Volume 12, Issue 5. September 2026
Preliminary Pages of Volume 12 Issue 5. September 2026
Efficacy of Individualized and Collaborative Virtual Biology Instruction on Secondary School Students' Interest in Biology
Uzoigwe Anthony Uchechukwu & Ofoegbu Theresa Onyemaechi
Abstract
This study investigated the efficacy of individualized and collaborative virtual biology instruction on secondary school student's interest in Biology. The study was guided by three research questions and three null hypotheses. Quasi experimental research design was adopted. The study was conducted in Obollo-Afor education zone of Enugu state. The population of the study comprised 2406 SS 2 Biology students in the zone. The sample size for the study comprised of 144 Biology students, from four intact SSS 2 classes, sampled through multistage sampling procedure. The instruments used for data collection are Biology Interest Inventory (BII) and Standardized Ability Test (SAT). The instruments were validated by two lecturers in Biology Education, one in measurement and evaluation unit, one senior secondary school Biology teacher and one academic staff from the Department of Computer Science. The reliability indices of the BII as determined using Cronbach Alpha respectively and they yielded internal consistency reliability index of 0.87. The experimental lasted six weeks and students were assigned to individualized and collaborative virtual Biology instruction groups. Data collected were analysed using SPSS version 25. Mean and standard deviation were used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses. Results revealed a significant difference in the mean interest rating of Biology students taught with individualized and collaborative virtual biology instruction, in favour of students taught with collaborative virtual Biology instruction; the influence of cognitive ability level on interest of Biology students is not significant. Based on the findings, the study recommends among others that collaborative and individualized virtual Biology instruction be adopted by teachers to improve students learning outcomes in Biology, and teachers should monitor the interest of their students in Biology.
Keywords: Individualized Virtual Biology Instruction, Collaborative Virtual Biology Instruction, Interest, Biology, Cognitive Ability.
Efficacy of Individualized and Collaborative Virtual Biology Instruction on Secondary School Students' Academic Achievement in Biology
Uzoigwe Anthony Uchechukwu, Ofoegbu Theresa Onyemaechi, Nwagba Amobi John Agada & Uzoigwe Esther Obumneme
Abstract
This study investigated the efficacy of individualized and collaborative virtual biology instruction on secondary
school students' academic achievement in Biology. The study was guided by three research questions and three
null hypotheses. Quasi experimental research design was adopted. The study was conducted in Obollo-Afor
education zone of Enugu state. The population of the study comprised 2406 SS 2 Biology students in the zone.
The sample size for the study comprised of 144 Biology students, from four intact SSS 2 classes, sampled through
multistage sampling procedure. The instruments used for data collection are Biology Achievement Test (BAT) and
Standardized Ability Test (SAT). The instruments were validated by two lecturers in Biology Education, one in
measurement and evaluation unit, one senior secondary school Biology teacher and one academic staff from the
Department of Computer Science. The reliability indices of the BAT as determined using Cronbach Alpha
respectively and they yielded internal consistency reliability index of 0.87. The experimental lasted six weeks and
students were assigned to individualized and collaborative virtual Biology instruction groups. Data collected were
analysed using SPSS version 25. Mean and standard deviation were used to answer the research questions while
Analysis of Covariance (ANCOVA) was used to test the hypotheses. Results revealed a significant difference in the
mean academic achievement scores of Biology students taught with individualized and collaborative virtual
biology instruction, in favour of students taught with collaborative virtual Biology instruction; the influence of
cognitive ability level on academic achievement of Biology students is not significant. Based on the findings, the
study recommends among others that collaborative and individualized virtual Biology instruction be adopted by
teachers to improve students learning outcomes in Biology, and teachers should monitor the academic
achievement of their students in Biology.
Keywords: Individualized Virtual Biology Instruction, Collaborative Virtual Biology Instruction,
Academic Achievement, Biology, Cognitive Ability.
Perception of the Infusion of Technological Tools in Teaching English Language in Senior Secondary Schools in Cross River State, Nigeria
Doris Emmanuel Odu, Ebam Patience Oru
Abstract
This study examined the perceptions of secondary school teachers and students on the infusion of technology in
teaching English language to senior secondary schools in Cross River State of Nigeria. Specifically, it assessed the
awareness, perception of effectiveness of the usage of technological tools among teachers, perceived utilization
of technological tools among students, and perceived challenges to the infusion of technology as perceived by
teachers and students in senior secondary schools in Cross River State. The descriptive survey research design
was adopted for the study. The population was 39,310 participants comprising teachers and students of
secondary school. A sample of 396 was obtained using the Taro Yamane formula. A total of 386 questionnaires
were retrieved and duly completed thus representing a 97.47% return rate. Data were collected using the
researcher's validated questionnaire and subjected to analysis using frequency counts, percentages, mean and
standard deviation and the independent sample t-test as well as multiple regressions at the 0.05 significant levels.
From the result revealed that awareness of usage of the technological tools was average (Grand mean = 2.42);
while perceptions of their effectiveness by teachers was Poor (Grand mean = 2.30), and perceptions of the
utilization of technological tools by students was also poor (Grand mean = 2.37). The result shows poor electricity
supply, inadequate connectivity/Internet facility, and insufficient number of facilities on ICT as well as poor
teachers training as the main challenges impeding on the infusion of the technology into the teaching and learning
of English. It was observed that there was no statistically significant differences in the perceptions of teachers and
students as well as among the three senatorial districts (p > 0.05). It was therefore concluded that the
enhancement of ICT infrastructure, training of teachers, institutional commitment will therefore contribute
greatly in fostering ICT enabled teaching of English language in Senior Secondary School.
Keywords: Technology integration, English language teaching, teachers' perception, students' perception,
senior secondary schools, Cross River State
Impact of Laboratory Infrastructure and Utilization on Academic Performance of STEM Fields Students in Cross River State Tertiary Institutions
Igiri Charles Egbonyi, Etorti Imoke John, Agada Anthony Nwachuya
Abstract
This study examined the contribution of laboratory infrastructure and utilization on students' academic performance in STEM in some State Tertiary Institutions in Cross River State, Nigeria. The study adopted a correlational research design and was conducted in four tertiary institutions: University of Cross River State, Cross River State College of Education, Federal College of Education, Obudu, and University of Education and Entrepreneurship, Akamkpa. The population comprised 7,050 students, from which a sample of 378 students was determined using the Taro Yamane formula. Data were collected using structured instruments measuring laboratory infrastructure, laboratory utilization and academic performance. Data were analysed using mean, standard deviation, Pearson Product-Moment Correlation and multiple regression analysis at the 0.05 level of significance. The major findings showed that the level of laboratory infrastructure was moderate (M = 2.63, SD = 0.95), while laboratory utilization was also moderate (M = 2.92, SD = 0.95). Laboratory infrastructure had a positive and statistically significant relationship with academic performance, r (376) = .46, p < .001, while laboratory utilization also had a positive and statistically significant relationship with academic performance, r (376) = .52, p < .001. The correlation between laboratory infrastructure and laboratory utilization was also positive and substantial (r = .58, p < .01). Multiple regression analysis revealed that laboratory infrastructure and laboratory utilization jointly explained 35% of the variance in academic performance (R² = .35), and the overall regression model was statistically significant, F (2, 375) = 108.82, p < .001. Laboratory utilization made a stronger unique contribution to academic performance (β = .39, p < .001) than laboratory infrastructure (β = .25, p < .001). The fitted regression model was AP = 28.41 + 0.31LI + 0.48LU. It was concluded that laboratory infrastructure and its effective utilization are critical factors related to students' academic performance in STEM. The study further recommends increase investment on laboratory infrastructure, consumable supply, equipment maintenance; adequate and constant electrical power supply; and direct students' engagement on the operation/utilization of Science laboratories to facilitate learning.
Keywords: Laboratory infrastructure, utilization, academic performance, students of STEM, Tertiary Institution, Cross River State.
Improving Performance via Demonstration-Enriched Team-Pair-Solo Approach: Investigating Ability and Gender Differences among Upper Basic II Students
Adamu Abdullah, Safiya Shafiu Muhammed, Aliyu Abdullahi
Abstract
This study examined the impact of a demonstration-enriched team-pair-solo strategy on academic performance of upper basic II students in Zaria Education Zone, Kaduna State, considering variations in ability levels and gender. Driven by ongoing underperformance in Basic Science and Technology, adopted a pre-experimental one-group pretest-posttest design. Sample consisted of 78 students from a randomly selected coeducational school. Data were collected using the validated Energy Concept Performance Test whose reliability was determined by pilot testing 100 students using test-re-test method and Pearson product-moment correlation coefficient statistic to obtain an index of .76. Data were analyzed using mean and standard deviations for research questions and inferential statistics of ANCOVA and two-way ANOVA at α = .05 to test null hypotheses. Ability level had significant impact on posttest performance, F (2, 75) = 22.886, p < .001, η²p = .379, favoring high-ability students. Ability × Gender interaction was not significant, F (2, 72) = 1.028, p = .363, η²p = .028. In conclusion, Demonstration+TPS improve performance equitably across gender, though high-ability students benefit most. Teachers are encouraged to adopt the strategy for inclusive science instruction.
Keywords: Basic Science and Technology, Demonstration+TPS, varied ability, performance, gender, energy concept
Predicting Mathematics Achievement and Attitude of Senior Secondary School Students through Language Skills: A Lagos State Perspective
ODUPE Toyin Alaba Adekitan, ASANRE Akorede Ayoola, ABIODUN Taiwo Oluwadayo, OPEISA Olalekan Zaccheaus and IFAMUYIWA Adebola Sunday
Abstract
The role of language skills is pivotal in shaping students' mathematics academic success and attitudinal orientation. Therefore, this study examined the prediction of Students' attitudes and achievement in mathematics in senior secondary school through language skills. Descriptive survey design was adopted. Stratified and random sampling techniques were applied to select 1500 senior secondary school II (SS 2) students as sample and thirty public schools from the existing Lagos State's, Lagos East Senatorial District schools. Tools used for data collection were Mathematics Language Skills Test (MLST) with r=0.82, Achievement Test in Mathematics (ATM), r=0.76 and Attitude of Students towards Mathematics Scale (ASMS) with r=0.70. Two hypotheses and a research question were developed, and regression analysis was used to test at the 0.05 level of significance.Results revealed that the respondents had low possession of mathematics language skills. The result for both hypothesis I (F= 144.994, p< 0.05, R2= 0.088) and hypothesis 2 (F = 11.077, p< 0.05, R2 = 0.007) were statistically significant indicating that variation in the students' achievement and attitude towards mathematics were influenced by ma language skills. The study concluded that student achievement and attitude towards mathematics were predicted by language skills.
Keywords: Achievement, Attitude, Language Skills, Mathematics, Students
Role of Religious Education in Ethical and Moral Values among Undergraduate Students of Rev. Fr. Moses Orshio Adasu University, Makurdi
Hange, Terngu Thomas, Leo Ilechukwu & Efido Blessed Samuel Okechukwu
Abstract
This study examined the role of religious education in shaping ethical and moral values among undergraduate
students of Rev. Fr. Moses Orshio Adasu University, Makurdi. The study adopted a descriptive survey design, in
which one research purpose, one research question, and a corresponding hypothesis guided the study. The
population of the study comprised 193 Religious Studies Education undergraduates of Rev Fr Moses Orshio Adasu
University, Makurdi. A sample of 130 was selected using Taro Yamane's formula, and a purposive sampling by
gender was done. Data were collected through the administration of researcher's designed questionnaire titled
Religious Education Role on Ethical and Moral Values Questionnaire (REEMQ). The instrument for data collection
was validated by specialist. Analysis was done using mean, and standard deviation, for research questions, and an
independent sample t-test for hypothesis tested at 0.5 level of significance. Results of the analysis showed that
students generally agreed that religious education enhances honesty, integrity, responsibility, respect, tolerance,
and ethical behavior, with an overall mean score of 3.41. Male students recorded significantly higher mean ratings
than females, t =10.75, p 0.001, leading to the rejection of the null hypothesis. The study recommends practical
integration of ethical and moral teachings, a gender-sensitive approach, and broader implementation of religious
education across universities, and encourage student's enrollment in religious studies education. These measures
could help produce morally grounded graduates capable of contributing to nation-building.
Keywords:
Religious Education, Ethical values, Moral Values, and Undergraduate students
Effect of Mobile Learning Instructional Resources on Business Education Students' Academic Achievement in Financial Accounting in Universities in Anambra State
Okonkwo, C.M., Ovute, A.O. & Eluwa, I.O.
Abstract
This study determined the effect of teaching financial accounting with Mobile learning instructional resources on Business Education students' academic achievement in financial accounting in universities in Anambra State. Three research questions and three hypotheses guided the study which adopted pretest posttest non-equivalent group quasi-experimental design. The sample size comprised 65 year-one business education students from two intact classes drawn using purposive sampling technique. The instrument for data collection was Financial Accounting Achievement Test (FAAT). The reliability of the instrument was determined using Kuder Richardson (KR 21) formula which yielded a coefficient of 0.71. Mean score and standard deviation were used to answer the research questions while Analysis of Covariance (ANCOVA) was used to the test the hypotheses at 0.05 level of significance. The findings of the study revealed that Mobile learning instructional resources had a significant effect on students' achievement in financial accounting than the conventional classroom approach. The results also show that gender did have not significantly difference on students' academic achievement. It was recommended that professional institutions regulating the practice of accounting, should insist that lecturers of financial accounting use mobile learning instructional resources as it improves students' academic achievement in the course.
Keywords: Mobile learning instructional resources, academic achievement, financial accounting, google classroom, zoom classroom.
Effects of Vocabulary Match and Word Puzzle Games on Senior Secondary School Students' Achievement in English Language Vocabulary in Enugu Education Zone
Urom Ezinne Nwadiuto, Isu-Oko Blessing Ngeremchi & Egbochukwu Chinyere Evelyn
Abstract
This study investigated the effects of Vocabulary Match and Word Puzzle on Senior Secondary School Two (SS2)
students' achievement in English language vocabulary in Enugu Education Zone. Three specific purposes, three
research questions, three null hypotheses guided the study. A quasi-experimental, pre-test, post-test, non-
equivalent control group design was adopted. The population comprised 4,578 SS2 students in 33 public
secondary schools, from which a sample of 154 students (71 males and 83 females) was drawn using a multistage
sampling technique. The instruments for data collection was English Language Vocabulary Achievement Test
(ELVAT). The instrument were validated and trial-tested, with reliability index of 0.72 obtained using KR-20. The
experimental procedure spanned 7 weeks, covering training of research assistants, administration of pretest
instruments, instructional phase for the two experimental groups and administration of post-test instruments.
Collected data were analyzed using mean, standard deviation and ANCOVA statistic in SPSS v.25. The findings
revealed that students taught using Vocabulary Match had significantly higher posttest mean achievement scores
than those taught using Word Puzzle. Gender had no significant effect on either achievement, and there was no
significant interaction between instructional strategy and gender for achievement. The study concluded that
Vocabulary Match is more effective in improving students' achievement in English language vocabulary. It is
recommended that English language teachers integrate interactive card-game strategies, particularly Vocabulary
Match, into their teaching to foster vocabulary learning.
Keywords: Vocabulary Match, Word Puzzle, Card Games, Academic Achievement, English Language Vocabulary
Effect of Local Practice-Infused Instructional Strategy on the Interest, Achievement and Retention of Senior Secondary School Students in Chemistry
EKUNDAYO Stella Kemilola
Abstract
The study examined the effect of local practice-infused instructional strategy on the interest, achievement and retention of senior secondary school students in Chemistry. A quasi-experimental design was adopted for the study. The sample for the study consisted of 100 senior secondary school two Chemistry students selected using purposive sampling method. Two intact classes were used for the study. One class was used as the experimental group, that was exposed to local practice-infused method while the other class served as the control group and was taught with the conventional method. Chemistry Achievement Test (CAT) and Students' Interest in Chemistry Questionnaire (SICQ) were used to collect relevant data for this study. CAT has a reliability coefficient of 0.78 while SICQ had a reliability coefficient of 0.81. Mean and standard deviation were used to answer the research questions while Analysis of Co-variance (ANCOVA) was used to test the research hypotheses at 0.05 level of significance. The results from the study showed that the achievement of students in the experimental group was better than those of their counterparts in the control group. Based on the findings from this study, it was recommended that Chemistry teachers should consider carefully supervised use of familiar community activities to explain concepts, while checking students' understanding of the scientific explanation rather than relying on familiarity alone. Schools and curriculum developers should pilot locally contextualised lesson resources. Also, Teacher development programmes should include the selection of accurate local examples.
Keywords: local practice-infused instruction, chemistry education, interest, achievement, retention, contextualised learning
Effect of Zoom Classroom Instructional Resources on Business Education Students' Academic Achievement and Retention in Financial Accounting
Okonkwo, C.M., Ovute, A.O. & Eluwa, I.O.
Abstract
This study determined the effect of teaching Financial accounting with zoom classtoom instructional resources on Business education students' academic achievement and retention in Financial accounting. Two research questions and two hypotheses guided the study which adopted pretest posttest non-equivalent group quasi-experimental design. The sample size comprised 44 year-one business education students from two intact classes drawn using purposive sampling technique. The instrument for data collection was Financial Accounting Achievement Test (FAAT). The reliability of the instrument was determined using Kuder Richardson (KR 21) formula which yielded a coefficient of 0.71. Mean score and standard deviation were used to answer the research questions while Analysis of Covariance (ANCOVA) was used to the test the hypotheses at 0.05 level of significance. Results showed that zoom instructional resources had a significant effect on students' achievement and retention in financial accounting than the conventional classroom approach. It was recommended that Accounting Educators should adopt the zoom classroom instructional resources in the teaching of financial accounting as it has a higher effect on students' academic achievement and retention.
Keywords: Zoom classroom, Achievement, Retention, Financial Accounting
Mathematics Proficiency and Academic Performance among Students in Selected Nigerian Tertiary Institutions
Mahmood Yakubu Moukhtar and Muhammad Sulaiman2
Abstract
This study examined the relationship between mathematics proficiency and academic performance among students of Economics, Business Administration and Social Studies in three selected Nigerian tertiary institutions. A quantitative cross-sectional correlational design was adopted, with 225 students selected through multi-stage sampling. Mathematics proficiency was measured from students' reported mathematics performance and classified as low, moderate, or high, while academic performance was measured using official CGPA obtained from departmental examination officers. Data were analysed using Kruskal–Wallis, Dunn's Bonferroni-adjusted post-hoc test, Spearman's rank-order correlation and binary logistic regression. Academic performance differed significantly across programmes, χ²(2) = 12.47, p = 0.002, ε² = 0.047, with a significant difference between Business Administration and Social Studies (adjusted p = 0.001). Mathematics proficiency was strongly associated with academic performance (rs = 0.810, p < 0.001). Institutions may consider diagnostic assessment and targeted support, while future intervention studies should test their effectiveness.
Keywords: Academic performance; Mathematics proficiency; Tertiary education; CGPA; Nigerian students
Effects of Guided-Inquiry, Virtual and Expository Laboratory Instructional Strategies on Students' Performance and Retention in Cell Biology in Uyo, Akwa Ibom State
ONWIODUOKIT, FIDELIS A. & UDOIDIONG, DIANA-ABASI C.
ABSTRACT
This study investigated the Effects of Guided-Inquiry, Virtual and Expository Laboratory Instructional Strategies on
Students' Performance and Retention in Cell Biology in Uyo, Akwa Ibom State. Two research questions and two null
hypotheses guided the study. The Quasi experimental design was adopted for the study. A sample 202 Senior
Secondary one (SS1) Biology students from three (3) Urban and three (3) Rural secondary schools in the study area
were selected using the purposive sampling technique. The instruments used for data collection were the Biology
Performance Test on Cell Biology (BPTCB), and the Cognitive Ability Test on Biology (CATB). A reshuffled BPTCB was
also used to measure retention. Kuder-Richardson's formular–20 was used to determine the reliability of the
instrument with coefficient of 0.85. Data obtained were analyzed using mean, standard deviation and analysis of
covariance (ANCOVA). ANCOVA was used to test the hypothesis at p˂0.05 level of significance while Mean and standard
deviation were used to answer the research questions raised. Findings on performance showed that students in the
urban area performed significantly better than their rural counterparts when taught Cell Biology with Guided-Inquiry
and Virtual Laboratories strategies while findings on retention showed a non-significant difference in the retention of
students in both the urban and rural areas when taught cell biology with Guided-Inquiry and Virtual Laboratories
strategies. Based on the findings of the study, it was recommended among others, that Biology teachers should be
encouraged to adopt Guided-Inquiry and Virtual Laboratory strategies during biology practicals to facilitate students'
performance and retention.
Keywords: Guided-Inquiry Laboratory, Virtual Laboratory, Expository Laboratory, Students' Academic
Performance, retention, Biology, Cell Biology.
Does Teaching Experience Matter? Biology Teachers' Awareness, Readiness, and Utilization of AI-Powered Virtual Laboratories in Akwa Ibom State
Iberedem Monday Udousoro1 & Innocent Chibuzor Anidu2
Abstract
Artificial Intelligence-powered virtual laboratories (AI-VLs) are emerging as digital complements to physical laboratory experiences, particularly where physical laboratory resources are inadequate. This study examined whether years of teaching experience significantly influences Biology teachers' awareness, readiness, and utilization of AI-VLs in public secondary schools in Akwa Ibom State, Nigeria. A descriptive survey design with a structured-observation component was used. From a population of 1,147 Biology teachers, 288 were selected through multistage sampling from 78 schools. Data were collected with two researcher-developed instruments: the AI-Powered Virtual Laboratory Acceptance Questionnaire (AIVLAQ) and the AI-Powered Virtual Laboratory Readiness and Utilization Observation Checklist (AIVLROC). Three specialists established content validity. Pilot reliability coefficients were .88 (Cronbach's alpha) for awareness and .89 and .83 (KR-20) for readiness and utilization. Means, standard deviations, one-way ANOVA, and eta squared were used. The 11–20-year group recorded the highest awareness mean (M = 17.83), the 0–10-year group the highest readiness mean (M = 13.37), and the above-20-year group the highest utilization mean (M = 4.64). Differences were not significant for awareness, F(2, 285) = 0.31, p = .737, η² = .0021; readiness, F(2, 285) = 1.19, p = .307, η² = .00825; or utilization, F(2, 285) = 0.38, p = .682, η² = .00268. Thus, teaching experience alone may not significantly influence awareness, readiness, and utilization of AI-VL. The findings imply that career length alone is insufficient for understanding these outcomes. Inclusive, needs-based technology-pedagogical preparation and improved electricity, devices, connectivity, technical support, and platform access are recommended.
Keywords: AI-powered virtual laboratories, Biology teachers, teaching experience, awareness, readiness, utilization
From Prompt Revision to Learning Gains: Modeling Self-Regulated AI-Supported Learning Using a Machine Learning Algorithm
Elugbadebo O. Joseph, Femi T. Johnson, Sunday A. Akinyele, Akiode Janet
Abstract
Self-regulated learning behaviours among students in the digital age measures how well they revise their prompts. This study uncovers the correlation of prompt revision behaviours to leaning gain among 100 undergraduates who had a 2-week structured ChatGPT course. Revision behaviours were classified into six groups (no revision, shallow, constraint addition, format change, decomposition, example-driven). A Self Regulation Score (SRS) from revision depth and persistence was constructed for correlation between pre and post test gain. A machine learning algorithm (Random Forest) was utilized to predict learning gains (top range) from revision features. Results obtained reveals SRS (n=100, and 1,620 interactions) correlated strongly with learning gain (r=.87, p<.001). Random Forest achieved Accuracy and Recall scores of 75.6%, Precision of 80%, and F1-score 73%. The findings from this study support the development of diagnostic system to aid educators identify prompt technique needs of students and integrate real-time self-regulation analytics into generative AI classrooms.
Keywords: Self-regulated learning, prompt revision, ChatGPT, Orange Data Mining, learning analytics
Validation of the Perceived Usefulness of Artificial Intelligence Scale among Preservice Mathematics Teachers
Yusuf Feyisara Zakariya, Jamilu Abdullahi, Kazaik Benjamin Danlami
Abstract
The rapid integration of artificial intelligence (AI) into education has heightened the need to understand preservice
teachers' perceptions of AI usefulness in mathematics learning, particularly in Nigerian teacher-education
contexts. This study validated the perceived usefulness of AI scale among preservice mathematics teachers in
selected higher institutions in the Federal Capital Territory (FCT), Abuja, focusing on the psychometric properties
of an adapted six-item Perceived Usefulness of AI Scale and differences by institution and gender. A cross-sectional
survey design was employed with 221 preservice mathematics teachers. Data were analysed using confirmatory
factor analysis, coefficient omega, Kruskal–Wallis H test, and Mann–Whitney U test. The initial one-factor model
demonstrated inadequate fit, but improved after specifying a theoretically plausible correlated residual between
Items 5 and 6 (comparative fit index – CFI = .939, standardised root mean square residual – SRMR = .052, root
mean square error of approximation – RMSEA = .093, Tucker–Lewis index – TLI = .885), with satisfactory reliability
(ω = .804). No significant differences were found by institution or gender. The findings provide preliminary
evidence supporting the scale's validity and reliability.
Keywords: Artificial intelligence; perceived usefulness; preservice mathematics teachers; technology
acceptance; mathematics teacher education; higher education.
Enhancing Engineering Students' Interest in Learning Practical Coagulation Process in Water Treatment Using the Blended Learning Technique
Juliana Omonya Iji, Fatima Badiru Ibrahim
Abstract
The COVID-19 pandemic created new opportunities for learning methodologies and shifted attitudes among students and educators. One newly introduced learning technique is blended learning, which combines asynchronous and synchronous methods. This study investigates the effectiveness of the Blended Learning Technique in teaching the coagulation process to undergraduate students in the Department of Water Resources and Environmental Engineering at Ahmadu Bello University, Zaria. The researcher shared lecture materials (Laboratory Manual on Coagulation) with students both virtually and in person, then conducted a pre-lecture evaluation to assess student preparation for both in-person and virtual classes. For the lecture, 43 second-year students participated: 22 in person and 21 virtually. Students provided input on the effectiveness of blended learning initiatives through a learner satisfaction survey. The results show that the Blended Learning Technique helps students better understand the coagulation process, as the learning techniques foster interaction. 88% of students found the teaching Model effective.
Keywords: Blended learning, Coagulation, Engineering education, Lecture materials, Students' interest
Exploring Students' Views of the Opportunities and Obstacles of utilizing Digital Technologies for Chemistry Instruction in Ekiti State
Adeyemi, S. O.
Abstract
This paper investigated the perceptions of students' on the opportunities and obstacles of utilizing digital technologies for chemistry instruction in Ekiti State. A descriptive survey approach was employed, involving the selection of 12 schools across 6 Local Government Areas, from which 246 SS2 Chemistry students were sampled using a multi-stage procedure. To achieve its aim, the study addressed four research questions. Data collection was conducted using a validated questionnaire titled "Questionnaire on Challenges and Prospects of Digital Technologies" (QCPDT). The instrument was developed by the researcher based on literature and was not adopted or adapted from any existing instrument. It was reviewed by three experts: two in Chemistry Education and one in Test and Measurement, and their corrections were incorporated. Data analysis involved descriptive statistics (mean and standard deviation) and an independent samples t-test. Significance was set at the 0.05 level. The findings revealed that the availability of digital tools for chemistry instruction was low, as indicated by an grand mean of 1.93. Students faced significant obstacles, including lack of electricity, poor internet, and insufficient devices, with an grand mean of 2.88. Despite these obstacles, students held positive perceptions of the opportunities presented by digital devices, with an grand mean of 2.87, and their overall perception was also positive, with an grand mean of 2.82. These findings reveal that students understand the value of using digital tools and resources in learning chemistry, but the current infrastructure is not conducive to effective use. From these results, the study recommends that the government provide adequate technological tools, reliable electricity, and internet connectivity to secondary schools. Chemistry teachers should also be trained through workshops and seminars on the use of digital technologies for teaching and learning chemistry.
Keywords: Digital technologies, chemistry learning, students' perception, Ekiti State
Influence of Parental Educational Level and Family Size on Secondary School Students Academic Achievement in Biology
Aniaginya Abigail Chinaza & Amadi Chikadibia Remy
Abstract
The study investigated the influence of parental educational level and family size on senior secondary school students' academic achievement in Biology in Nsukka Local Government Area of Enugu State. Two research questions and two hypotheses guided this ex post facto study. The population was 2,514 SS2 Biology students; 345 were sampled from four public schools. The instrument was a researcher-constructed proforma, which recorded students' existing Biology scores (the achievement measure), and a demographic form on parents' educational qualification and family size. Mean and standard deviation described Biology scores in each group. Hypotheses were tested using ANOVA. The findings revealed that family size had no significant influence on students' Biology achievement while parents' educational level had a significant influence. The study concluded that students whose parents have high educational level achieve higher than those whose parents have low educational level. Schools should support students whose parents have low educational level.
Keywords: Parents' educational level, Family size, Academic achievement, Biology, Secondary school students
Mathematical Problem Solving Skills as Correlates of Pre-Service NCE Mathematics Teachers' Performance in South-East, Nigeria
Ayegbusi, Olubu Ojo, Alade, Muideen Olatunji, Nwanneka Oluchukwu Christian-Ike & King Ifeanyi Chukwuemeka
Abstract
The trend of poor performance of Pre-service NCE Mathematics teachers could be as a result of their level of mathematical problem-solving skills. The purpose of the study was to ascertain mathematical problem-solving skills as correlates of Pre-service NCE Mathematics Teachers' Performance in South-East, Nigeria. Three research questions guided the study while three hypotheses were tested at 0.05 level of significance. Correlation research design was used for the study. The population of the study was 197 pre-service NCE Mathematics teachers in South-East, Nigeria. All the population of 197 was studied as sample because, it is small and manageable. Mathematics Problem-Solving Skill Scale (MPSSS) was used an instrument for data collection. MPSSS was validated by three experts, two in the Departments of Science Education and Educational Foundations from Nnamdi Azikiwe University, Awka and the other in the Department of Mathematics Federal College of Education Technical, Asaba, Delta State. The reliability of MPSSS was tested using Cronbach Alpha method and coefficient value of 0.82 respectively was obtained which was considered high enough to confirm the instrument as reliable. Data was analyzed using Pearson product moment correlation coefficients. The findings revealed that a high positive and significant relationship existed between mathematical problem-solving skills scores and academic performance scores of pre-service NCE mathematics teachers. It was recommended that pre-service NCE mathematics teachers should sustain their acquisition of mathematical problem-solving skills across gender. This is with a view to improving their academic performance in Mathematics.
Key words: Problem-solving skills, Pre-service Mathematics Teachers, Performance
Perception of Secondary School Stem Teachers' Classroom Assessment Practices in Ilorin and Ibadan, Nigeria
Abdulsalam Ameenah Oyinade & Imam Bashirat Titilope
Abstract
This study examined secondary school STEM teachers' perception of classroom assessment practices in Ilorin and Ibadan, Nigeria. Three research questions and two null hypotheses guided the study. A cross-sectional descriptive survey was conducted with 137 Biology, Chemistry, Mathematics and Physics teachers. Data were collected using the researcher-developed 4-point Likert scale questionnaire titled “Perspective of Secondary School STEM Teachers on Classroom Assessment Practices (PSTCAP)”, validated by three experts. The 71 perception items yielded a reliability coefficient of .882. Mean, standard deviation, independent-samples t-test and one-way ANOVA were used for analysis at the 0.05 significance level. Teachers showed a positive perception across all five assessment areas, although measurement theory was the weakest. No significant differences were found based on gender or subject specialisation. The study concludes that assessment needs appear to cut across teacher groups. Professional development should therefore prioritise measurement theory and practical interpretation of assessment evidence.
Keywords: Assessment Literacy, Classroom Assessment, Nigeria, Secondary Education, STEM Teachers
School Environment and Self Efficacy as Predictors of Senior Secondary Schools Student's Academic Achievement in Biology in Nsukka Education Zone of Enugu State
L. N. Nworgu (PhD) & Onyeke Festa Ifeoma
Abstract
This study examined the predictive power of school environment and self-efficacy on students' academic achievement in Biology in Nsukka Education Zone, Enugu State. Three research questions and three null hypotheses guided the study. A correlational survey design was adopted. The population comprised 1,529 Senior Secondary II (SS II) Biology students in public secondary schools, from which a sample of 317 students was selected using proportionate stratified and simple random sampling techniques. Data were collected using three instruments: the Biology Students' Self-Efficacy Questionnaire (BSSQ), Biology Student School Environment Questionnaire (BSSEQ), and Biology Achievement Test (BAT). The reliability coefficients were 0.90 for BSSQ, 0.88 for BSSEQ, and 0.73 for BAT, established using Cronbach's alpha and Kuder-Richardson Formula 20 (KR-20), respectively. Data were collected through face-to-face administration of the instruments. Research questions were answered using simple linear regression, while the null hypotheses were tested using analysis of variance (ANOVA) at the 0.05 significance level. The findings revealed that school environment and self-efficacy had low predictive power on students' academic achievement in Biology, both individually and jointly. The study recommended that government should provide conducive school environments and organize free training and seminars for teachers and students to improve school conditions and students' self-efficacy.
Keywords: Biology, school environment, self-efficacy, academic achievement
Influence of Teaching Experience on Secondary School Biology Teachers' Competency in Classroom and Instruction Management in Enugu State
Maria A. Nnamani
Abstract
This study centred on the influence of teaching experience on secondary school biology teachers' competency in classroom and instruction management in Enugu state. Two research questions and two null hypotheses guided the study. An ex-post facto research design was adopted. The population comprised 105 Biology teachers, and the entire population participated in the study. Data were collected using an observational checklist which was validated by experts and yielded a Cohen's Kappa reliability coefficient of 0.801. Mean and standard deviation were used to answer the research questions while Analysis of Variance (ANOVA) was used to test the null hypotheses at 0.05 level of significance. The findings revealed that Biology teachers teaching experience significantly influence teachers' competences in classroom and instruction management. The study recommended that Biology teachers with fewer years of experience should adopt the highly experienced ones as their role models and show total compliance to their mentorship. The State Government should provide enough infrastructures in the schools so that biology teachers will have enabling environment for effective delivery of instructions.
Keywords: Teaching experience, Competency, Biology Teachers, instruction management, classroom management.
Cognitive Styles, Self-Efficacy and Motivation as Correlates of Senior Secondary School Students' Academic Achievement in Biology in Osun State, Nigeria
Babawale Precious Adesewa& Adeyinka Oluwaseun Kareem