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ASSESSMENT OF STUDENTS’ PERSONAL QUALITIES BY SECONDARY SCHOOL TEACHERS IN AWKA EDUCATION ZONE, ANAMBRA

By Ezeuba Chidiebere G

The study was carried out to determine the assessment of students’ personal qualities by secondary school teachers in Awka Education zone, Anambra State. Seven research questions were formulated and two null hypotheses tested at 0.05 level of significance guided the study. A descriptive survey design was adopted for the study. The population of the study consists of 1544 secondary school teachers in Awka Education zone, Anambra State. A multi-stage sampling technique was used to select a sample of 279 secondary school teachers from the population. Fifty structured item question was developed by the researcher for the collection of data. Three experts from the field of measurement and evaluation validated the instrument. Internal consistency using Cronbach alpha method was used to obtain a reliability coefficient o .89. Mean and standard deviation was used to answer the research questions while t-test statistics was used to test the hypotheses. It was found that majority of teachers do not assess their students’ personal qualities but they accepted the techniques used in assessing students’ personal qualities. They also accepted the uses of assessment result. It is recommended that effort should be made by teachers to increase the assessment of students’ personal qualities. Teachers should be attending seminars, conferences, in-service training so as to be updated in the process of assessing students’ personal qualities. Salary increase is required to sustain teachers’ interest in teaching and assessing students’ personal qualities. The government should motivate their teachers by paying them regularly. More teachers should be employed so that they will not be engaged with too many responsibilities

Published: 13/11/2014

Size: 9.97MB

EFFECTS OF FIELDWORK ON STUDENTS’ ACHIEVEMENT AND INTEREST IN MAP READING IN SENIOR SECONDARY SCHOOL GEOGRAPHY

By Ezea Jonas Ezema

This is the research report that investigated the effect of fieldwork on students’ achievement and interest in Map reading Senior Secondary school geography. Four aspects of urban land use map reading were considered for the study namely, settlement commercial agriculture, industrial survey and urban traffic. The study was guided by six research questions and ten hypotheses tested at 0.05 significant level. Literature was reviewed under conceptual framework, theoretical framework, and empirical studies. A quasi-experimental design, specifically the non- randomized control group pretest posttest design involving two groups- the experimental group and the control group, were used for the study. 880 Senior Secondary three (SS3) students who offered geography at Senior School Certificate Geography 2011/2012 academic year in Nsukka Urban, formed the population of the study. The sample for the study consisted of 100 Senior Secondary three (SS3) students of single sex schools that offered geography 2011/2012. The four single -sex secondary schools sampled for the study were randomly drawn by balloting from the seven single sex government secondary schools offering geography in Nsukka Urban in Nsukka Education Zone of Enugu State. Four intact classes were used for the study that produced the 100 students used for the study. In each of the sampled schools, all SS3 students in the intact classes randomly composed, belonged to one group of either experimental or control, and eventually received equal treatment. The study utilized two instruments – Urban Land use Map Reading Geography Achievement test (ULMGAT) and Geography Interest Inventory (GII). The ULMGAT was developed by the researcher while the GII was adapted and validated. An internal reliability consistency of ULMGAT was found to be 0.87 using Kuder Richardson formula (K - R20) and that of GII was 0.87 using Cronbach Alpha. The ULMGAT and GII were administered to students as pretests to the groups. Four –week period was used for the study (fieldwork and lecture) while one extra week was devoted to test administration activities and collation of results. Four periods a week, were used for each of the four aspects studied. After treatment, the items of the instruments were administered as posttest to the same subjects. The data obtained were analyzed using means, and standard deviation for research questions while Analysis of covariance (ANCOVA), was used in testing the hypotheses at 0.05 level of significance. The result of the data analysis indicated that the effect of fieldwork on students’ achievement and interest was significant as measured by ULMGAT and GII respectively. Gender was a significant factor in students’ overall achievement and interest in map reading geography. The interaction effect of teaching method and gender on students’ achievement and interest, was significant. The interaction effect of teaching method and ability on students’ achievement or interest was not significant. Thus, it was recommended that geography teachers should adopt the use of ULMGAT in teaching map reading since it seemed to be more effective in improving students achievement and interest in map reading than the use of lecture. It was also recommended that government should organize workshops, and seminars to train teachers on the use of ULMGAT. Finally the limitations of the study and suggestions for further research were emphasized

Published: 24/01/2014

Size: 1.19MB

ASSESSMENT OF ECONOMICS TEACHERS’ PERCEPTION OF THIER INFORMATION AND COMMUNICATION TECHNOLOGY COMPETENCIES USING UNESCO ICT COMPETENCY FRAMEWORK FOR TEACHERS

By Dike Felix Okechukwu

Assessment is a process which entails identifying objectives or abilities to assess, designing a plan to guide the assessment, quantifying usually in measurable terms (measurement), scoring analyzing and reporting outcome of the entire process for interest stakeholders. The major purpose of this study was to assess Economics teachers’ perceptions of their ICT competencies using UNESCO ICT CFT. Theories reviewed which have great effect on the study were the behaviorist and constructivist theories. Descriptive Survey and ex-post-facto design guided the study. Self rater questionnaire was used to generate data from Eighty three Economics teachers sampled from Enugu education zone. Results of the findings revealed that Economics teachers in Enugu education zone do not posses requisite competencies needed to use ICT facilities to teach Economics. Gender and qualification and age are not significant factors in use of ICT facilities to teach Economics in Enugu state. However, younger teachers possess ICT competencies more than older teachers. Amongst the recommendations proffered was conceited effort on the part of the government in organizing seminars and workshop for teachers on use of ICT in teaching. Teachers on their own should make effort to improve their ICT skills by enrolling in private ICT training or in-service training on use of ICT facilities in teaching

Published: 13/09/2014

Size: 828.00KB

RELATIVE ACHIEVEMENT OF STUDENTS ON DIFFERENT ECONOMICS TEST ITEM FORMATS IN SECONDARY SCHOOLS

By Akamigbo Izuchukwu Stephen

The study examined the relative achievement of students on different Economics test item formats in Secondary schools in Nnewi Education Zone of Anambra State. The study was motivated by poor achievement of students in Economics in the study area. Five research questions and five hypotheses guided the study. To carry out the study, a causal comparative research design was used. The population of the study was 2,380 SS2 students from 49 government secondary schools in Nnewi Education zone. The sample for the study was 368 SS2 Economics students comprising of 141 males and 227 females. Economics achievement test (EAT) was used as the instrument for data collection. The instrument was made up of four sections (A, B, C and D).Section A is multiple choice format, Section B Fill-in test format, Section C Matching test format and Section D Essay test format. The items in the different sections of the instrument were developed from the same content, only the format changed. The EAT had a reliability of; 0.75, 0.66, 0.63, and 0.72 for multiple choice, Fill-in, Matching and Essay test item formats respectively. The research questions were answered using mean and standard deviation while the hypotheses were tested using one way-Analysis of variance. Scheffe test was also done for step-wise comparison of the means. The findings of the study revealed a significant difference in the mean achievement scores of students in multiple choice, fill-in, matching and essay test item formats and multiple choice contributed the higher mean. Results also revealed statistically significant difference in the mean achievement of male and female students in favor of male in multiple choice, fill-in and matching test item format but favour female in Essay test item format. It was concluded that test item format influences academic achievement of student in economics.

Published: 05/10/2014

Size: 218.91KB

Development and Preliminary Validation of an Instrument for Assessment of Psychomotor Skills in Physics

By Adonu, Ifeanyi Ignatius

Development and Preliminary Validation of an
Instrument for Assessment of Psychomotor
Skills in Physics

Published: 02/12/2018

Size: 15.79MB

Development and Preliminary Validation of an Instrument for Assessment of Psychomotor Skills in Physics

By Adonu, Ifeanyi Ignatius

Development and Preliminary Validation of an
Instrument for Assessment of Psychomotor
Skills in Physics

Published: 02/12/2018

Size: 15.79MB

Effects of interaction of Teaching Methods and Study Habits on Students’ Achievement and Interest in Chemistry

By Agbi, Anthony Idialu

Effects of interaction of Teaching Methods and Study Habits on Students’ Achievement and Interest in Chemistry

Published: 02/12/2018

Size: 5.90MB

Validity of Teacher-made Economics used in Secondary Schools in Imo State

By Akuchinyerem, Abigail Uzoamaka

Validity of Teacher-made Economics used in Secondary Schools in Imo State

Published: 02/12/2018

Size: 2.46MB

Polya’s Problem Solving Strategy in Secondary School Students’ Achievement and Interest in Mathematics

By Alio, Bartholomew Chuks

Polya’s Problem Solving Strategy in Secondary
School Students’ Achievement and Interest in
Mathematics

Published: 02/12/2018

Size: 5.09MB

Effect Of Multiple Intelligences Teacher Approach On Students Achievement And Interest In Geometry

By Anaduaka, Uche S.

Effect Of Multiple Intelligences Teacher Approach On Students Achievement And Interest In Geometry

Published: 02/12/2018

Size: 8.94MB

Effects of Video Taped Instruction on Secondary School Students Achievement And Interest in Mathematics

By Aroh, Daniel C.

Effects of Video Taped Instruction on Secondary
School Students Achievement And Interest in
Mathematics

Published: 02/12/2018

Size: 5.26MB

Effect of the Use of Scale Models on Academic Achievement and Interest of Students in Map-Work

By Eze, Micheal Ozoemenam

Effect of the Use of Scale Models on Academic
Achievement and Interest of Students in Map-Work

Published: 02/12/2018

Size: 8.88MB

Effects of Analogy and Conceptual-Change Instructional Models on Physics Achievement of Secondary School Students

By Iloputaife, Emmanuel Chuks

Effects of Analogy and Conceptual-Change
Instructional Models on Physics Achievement of Secondary School Students

Published: 02/12/2018

Size: 7.67MB

Validty of Teacher-Made Economics Question Used in Anambra State Secondary School

By Maureen, Oby Nwafor

Validty of Teacher-Made Economics Question Used in Anambra State Secondary School

Published: 02/12/2018

Size: 8.48MB

Effect of Guided Scoring Strategy on Students’ Achievement and Interest in Quadratic Equations at Senior Secondary School Level

By Memeh, Isioma Maureen

Effect of Guided Scoring Strategy on Students’
Achievement and Interest in Quadratic Equations at Senior Secondary School Level

Published: 02/12/2018

Size: 3.40MB