scholarly journals Effects Of Problem-Solving Method On Secondary School Students Achievement And Retention In Social Studies, In Ekiti State, Nigeria

2011 ◽  
Vol 8 (1) ◽  
pp. 19-26
Author(s):  
B.O. Abdu-Raheem
Keyword(s):  
Problem Solving ◽  
Social Studies ◽  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Control Group ◽  
Control Groups ◽  
School Students ◽  
Significant Difference ◽  
And Control

This study investigated the effects of problem-solving method of teaching on secondary school students achievement and retention in Social Studies. The study adopted the quasi-experimental, pre-test, post-test, control group design. The sample for the study consisted of 240 Junior Secondary School Class II students randomly selected from six secondary schools in Ekiti State, Nigeria. The instrument used for the study is the Social Studies Achievement Test (SSAT) designed and validated by the researcher. Section A of the instrument consisted of the bio-data of the respondents while section B was made up of 40 multiple-choice items designed to measure the students achievement and retention in Social Studies. Four hypotheses were raised and tested at 0.05 level of significance. The data were analyzed using t-test and ANCOVA statistical tools. The results showed that there is a significant difference between the achievement mean scores of students in the experimental and control groups. There is a significant difference between the pre-test mean scores and achievement mean scores of students in the experimental and control groups. There is a significant difference between the retention mean scores of students in the experimental and control groups. There is a significant difference between the achievement mean scores and the retention mean scores of students in the experimental and control groups. It was discovered in the study that problem-solving method is more effective than conventional lecture method in improving students achievement in Social Studies. It was therefore recommended that teachers should be innovative in handling their lessons by relating them to the day-to-day life of students in such a way that the students will be challenged to put the lessons to practice as much as possible. Government should also emphasize the use of problem-solving method to teach Social Studies in secondary schools.

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 The Effect of Concept-Mapping on Secondary School Students’ Performance in Islamic Studies

2016 ◽  
Vol 4 (1) ◽  
pp. 120-132
Author(s):  
U.A. Ajidagba ◽  
Jamiu Abdur-Rafiu ◽  
Y.A. Fasasi
Keyword(s):  
Secondary School ◽  
Concept Mapping ◽  
Secondary School Students ◽  
Instructional Method ◽  
Control Group ◽  
Control Groups ◽  
School Students ◽  
Islamic Studies ◽  
Significant Difference ◽  
And Control

This study examined the effect of concept-mapping instructional method on secondary school students’ performance in Islamic Studies in Oyo State, Nigeria. The study employed a pre-test, post-test control group, quasi-experimental design. The sample comprised Senior Secondary School class 2 (SSS 2) students purposively drawn from three secondary schools in Oyo State. The students in experimental and control groups were in their normal classroom setting (intact classes) and were not reorganized. Experimental group consisted of 45 students exposed to concept-mapping while the control group consisted of 48 students who received no treatment. Data were analysed using t-test, standard deviation and Analysis of Covariance (ANCOVA). Findings of the study showed that there was a significant difference in the performance of experimental and control groups after the treatment. Concept-mapping had significant effect on students’ performance with mean score of x=53.92. Effect of Conventional method was x=22.62. No significant difference existed in the performance in Islamic Studies of students exposed to concept-mapping based on gender, t-cal.( 0.1469 < 2.021) at 0.05 alpha level of significance. The study concluded that concept-mapping instructional method positively improved students’ understanding of Islamic Studies and invariably their performance. The study recommended that concept-mapping should be adopted as a teaching method of Islamic Studies, and that teachers of the subject should improve their pedagogical skills through seminars and workshops.

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.

scholarly journals Improvement of the Concept of Mitosis Instruction to Improve Biological Achievement Among Secondary School Students

2020 ◽  
Vol 3 (3) ◽  
pp. 164-169
Author(s):  
Akawo Angwal Yaki ◽  
Koroka Mohammed Sanda ◽  
Rabiu Mohammad Bello
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Secondary School Students ◽  
Instructional Materials ◽  
Control Group ◽  
School Students ◽  
Significant Difference ◽  
Quasi Experimental ◽  
And Control ◽  
Senior Secondary

The study examined the effects of Improvised Instructional Material Enhanced Biology Achievement among Secondary School Students in Lapai, Niger State. Quasi-experimental design which involved pretest, posttest, experimental and control group. A total of eight five (85) Senior Secondary two (SSII) students randomly selected from two sampled schools formed the sample size of the study. The instrument used for data collection was a researchers’ designed Biology Achievement Test (BAT). The instrument was validated, and pilot tested and yielded a reliability coefficient of 0.75. Two research questions were raised, and two corresponding null hypotheses were formulated to guide the study, the null hypotheses were tested at 0.05 level of significant. The result of the study showed among others a significant difference in achievement score of the experimental and control groups in favor of the experimental group. The finding also showed that both male and female students’ achievements were enhanced equally. It was recommended among others that Biology teachers should be encouraged to improvise instructional materials for effective teaching and learning of Biology.    

scholarly journals The Effect of Individual and Group Learning on Block-Based Programming Self-Efficacy and Robotic Programming Attitudes of Secondary School Students

2020 ◽  
Vol 9 (1) ◽  
pp. 108-121
Author(s):  
Esra ARSLAN ◽  
Onur İŞBULAN
Keyword(s):  
Secondary School ◽  
Private School ◽  
Self Efficacy ◽  
Secondary School Students ◽  
Group Learning ◽  
Control Groups ◽  
School Students ◽  
Significant Difference ◽  
Block Based ◽  
And Control

In this research, the effects of individual and group learning activities on perceptions of block-based programming self-efficacy and attitudes towards robotic programming were tried to be determined. The research was conducted in a private school located in Sariyer, district of Istanbul province in the 2nd academic year of 2018-2019 with 32 students from 7th Grade. The study fulfilled as a semi-experimental pattern on the experimental and control groups using the pretest-posttest design. According to the research results, individual and group learning did not affect secondary school students’ perceptions of block-based programming self-efficacy and attitudes towards robotic programming. In addition to this, an increase was found in the perceptions of block-based programming self-efficacy in the experimental and control groups, and the attitudes towards programming of programming of the experimental group students. It was concluded that there was no significant difference between age, gender, taking aScratch lesson, writing a computer program with Scratch, and taking a robotic-programming lessons before. While robotic attitudes of students did not differ significantly according to their age and previous status of taking robotic coding courses, however, they differed significantly according to gender and male students had higher attitudes towards robotic programming than female students.

scholarly journals The Effect of Manipulatives on Mathematics Achievement and Attitudes of Secondary School Students

2016 ◽  
Vol 5 (3) ◽  
pp. 10 ◽  
Author(s):  
Hakki Kontas
Keyword(s):  
Academic Achievement ◽  
Mathematics Achievement ◽  
Secondary School ◽  
Secondary School Students ◽  
Attitude Scale ◽  
Control Group ◽  
Control Groups ◽  
School Students ◽  
Quasi Experimental ◽  
And Control

The purpose of this study is to investigate the effect of manipulatives (concrete learning materials) both on the academic achievement of secondary school students in mathematics and on their attitudes towards mathematics. Pretest-posttest control group experimental model, which is one of the quasi-experimental research designs, was used in the study. The study group consisted of 48 seventh grade students (24 in experiment group and 24 in control group) studying in a state school in the Southeastern Region of Turkey in 2014-2015 school year. The ages of students range between 13 and 14. Mathematics achievement test and mathematics attitude scale were applied in order to collect the research data. As a result of the research, posttest mathematics academic achievement scores of experiment and control groups were found to differ significantly in favor of posttests in both groups. The scores of attitude towards mathematics for experiment and control groups were significantly different in posttests in favor of the experiment group.

scholarly journals Repetition without Repetition or Differential Learning of Multiple Techniques in Volleyball?

2021 ◽  
Vol 18 (19) ◽  
pp. 10499
Author(s):  
Julius B. Apidogo ◽  
Johannes Burdack ◽  
Wolfgang I. Schöllhorn
Keyword(s):  
Secondary School ◽  
Retention Test ◽  
Secondary School Students ◽  
Control Group ◽  
School Students ◽  
Learning Group ◽  
Differential Learning ◽  
Significant Difference ◽  
Repetitive Learning

A variety of approaches have been proposed for teaching several volleyball techniques to beginners, ranging from general ball familiarization to model-oriented repetition to highly variable learning. This study compared the effects of acquiring three volleyball techniques in parallel with three approaches. Female secondary school students (N = 42; 15.6 ± 0.54 years) participated in a pretest for three different volleyball techniques (underhand pass, overhand pass, and overhead serve) with an emphasis on accuracy. Based on their results, they were parallelized into three practice protocols, a repetitive learning group (RG), a differential learning group (DG), and a control group (CG). After a period of six weeks with 12 intervention sessions, all participants attended a posttest. An additional retention test after two weeks revealed a statistically significant difference between DG, RG, and CG for all single techniques as well as the combined multiple technique. In each technique—the overhand pass, the underhand pass, the overhand service, and the combination of the three techniques—DG performed best (each p < 0.001).

scholarly journals Morphological Instructional Packages as Determinants of Inferring Word Meanings in Reading Comprehension among Secondary School Students

2017 ◽  
Vol 5 (3) ◽  
pp. 67
Author(s):  
Julius Olaitan Akinwumi ◽  
Olagundoye Christanah Olubunmi
Keyword(s):  
Reading Comprehension ◽  
Problem Solving ◽  
Secondary School ◽  
English Language ◽  
Academic Ability ◽  
Control Group ◽  
School Students ◽  
Word Meanings ◽  
And Control ◽  
Senior Secondary

This study investigated the effects of morphological instructional packages as determinants of inferring word meanings in reading comprehension among secondary school students in Ekiti State. The study adopted pre-test, post-test and control quasi-experimental research using two experimental groups and one control group with a sample of 270 Senior Secondary II students selected from nine public senior secondary schools using multi-stage sampling procedure, stratified random sampling and purposive sampling. The selected schools were assigned into three major groups, with each group made up of three schools of 30 students per school (two experimental groups and one control group). Three instruments were adapted, validated and used for data collection for the study namely: Morphological Production Task on Students’ Academic Ability (r = 0.74), Morphological Analysis Task of Students’ Academic Ability (r = 0.83) and Achievement Test in Comprehension (0.75). Data collected were analysed using Mean, Standard Deviation, Analysis of Covariance, Scheffe post-hoc and Multiple Classification Analysis (MCA). The study showed that there was significant difference in the achievement mean score of students in reading English language comprehension between the experimental and control groups. It showed that students exposed to a combination of morphological instructional packages with Eclectic and Problem-Solving methods achieved more in inferring word meanings. It was recommended that teachers of English language should be encouraged to use morphological instructional packages combined with Problem-Solving and Eclectic methods should be given enough orientation through seminars and workshop on the importance of morphological instructional packages combined with eclectic and Problem-Solving methods towards the teaching of languages and reading comprehension in particular.

scholarly journals The Impact of Covid-19 Pandemic ‘Lockdown’ on Reading Engagement of Selected Secondary School Students in Nigeria

2021 ◽  
Vol 3 (1) ◽  
pp. 45-55
Author(s):  
Ibitola Oluwatoyin Adigun ◽  
Fadekemi Omobola Oyewusi ◽  
Kolawole Akinjide Aramide
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Online Survey ◽  
School Library ◽  
School Libraries ◽  
Reading Engagement ◽  
School Students ◽  
Significant Difference ◽  
The Impact

Several studies have decried the non-existence of functional school libraries in many primary and secondary schools in Nigeria. This inadequacy in school libraries made it extremely difficult for school librarians to foster the culture of reading in students through school library use and reading promotional activities. Moreover, library hours are not included in the school time table in many of the secondary schools in Nigeria. Thus, reading engagement has been on the decline among secondary school students in the country. Despite these challenges, some studies suggested that students will spend more time reading if they have more spare time. Therefore, this study investigated selected secondary school students’ reading engagement during the COVID-19 pandemic school lockdown. It was assumed that the availability of time during the period would motivate students to read since schools were closed and movement was restricted. The study adopted an online survey instrument (Questionnaire) administered to the students over 3-month period (April - June 2020). This instrument was adopted because there was total closure of schools throughout the country, thus the only means students could be reached at the time was through online. The questionnaire was sent to individual students and school online groups. Thus, the study was limited to students with information technology gadgets and online presence. The result revealed that there was no significant difference in the duration of time students spent reading during the lockdown and when school was in session. It also revealed that students read textbooks to prepare for examinations and to keep sound academically.

scholarly journals Construction and Standardization of Literary Interest Inventory for the Students of Higher Secondary Schools

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Dr. Veenaben Patel ◽  
Pro. Dinesh Patel
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Rural Students ◽  
Survey Method ◽  
School Students ◽  
Interest Inventory ◽  
Significant Difference ◽  
Commerce Students ◽  
Type Of School

The literary interest is to be measured and an inventory is prepared for that. In the present inventory students point out whether they like the activity, like it strongly, dislike or strongly dislike. To construct and standardize literary interest inventory for higher secondary school students. To investigate the significant difference in the literary interest of the students between the sub-groups on gender, area, stream, type of school, standard and components of interest inventory. 3119 higher secondary school students is population. Hence survey method was suitable for the present study. The steps of the construction of the inventory are as follows. Items having t- value more than 1.96 and r-value more than 0.20 were selected. Thus, out of the 100 items, 80 items were selected in the final form of the inventory. The reliability of the inventory was established via test-retest method and split-half method. For establishing criterion validity The Teacher Criterion scale that depict various literary activities that can be carried out in higher secondary schools. The null hypotheses were tested using t-test and f-test. Significant difference is observed in the literary interest of the students with reference to gender. Girls are more inclined towards the literary interest than the boys. Rural students show more interest in literature than the urban students. Students of arts stream show more interest in literature than the students of commerce students and students of science stream show more interest in literature than the students of both streams. Significant difference is students with reference to type of school. Students of grant-in-aid schools show more interest in literature than the students of non-grant-in aid schools.

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