Volume 10, Issue 6. September 2024
Preliminary Pages of Volume 10, Issue 6. September 2024
Interest as Correlate of Students' Academic Performance in Biology in Senior Secondary Schools in Ebonyi State
Elom Christian Nnanna, Udu David Agwu & Oby Justina Mbamalu
Abstract
This study investigated interest as correlate of academic performance of biology students in senior secondary schools
in Ebonyi State. The study adopted the correlational research design, with one Research Question and a corresponding
null hypothesis that guided the study. The total population of SS3 students was 4,512. The sample size was 360 SS3
students obtained through a random sampling technique. The instruments for the study were the biology interest
scale and students' termly results. The reliability of the BIS was conducted through a pilot study on 30 students with
a Cronbach Alpha reliability estimate of 0.97. The data obtained were analyzed using Pearson's Product-Moment
Correlation Statistics and paired sample t-test for the research question and hypothesis, respectively. Results showed
“a low positive relationship between students' interest and academic performance in biology”, which was significant.
The study recommended that students should be encouraged through motivational strategies to arouse their interest
in biology.
Keywords: Academic performance; Biology; Students' Interest; Senior Secondary Schools.
Knowledge, Attitude and Practice Towards Artificial Intelligence as Predictors of Achievement in Computer-Based Instruction Course among Science and Mathematics Pre-Service Teachers
Duru, D. C., Obasi, C., Ogoke, J.C. & Enyinna, V.U.
Abstract
This study examined how knowledge, attitude, and practice regarding artificial intelligence predict
achievement in a computer-based instruction course among science and mathematics pre-service
teachers. Guided by four research questions and hypotheses, a correlational survey design was
adopted. The study involved 106 third- and final-year students from the Faculty of Sciences, Alvan Ikoku
Federal University of Education, Owerri, including Physics, Chemistry, Biology, Integrated Sciences, and
Mathematics Departments. Data were collected using the Knowledge, Attitude, and Practice
Questionnaire (KAPQ) and a Students' Achievement Proforma, both validated and tested for reliability
(Cronbach's alpha = 0.73). Pearson correlation, regression analysis, and SPSS version 20.0 revealed that
knowledge, attitude, and practice towards AI individually and collectively do not significantly influence
academic performance in the CBI course. It was recommended that the curriculum for the Computer-
Based Instruction course should incorporate hands-on, problem-solving activities and project-based
learning that enable pre-service teachers to apply AI knowledge in practical and meaningful ways.
Keywords: Artificial Intelligence, Attitudes, Computer-based Instruction, Knowledge, Practices.
Teacher's Pedagogical Competency as Predictor of Students' Numerical Proficiency in Solving Physics Problems
Ike, Philomena Ndidi & Madu, B. C.
Abstract
The research examined the relationship between teachers' pedagogical competencies and students' abilities in
numerical problem-solving within the context of physics. The study was guided by a specific objective, a research
question, and a hypothesis. A correlational survey research design was employed. Conducted in the Onitsha Education
Zone of Anambra State, the study involved a population of 61 physics teachers (4 males and 57 females) and 6,348
SS2 students across 32 public secondary schools during the 2022/2023 academic year. A sample of 220 participants,
consisting of 20 teachers (4 male and 16 female) and 200 physics students, was selected using a multi-stage sampling
technique. Data collection utilized two instruments: the Physics Teachers' Pedagogical Competency Rating Scale
(PTPCRS) and the Physics Students' Numerical Proficiency Test (PSNPT), both of which were validated by three experts.
The reliability of the scoring was assessed using the Kendall coefficient of concordance, yielding reliability indices of
0.79 for the PTPCRS and 0.81 for the PSNPT. The researcher, along with five research assistants, administered the
instruments. The data collected were analyzed using simple linear regression for the research question and one-way
analysis of variance (ANOVA) for the hypothesis. The results indicated that teachers' characteristics, specifically
pedagogical competency (R² = 54.6%), significantly predict students' numerical proficiency in solving physics
problems. Based on these findings, it was recommended that teacher training institutions prioritize the development
of essential pedagogical skills for all prospective teachers before graduation.
Key words: Pedagogical competency, numerical proficiency, problem solving, and teacher.
Development and Validation of an Instrument for Measuring Teachers' Perceptions of the Impact of Universal Basic Education Programs on Girl-Child Education
Ugwu, Felicia C. & Madu, Barnabas C.
Abstract
The goal of the study was to create and evaluate a tool that would gauge how instructors felt about the Universal
Basic Education program's effect on girls' education in the Nsukka Education Zone. An instrumentation research design
was used for the study. The developed instrument (TPQ) contained 36 items divided into four clusters. Cluster A deals
with Teachers' Perceptions of the UBE program, Cluster B (Perceived Impact of Girl-child Education), Cluster C
(Problems of Successful Girl-child Education in the UBE Program), and Cluster D (Strategies for Enhancing Girl-child
Education). Four experts, including one from the UBE Board and three from the Department of Science Education
(Measurement and Evaluation) validated the instrument. Of the thirty-six items that were created and put through
factor analysis, 29 made it through and were deemed to be suitable. The 29 items had an overall reliability coefficient
of 0.83, indicating a good level of instrument reliability.
Keywords: Development, Girl-child, Perception, UBE, and Validation.
Effect of Collaborative Learning Method on Students' Academic Achievement in Writing and Balancing of Chemical Equation
Abugu, E. Jonathan, Njoku, Z.C., Ozua-Onyedum, C.Charity & Ugah, K. Candidus
Abstract
This study examined the impact of the Collaborative learning method on students' academic achievement
in writing and balancing chemical equations. Three research questions and three null hypotheses guided
the study using a pretest, posttest non-equivalent control group quasi-experimental design. The population
comprised 6,011 SS 1 chemistry students in 64 public secondary schools in Awka Education Zone, with 3,046
male and 2,965 female students. A sample of 185 SSI chemistry students from Awka educational zone,
Anambra state, was obtained using a multi-stage sampling procedure. Chemical Equation Achievement Test
(CEAT) developed by the researchers was used to collect the pertinent data for the study. The internal
consistency reliability coefficient of the validated CEAT of r=0.83 was obtained using Kudder Richerson (K-R
21). Mean and standard deviation were used to answer the research questions while Analysis of Covariance
(ANCOVA) was used to test the null hypotheses at 0.05 level of significant. Findings indicated that the that
the experimental group exposed to Collaborative learning method performed better than the control group
exposed to Conventional teaching method. Gender is not a significant factor in students' achievement when
Collaborative learning method is used. Furthermore, no significant interaction effect was observed between
gender and the Collaborative learning method on students' academic achievement. It was recommended
that collaborative method needs to be emphasized by teachers of chemistry education to foster a more
engaging and participatory learning environment, in enhancing student achievement.
Keywords: Chemical Equations, Collaborative Learning Method, Gender, Student Achievement
Difficulties Encountered by Secondary School Students in Chemistry Practical Class in Nsukka Local Government Area
Agugoesi Oluchi Janehilda, Madu B. C., Uzendu Amarchi Ujunwa and Uzokwe Vera Obianuju
Abstract
The study investigated the difficulties encountered by secondary school students' chemistry practical class in Nsukka
Local Government Area. The study adopted a descriptive survey research design and was guided by three research
questions. The population of the study consisted of 1,087 SS2 chemistry students in the 32 government secondary
schools in Nsukka Local Government Area, Enugu State. The sample for the study was 395 SS2 chemistry students
drawn from the four (4) selected government schools using simple random sampling technique. A structured
questionnaire titled Questionnaire on Difficulties in Chemistry Practical Class (QDCPC) was used for data collection.
The instrument was face validated by three experts. The reliability of the instrument was determined using Cronbach's
Alpha procedures and reliability indices of 0.83. Mean and standard deviation was used to answer the research
questions. The findings of this study showed that the difficulties encountered by students in using laboratory
equipment include; inability to pipette base from the beaker, inability to take readings from the burette, inability to
fix the burette on the retort and also students encountered some difficulties in taking readings and recording of results
in practical class. It was recommended that educational administrator should organize in-service training for chemistry
teachers on the use of laboratory.
Keywords: Chemistry, Difficulties, and Practical.
Assessment of Educators' Awareness and Application of Artificial Intelligence in Teacher Education
Ikwuanusi, Eucharia Ndidi, Nwoke, Bright Ihechukwu Uwazuruike, Ndidi Amaka Rosekate, & Nkwoji, Nicholas O.
Abstract
This study was an assessment of teachers' awareness and application of artificial intelligence in teacher education. It
was conducted at Alvan Ikoku Federal University of Education, Owerri, Imo State, Nigeria. The study was guided by 2
research questions based on the objectives. This study adopted a descriptive survey research design. 250 educators
participated in the research. The data collection tool was a four-point Likert-type questionnaire titled "Educators'
Awareness and Application of Artificial Intelligence in Teacher Education (EAAAITE)" developed by the researchers.
Reliability of the questionnaire was determined as 0.79 using the Pearson product-moment correlation coefficient
(PPMC). The data generated were analyzed using the mean and standard deviation to answer research questions,
while the t-test statistical tool was used to test the significance of the hypothesis at the 0.05 level. The result of the
study revealed that educators have moderate awareness of artificial intelligence, which was evident in its poor
application in teaching and learning. It was recommended that workshops, conferences, and seminars should be
organized to train educators on artificial intelligence (AI) and its application in teaching and learning to enhance their
efficiency and students learning.
Keywords: Application, Artificial intelligence, Awareness, Teacher Education
Perceived Impact of Digital Tools in Enhancing English Language Teaching and Learning in Senior Secondary Schools in Nsukka Local Government Area of Enugu State
Ukoha, Evelyn Oziri, Maor, Member Comfort & Nnamani, Amuche P.
Abstract
This study examines the perceived impact of digital tools on English language proficiency and teaching effectiveness
among senior secondary school teachers in Nsukka Local Government Area, Enugu State. Using a descriptive survey
design, data were collected from all 216 English language teachers in secondary in schools NLG through a structured
questionnaire. The analysis employed mean and standard deviation to address the research questions. Findings
indicate varied adoption rates of digital tools, with high usage of language learning apps, audio-visual resources,
online collaboration platforms, and social media. However, the integration of digital tools remains a challenge. The
study highlights the need for continuous professional development and institutional support to enhance effective
digital tool integration in teaching English.
Key words: Digital Tools, English Language, English Language Proficiency and English Language Teachers.
Extent of Utilization of YouTube in the Teaching and Learning of listening Comprehension in Secondary School in Nsukka Local Government Area, Enugu State, Nigeria
Evelyn O. Ukoha, Chika P. Ukwuezeh & Valentine C. Ugbordiegwu
Abstract
This study investigates the extent of YouTube utilization in teaching and learning listening comprehension
in secondary schools within Nsukka Local Government Area, Enugu State, Nigeria. Using a descriptive
survey design, data were gathered from a sample of 100 Senior Secondary (SS II) students and 25 English
language teachers across five schools. A structured questionnaire, validated by subject experts, was
administered, while responses were analyzed using mean and standard deviation. Results show that
YouTube provides authentic language resources, like smartphones, videos, computers, which significantly
improve listening comprehension. YouTubes influence students learning, promoting vocabulary
acquisition, engagement, and self-directed learning. This study underscores the importance of
technological tools in English language education and recommends training for teachers, YouTube-
integrated curriculum activities, and equitable access to technological resources for optimized learning
outcomes.
Keywords: YouTube, Teaching and Learning, Listening Comprehension
A Survey of Edo Culture for the Development of Ethnomathematics for Nigerian Primary Schools
Lucy Eraikhuemen, Festus Osadebamewen Idehen & Ikponmwosa Kate Oteze
Abstract
This study assessed, in particular, three Guild systems (Bronze casters, iron smiths and wood carvers) in Edo
communities to develop an Ethnomathematics mathematics curriculum guide that will complement the official
primary school mathematics curriculum, with relevant themes, topics, contents, materials and suggested teachers
and students' activities. The study investigated the ethnomathematics materials and activities in Edo Culture for
teaching and learning Mathematics, and the conditions for applying and aligning the ethnomathematics materials and
activities to primary school Mathematics curriculum in Nigeria. The study adapted Barta and Brenner's (2009)
Anthropological model by constructing an Ethnomathematics Interview Guide (EIG) of six universal concepts: counting,
measurement, locating, designing, ceremonies and festivals. The qualitative approach was employed to collect and
elicit Ethnomathematics materials and activities available in Edo Culture from 19 purposely selected elders/experts
through semi-structured interviews. Interview data were analyzed using content analysis and results were presented
in tables and figures. From the results, 23 ethnomathematics materials were identified depicting numerous ideas,
symbols, shapes and ideals used by different guild systems and communities to communicate mathematically. Based
on the findings, the conditions for the application and alignment of the ethnomathematics materials and activities in
Edo culture to the Nigerian National Primary School Mathematics Curriculum were suggested.
Keywords: Edo Culture, Ethnomathematics, Materials, Activities.
Teachers' Perception of AI-Technological Pedagogical Content Knowledge (TPACK) as Correlate of Attitude to the Use of Artificial Intelligence (AI) in Basic Science
Benson, Ozichi Okwukwe, Nwafor, Chinedu Stephen, Chima, Theophilus Sunday, & Ezeudu, Florence Obiageli
Abstract
The study determined the relationship between teachers' perception on TPACK and attitude to artificial
intelligence (AI) in Basic Science using correlation research design. The participants of the study comprised of all
the 147 basic science teachers in Owerri education zone 1 and 2 of Imo State Nigeria. Instruments for data
collection were; Teachers Perception on AI-Technological Pedagogical Content Knowledge in Basic Science
Questionnaire (TPAITPACKBSQ) and Attitude to Artificial Intelligence in Basic Science Questionnaire (AAIBSQ). The
research question was answered using mean and standard deviation while Pearson product moment correlation
coefficient (r) was used to answer research question three. Regression ANOVA was used to test the hypothesis.
Result showed that Basic science teachers perceived technological pedagogical content knowledge (TPCK) in
application of AI made a significant contribution to their attitude to AI in Basic science. Based on the findings of
the study, the educational implications were highlighted and recommendations were made.
Keywords: Technological Pedagogical Content Knowledge, Attitude, Artificial Intelligence, Basic Science
Effect of Computer Game Application on Academic Achievement of Primary School Pupils in Arithmetic in Akwa Ibom State
Bassey, Ubong Effiong & Ogbonna, Cecilia Chinyere
Abstract
The study investigated the effect of Computer game application on academic achievement of primary school pupils
in arithmetic in Akwa Ibom State, Nigeria. Two research questions and two hypotheses guided the study. The study
adopted pre-test and post –test quasi experimental design. The population consisted of 10,517 Basic four Pupils. Two
schools were purposively sampled and simple random sampling technique were used in selecting two intact classes
of Basic four Pupils of 2024/2025 academic session for experimental and control groups. Mathematics Achievement
Test (MAT) was used for data collection. Kuder-Richardson Twenty (K-R)20 formula was used to determine the
reliability coefficient of 0.75. The research questions were answered by descriptive statistics; mean and standard
deviation while the hypotheses were tested using Analysis of Covariance (ANCOVA) statistic at p < 0.05 level of
significance. The findings revealed a significant difference between the achievement of the experimental group and
control group in favour of the experimental group. The researcher recommends that teachers should make use of
computer game in teaching arithmetic in primary school.
Keywords: Computer game, Achievement, Gender and Arithmetic.
Effects of Flipped Classroom on Academic Achievement of Mathematics Students in Secondary Schools in Zaria Educational Zone, Kaduna State, Nigeria
Amos Oneh Attah, Surajo Zainab Dabo , Sadiq Buhari Bello & Muhammad Sani Abdurrahman
Abstract
This study investigates the effects of flipped classroom on academic achievement of Mathematics students in
senior secondary schools. Three study research questions and hypothesis was guides the study. A quasi-
experimental design using pre-test, post-test, non-randomized, comparison groups design was adopted. The
population of the study was 30,840 students, 111 SSII students participated in the study. Instrument used for data
collection was Algebra Achievement Test (AAT), validation were done by experts and pilot tested with the
reliability coefficient of 0.83 through Pearson Product Moment Correlation (PPMC). Mean and standard deviation
were used to answer research questions while t-test were used to test the hypotheses at 0.05 level of significance.
The study revealed that students taught with Abilities Paring Flipped Classroom (APFC) achieved significantly
better than those taught using Standard Flipped Classroom (SFC). The study recommends that mathematics
teachers should be encouraged by schools to adopt APFC in teaching.
Keywords: Academic achievement, Mathematics Students, Flipped Classroom
Effects of Flipped Classroom On Students' Academic Achievement in Computer Programming in Tertiary Institutions, Kebbi State, Nigeria
Sadiq Buhari Bello, Sulaiman A. Zubairu, Jude Oguejiofor Nwoji, Kamaludeen Samaila & Amos Oneh Attah
Abstract
This study investigated the effects of flipped classroom on students' academic achievement in computer
programming language based on video flipped classroom and PowerPoint flipped classroom instruction strategies
in tertiary institutions. Three (3) research questions and hypotheses were raised. Quasi-experimental research
design of pre-test, post-test, non-equivalent, non-randomised, comparison groups was adopted. The study
population comprises of 1,316 computer science students and multi-stage purposive sampling technique was
employed. Students' achievement objective tests of 0.86 reliability coefficient was used as an instrument. The
mean scores and their standard deviation were used to analyse test data while hypotheses were tested using t-
test at 0.05 level of significance. The research findings show that students taught computer programming using
video flipped classroom significantly achieved academically better than those taught using PowerPoint flipped
classroom. It was recommended that lecturers should be supported by government towards proving necessary
equipment for adopting flipped classroom.
Keywords: Academic Achievement, Computer Programming, Flipped Classroom
Influence of Family Background Factors on Substance Use Among In-School Adolescents in Ilorin Metropolis
Agubosi Lydia Akunna, Fashina Abiola Yetunde, Awoyemi Alfred Olatayo & Shehu, Fatimoh
Abstract
The study investigated influence of family background factors on substance use among in-school
adolescents in Ilorin Metropolis. Descriptive survey was adopted. Population comprised in-school
adolescents in secondary school numbering 241,324. Data was collected via questionnaire. Test re-test
method was used to obtain 0.78. One research question and four hypotheses guided the study. Mean, t-
test and analysis of variance (ANOVA) were used to analyse data. Hypotheses testing were held at 0.05
alpha. Findings showed that parental involvement in anti-social activities, family residential area, favorable
parental attitude to substance use among others influence substance use among in-school adolescents. No
significant differences existed in the perception of the respondents based on age, school type and religion
while significant difference was found based on gender. Based on the findings, it was concluded that family
background factors influence substance use among the in-school adolescents. Parents should monitor their
children. Counsellors should organize seminars to sensitize the public.
Keywords: Influence, family background, substance, abuse, adolescence
Assessment of the Level of Test Anxiety among Science Teacher Trainees in Nigeria
Benson Ikechukwu Igboanugo, Abigail Chikaodinaka Obodo & Maureen Chinyere Ezeanya
Abstract
This study adopted a descriptive survey research design to investigate the level of test anxiety among science teacher
trainees in Nigeria. Two research questions and two null hypotheses guided the study. Data were collected using
Westside Test Anxiety Inventory (WTAI) with internal consistency of 0.81 as determined by Cronbach alpha coefficient.
The study revealed that the level of test anxiety among science teacher trainees was high and that the level of test
anxiety among science teacher trainees was significantly higher than the critical value set by Westside Test Anxiety
Scale. Based on the findings, recommendations made among others are: Orientations on how to curb test anxiety
should be regularly organized by the department/faculty for the science teacher trainees and the university authority
should provide counseling and facilities for the science teacher trainees to obtain professional advice and directives
against test anxiety.
Key words: Gender; Level of Study; Science Teacher Trainees; Test Anxiety; Quantitative Survey
Exploring the Influence of Self-Awareness on Secondary School Chemistry Students' Academic Achievement in Calabar Education Zone
Innocent Undie Agiande; Cecilia Obi Nja; Ugbe Lishilinimye
Abstract
This study explored the influence of self-awareness on secondary school chemistry students' academic
achievement in Calabar Education Zone, Cross River State, Nigeria. Guided by two research questions and
hypotheses, the study adopted an Ex-post facto design. The population was made up of all secondary school two
(SS2) chemistry students in Calabar Education Zone totaling 2,375. A total of 364 (174 males and 190 females)
students selected through proportionate stratified random sampling method constituted the sample. Self-
awareness Questionnaire (SAQ) and Chemistry Achievement Test (CAT) were used to collect data. The reliability
of SAQ using Cronbach's Alpha analysis gave the reliability estimate of 0.74 while the reliability coefficient of CAT
determined using Kuder Richardson formula-20 was 0.93. Research questions were answered with mean and
standard deviation whereas the hypotheses were tested at 0.05 significance level using Analysis of Variance
(ANOVA). Findings indicated that self-awareness significantly influences chemistry students' academic
achievement. Furthermore, the findings showed that self-awareness has no significant influence on chemistry
students' academic achievement by gender. It was recommended among others that there is a need for teachers
to support their students to develop self-awareness for enhanced academic achievement.
Keywords: Chemistry, Self-awareness, Emotional Intelligence, Academic Achievement, Gender
Effect of Ethnochemistry Approach on Academic Achievement and Retention of Chemistry Students in Separation Techniques in Egor Local Government Area, Edo State
Jeremiah Olajide Oyeyemi & Ahatalor Helen Oyakhirome
Abstract
The study investigated the effect of Ethnochemistry Approach on academic achievement and retention of
chemistry students in separation techniques . Two research questions and two null hypotheses guided the study.
Mean and standard deviation scores were employed to address the research questions while the null hypotheses
were tested at 0.05 level of significance using ANCOVA. This study adopted quasi-experimental pre-test, post-test
non-equivalent control group design. The population of the study was 5,676 Senior Secondary School one (SSI)
Chemistry students from Egor Local Government Area of Edo State, Nigeria; from which 64 students were selected
via purposive sampling. Data were gathered using the Chemistry Separation Techniques Achievement Test
(CSTAT) which was validated by three experts and then administered to students during the experiment. The
instrument's reliability coefficient, calculated using the Kuder-Richardson (KR-20) formula, was 0.79. Findings
revealed that students taught separation techniques through the Ethnochemistry achieved significantly higher in
their mean scores and better in their retention scores compared to their counterparts taught using Lecture
Method. Consequently, the study recommends incorporating Ethnochemistry into the Chemistry curriculum,
alongside traditional instructional methods and encouraging teachers to make use of it, so as to foster a more
effective teaching-learning process.
Key words: Academic achievement, ethnochemistry approach, retention, separation techniques.
Teachers' Perception of Examination Compromise Centres and Their Implication On Educational Progress of Secondary School Students in Ile-Ife Zone, Osun State
Efunwole Gbenga Olaniyi, Akanbi Adekemi O. & Osuala Rita O.
Abstract
The study investigated teachers' perception of examination compromise centres (ECCs) and their implication on
the secondary school students' educational progress in Ile-Ife Zone, Osun State, focusing teachers' awareness and
perceived implications of ECCs on educational progress, relationship between teachers' attitudes/reasons for
ECCs and their perceptions of educational progress and relationship between teachers' perceptions of ECCs and
their teaching experience/academic qualifications. Non-experimental survey design was adopted for the study. A
sample of 250 teachers (50 per stratum, 5 strata) was selected from 758 teachers using stratified random
sampling. A structured questionnaire, titled "Teachers' Perception of Examination Compromise Centres'
Questionnaire" (TPECCQ), was used for data collection. The instrument was validated and reliability coefficient
through Cronbach alpha was 0.73. Data collected was analyzed using frequency distributions, percentages, mean,
ANOVA and regression analysis. From the results, teachers were fully aware and understand the unethical
examination malpractices taking place in ECCs. Teachers also perceived ECCs as detrimental to students'
educational progress (SEP). As teachers' attitude/reasons toward the existence of ECCs increases, the perceived
contribution of ECCs to SEP reduces (correlation coefficient= -0.174, p=0.001). Furthermore, a significant
relationship existed between teachers' qualification level and reason for existence of ECCs. It was concluded that
ECCs have no positive effects on SEP. It was then recommended among others that education stakeholders should
take action to address the issue of ECCs and provide quality education to all.
Keywords: Teacher's Perception, Examination Compromise Centres (ECCs), Educational Progress, Secondary
Schools Students
Effects of Live Student-Made Models Strategy on Senior School Students' Interest in Organic Chemistry in Jos, Nigeria
John, Dorcas Peter, Afolabi, Kayode Ojo, Akanmu, M. A., Mohammed, Ridwan Enuwa, Imam, Bashirat Titilope
Abstract
This study investigated the effect of the live student-made models strategy on senior secondary students' interest in
organic chemistry in Jos, Nigeria. Two research questions and corresponding null hypotheses guided the study. A
quasi-experimental design (1×2 non-equivalent control group) was employed, involving two intact classes. A total of
76 Senior Secondary II chemistry students from two purposively selected co-educational schools participated. The
experimental group was taught using the live student-made model strategy, while the control group received
instruction through the lecture method. The Organic Chemistry Interest Inventory Scale (OCIIS), with a reliability
coefficient of 0.82 (Cronbach's Alpha), served as the data collection instrument. Data were analyzed using mean,
standard deviation, and ANCOVA. Findings revealed a significant impact of the teaching strategy on students' interest
but no gender-based difference. Live student-made models strategy compared to the lecture method (F(1,73) = 10.77,
p<.05) . The study concluded that live student-made models enhance organic chemistry learning and recommended
their integration into senior secondary school instruction.
Key words: Live student-made model strategy, Interest, Organic Chemistry
Application of Item Response Theory in the Development and Validation of Agricultural Science Achievement Test in Lagos State
Olufemi Abiodun Ajayi & Oyedapo Olufemi Oyeleke
Abstract
The paper reports development and validation of Agricultural Science Achievement Test (ASAT) using Item
Response Theory. The study adopted Instrumentation research design. All SS2 students in Lagos State public
schools made up the study's population and 1,600 students from 32 senior secondary schools spread across four
education Districts were selected using a multistage sampling procedure. The instrument used for data gathering
was a pool of 200 multiple-choice ASAT for Senior Secondary Schools written by the researchers. Four research
questions were posed for this study. Data was analysed using JMetrix software to determine difficulty and
discrimination indexes, resulting in the selection of good items. The result showed that only 111 out of 200 items
were found to be good given 0.21 – 1.0 benchmark for discrimination index and 0.3-0.7 for difficulty index. It is
recommended that teachers, researchers and research institution should take advantage of utilizing the validated
Agricultural Science Test in testing and selecting students for proficiency in Agricultural Science.
Keywords: Development, Achievement, Item Response Theory, Agricultural Science
Effect of Flipped Classroom Instructional Strategy on Students' Interest and Academic Achievement in Statistical Content of Economics
Akalado, Miracle Chinonso, Ezeudu, Samuel A. & Ugwonna, Grace Ogechukwu
Abstract
This study explored the impact of the Flipped Classroom Instructional Strategy (FCIS) on students' interest and
academic achievement in statistical concepts in Economics using two formulated research questions and
corresponding null hypotheses. A pretest, posttest non-equivalent control group, was employed, involving 100 Senior
Secondary II students drawn from four public schools in Aguata Education Zone of Anambra State, Nigeria through
multistage sampling. Through the researchers' developed instrument; Economics Achievement Test (EAT) and
Economics Interest Inventory (EII) data were collected, and analyzed using mean (x̄) and standard deviation (σ) for the
research questions and Analysis of Covariance (ANCOVA) for the hypotheses. Findings revealed significant
improvements in both academic achievement and interest among students taught with FCIS compared to lecture
method. The study recommends integrating FCIS into Economics curricula.
Keywords: Academic Achievement, Economics, Interest, Lecture Method, Instructional Strategy, Statistical Content
Jigsaw, Team Assisted Instructional strategies and students` academic Engagement in Senior secondary school Government in Obollo Afor Education Zone, Enugu State
Okoro, Ifeoma Susan, Ugwonna, Grace Ogechukwu & Josephine Ngozi Morah
Abstract
This study explored how Jigsaw and Team-Assisted Strategies can impact Students' Engagement in Senior Secondary
School Government, using two research questions and the corresponding hypotheses. With the use of a quasi-
experimental design specifically, a pretest, posttest non-equivalent control group, two intact classes of a sample size
of 106 SSS II students made of both males and females, drawn through a multistage sampling were involved in the
study. Using the researchers' developed Government Engagement Scale (GES) instrument, data were gathered. Mean
(x) and standard deviation (σ), and Analysis of Covariance (ANCOVA) were used to analyze the research questions and
hypotheses at 0.05 level of significance respectively. Results showed that students taught Government with Jigsaw
and TAI had high engagement ratings with those in the Jigsaw group showing slightly high engagement ratings and
the difference for gender was not significant statistically (p>.05). Consequently, the study recommends that teachers
adopt instructional strategies that can promote students' engagement such as Jigsaw and TAI.
Keywords: Academic engagement, Gender, Government, Jigsaw, Team Assisted Instruction
Effects of Cubing Cooperative Learning Strategy on Mathematics Achievement of Secondary School Students in Rivers State
Uzuegbu, Samuel Ogbonna, Akanwa, U.N & Uka, N. K.
Abstract
This study investigated the effect of Cubing Cooperative Learning Strategy (CCLS) on the mathematics
achievement of secondary school students in Rivers State, Nigeria. A pretest posttest non-equivalent
quasi-experimental design was adopted, involving 37 Senior Secondary 2 (SS2) students, divided into
a treatment group (CCLS) and a control group (Lecture Method). The study was guided by two research
questions and two hypotheses. A validated Mathematics Achievement Test (MAT) with a Kuda-
Richardson-20 reliability coefficient of 0.73 was administered as both pre-test and post-test to measure
students' achievement in geometry. Mean and Standard Deviation were used to answer the research
questions, while Analysis of Covariance (ANCOVA) was employed to test the null hypotheses. The
results indicate that students taught using the CCLS achieved significantly higher mean scores
compared to those taught using the Lecture Method. Additionally, gender analysis revealed no
significant difference in performance between male and female students. The findings suggest that the
CCLS enhances students' engagement, critical thinking, and overall academic performance in
mathematics. The study recommends the adoption of CCLS to improve mathematics instruction and
promote active learning across gender in secondary schools.
Keywords: Cubing, Cooperative Learning, Mathematics Achievement, Geometry
Self-Awareness, Self-Motivation, Self-Regulation, and Social Skills as Predictors of Academic Stress Management of Undergraduates in Nigeria
Okafor Ikechukwu Giveson, Stephen Ifessy Precious, Uzoh Nnaemeka Martin & Ugwuagbo Emmanuel Chukwuebuka
Abstract
The study investigated Self-Awareness, Self-Motivation, Self-Regulation, and Social Skills as Predictors of
Academic Stress Management of Undergraduates in University of Nigeria, Nsukka. The study adopted correlation
survey research design. The study sampled 130 students. Self-Awareness Questionnaire-SAQ, Self-Motivation
Scale-SMS, Self-Regulation Scale-SRS, Social Skills Questionnaire-SSQ and Academic Stress Management
Questionnaire-ASMQ were used to collect data. The instrument was validated by two experts from the
Department of Social Science Education and one Measurement and Evaluation expert. The reliability coefficient
for SAQ, SMS, SRS, SSQ and ASMQ were 0.72, 0.75, 0.83, 0.74 and 0.88 respectively using Cronbach Alpha. Data
collected was analyzed using Simple linear regression. The study found that self-awareness, self-motivation, self-
regulation and social skills are predictors of academic stress management of undergraduate students in Nigeria.
Based on these findings, the study recommended among others that university authorities should consider
implementing programs aimed at developing self-motivation, self-regulation and social skills among students.
Keywords:- Self-Awareness, Self-Motivation, Self-Regulation, Social Skills, Academic Stress Management
Education Leadership and Artificial Intelligence: Implications for Adaptive Learning Outcomes
Chinonso Anthony Ofozoba, Ejezube Uchechukwu Maximus Henry, Nnalue Obioma Henrietta, Oluchi Perpetua Ofozoba
Abstract
The recent incorporation of Artificial Intelligence (AI) in education has revolutionized teaching and learning methods,
offering adaptive learning solutions that cater to individual students' needs. It believed that AI has transformed
education by enriching learning experiences, aiding educators, and providing tailored learning options for students. It
has prepared teachers with the skills and methods required to effectively optimize both daily tasks and classroom
instruction. The study aims to explore the role of educational leadership in leveraging AI to enhance adaptive learning
outcomes. A qualitative approach was adopted to examine the benefits, challenges, and ethical considerations of AI-
driven education while proposing strategies for leaders to effectively implement AI in learning environments. Findings
show that AI facilitates customized education, streamlines repetitive tasks, and develops dynamic, interactive learning
environments - all of which enhance student performance and boost teacher productivity. In conclusion, AI offers
insights and suggestions, boosts productivity, and improves the overall teaching and learning process.
Keywords: AI. Education. Leadership. Learning
The Military Intervention in Politics and its Effects on the Education System in Nigeria
Chinonso Anthony Ofozoba, Oluchi Perpetua Ofozoba