scholarly journals An Evaluation of Guidance Services in Senior Secondary Schools in the Central Region of Ghana

2020 ◽  
Vol 8 (12) ◽  
pp. 1687-1699
Author(s):  
Mary Sackey ◽  
Josephine Anterkyi Bentil, ◽  
Alice Asiedu
Keyword(s):  
Secondary Schools ◽  
Central Region ◽  
Information Service ◽  
Simple Random Sampling ◽  
Guidance Services ◽  
Main Research ◽  
Service Information ◽  
Service Training ◽  
Senior Secondary Schools ◽  
Senior Secondary

This study was conducted to find out what Guidance Service are being offered in the Senior Secondary Schools in the Central Region, their impact on students, the challenges and constrain that hinder their effective implementation. In trying to accomplish this study, related literature was reviewed. Descriptive survey was the design. Questionnaire was the main research instrument.  Three sets of questionnaires were designed for students, teachers and coordinators, pilot- tested and administered to collect data. Sample sizes of 262 respondents were involved in the study. It comprised 235 SSS 2 students and 3 students, 21 tutors and 6 guidance coordinators. The sample was selected using purposive sampling and simple random sampling techniques analysis, Percentages was used. The findings of the study indicate that pupil’s appraisal service, orientation service, counselling service, placement service, information service, Referral service and consultation service are being offered in the senior secondary schools. It came out that the services are appreciated by the students, and it was beneficial to students. Challenges and constraints faced include lack of office accommodation for effective guidance services, lack of funds to organized programmes and provision of in – service training for the coordinators. Recommendations include adherence to recommended teaching schedules for guidance coordinators and provision of office for the use of coordinators and for individual counselling

Availability and Utilization of Instructional Materials for Teaching Mathematics in Senior Secondary Schools.

2019 ◽  
pp. 59-65
Author(s):  
Oni L. O.
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Simple Random Sampling ◽  
Instructional Materials ◽  
Teaching Mathematics ◽  
School Students ◽  
South West ◽  
Senior Secondary Schools ◽  
Global World ◽  
Senior Secondary

The dwindling general performance of students in mathematics has been a source of concern to all stakeholders in education. This study investigated theavailability and utilization of instructional materials for teaching mathematics in senior secondary schools in Ibadan south-west local government, Oyo state, Nigeria. Tworesearch questions were formulated and descriptivesurveyresearch design was used for the study. Simple random sampling was used to select four schools and a sample size of 100 students participated in the study. Two instruments were developed to generate data for the study. The reliability coefficient values obtained were 0.7and 0.8 respectively. Data analysis involved the use of descriptive statistics. The result shows that 100 (100%) of the respondents indicated that textbooks are available, while 4 (4%) of the respondents claimed that textbooks are not available. Also, 99 (99%) of the respondents indicated that chalkboard are available and adequate, while only 1 (1%) of the respondents claimed that Chalkboard are not available. The instructional materials has mean of 2.2. Again, 20% of the respondents claimed that they highly utilized models, 10% indicated averagely utilized, 40% said slightly utilized while 30% indicated not utilized. From the findings on this study almost allthe respondents identified that textbooks and chalkboard are the most available and been utilisedinstructional materials for teaching mathematics in secondary schools.This implies that most schools still stick to conventional „chalk and talk‟ system of teaching mathematics which may not enable secondary school students to compete with their counterparts in the global world. Therefore, Proper utilization of other instructional materials such as models should be utilized to expose students beyond „chalk and talk‟ system of teaching which will also improve academic performance of students.

scholarly journals Availability of Instructional Materials on Students’ Academic Performance in Senior Secondary Schools in Maiduguri Metropolis, Borno State

2020 ◽  
pp. 11-17
Author(s):  
Mustapha Ali ◽  
Aminu Baba Kura ◽  
Sherifat Bello Abdu ◽  
Dauda Aliyu
Keyword(s):  
Academic Performance ◽  
Secondary Schools ◽  
Teaching And Learning ◽  
Simple Random Sampling ◽  
Instructional Materials ◽  
Correlational Design ◽  
Collection Data ◽  
Senior Secondary Schools ◽  
Level Of Significance ◽  
Senior Secondary

This study examined the availability of instructional materials and students’ academic performance in senior secondary schools, Maiduguri Metropolis, Borno State, Nigeria. Two (2) objectives and a null hypothesis were used to determine the availability of instructional materials and students’ academic performance in senior secondary schools in Borno state. Survey and Correlational design were used. The total population of the study was 1,236 teachers and 10,349 students out of which 371 teachers and 3,105 students were sampled through simple random sampling. SSCE results for five consecutive years of the 2014-2018 academic sessions were obtained for the study. Checklist and Pro-forma were used for data collection. Data collected were analyzed using Pearson Product Moment Correlation coefficient, frequency and percentage at 0.05 level of significance. The study revealed a significant relationship between availability of instructional materials and students’ academic performance in senior secondary schools in Maiduguri Metropolis. The study also found that the instructional materials for teaching and learning are available. Based on the findings, it was recommended that government and other stakeholders should continue to support schools in the state with the necessary instructional materials needed for teaching and learning and School administration should emphasize the use of instructional materials to make learning easier.

scholarly journals Relationships among senior school students’ self-efficacy, metacognition and their achievement in chemistry

2019 ◽  
Vol 14 (2) ◽  
pp. 208-221
Author(s):  
Oloyede Solomon Oyelekan ◽  
Seun Sola Jolayemi ◽  
Johnson Enero Upahi
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Self Efficacy ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
School Students ◽  
Senior Secondary School ◽  
Reliability Indices ◽  
Senior Secondary Schools ◽  
Senior Secondary

Learners play very significant roles in the teaching–learning process. Irrespective of how teachers teach, learners often have their own ways of learning. Three hundred senior secondary school II students selected from 10 senior secondary schools in Ilorin, Nigeria participated in the study. Simple random sampling technique was used to select 30 students from each of the 10 purposively sampled senior secondary schools. Data were collected using three instruments, namely, Chemistry Self-Efficacy Questionnaire, Chemistry Metacognition Questionnaire and Chemistry Achievement Test with reliability indices of 0.83, 0.73 and 0.86, respectively. Answers were provided to four research questions each of which has a corresponding hypothesis. The hypotheses were tested at 0.05 level of significance using Pearson Product Moment Correlation, regression and analysis of variance. Findings from the study indicates significant positive relationship among senior secondary school students’ Chemistry self-efficacy, metacognition and their achievement in Chemistry F(2, 297) = 332.482, p < 0.05. Keywords: Academic achievement, metacognition, self-efficacy, senior secondary schools.

scholarly journals Science teachers’ knowledge, attitudes and skills as determinants of classroom practices in entrepreneurship education in senior secondary schools in Lagos, Nigeria

2019 ◽  
Vol 3 (2) ◽  
pp. 10-20
Author(s):  
BAMIKOLE OLUDARE OGUNLEYE
Keyword(s):  
Secondary Schools ◽  
Science Teachers ◽  
Classroom Practices ◽  
Rating Scale ◽  
Entrepreneurship Education ◽  
Cross Sectional ◽  
Service Training ◽  
Senior Secondary Schools ◽  
Senior Secondary ◽  
Education Science

Entrepreneurship behaviour is a 21st century attribute required for transforming the industrial and employment space into productive ones. Science students are critical towards the achievement of these requirements. To ensure quality entrepreneurship education, science teachers’ entrepreneurship background and characteristics become germane. This study, therefore, investigated the extent to which science teachers’ entrepreneurship knowledge, attitudes and skills determine their classroom practices in entrepreneurship education in selected Senior Secondary Schools in Lagos, Nigeria. The correlational type of the cross-sectional descriptive research design was adopted. A purposively selected sample of 245 SS2 Science teachers from thirty schools in Lagos mainland, Nigeria participated in the study.  Instruments used were: Teacher Entrepreneurship Knowledge Test (r=.86), Teacher Entrepreneurship Attitudes Scale (r=.89), Teacher Entrepreneurship Skills Inventory (r=.85) and Classroom Practices Rating Scale (r=.89). Data were analysed using Pearson Product Moment Correlation and Multiple Regression. Findings showed strong and significant bivariate relationships between each of teachers knowledge (r=.59), attitudes r=.55), skills (r=.52) and classroom practices. The three factors jointly explained 46% of classroom practices with significant relative effects. Teachers require good knowledge, attitudes and skills for effective implementation of entrepreneurship programmes in science education, hence, they need to be exposed to in-service training in entrepreneurial studies. 

scholarly journals Impact of Teacher’s Quality on Academic Performance of Students in Public Senior Secondary Schools in Maiduguri Metropolis, Borno State, Nigeria

2020 ◽  
pp. 18-24
Author(s):  
Mustapha Ali ◽  
Mohammed Goni Tela ◽  
Bashehu Saleh
Keyword(s):  
Academic Performance ◽  
Secondary Schools ◽  
Teaching Experience ◽  
Simple Random Sampling ◽  
Ministry Of Education ◽  
Correlational Design ◽  
Senior Secondary Schools ◽  
Level Of Significance ◽  
Senior Secondary ◽  
The Impact

This study examined the impact of teacher quality on academic performance among public senior secondary schools, Maiduguri Metropolis, Borno State. Two (2) objectives and Two (2) null hypotheses were used for the study. Correlational design was used. The total population of the study was 1,236 teachers and 10,349 students out of which 371 teachers and 3,105 students were sampled through simple random sampling. SSCE results for five consecutive years (2014-2018) were obtained for the study. Questionnaire and Pro-forma were used for data collection at reliability index of 0.74. Data collected were analyzed using Pearson Product Moment Correlation coefficient at 0.05 level of significance. The study revealed a significant impact of teachers’ qualification, teaching experience on students’ academic performance. Based on the findings, it was recommended that ministry of education should organize workshops and seminars to re-train teachers in senior secondary schools in Borno State, Teaching Service Board should ensure that qualified and well trained are recruited in the schools in Borno state.

Instructional Resources and Effective Pedagogy of Financial Accounting in Secondary Schools, Lagos, Nigeria

2020 ◽  
Vol 13 ◽  
pp. 94-108
Author(s):  
Olusegun Ezekiel Alao ◽  
Mary John Ukpong
Keyword(s):  
Secondary Schools ◽  
Learning Strategies ◽  
Descriptive Analysis ◽  
Financial Accounting ◽  
Instructional Materials ◽  
Instructional Resources ◽  
Effective Pedagogy ◽  
Lagos State ◽  
Senior Secondary Schools ◽  
Senior Secondary

Students’ poor Financial Accounting performance in senior secondary schools is worrisome and induces youths to engage in several social vices. An attempt to curb the menace and improve students’ performance led this study to assess the instructional resources and effective pedagogy of Financial Accounting in secondary schools in Lagos State, Nigeria. Adopting the descriptive survey research design, the population of the study comprised 2,492 senior secondary schools 1 and 2 students and 10 teachers of Financial Accounting under Education District IV in Lagos State, Nigeria. 300 students and all the 10 teachers eventually emerged as samples using Checkmarket Sample Size Calculator at 5% margin and 95% confidence level. The data were collected using a structured questionnaire that obtained Cronbach’s Alpha=0.90, and analysed using descriptive analysis and t-test at α=0.05 level of significance. The results showed that the teachers of Financial Accounting were not using activity-based pedagogical strategies. Most of the instructional materials necessary for the effective pedagogy of Financial Accounting were inadequate and malfunctioning. Therefore, Financial Accounting teachers are strongly encouraged to apply innovative and experiential learning strategies in teaching and learning. Furthermore, adequate infrastructure and modern equipment in the schools will create better learning opportunities for students.

scholarly journals Professional Growth Opportunities and Its Influence on Job Performance of Deputy Principals of Public Secondary Schools in Lugari Sub-County, Kenya

2021 ◽  
Vol 4 (1) ◽  
pp. 119-128
Author(s):  
Nancy Maino ◽  
Stephen Tomno Cheboi
Keyword(s):  
Secondary Schools ◽  
Job Performance ◽  
Professional Growth ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Growth Opportunities ◽  
Interview Guide ◽  
Service Training

This study sought to explore the influence of professional growth opportunities on the job performance of deputy principals of public secondary schools in Lugari Sub-County, Kenya. Adopting the descriptive research design, the study utilised mixed methods approach engaging both questionnaires and interview guide. The focus population for the study included 28 principals, 28 deputy principals and 420 teachers of public secondary schools within Lugari Sub- County. All the 28 principals and 28 deputy principals were purposively sampled for study whereas, 200 teachers were identified for study by simple random sampling technique. A pilot test-retest study was conducted in three public secondary schools from nearby Uasin Gishu County and a reliable Cronbach’s Alpha coefficient of 0.79 and 0.81 was obtained for the deputy principal response questionnaire and teacher response questionnaire, respectively. Supervisors and researchers from Mount Kenya University School of education were engaged to ascertain the validity of the research instruments and necessary adjustments effected on the tools before use. The questionnaires gathered quantitative data from teachers and deputy principals whilst the interview guide assembled qualitative data from the principals. The statistical Package for Social Sciences version 23.0 was used for the analysis of quantitative data yielding frequencies, percentages, means, and standard deviation. Qualitative data were analysed thematically based on the objectives and presented along with the quantitative data. The findings established that schools in Lugari Sub County hardly support deputy principals for in-service training, the majority of deputy principals perceived unfairness in promotion procedures and that the position of deputy principal did not adequately prepare deputy principals for principal-ship. The study recommends that deputy principals need to be supported by the school management to collaborate and improve their requisite skills to discharge their duties effectively.

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