scholarly journals ILLUSTRATIONS IN TOTEMISM AND MYTHOLOGY AS PANACEA FOR ENHANCING CULTURAL STUDIES AMONG IGBO SECONDARY SCHOOL STUDENTS IN NIGERIA

2020 ◽  
Vol 7 (7) ◽  
pp. 238-260
Author(s):  
Chijioke Noel Onuora ◽  
Nkem Fortyunes Alu ◽  
Samuel Ogba Echem ◽  
Stephen Ezeh Ezike ◽  
Jovita Charles Ogu
Keyword(s):  
Treatment Group ◽  
Cultural Studies ◽  
Secondary School ◽  
Impact Assessment ◽  
Secondary School Students ◽  
Control Group ◽  
School Students ◽  
Cultural Images ◽  
Post Test ◽  
Test Impact

Totemism is the philosophy in which animals and inanimate objects called totems are accepted as harmless co-habitants of man. Myths are folkloric tales of origins and existence, which are as doubtful as they are credible. In assessing Totemic and Mythological Imagery for cultural studies, the study specifically sought to; (i) measure the extent to which Igbo cultural images can hold students’ attention during cultural studies, and (ii) explore Igbo totemic and mythological themes for traditional synthesis in art. The research was experimental and descriptive survey. The 4-week long vacation experiment comprised 40 Junior Secondary School students of ages 12-14 (treatment, n=20; control, n=20) randomised from 60. The subject foci were; (i) Cultural Studies; Igbo, Social Studies and Agriculture, and (ii) Art; Fine art, Poetry and Drama. Three study instruments were used; (i) Igbo Totemic and Mythological Illustrations Scoring Chart (ITMI-SC), (ii) Igbo Totemic and Mythological Illustrations Mean Rating Table (ITMI-MRT), and (iii) Igbo Totemic and Mythological Illustrations Post-test Impact Assessment Mean Rating Table (ITMIPIA-MRT).  The post-test course tagged; Igbo Totemic and Mythological Illustrations Post-test Impact Assessment Test (ITMI-PIAT) involved the treatment and control groups in a free-topic choice of artistic contents. Findings showed that the treatment group progressed in cultural studies with artistic illustrations and subsequently explored Igbo mythological contents freely in art. During the ITMI-PIAT post test, the treatment group excelled beyond the control group members who were significantly atelic. It is recommended that teachers adopt artistic pedagogies for ethnographical studies while injecting traditional contents in art learning processes.  

scholarly journals Effectiveness of Cognitive Restructuring in the Management of Mathophobia Among Secondary School Students in Khana L.G.A of Rivers State, Nigeria

2017 ◽  
Vol 13 (32) ◽  
pp. 260
Author(s):  
Ernest-Ehibudu Ijeoma Regina ◽  
Wayii Augustine Lezorgia
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Cognitive Restructuring ◽  
Control Group ◽  
School Students ◽  
Significant Difference ◽  
Post Test ◽  
Research Questions ◽  
Rivers State ◽  
And Control

This study was developed and conducted to test the effect of cognitive restructuring in the management of mathophobia (that is, Mathematics anxiety) among secondary school students in Khana Local Government Area of Rivers State, Nigeria. To guide the study, two research questions and two null hypotheses were formulated for testing at 0.05 level of significance. In executing the study, the pre-test, post-test, and control group experimental research design was adopted using a randomized sample of 120 SS2 students drawn from three public secondary schools only. The researchers developed an instrument titled “Mathematics Diagnostic Questionnaire” (MDQ) which was adequately assessed for validity and reliability and was used in collecting pre-test and post-test data for the cognitive restructuring and control groups. Data analysis was done using mean, and standard deviation for the research questions, while independent sample and paired sample t-test were used for the hypotheses. The result obtained showed that the cognitive restructuring was significantly effective in the management of mathophobia among secondary school students. There is a slight reduction in the effect of cognitive restructuring during follow-up; there is a statistical significant difference in the mathophobic level of students treated with cognitive restructuring and those in the control group. Based on the major findings, recommendations were made among which is that functional guidance and counselling centers be established at all educational levels and be manned by professional counsellors who are competent in cognitive restructuring techniques to assist those who have mathophobia and other maladaptive behaviours. Suggestions for further study were made.

INTEGRATION OF ICT IN ENVIRONMENTAL EDUCATION – CASE STUDY ON THE GREENHOUSE EFFECT AMONG SECONDARY SCHOOL STUDENTS

2016 ◽  
Vol 7 (2) ◽  
pp. 1077-1087
Author(s):  
Alami Anouar
Keyword(s):  
Computer Simulation ◽  
Secondary School ◽  
Greenhouse Effect ◽  
Secondary School Students ◽  
Research Question ◽  
Control Group ◽  
School Students ◽  
Test Methodology ◽  
Post Test ◽  
Experimental Group

This article deals with methods for teaching secondary school students about the greenhouse effect. The research question is addressed in a didactic context using ICT. Our experiment used a pre-test and post-test methodology, in which we compared the learning outcomes of two groups of students: experimental group (EG) and control group (CG). Both groups followed the same teaching on the greenhouse effect during a Life and Earth Sciences (LES) class. Our study involved introduction of the following differentiation for the two groups of students: CG received explanations, accompanied by a theoretical presentation of the experiment to demonstrate the greenhouse effect. The students were then presented with the theoretical results. EG used a computer simulation of the same experiment on the greenhouse effect and interpreted the results. At post-test, the experimental group (EG) demonstrated a better understanding of the mechanisms of the greenhouse effect than the control group (CG), and scored better on questions related to infrared radiation as a result of global warming. This has been confirmed by a statistical test of homogeneity. However, on the other questions about the nature and consequences of the greenhouse effect, including on behavior advocated for the protection of the environment, we found no significant differences. Moreover, the students in both groups only proposed actions in response to the consequences of human activity and did not propose actions to respond to the consequences of natural origin. We therefore conclude that computer simulation of the greenhouse effect experiment, accompanied by further scientific interpretation, constitutes a "good didactic situation" to instill a more global understanding of the greenhouse effect.

scholarly journals Effect Of Kolawole’s Problem-Solving Teaching Strategy On The Academic Performance Of Secondary School Students In Mathematics In Nigeria

2020 ◽  
Vol 7 (2) ◽  
pp. 68-77
Author(s):  
Olofin S. O. ◽  
E. B. Kolawole
Keyword(s):  
Academic Performance ◽  
Problem Solving ◽  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Teaching Strategy ◽  
Control Group ◽  
School Students ◽  
Significant Difference ◽  
Post Test

The study examined the effects of Kolawole’s Problem Solving (KPS) teaching strategy on the academic performance of secondary school students in Mathematics in Nigeria. Specifically, the study was designed to ascertain which of the strategies (KPS or conventional) would be the more effective in the teaching of Mathematics. The study also investigated the difference in the academic performance of students exposed to KPS strategy in three geo-political zones of Nigeria. Quasi – experimental pre-test and post-test two group design (one experimental group and one control group) was used in the study. The sample consisted of 562 S.S.S. 2 students drawn from eighteen public secondary schools in three geo-political zones of Nigeria. The sample was selected using multistage sampling procedure. Performance Test in Mathematics (PTM) was used to collect relevant data for this study. The data were analyzed using descriptive and inferential statistics at 0.05 level of significance. The findings of the study showed that the two groups (KPS and Conventional) were homogeneous at the commencement of the experiment. Also, there was significant difference in the post-test mean score of students exposed to KPS and conventional strategies in favour of students exposed to KPS strategy. Furthermore, there was difference in students’ performance in Mathematics when exposed to KPS based on their geo-political zones. Based on the findings of the study, it was recommended among others that the use of KPS strategy should be encouraged in Mathematics class in secondary schools so as to enhance better academic performance of students in Mathematics.

scholarly journals EFFECT OF CONTEXT-BASED QUESTIONS ON SECONDARY SCHOOL STUDENTS’ TEST ANXIETY AND SCIENCE ATTITUDE

2015 ◽  
Vol 14 (2) ◽  
pp. 216-226
Author(s):  
Namudar İzzet Kurbanoğlu ◽  
Fatma Koç Nefes
Keyword(s):  
Secondary School ◽  
Test Anxiety ◽  
Secondary School Students ◽  
Control Group ◽  
School Students ◽  
Science Attitude ◽  
Attitudes Towards Science ◽  
Post Test ◽  
Quasi Experimental ◽  
Equivalent Control

The context-based questions have promise and potential to reduce the test anxiety of students and improve their attitudes towards science. The purpose of this research was to investigate the effect of context-based questions on test anxiety and science attitude of students. The research design employed was a quasi-experimental equivalent control group with a pre-test and post-test design. Samples were 70 secondary school students, selected from the 185 seventh grade students at a public school in Turkey. Test Anxiety and Science Attitude Scales were used to measure their test anxiety and attitude towards science, respectively. The results of the data analysis indicated that the context-based questions significantly reduced the test anxiety of the students in the experimental group and improved their attitudes towards science. In contrast, the conventional questions increased the test anxiety of the control group students, but no significant effect in science attitude was found among them. Further, the results showed that there was a relationship between the pre- and post-test scores of the test anxiety and science attitude of both the experimental and control groups. Key words: attitudes, context-based questions, conventional questions, secondary school students, test anxiety.

scholarly journals Effect of Brainstorming Technique on Study Habit among Secondary School Students in Anambra and Enugu States

2019 ◽  
pp. 1-8
Author(s):  
L. I. Akunne ◽  
A. Anyamene
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Study Habit ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
Senior Secondary

Aims: The general purpose of this study is to determine the effect of brainstorming techniques on secondary students study habit. Study Design: The study adopted the quasi-experimental (pre-test-post-test control group) design. Place and Duration of Study: 800 senior secondary school II students from Anambra State and Enugu State of Nigeria, between February 2019 and August 2019. Methodology: This study on effect of brainstorming technique on secondary school students study habit adopted the quasi-experimental research design, more specifically the non-randomized pre-test – post test control group design. Quasi-experimental study is a type of experimental study that determines the effect of a treatment paradigm on a non-randomized sample. The sample for the study was 800 senior secondary schools students (350 male and 450 female). The study habit inventory questionnaire with a reliability index of .897 was used in data collection. Mean and standard deviation was used in answering the research questions while ANOVA was used in testing the null hypothesis. Results: At 0.05 level of significance, the analysis of the data collected revealed a mean gain of 38.13 between the control and experimental groups, and a difference in mean gain of 4.61 for male and female students. This indicates that brainstorming was more effective for the experimental group and further shows that the effect differs with respect to gender. The findings revealed there was no difference in the mean post test scores of students who received treatment using brainstorming technique and those in the control group (p = 0.416, 0.05) also there was a significant difference in the mean post test scores of male and female secondary school students (p=0.026, 0.05). Conclusion: The study concluded that brainstorming technique is effective for improving secondary school students study habit.

scholarly journals THE ROLE OF COOPERATIVE INSTRUCTIONAL STRATEGIES ON STUDENTS COMMITMENT TO PHYSICS IN RURAL COMMUNITIES OF KOGI STATE

2021 ◽  
Vol 9 (10) ◽  
pp. 1100-1106
Author(s):  
Nwaba A. Abraham ◽  
◽  
Musa Sunday ◽  
Keyword(s):  
Rural Communities ◽  
Secondary School ◽  
Instructional Strategies ◽  
Instructional Strategy ◽  
Secondary School Students ◽  
Teaching Method ◽  
Control Group ◽  
School Students ◽  
Research Attention ◽  
Post Test

Physics has continued to generate favorable commendation in the educational landscape of every society in the modern-day world. However, the concern about the increasing decline in students performance and the growing purported difficulties associated with the subject has continued to attract research attention. There are intimations that secondary school students in rural communities are more likely to commit less effort to science subjects. Thus, the primary purpose of this study was to investigate cooperative instructional strategy as a well-researched teaching method that could also improve students commitment to physics. Two hundred and nineteen secondary school students in the rural communities in Kogi State, Nigeria, enrolled in the science classes participated in the study. A quasi-experimental pre-test, post-test research design was employed for the study. The participants were grouped into two different groups for the pre-test and post-test analyses. The experimental group was exposed to the cooperative instructional teaching method, while the control group was taught conventionally. An independent-samples t-test was performed to determine differences between the observed and the control groups on a commitment to physics in the post-test study with a statistically significant MD= 10.85, t (117) = 20.026, p = .001. It was concluded that cooperative instructional strategy enhances students commitment to physics. The study recommends robust training of teachers on the use of collaborative instructional strategies.

scholarly journals The Flipped Classroom Impact in Grammar Class on EFL Saudi Secondary School Students’ Performances and Attitudes

2016 ◽  
Vol 9 (10) ◽  
pp. 60 ◽  
Author(s):  
Sarah S. Al-Harbi ◽  
Yousif A. Alshumaimeri
Keyword(s):  
Secondary School ◽  
Flipped Classroom ◽  
Secondary School Students ◽  
Control Group ◽  
Structured Interviews ◽  
School Students ◽  
English Grammar ◽  
Post Test ◽  
To Come ◽  
Experimental Group

<p>The aim of this study was to apply the flipped classroom strategy in teaching English grammar to examine its impact on secondary school students’ performances, perceptions, and attitudes toward learning English independently. The researcher implemented the flipped classroom strategy by selecting videos based on the students’ textbook and uploading those videos on the Edmodo site before each lesson to provide opportunities for active learning interactions. The students of the experimental group (n = 20) were required to watch the videos to learn by themselves and to come to class prepared to ask for clarification, if needed. They also practiced what they had learned under the teacher’s supervision by completing collaborative and competitive tasks in groups or pairs. Meanwhile, the control group students (n = 23) received in-class only traditional teaching. They learned the grammatical lessons without the help of any videos. The statistical analysis of the post-test results showed that adopting the flipped classroom strategy appeared to play a role in enhancing the students’ grammar performances, as the mean score of the experimental group was higher than that of the control group, but this difference was not statistically significant. The students’ responses to a questionnaire and semi-structured interviews indicated that their attitudes’ towards using the flipped classroom strategy in the EFL class were positive.</p>

scholarly journals The Impact of Using Cell Phones on the Pronunciation of English Consonant Clusters among Saudi Female Secondary School Students

2021 ◽  
Vol 15 (21) ◽  
pp. 158
Author(s):  
Shrowg Alhomaidhi
Keyword(s):  
Secondary School ◽  
Secondary Students ◽  
Secondary School Students ◽  
Cell Phones ◽  
Control Group ◽  
Consonant Clusters ◽  
School Students ◽  
Post Test ◽  
The Impact ◽  
Experimental Group

<p class="0abstract">This research attempts to find out the impact of using cellphones on the students’ pronunciation with an emphasis on consonant clusters. The sample of the study was 40 female secondary school students divided into two groups control and experimental. The study attempted to answer one question: <span lang="EN-IE">Will the use of pronunciation videos on cell phones help to improve Saudi female secondary students' pronunciation of English consonant clusters occurring in the onset position? To achieve this, the researcher conducted a pre-test and a post-test to test students’ pronunciation of selected vocabulary from the English Inventory of consonant clusters. After the pre-test, the experimental group used video to practice these sounds while the control group practiced that in traditional classes. The findings showed that both groups improved. However, the excremental group, having utilised cell phone videos, made significant improvement by 7.05% in the correct production of consonant clusters.</span></p>

Zoltán Kodály gives a hand to secondary school students in recorder performance and attitudes toward music in Turkey

2021 ◽  
pp. 025576142110059
Author(s):  
Alican Gülle ◽  
Cenk Akay ◽  
Nezaket Bilge Uzun
Keyword(s):  
Secondary School ◽  
Music Education ◽  
Secondary School Students ◽  
Attitude Scale ◽  
Control Group ◽  
School Students ◽  
Service Training ◽  
Quasi Experimental ◽  
Attitudes Toward Music ◽  
Experimental Group

Kodály-inspired pedagogy enables students to participate effectively in a music course by engaging in active musical interactions with folk songs and melodies. The purpose of this study was to explore the effects of Kodály-inspired pedagogy on recorder performance and attitudes toward music of secondary school students. A quasi-experimental design was used in the study. The experimental group was taught using Kodály-inspired pedagogy and the control group using the general music teaching methods for 9 weeks. A two-way mixed-design analysis of variance (ANOVA) and content analysis were used to analyze the data. A Recorder Performance Grading Key, music course attitude scale, and open-ended questions were used to collect the data. Consequently, the findings indicated that Kodály-inspired pedagogy had a significant effect on the students’ recorder performance but the researchers could not find a significant effect on students’ attitudes toward the music course. Moreover, students in the experimental group reported improvement in their recorder performance and attitudes toward music education. The researchers recommended including information about the implementation of Kodály-inspired pedagogy in music teacher textbooks, providing in-service training for teachers to enable them to use Kodály-inspired pedagogy.

scholarly journals Comparison on Well-Being, Engagement and Perceived School Climate in Secondary School Students with Learning Difficulties and Specific Learning Disorders: An Exploratory Study

2021 ◽  
Vol 11 (7) ◽  
pp. 103
Author(s):  
Elisabetta Lombardi ◽  
Daniela Traficante ◽  
Roberta Bettoni ◽  
Ilaria Offredi ◽  
Mirta Vernice ◽  
...  
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Learning Difficulties ◽  
Well Being ◽  
Control Group ◽  
Learning Disorder ◽  
School Students ◽  
Specific Learning Disorder ◽  
The Impact ◽  
Specific Learning

Reading and writing skills influence the social status of students, exerting effects not only on learning, but also on wellbeing. This study aimed to assess the impact of diagnosis of specific learning disorder on well-being in secondary-school students, comparing students with a diagnosis of specific learning disorder (SLD-group), students showing learning difficulties without diagnosis (LD-group) and students without learning difficulties (control-group). Students were tested with neuropsychological screening tests in order to identify learning difficulties and were further assessed by means of psychological and school well-being questionnaires. The results show that LD group perceive themselves as having a low sense of mastery and autonomy, less interest and engagement in daily activities and low peer social support than their schoolmates. This result highlights, for the LD group, a low well-being experience, which is not observed in the SLD and control groups. On the contrary, SLD group students do not differ from control group students in any dimensions except for the perceived parents’ support and involvement in school life, in which the SLD group show the highest scores. This work underlines the importance of having a diagnosis as it seems to work as a protective factor for both the psychological and school well-being of the student.

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