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The purpose of the study was to assess the e x t e n t o f implementation
of the Integrated Science programme i n State-owned Colleges of
Education; with respect to l i k e l y problems m i l i t a t i n g against it,
teachers' use of teaching methods and evaluation methods, the availa
b i l i t y and use of recommended teaching resources and the methods used
i n admitting students.
This study set out to determine the effect of the Multiple Inteliigcncesteaching approach (MITA) on students' achievement and intcrest ingeometry. It also investigated the influence of gender on achievement andinterest of students in geometry, when teaching method used is the MultipleIntelligences approach
Students Perception of Their Biology
Teachers’ Classroom Behaviour in Awka
Education Zone Secondary Schools in
This study investigated the effects of EPODEWALAD and POWER Simulation
Games on Students Achievement and Interest in some Environmental Education
Concepts in Geography. The research design adopted for the study is a quasiexperimental,
non-equivalent control group design.
A total of 492 students of SS 2 classes from four randomly sampled schools in
their intact classes were randomly assigned into treatment groups, two
experimental and one control groups. All the groups were pre-tested using the
researcher developed instruments namely: the Environmental Problems
Achievement Test (EPAT) and the Environmental Problem Interest Inventory
(EPII). The result from the trial test was used to estimate the internal consistency
of 0.92 and 0.79 for EPAT AND EPII respectively. ThereaRer, the subjects were
subjected to various treatment groups (Experiment I, Experiment 2 and Control).
This involved five contact periods made up of forty-five (45) minutes each
covering the units of study: Erosion, Pollution, Deforestation, Waste Disposal
and Land Degration (EPODEWALAD). The experiment groups El, and E2
were taught using EPODEWALAD and POWER Simulation methods
respectively, while the Control group C was taught using the lecture method.
At the end of the treatment, subjects were post-tested using the same instruments
and data were collected and analyzed. Research questions were answered using
means and standard deviations while the research hypothesis were tested using
Analysis of Covariance (ANCOVA). A multiple classification Analysis (M.C.A)
and scheffe test were also used in testing the hypothesis.
Major Findings of the study include:
Teaching method has significant effect on student's achievement and showed a
significant difference on the mean scores of students. EPODEWALAD
Simulation method was considered to be the most effective teaching strategy,
followed by POWER Simulation and lastly the Lecture method.
this study is aimed at examing the Secondary School Students Study
Habits as Correlates of their
Achievement in Chemistry
This study was designed to investigate the effects of gender sensitization of science teachers on gender gap in science achievement and interest among students.
The main purpose of this study was to determined the effects of laboratory and heuristic teaching methods on students’ achievements in junior secondary school mathematics. The study was guided by five research questions and five null hypotheses. The study adopted a quasi-experimental research design. Specifically, the study adopted non-randomized control group design. The study was carried out in Delta Central Senatorial District of Delta State. The population of the study consisted of all the junior secondary school three (JSSIII) students in Okpe education zone which had the total number of 7593 students. The sample was made up of 300 JSSIII mathematics students drawn from the 30 public schools in Okpe educational zone. The instrument for data collection was a Geometric Achievement Test (GAT) adapted from NECO JSS III Examination.
The purpose of this study was to develop and validate an instrument for assessing students’ motivation in the learning of biology in senior secondary schools. Five research questions and three null hypotheses guided the study. Chapter two was presented under conceptual framework, theoretical framework, review of related empirical studies and summary of literature review. Instrumentation research design was adopted in this study. The study was carried out in Idah education zone of kogi state. The population of the study comprised all the secondary schools in Idah education zone. There were 38 secondary schools and 950 students. The sample size for the study was 240 respondents. The instrument for data collection was a researcher-developed questionnaire titled Students’ Motivation Learning Biology Scale (SMLBS). The questionnaire was structured on a 4-point rating scale of Strongly Agree (SA); Agree (A); Disagree (D); Strongly Disagree (SA) with numerical values of 4, 3, 2 and 1 respectively.To ensure the face validity of the instrument, the initial draft of the instrument (SMLBS) was submitted to three experts for validation, two from Measurement and Evaluation and one from Education/Biology all from the Faculty of Education, University of Nigeria, Nsukka.
The purpose of this study was to investigate teachers’ practice of formative and summative assessment and feedback mechanism in teaching and learning. The study was guided by seven purposes, seven research questions and four null hypotheses. Chapter two was presented under conceptual framework, theoretical framework, review of related empirical studies and summary of literature review. Descriptive Survey design was adopted in this study. The study was carried out in Obollo-Afor Education Zone. The population of the study comprised 662 SS2 teachers in the 48 public secondary schools of the zone. The sample size for the study was 130 teachers. The instrument for data collection was a researcher-developed questionnaire titled Teachers Assessment Techniques and Feedback Mechanisms Questionnaire (TATFMQ). The questionnaire was structured on a 4-point rating scale of Strongly Agree (SA); Agree (A); Disagree (D); Strongly Disagree (SD) with numerical values of 4, 3, 2 and 1, respectively. The instrument was subjected to face validation by three experts in Measurement and Evaluation Unit in Faculty of Education, University of Nigeria, Nsukka.
This study investigated the influence of metacognition and self- efficacy belief on academic achievement on senior secondary school student in biology. To guide the study, four research questions were posed and four hypotheses were formulated and tested at 0.05% probability level. Ex-Post Facto design was adopted for the study. The study was carried out in Nsukka Local Government Area of Enugu state. A sample size of three hundred and twenty SS11 Biology students were used for the study. Purposive sampling technique was used to select four schools where the entire SS11 students are offering biology and simple random sampling was used to select two classes each from the schools involved. Two instruments were used for data collection in this study namely: Metacognition (MTC) and Self-Efficacy Belief (SEB) questionnaire. Also students’ annual (1st, 2nd, 3rd term) results of S11 biology from the schools involved in the study were collected by the researcher as the Achievement Test. The research questions were answered using mean and standard deviation, while Analysis of Variance (ANOVA) was used to test the hypotheses at 0.05 level of significance.
The study investigated the effect of cooperative learning strategy on students’ Achievement and interest in chemistry in Abakaliki Education Zone of Ebonyi State. Eight research questions and Eight null hypothesis which were tested at 0.05 level of significance guided the study. Quasi-experimental research design was adopted for the study. The population of the study was 1175 SS II students in the said zone. The sample of the study was 160 SS II students. Chemistry Achievement Test (CAT) and Chemistry Interest Inventory (CII) were used for data collection. Three experts carried out construct, face and content validity on the instruments. The reliability coefficients of 0.914 and 0.861 were obtained for CAT and CII respectively. Mean and standard deviation were used to answer research questions and ANCOVA was used to test research hypothesis at 0.05 level of significance. The findings of the study showed that cooperative learning strategy significantly enhanced academic achievement and interest of students in chemistry more than the conventional lecture method. Gender had a significant main effect on the achievement and interest of students in chemistry which shows that male students achieved higher in chemistry more than the female students when exposed to cooperative learning strategy. Location of school was not a significant factor on students’ achievement and interest in chemistry when taught using cooperative learning strategy. It was recommended among others that teacher training institutions such as colleges of Education and the universities should adopt cooperative learning strategy as a teaching strategy for teaching their students, since those students will turn out to be chemistry teachers in secondary schools.
The purpose of this study was to determine the efficacy of Andragogical Instructional Method (AIM) on students’ academic achievement and retention in mathematics. Andrgogical Instructional Method is a method of teaching used in the field of education to help adult learn, but research is ongoing on its use and efficacy in teaching students at the senior secondary school level. The study was guided by eight research questions and eight hypotheses. Quasi-experimental design was employed. The population of the study was 4767 SSII mathematics students of 30 senior secondary schools in Enugu education zone of Enugu State, Nigeria. A total of 452 SSII students were involved in the study with 236 and 216 students assigned to experimental and control groups respectively. The experimental study lasted eight weeks; two weeks for training teachers that were involved in the studies, six weeks for instruction and administering of tests.
This study ascertained the influence of students’ sociability, self-confidence, motivation, interest and study habits on their academic achievement in Business studies using path analysis. Four (4) research questions and two (2) null hypotheses guided the study. Correlational survey research design was employed in the study. The population of the study comprised 5,511 JSS III students in the three Local Government Areas in Nsukka Education Zone of Enugu State. A sample of three hundred and thirty one (331) JSS3 students drawn using multistage sampling procedure was used for this study. The study employed two researcher’s developed instruments: Students’ Sociability, Self-Confidence, Motivation, Interest and Study Habits’ Assessment Scales (SSSMISHAS) and Students’ Academic Achievement Proforma (SAAP) in data collection. Data collected were analyzed using path analysis and multiple regression analysis.
Inspite of the efforts of Federal Government and National Association of Geographers (NAG) in trying to improve the achievement of senior secondary geography students, student’s achievements keep on dropping due to inadequate instructional materials. As a result of this, many researchers have worked on the effects of ‘MODELS’ in improving students’ achievement in geography (Anikweze, 1988; Dike, 1999; Chukwu, 2001 and Nnaobi, 2005) among others. Despite these numerous research works, not much has been done on ‘SCALE MODL’. For this reason, the researcher decided to work on the effects of scale models on students achievement in geography. The same test was used for both the pretest and posttest as the instrument for the study, after teaching 12 topics for 12 weeks. The test blue print and the test items were face and content validated by experts in geography, educational technology and measurement and evaluation. A sample of 282 students was selected from 5 schools using non-randomized sampling techniques. Data were generated from students scripts. The data were analysed to identify whether scale models has effect on students achievement. Four research questions and three hypotheses guided the study. Mean, standard deviation and analysis of covariance (ANCOVA) were used to test the research question and hypotheses at 0.05 level of significance.
This study was designed to investigate the effect of mathematical modelling on students’ achievement and interest in geometry. The study also examined the influence of gender on students’ achievement and interest in geometry. Four research questions and six hypotheses were formulated and tested for the study. The study employed a non-equivalent pretest-posttest quasi-experimental design. The population comprised of 2,644 senior secondary one (SS 1) students found in 48 government owned secondary schools in Obollo-Afor Education zone. The study sampled one hundred and seventy students randomly selected from two schools. Two classes from each of the schools were randomly assigned to control and experimental group. This implies that a total of four classes were used for the study. Data on geometry achievement and interest were obtained using Geometry Achievement Test (GAT) and Geometry Interest Scale (GIS) respectively. The GAT, GIS and lesson plan constructed for the study were face and content validated by experts in the field.