scholarly journals COLLABORATIVE LANGUAGE PEDAGOGY AND STUDENTS’ ACADEMIC ACHIEVEMENT IN ENGLISH LANGUAGE IN EKITI STATE

2019 ◽  
Vol 6 (11) ◽  
pp. 36-44
Author(s):  
Joseph Babalola
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
English Language ◽  
Teaching Strategy ◽  
Collaborative Teaching ◽  
Control Group ◽  
Chi Square ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Research Questions

Abstract This study examined the effect of collaborative teaching on students’ academic achievement in English language in Ekiti State. The population consisted of 161 Junior Secondary school three students made up of 103 males and 58 females selected from Federal Science and Technical College, Usi-Ekiti, Ekiti State. A total of 20 students (10 males) and (10 females) randomly selected from the school constituted the sample. The twenty students were divided into two groups-Experimental and Control. Group A was used as experimental group while group B was used as the control group. Two research questions and two hypotheses guided the study. The data collected were analysed using mean and percentages to answer the research questions while t-test and chi-square statistics were used to test the hypotheses. The major findings show that the students taught with Collaborative Teaching Strategy (CTS) achieved significantly better outputs than those of the control group. The study also discovered that there was no significant gender difference in the students’ achievement in English language. Based on the findings of this study, it was recommended that collaborative teaching strategy should be adopted as a more effective approach to teaching of English Language at the Junior Secondary School levels.

scholarly journals Evaluating Environmental Contents in Comprehensive Passages in Junior Secondary School English Language Textbooks Used in Cross River State, Nigeria

2021 ◽  
Vol 12 (6) ◽  
pp. 62
Author(s):  
Florence B. Obi ◽  
Comfort Nkongho Agbor ◽  
Usang Nkanu Onnoghen ◽  
Michael Obun Etan ◽  
Darlington Egbe Egbonyi ◽  
...  
Keyword(s):  
Secondary School ◽  
English Language ◽  
Environmental Awareness ◽  
Environmental Issues ◽  
School Students ◽  
Cross River ◽  
Cross River State ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Language Textbooks

Serious concerns have been raised by many stakeholders in environmental issues including Cross River State Government, educationists, non-governmental organisations and even, the international funding agencies, about the quality and level of environmental information that can be accessed in both print and electronic media. This has become imperative because proper understanding of the origin of the present environmental challenges is the key to minimise the on-going abuses in future. This study was undertaken to investigate the level of environmental awareness issues contained in comprehensive passages present in English Language textbooks used by Junior Secondary School students in Cross River State, Nigeria. The study involves counting and analysing the number of passages dealing with environmental issues in 27 textbooks based on the four types of environments: abiotic, biotic, neutral and social. Two research questions were formulated and used to guide the study. Observed data were analysed using simple percentage technique. Results show that issues concerning the environment were reflected in all the textbooks but sometimes in an undesirable proportion. It was concluded that the practice of emphasising social and abiotic environments issues at the detriment of others do not auger well for proper development and impartation of environmental awareness to students.   Received: 28 July 2021 / Accepted: 30 September 2021 / Published: 5 November 2021

scholarly journals EFFECTS OF EDUCATIONAL FIELD TRIPS ON SOCIAL STUDIES STUDENTS’ ACADEMIC ACHIEVEMENT IN JUNIOR SECONDARY SCHOOLS IN KADUNA STATE, NIGERIA

2020 ◽  
Vol 3 (2) ◽  
pp. 41-44
Author(s):  
Jamilu Ja’afar Salihu ◽  
I.D Abubakar
Keyword(s):  
Academic Achievement ◽  
Social Studies ◽  
Secondary School ◽  
Secondary Schools ◽  
Field Trip ◽  
Field Trips ◽  
Junior Secondary Schools ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Educational Field

The study examined the Effects of Educational Field Trips on Social Studies Students’ Academic Achievement in Junior Secondary Schools in Kaduna State, Nigeria. The design of the study was the non-equivalent pre-test post-test control group type of quasi experiment. The population of the study consisted of junior secondary school students in Zaria Education Zone, Kaduna State, Nigeria numbering 26,322. Also, 120 students were purposively sampled from JSSII in the following schools: Government Junior Secondary School Tudun-Jukun, Zaria, Government Junior Secondary School, Awai, Government Junior Secondary School, Aba and Government Junior Secondary School Muchiya, Sabon-Gari. The data collection instrument was Social Studies Achievement Test (SOSAT). The content and construct validity was ascertained by experts in Social Studies, language and test and measurement. The reliability coefficient index power of the instrument stood at 0.81 determined using Pearson Product Moment Correlation Coefficient (PPMC). The data analysis tools were mean and standard deviation used in answering the question posed while t-test independent samples was used in testing the null hypothesis postulated at 0.05 alpha. The study found that there exist significant difference between the mean academic achievement scores of students taught Social Studies using educational field trip (experimental) and those who were taught with lecture method (control). In the light of the foregoing, the study recommended that teachers in the Kaduna State should be encouraged to adopt educational field trip in teaching Social Studies in order to enhance students’ academic achievement.

scholarly journals The influence of selected teacher inputs on students’ academic achievement in the junior secondary school certificate mathematics in Namibia

2013 ◽  
Vol 9 (3) ◽  
Author(s):  
Simon E. Akpo ◽  
Loyiso C. Jita
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Secondary Schools ◽  
Mathematics Teachers ◽  
Teaching Experience ◽  
Target Population ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Academic Qualifications ◽  
First Time

This study explored the link between teachers’ inputs and students’ academic achievement in the JSC Mathematics for the period 2006 to 2010. One hundred and fifty secondary schools selected from 573 secondary schools in the country constituted the target population. One hundred and sixty-four JSC mathematics teachers from the 150 secondary schools participated in the study, with the final JSC Mathematics results of the students serving as the dependent variable of the study. Mathematics teachers’ input data (academic qualifications, teaching experience and subject specialisation) were collected from a questionnaire developed by the researchers. Standard multiple regression was used to analyse the link between teachers’ inputs and students’ academic achievement in JSC Mathematics at P < 0.05and P < 0.10 respectively. The study found that teachers’ academic qualifications and subject specialisation had a significant and positive relationship with students’ academic achievement in JSC Mathematics. Teachers’ gender, however, was not significantly related to students’ academic achievement in JSC Mathematics. This is the first time within the Namibian context that we have empirically demonstrated the link between teachers’ inputs and students’ academic achievement in JSC Mathematics. The study therefore provides support for the policy initiatives that seek to link teachers’ academic qualifications, subject specialisation and teaching experience to employment and classroom allocation.

scholarly journals Leadership Styles of Social Studies Teachers and Academic Achievement of Junior Secondary School Students in Social Studies in Calabar Metropolis, Cross River State Nigeria

2021 ◽  
Vol 20 (2) ◽  
pp. 97-105
Author(s):  
Edward Ogar Odey ◽  
Esther Edward Odey
Keyword(s):  
Academic Achievement ◽  
Social Studies ◽  
Secondary School ◽  
Leadership Styles ◽  
Social Studies Teachers ◽  
School Students ◽  
Cross River State ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Laissez Faire

This study was carried out to determine leadership styles of Social Studies teachers and academic achievement of junior secondary school students in Social Studies in Calabar Metropolis, Cross River State-Nigeria. Ex-post facto research design was adopted. The simple random sampling technique was used in selecting the six public secondary schools used for the study. A sample of two hundred junior secondary school three students (JSS 3) was drawn from the population and used for the study. Three research questions and hypotheses were formulated to guide the study. Data were collected using two researcher made instruments tagged “Social Studies Teachers Leadership Styles Questionnaire (STLSQ) and Social Studies Achievement Test (SOSAT) The Data Collected was analysed using the Analysis of Variance (ANOVA) and the Fisher Least Square Difference (SLD) was used in the multiple comparism. The findings of the study revealed significant differences in the academic achievement of students based on  their teachers’ leadership styles. Students taught by teachers with autocratic and laissez-faire leadership styles had a lower LSD  value compared to students taught by teachers with democratic leadership styles. Students taught by teachers with democratic styles  performed academically higher than those taught by teachers with either autocratic or laissez-faire leadership styles. Based on this, it was recommended amongst other things that Social Studies teachers imbibe more of democratic rather than autocratic or laissez faire leadership styles in their classroom and that educational administrator should organize workshop and seminars for teachers on proper classroom management.

Effect of Metacognitive Scaffolding Teaching Strategy on Secondary School Physics Students’ Achievement and Attitude to Thermal Energy

2020 ◽  
Vol 1 (2) ◽  
Author(s):  
P.A. Agu ◽  
C.O. Iyamu
Keyword(s):  
Secondary School ◽  
Thermal Energy ◽  
Teaching Strategy ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Physics Teachers ◽  
Physics Students ◽  
Research Questions ◽  
Metacognitive Scaffolding ◽  
Secondary School Physics

This study investigated the effect of metacognitive scaffolding teaching strategy on secondary school physics students’ achievement and attitude to thermal energy in Federal Capital Territory (FCT), Abuja, Nigeria. The study asked two research questions and postulated two null hypotheses which were tested at 0.05 level of significance. Quasi experimental research design involving non randomized control pretest-posttest design was utilized. The study population consisted of 2,699 Senior Secondary II (SSII) physics students from 54 public SSII physics students in FCT, Abuja. Multistage random sampling technique was used to select two intact classes having 75 SSII physics students from two SS as sample for the study. Two instruments consisting of Thermal Energy Achievement Test (TEAT) and Attitude to Thermal Energy Questionnaire (ATEQ) were used for data collection. The data collected from these instruments were analyzed using Statistical Package for Social Science (SPSS). The research questions were answered using mean and standard deviation while the null hypotheses were tested using Analysis of Covariance (ANCOVA). Findings from the analyzed data showed that physics students taught using metacognitive scaffolding teaching strategy performed better than those physics students taught using conventional teaching method. Also, physics students taught using metacognitive scaffolding teaching strategy had better attitude towards thermal energy than their counterparts in the control group. Based on these findings, it was recommended among others that physics teachers should be encouraged to teach using metacognitive scaffolding teaching strategy. Government and educational agencies, curriculum planners and developers should encourage the training of physics teachers on metacognitive scaffolding teaching during seminars, workshops and conferences.

ssessment of Common English Spelling Mistakes Among Junior Secondary School Students In Nigeria: The Need for Counselling

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Yusuf FLORENCE ADEOTI
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
English Language ◽  
Male Students ◽  
School Students ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
The Status ◽  
English Spelling ◽  
State Schools

One of the dominant and pervasive problems in Nigeria and Africa at large is the language. Language being a potent vehicle of transmitting cultures, values, norms and beliefs from generation to generation, remains a central factor in determining the status or nature of any nation. In Nigeria, English language is the official language of communication; it is referred to as “Lingua Franca”. However, its knowledge is not sufficient. The goals of the article were to define the types of spelling mistakes in the English Language and the most dominant errors made by junior secondary school students, to find out what the level of students’ performance in essays in terms of spelling is, and what the causes of spelling mistakes are among junior secondary school students. A conclusion was made that omission and addition of letters are the typical spelling errors, students’ attitude towards the second language was found as the major reason of low level of spelling skills. Male students were found less successful than female students and spelling skills’ level was found different according to private vs. state schools and urban vs. rural schools. 

scholarly journals Effect of using Problem-Based Learning on the Academic Achievement of Higher Secondary School Students

2021 ◽  
Vol 2 (2) ◽  
pp. 235-243
Author(s):  
Tshewang Dorji
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Test Data ◽  
Teaching Strategy ◽  
Problem Based Learning ◽  
Control Group ◽  
Post Test ◽  
The Mean ◽  
Class Test ◽  
Experimental Group

The quasi-experimental study examines the effect of the Problem-based Learning (PBL) teaching strategy on one higher secondary school student's academic achievement under Thimphu Thromde, Bhutan. The student participants were selected through non-probability convenient sampling techniques. All students of XI Arts (N=30) and XI Commerce (N=38) participated in the study. Class XI Arts students were used as a controlled group and XI Commerce students as an experimental group. The experimental group was taught using PBL, and the control group was taught using the traditional lecture method. The pre-test data were collected through class test 1, and post-test data were collected through class test 2 and 5 points Likert scale survey questionnaire. The results revealed that the experimental group scored higher marks in the class test than the control group. The mean score of the pre-test of the XI Arts and XI Commerce (both controlled group) were 40.75 and 38.81 initially. The mean score of the experiment group's post-test showed 44.73, while the controlled group managed only 43.00. Further, the experimental group had a favorable opinion on the effectiveness of the PBL strategy. The study recommends the implementation of the PBL teaching strategy despite PBL being time-consuming and resource-intensive.

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