretest, posttest non-equivalent control group, two intact classes of a sample size of 137 JSS II students
drawn through a multistage sampling were involved in the study. Through the researchers' developed Social Studies
Achievement Test (SSAT) instrument, data were gathered and analyzed using mean (x̄) and standard deviation (σ) for
the research questions and Analysis of Covariance (ANCOVA) for the hypotheses. Results showed that students taught
Social Studies using peer tutoring differed significantly from those taught using the lecture method in terms of
achievement (p<.05), and the difference for gender was not significant statistically (p>.05) in the experimental group.
Accordingly, the study recommends that teachers should participate in professional development programs focused
on effectively implementing peer tutoring strategies.
Keywords: Achievement, Instructional strategy, Lecture method, Peer Tutoring, Social Studies.
Emotional Intelligence as a Predictor of Academic Stress Among Secondary School Students in Udi Education Zone of Enugu State
Amaka B. Ikechukwu-Ilomuanya & Felistas Chinaza Nnamani