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The purpose of this study was to determine secondary school mathematics teachers’ conceptions about linear and quadratic equations. Six research questions and four null hypotheses guided this study. The study was conducted in Ika education zone of Delta-state. The sample was 124 secondary school mathematics teachers. Instrument for Data collection was a questionnaire titled linear and quadratic equation questionnaire (LQEQ). Descriptive analysis involving means and standard deviations were used to answer the research questions while Analysis of variance (ANOVA) and t-test were used to test the null hypotheses at 0.05 level of significance. The results showed that mathematics teachers have various conceptions about linear and quadratic equations and that mathematics teachers’ conception can influence their action in the classroom. The study also revealed that gender and teaching experience have a great influence in the teaching and learning of linear and quadratic equations. The result showed that there is significant difference between male and female mathematics teachers in their conception about linear and quadratic equations. Again, that there is significant difference between experienced and inexperienced mathematics teachers in their conceptions about linear and quadratic equations.
Educational evaluation is an important integral aspect of the process of education
The study evaluated maternal and child health services (MCHS) in Enugu North Senatorial zone of Enugu State. The research design was an evaluative research design. The population of study comprised 400 mothers of childbearing age and 40 health care personnel in 2 district hospitals in the study area. Through convenience sampling technique, 320 mothers were sampled while the 40 health care personnel were purposively sampled. Six research questions and three null hypotheses guided the study. Self-structured questionnaires (MCHSPQ and MCHSCQ) were instruments for data collection. The data collected were analyzed using means scores and percentages and t-test was used to test the null hypotheses. A criterion means score of 2.5 was used to calculate the means, while 60% was the cut off percentage to determine availability. The findings revealed that majority of the maternal and child health objectives were achieved and that there were inadequate human and material resources for MCHS; mothers expressed their satisfaction with the general conduct of MCHS, except the long waiting time; and there was low utilization of the components of maternal and child health services. Based on the findings, it was recommended that evaluation indicators should be established in district hospitals, enough human and material resources provided and much awareness about MCHS created.
Vocational and Technical training programme was introduced to achieve certain objectives in the prisons. one of the objectives is the provision of vocational training to the inmates to ensure their eventual rehabilitations
The act of painting is normally referred to as the application/introduction of colour to a surface like canvas, wall, board and human body with the aid of brush, pallet knife, among other tools. In general terms, the feet is basically meant for walking but not much attention has been given to it as a painting tool or vehicle for colour application. The feet furthermore, as a valuable and conceptual tool combined with symbolic and metaphorical content, the appropriation of feet as process and footprints as product in painting, holds promise of immense artistic possibilities. This studio project explored movement and footprints in agogo-agbaja dance as a creative resource in painting. The research aimed at problematising normative notions of painting and the conventional techniques at the disposal of the average painter. By appropriating the dance steps of the agogo-agbaja dance as a possible instrument for the orchestration colour painting, the research explored how spontaneity as well as accident and design can make for evocative and expressive visual experience. In addition to highlighting the viability of feet as an unconventional painting tool, the studio outcomes in its aesthetic richness, also highlighted how the footprints can function as a metaphor for narrating life experiences. Also explored is the twin and complementary rhythms of dance and music and how they can be captured in the after-dance footprints as frozen graphic register of the concluded dance activity
This research was a descriptive survey aimed at determining the climate change awareness and attitude of senior secondary school students in Umuahia education zone of Abia State. To guide the study, six research questions and four hypotheses were formulated and answered. Purposive sampling technique was used to sample sixteen (16) schools out of the thirty-four (34) secondary schools and six hundred and forty students out of two thousand and twelve students in the zone. Two instruments titled “Climate Change Attitude Scale (CCAS) and Awareness Scale for Climate Change (ASCC)” were used for data collection. The data collected were analyzed using mean score and standard deviation to answer the research questions while Analyses of Variance (ANOVA) was used to test the hypotheses. The major findings of the study were that senior secondary school students in Umuahia education zone have low climate change awareness and attitude, there is no significant different between the male and female students mean score on climate change awareness and attitude, and that there is a significant different between the urban and rural students mean score on the climate change awareness and attitude. Based on the findings of the study, relevant conclusions were drawn. The study recommended that in-service training should be organized for senior secondary school teachers to exposure them on need to promote climate change awareness and attitude of students, that curriculum planners should infuse more climate change contents in relevant senior secondary school and that concerned education authorities should ensure that quality education activities are carried out in rural areas as it is obtainable in urban areas. Finally, areas for further studies were suggested.
The study investigated the effect of 5Es constructivist instructional model on students’ achievement and attitude to chemistry. The high rate of failure in chemistry necessitated this study. The study employed a quasi-experimental design, specifically, the pretest posttest non-equivalent control group design. The study was carried out in Nsukka Local Government Area of Enugu State. Purposive sampling technique was used in selecting four (4) coeducational secondary schools out of the 30 secondary schools in Nsukka LGA; two schools were drawn from the urban area and two from the rural area. These four schools were selected because they have common qualities such as; well-equipped science laboratory, qualified chemistry teachers and two streams of SS I class each. The choice of coeducational schools and urban and rural school is because gender and location are variables in the study. Two instruments were used for data collection in this study, namely; Chemistry Achievement Test (CAT) and Student’s Attitude Scale (SAS). Six research questions and six hypotheses guided this study. The data collected for the research questions were analyzed using mean and standard deviation and the hypotheses were tested using Analysis of Covariance (ANCOVA). The results among others revealed that 5Es constructivist instructional approach was superior to conventional instructional method (lecture) in facilitating students’ achievement and attitude to chemistry than the conventional lecture method. There was no significant difference in the mean scores of male and female students in chemistry after the treatment, although male students performed slightly better than their female counterpart. The result of the study also revealed that urban students taught chemistry using 5Es constructivist approach had higher mean achievement and attitude scores than their counterparts in the rural areas. In line with the findings of the study, the educational implications of the findings were highlighted and the recommendations were equally proffered among others recommendations that science teachers (chemistry) should employ 5Es constructivist approach in teaching, authors and textbook writers should adopt 5Es constructivist approach when designing and redesigning the curriculum in other to enhance students’ achievement and attitude to chemistry. Finally, the limitations of the study and suggestions for further studies were equally made.
The purpose of this study was to investigate the effects of discourse patterns on students’ achievement and interest in biology. The study also determined the influence of discourse patterns on male and female students’ achievement and interest in biology. Six research questions were posed and ten null hypotheses tested at 0.05 level of significance were formulated to guide the study. The design of the study is quasi-experimental design, specifically the non-equivalent, comparative group design. A sample of 164 SSII students from three intact classes made up of 94 males and 70 females in Yola educational zone of Adamawa State participated in the study. The three secondary schools were selected through purposive sampling technique. Discourse patterns were randomly assigned to intact classes in the sampled schools. Two main instruments used for data collection were a Biology Achievement Test (BAT) and a Biology Interest Scale (BIS). The BAT was both face and content validated while BIS was face and construct validated. The reliability coefficient of BAT was established using Kuder-Richardson formula 20 (K-R 20) method which yielded an internal consistency correlation coefficient of 0.75. The reliability coefficient of BIS was also determined using Cronbach Alpha method and the internal consistency correlation coefficient of the items was found to be 0.84. The stability of the instruments was established with test re-test method of estimating reliability. The coefficients of reliability for BAT were 0.71 and 0.71 for first and second administration of the test respectively. The coefficients of stability of BIS was also established with test, re-test method and coefficients of stability obtained were 0.75 and 0.75 for first and second administration of the test respectively. The stability coefficients of the two instruments were calculated using Pearson Product Moment Correlation method. Data were analyzed with mean, standard deviation and analysis of covariance (ANCOVA). The mean and standard deviation were used to answer the research questions while ANCOVA was used to test the null hypotheses. Results of the study revealed that the selected discourse patterns enhanced students’ achievement and interest in biology. Furthermore, there was no significant difference in the mean achievement and interest scores of male and female students taught biology with the selected discourse patterns. There was also no significant difference in the compared achievement and interest scores of male and female students taught biology using each of the selected discourse patterns. There was no interaction effect between discourse patterns and gender in the achievement and interest of students taught biology using the selected discourse patterns. The findings enabled the researcher to conclude that the selected discourse patterns are effective in the teaching and learning of biology. Recommendations were made on the basis of the findings. In particular, it was recommended that the selected discourse patterns be adopted for effective teaching of biology in secondary schools. In addition, the selected discourse patterns could be incorporated in the pre-service as well as in the in-service programmes of teachers for the teachers to embrace the skills of the discourse patterns and also to popularize the use of the discourse patterns in teaching/ learning process.
The study investigated instructional skill needs of teachers for inclusive classrooms in Ebonyi state primary schools. The study sought answers to five research questions and two hypotheses. A descriptive survey design was adopted for the study. The population of the study consists of 880 primary school teachers and 50 special educators totally 930 in the three Education zone. Questionnaire was the major instrument for data collection. The instrument was validated by three experts, all from Faculty of Education, University of Nigeria Nsukka. The reliability of the instrument was determined using Cronbach Alpha statistics which yielded an estimated of 0.82; 0.59, 0.84 and 0.95. Mean and standard deviation were used to answer the research questions while t-test statistics was employed in testing the hypotheses. Based on the analysis, the following major findings were made: the assessment instructional skills of teachers are needed for inclusive classrooms , the communication instructional skills of teachers are needed for inclusive classroom , the management instructional skills of teachers are needed for inclusive classroom, the motivational instructional skills of teachers are needed for inclusive classroom. Based on the findings, it implies, that teachers should utilize instructional skills for effective teaching and learning in inclusive classroom. The study recommended among other things that seminars and conferences should be organized by teacher educators for teachers from time to time to keep them abreast of different instructional skills which they would be using in teaching their pupils, and finally, areas of further research were highlighted.
This research study examined the correlation between family factors and reading skills acquisition of primary school pupils in Delta State. The study adopted a correlational design approach in which five research questions were posed and two null hypotheses tested. The population of the study comprised of all the 1,949 pupils in primary 3 in all the 20 primary schools in Asaba. An instrument titled “Correlation between family factors and Reading Skills Acquisition of Pupils (CBFFSAP)” was developed by the researcher to guide the study. 30 items were trail-tested on a sample of 30 pupils in Anambra State. The data obtained were computed using Crobach Alpha method. This gave an orarall score of 0.75. The five research questions were analyzed using mean and Standard Deviation, while the t-test statistics was used to test the null hypotheses at 0.05 level of significance. An overview of the overall results showed that relationship exists between the educational levels of parents/guardians and reading skill acquisition of children, relationship exists between the occupation of parents and reading skill acquisition of children. Equally, bilingualism in a great extent affects the reading skill acquisition of children, relationship between siblings in the home and reading skill acquisition. Also, relationship exists between authoritarian parents and reading skill acquisition of children. Based on the findings of the study, the researcher recommends that; parents should provide their children with quality childcare, books and toys to encourage children in various learning activities at home for their language skill acquisition. Based on the findings of the study, limitations of the study were identified and suggestions for further studies and limitations were made.
The study was carried out to investigate land degradation and farm
management practices among farmers in the Northern Agricultural Zone of
Cross River State, Nigeria. A survey research design was adopted for the
study. A total of 32 extension agents and 224 registered farmers was
randomly sampled, and stratified along local government areas. A structured
questionnaire was used for data collection. The reliability coefficient of the
instrument was 0. 92 using correlation analysis while three experts carried out
face validation of the instrument Five research questions and five
corresponding hypotheses tested at 0. 05 level of significance guided the
study. Means and standard deviation were employed to answer the research
questions, while t-test statistics was used to test the hypotheses. It was fond
that, farmers showed high level of awareness of the effects of the various
forms of land degradation but showed low concern on conservation issues.
Certain activities of farmers have contributed to land degradation to a very
high extent; land degradation has very seriously affected agricultural
production; the continuous adoption of unsustainable farm management I I
practices by farmers in the study area is due largely to socio-economic factors
like poverty, population pressure, high market value of land and low and
unstable price for agricultural produce. It was recommended that farmers
should be encouraged to adopt more sustainable forms of land use including
diversified farming system with appropriate inclusion of livestock, multipurpose
trees, shrubs, land tenure systems which are incompatible with the
introduction of improved agriculture. Land management need to be reviewed
and extension agents' role must changed form implementer to facilitator for effective participation of laqd usen in all stages of aglicultural production.
This study was designed to explore the effects of Origami instructional approach on JS I students’ achievement, interest and retention in geometry. Six research questions and nine hypotheses were formulated to guide the study. The study adopted a quasi-experimental non-equivalent control group design and was restricted to Nsukka local Government Area of Enugu State. Two Co-educational Secondary Schools were drawn for the study using random sampling technique. Out of the two selected schools one was randomly assigned to Origami Group (OG) while the other one to the Control
Group (CG). A sample of 101 JS one students was involved (65 female and 36 male students). The instruments for data collection were geometry achievement test GAT) and geometry interest scale (GIS). Data collected were analyzed using mean, standard deviation and analysis of covariance (ANCOVA). The result of the study revealed that use of Origami in teaching geometry to junior secondary school students enhanced their achievement, interest and retention in geometry. The study also revealed that the use of Origami had no statistically differential effect on male and female students’ achievement, interest and retention. Furthermore, there was no significant interaction between gender and instructional approach on students’ achievement and interest. On the other hand, the study revealed that, there was a significant interaction effect between gender and instructional material on retention of the concepts taught during the study. Based on the findings, the researcher recommended that use of Origami should be adopted in the teaching of geometry (mathematics) in primary, secondary, and tertiary levels of education system. It was also recommended that seminars, workshops and conferences should be mounted by professional bodies, federal and state ministries of education on the use of Origami for mathematics teachers, students and others. This will enable the mathematics educators, serving teachers, students and all to benefit from such an approach.
There has been a persistent decline in student’s achievement and participation at the Secondary School Certificate Examination over the years. This ugly trend has been of great concern to the government, Biology educators and the society in general. Since Biology is a pre-requisite for many professions as well as a spring board for technical break through and self-reliance. There is need to diversify teaching methods with innovative methods to improve on the learning of Biology in our schools. The study was therefore investigated the effect of cooperative learning on students participation and achievement in senior secondary school Biology. Six research questions and six null hypotheses were formulated and tested respectively at 0.05 level of significance guided the study. A sample of 278 SS1 (139 boys and 139 girls) Biology students were used for the study. The experimental groups were taught using the cooperative learning strategy while the control groups were taught using the conventional lecture method. The researcher developed two instruments. Biology Achievement Test (BAT) made up of 50 multiple choice questions for both the pre-test and post-test, and the Direct Observation Checklist (DOC) for measuring the student active participation during the lesson sessions on pollution and conservation. The instruments were validated and the reliability established using K-R20 technique. Data analysis involved the use of means, standard deviations and analysis of covariance (ANCOVA). The result revealed that: the use of cooperative learning approach in teaching SS1 Biology has positive significant effects on students mean achievement scores and mean participation score. The student exposed to cooperative learning strategy has a higher mean participation score and higher mea achievement scores than the control groups and their difference were significant. The school type of students taught has significant effects on students achievement and participation. The gender of student taught Biology using cooperative learning strategy has effect on their mean achievement scores and mean participation scores. The interactive effect of treatment, (cooperative learning strategy teaching) SS1 Biology has no effect. Based on the findings, implications were examined and recommendations made. Among these were that cooperative learning strategy should be used by Biology teachers in their classrooms and laboratories. The curriculum planners for Biology should include activities that will encourage cooperative learning strategy in their Biology curriculum for senior secondary students to popularize its use to enhance participation and achievement in the subject.
This study compared the effect of using computer as tutor and as tool on students’ achievement and retention in Quadratic Equation. The purpose of the study was to ascertain the mode of computer usage that is more effective in enhancing students’ achievement and retention in quadratic equation. This study was carried out in Nsukka Education zone of Enugu State. Nsukka Local Government Area was purposively chosen because of the availability of computers in schools. A sample of two hundred and seventy one (271) SSII students was involved in the study. The design of this study was quasi-experimental research design as there was no randomization of subjects into classes. Intact classes were used. Six research questions and eight research hypotheses guided the study. Research questions were answered using mean and standard deviation while Analysis of Covariance (ANCOVA) was used in testing the hypotheses at 0.05 level of significant. Results from the study revealed that students who were taught quadratic equation with computer achieved and retained higher than those taught without computer. Also students who were taught quadratic equation with computer as tool achieved and retained higher than those taught with computer as tutor. The study equally revealed no significant difference in the mean achievement and retention scores of male and female students. Some of the recommendations made include; that teachers should pay more attention to using computer as tool instead of using it as tutor for effective teaching and learning of mathematics.
This study examined the students’ attitude and self-concept as correlates of their achievement in senior Secondary School mathematics in Ankpa Local Government Area of Kogi State of Nigeria. The design was correlational research type. The target populations for the study were mathematics students of senior secondary II (SS II) classes in Ankpa Local Government Area of Kogi State, Nigeria. The sample for the study was three hundred and thirty two (332) mathematics students (male: 166 and female: 166) selected using stratified and simple random sampling techniques. Five hypotheses were raised to guide the study. The instruments used to elicit the relevant data were: A twenty item instrument questionnaire called Mathematics Attitude Scale (MAS) and a twenty item instrument questionnaire called Academic Self-concept Questionnaire (ASCQ) designed by the researcher and the 1st, 2nd and 3rd terms examination scores of students in their senior secondary one mathematics were obtained as the students’ academic achievement. The reliability coefficients of 0.80 and 0.83 for MAS and ASCQ respectively were obtained. The data collected were analyzed using Pearson’s Product Moment Correlation and multiple regression analysis. The hypotheses were tested at 0.05 level of significance. The results revealed that: there is significant relationship between students’ attitude and their academic achievement in mathematics, also the results revealed a significant relationship between students’ self-concept and their academic achievement in mathematics in senior secondary school mathematics. A significant difference between male and female students’ attitude, self-concept and their academic achievement in mathematics in secondary school mathematics was also found in favour of female. Based on the findings of the study, it was recommended among others that academic achievement is not a gender issue, both genders should be encouraged to excel in academic achievement since equal opportunities is provided for both genders. Students should be discouraged from forming stereotyped attitude and self-concept towards certain subjects, because of their sexes. This will boost positive competition between males and females, and enhance academic achievement and excellence among senior secondary school mathematics students.