scholarly journals Effectiveness of Enriched Demonstration and Lecture Instructional Strategies on Senior Secondary School Students’ Achievement in Chemistry

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Lawrence Achimugu
Keyword(s):  
Secondary School ◽  
Instructional Strategies ◽  
Relative Effectiveness ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Significant Interaction Effect ◽  
Senior Secondary School ◽  
Significant Difference ◽  
Research Questions ◽  
Senior Secondary

The study determined the relative effectiveness of enriched demonstration and lecture instructional strategies on senior secondary school students’ achievement in Chemistry. To achieve this, two research questions and three hypotheses were formulated to guide the study. Quasi-experimental design: specifically the pre-test, post-test, non-equivalent and non-randomized control group was adopted for the study. A total sample of one hundred and sixty-six (166) SS 1 students, drawn using multi-stage sampling technique were used for the study. The instrument used for data collection was Chemistry Achievement Test (CAT, r=0.82). Mean and standard deviation were used to answer the research questions, while analysis of covariance (ANCOVA) was used to test the hypotheses. Findings from the study revealed that: there is significant difference between the achievement of students exposed to two enriched instructional strategies and those exposed to enriched traditional lecture strategy; there is no significant difference between male and female students exposed to the three modes of instructional strategies; and there is no significant interaction effect between the instructional strategies and gender. It was recommended that chemistry educators should focus attention on reforming or enriching the traditional instructional strategies and that chemistry teachers should particularly make use of the enriched demonstration strategy in their classroom interactions, among others. 

scholarly journals Effects of Chemistry-Based Puzzles on Senior Secondary School Chemistry Students’ Interest in Chemical Periodicity

2020 ◽  
Vol 6 (2) ◽  
pp. 88
Author(s):  
Adzape J. N. ◽  
Otor E. E. ◽  
Akpoghol T. V
Keyword(s):  
Secondary School ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Control Groups ◽  
Control Group Design ◽  
Senior Secondary School ◽  
Chemistry Students ◽  
Significant Difference ◽  
Research Questions ◽  
Senior Secondary

The study investigated the effects of chemistry-based puzzles on senior secondary school chemistry students’ interest and gender in chemical periodicity. The design of the study was quasi-experimental; specifically the pre-test, post-test non-equivalent control group design was adopted. A sample of 129 students from a population of 4369 was used in the study. Students were classified into experimental and control groups: Students in the experimental groups were instructed with chemistry-based puzzles while students in the control groups were instructed with the demonstration method. An interest questionnaire called Chemical Periodicity Concepts Interest Inventories (CPCII), constructed by the researchers and validated by experts from three universities in Nigeria, was used in the study. Reliability coefficient of the instrument was calculated and found to be 0.79. Three research questions and three hypotheses were raised in the study. The research questions were answered using Mean and Standard Deviation while hypotheses were tested at 0.05 confidence level using Analysis of Covariance (ANCOVA). Findings showed that students in the experimental group who were taught with Puzzle-Based Strategy (PBS) had higher interest in the topic ‘chemical periodicity’ than those in the control group who were taught with the Demonstration Method (DEM). There was no significant difference in the interest of students by gender. Interaction effect of gender and treatments on interest was not significant. It was recommended that teachers should incorporate puzzle-based instructional strategies in their teaching as a variety to curb boredom in the classroom due to monotony of the conventional methods among others.

scholarly journals Constructivist practices through guided discovery approach: The effect on students’ cognitive achievement in Nigerian senior secondary school physics

2010 ◽  
Vol 2 (1) ◽  
pp. 16-25
Author(s):  
Akinyemi Olufunminiyi Akinbobola ◽  
Folashade Afolabi
Keyword(s):  
Secondary School ◽  
Analysis Of Covariance ◽  
Cognitive Achievement ◽  
Control Group ◽  
Guided Discovery ◽  
Senior Secondary School ◽  
Significant Difference ◽  
Senior Secondary ◽  
Constructivist Practices ◽  
Secondary School Physics

The study investigated constructivist practices through guided discovery approach and the effect on students’ cognitive achievement in Nigerian senior secondary school Physics. The study adopted pretest-posttest control group design. A criterion sampling technique was used to select six schools out of nine schools that met the criteria. A total of 278 students took part in the study; this was made up of 141 male students and 137 female students in their respective intact classes. Physic Achievement Test (PAT) with the internal consistency of 0.77 using Kuder Richardson formula 21 was the instrument used in collecting data. The data were analysed using Analysis of Covariance (ANCOVA) and t-test. The results showed that guided discovery approaches was the most effective in facilitating students’ achievement in physics after being taught using a pictorial organizer. This was followed by demonstration while expository was found to be the least effective. Also, there exists no significant difference in the achievement of male and female physics students taught with guided discovery, demonstration and expository teaching approaches and corresponding exposure to a pictorial organizer. It is recommended that physics teachers should endeavour to use constructivist practices through guided discovery approach in order to engage students in problem solving activities, independent learning, critical thinking and understanding, and creative learning, rather than in rote learning and memorization.

scholarly journals Relative Effectiveness of Generative Learning Strategy on Students’ Academic Achievement in Senior Secondary School Biology: Sustainable Development Perspective

2020 ◽  
Vol 4 (1) ◽  
pp. 12-22
Author(s):  
Peter Abayomi ONANUGA
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Learning Strategy ◽  
Relative Effectiveness ◽  
Choice Test ◽  
Control Group ◽  
Generative Learning ◽  
Senior Secondary School ◽  
Post Test ◽  
Senior Secondary

The study investigated the relative effectiveness of generative learning strategy on students’ academic achievement in secondary school Biology. The research design adopted for the study was pre-test, post-test control group quasi-experimental with a 2 x 2 factorial matrix. The groups were crossed with gender as moderating variable to determine its effect on students’ academic achievement. Seventy-six students (76) in the intact classes but purposively drawn from two schools that met a set of criteria constituted the experiment. The research instrument was a 30-item multiple choice test named Biology Achievement Test (BAT) subjected to validity and reliability tests, the test-retest reliability co-efficient yielded 0.78. The data collected were analysed with both descriptive and inferential statistics and the results showed significant main effect of the strategy on students’ academic achievement in senior secondary school Biology. It further revealed that the students exposed to the Generative Learning Strategy (GLS) achieved higher post-test mean achievement score compared to their counterparts exposed to the conventional method. It was recommended among others that the strategy should be integrated into teacher education programme to allow would-be teachers to have adequate understanding and knowledge of its use.  

scholarly journals EFFECTS OF SELF MONITORING AND MANAGEMENT STRATEGY ON VIOLENT BEHAVIOURS AMONG SENIOR SECONDARY SCHOOL STUDENTS WITHIN BIDA EDUCATIONAL ZONE OF NIGER STATE

2019 ◽  
Vol 14 (2) ◽  
Author(s):  
Y. Umaru
Keyword(s):  
Secondary School ◽  
Management Strategy ◽  
Secondary School Students ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Violent Behaviour ◽  
School Students ◽  
Self Monitoring ◽  
Senior Secondary School ◽  
Senior Secondary

The study examined the Effect of Self-monitoring and Management Strategy on Violent Behaviour among senior secondary School Students. It was guided by two research questions and two hypotheses. A non-equivalent control group Quasi-experimental design involving one treatment and one control group was adopted. A total of 43 senior secondary schools (SSII) classes with high record of Behavioural problems in School within Bida Educational Zone o f Niger State were used for r the study. The instrument used for the study was the Adolescent Behavioural Assessment (ABA) which was validated by experts and used for data collection. Mean, Standard deviation and Analysis of Covariance (ANCOVA) was used to analyze the data collected. The results suggested that the use of self-monitoring and management strategy are efficacious in reducing violent behaviours in schools. Based on the findings, the introduction of peace education in schools to curb the effect of violent behaviour on academic and social development and school psychologist or counsellors’ training on the new strategies to reduce violent behaviour in school are among the recommendations proposed by this study.

Effect of Biology Practical Activities on the Academic Achievement of Senior Secondary School Biology Students.

2019 ◽  
pp. 151-156
Author(s):  
Veronica C. U. ◽  
Casmir N.E.
Keyword(s):  
Secondary School ◽  
Biology Education ◽  
Senior Secondary School ◽  
Biology Students ◽  
Test Items ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Research Questions ◽  
Measurement And Evaluation ◽  
Senior Secondary

This study investigated the effect of Biology practical activities on the academic achievements of senior secondary school biology students in Awgu Local Government Area of Enugu State. The study adopted pretest posttest non-randomized quasi experimental design. Four research questions and two hypotheses guided the study. One hundred and twenty (120) senior secondary school biology students were sampled from the population of 490 SS II students. Four schools were sampled out of 13 Government Secondary Schools in Awgu L.G.A. Instrument for data collection was Biology Achievement Test (BAT) consisting of 21 multiplechoice test items was constructed. The instrument was validated by three experts; one in measurement and evaluation and two in biology education. The reliability test was done using Kuder-Richardson (K-R20) which gave a reliability index of 0.74. The research questions were answered using mean and standard deviation while the hypotheses were tested using t-test. The findings of the study showed that students taught biology using practical activities performed better than their counterparts using conventional method. The result also showed that gender has significant difference on students‟ performance when taught with practicals. The researchers therefore recommended that teachers should employ practical activities in teaching biology to enhance students‟ performance.

Effect of Cooperative Learning Strategy on Students’ Achievement in Secondary School Chemistry.

2019 ◽  
pp. 165-171
Author(s):  
Eze G.N. ◽  
Okorie Q.A.
Keyword(s):  
Cooperative Learning ◽  
Secondary School ◽  
Learning Strategy ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Achievement Scores ◽  
Significant Difference ◽  
The Mean ◽  
Research Questions ◽  
Level Of Significance

The study investigated the effect of cooperative learning strategy on students‟ achievement in secondary school chemistry. The design adopted for the study was quasi-experimental, precisely pretest, posttest non-equivalent control group. Two research questions guided the study while two null hypotheses were tested at .05 level of significance. The population for the study comprised 800 SS one students who offered Chemistry in 2014/2015 academic year in Abia State, Nigeria. The sample consisted of sixty students (30 males and 30 females) drawn from the target population using simple random sampling technique. The instrument for data collection was the chemical bonding achievement test (CAT) consisting of 25 item questions adopted from past WAEC and NECO question papers. The research questions were answered using descriptive statistics while the null hypotheses tested at .05 level of significance were analyzed using analysis of covariance. Results of data analysis revealed a significant difference in the mean achievement scores of cooperative learning group and conventional lecture method in favour of cooperative group. Again, a significant difference was observed in the mean achievement scores of male and female students exposed to cooperative learning strategy and the difference was in favour of the males. It was recommended among others that teachers should embrace the use of cooperative learning in chemistry classrooms.

Effect of Concept Mapping on Secondary School Students’ Achievement and Retention in Physics in Enugu State.

2019 ◽  
pp. 52-61
Author(s):  
Anamezie R.C.
Keyword(s):  
Secondary School ◽  
Concept Mapping ◽  
Secondary School Students ◽  
Analysis Of Covariance ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Research Questions ◽  
Enugu State ◽  
Senior Secondary

This study sought to determine the effect ofconcept mapping on secondary school students‟ achievement and retention in physics. Four research questions and six hypotheses guided the study. Pretest-posttest non randomized control group design was adopted for the study. The study was conducted in Agbani education zone of Enugu State, where a sample of one hundred and fifty-six (156) senior secondary school one (SSS 1) students was drawn from four intact classes. Technique adopted for sampling was purposive multistage stratified random sampling. Instrument used for data collection was Physics Achievement Test (PAT). The instrument was constructed by the researcher and validated by three research experts. PAT yielded a stability coefficient of .71 obtained through test –retest approach. PAT also yielded a reliability coefficient of .65 obtained by Kudar-Richardson 20 formula. Research questions were answered using mean and standard deviation. Hypotheses were tested using Analysis of Covariance (ANCOVA). Major findings of the study showed that the experimental group achieved higher and retained more physics than their counterparts in the control group. Also male and female students did not differ significantly in their achievement and retention in physics. It was recommended that concept mapping be used in teaching secondary school physics.

scholarly journals Effects Of Demonstrative And Discovery Teaching Strategies On Senior Secondary School Two (S.S.2) Students’ Achievement In Oral English In Bayelsa State.

2020 ◽  
Vol 7 (7) ◽  
pp. 75-85
Author(s):  
Faith Bokolo ◽  
Idongesit Victor Uwah ◽  
Norman Simeon
Keyword(s):  
Secondary School ◽  
Skill Acquisition ◽  
Teaching Strategies ◽  
English Language ◽  
Analysis Of Covariance ◽  
Sound System ◽  
Senior Secondary School ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Senior Secondary

The researchers investigated the effects of Demonstrative and Guided Discovery teaching strategies on Senior Secondary School Two (2) students’ achievement in Oral English in Bayelsa State. A quasi-experimental design approach was adopted, using a sample of Sixty (60) students comprising of both male and female from Yenagoa Local Government Area of Bayelsa State. Data collated were analyzed using mean standard deviation and the Analysis of Covariance (ANCOVA). This research was guided by Four (4) research questions and hypothesis. The instrument used for data collection was the Oral English achievement test (OEAT), The instrument contained 25 multiple choice items marked over 100 which were standardized. KR20 was used to determine a reliability coefficient of 0.95. The test was based on human sound system. The result analyzed showed among others that there was a significant difference (P=0.000<0.05) between demonstrative and discovery, and demonstrative and conventional methods of teaching. On the other hand, no significant difference existed (p=0.314>0.05) between discovery and conventional method of teaching. The significance difference observed between the various teaching methods is indicative that the demonstrative method is the most effective in the teaching of Oral English. Some recommendations were made on enhancing Oral English language skill acquisition such as provision of e-learning facilities in schools, continuous education for Oral English teachers among others.

scholarly journals Gender Effect on Mathematics Anxiety of Secondary School Students in Ogun West Senatorial District, Nigeria

2021 ◽  
pp. 17-23
Author(s):  
Olubusayo Aduke Asikhia
Keyword(s):  
Secondary School ◽  
Mathematics Anxiety ◽  
Secondary School Students ◽  
Analysis Of Covariance ◽  
Male Students ◽  
School Students ◽  
Senior Secondary School ◽  
Significant Difference ◽  
The Subject ◽  
Senior Secondary

Mathematics has become an important and compulsory school subject in many countries of the world but it has been recognized by many researchers as causing panic and fear for many students and this has often made most of such students to fail the subject. This study therefore sought the effect of gender on the mathematics anxiety of senior secondary school students in Ogun West Senatorial District. The sample size for this study were 270 senior secondary school students 2 (SS2) who were selected through stratified random sampling technique. The Mathematics Anxiety Rating Scale-revised (MARS-R) was the only instrument used for the study. The data collected were analysed through Analysis of covariance (ANCOVA) and t-test. Results revealed a significant difference effect of gender on students’ mathematics anxiety. The study also revealed higher mathematics anxiety scores for male students than the female. The researcher recommended that counselors should use  this study as a theoretical and empirical basis to help counselors see the need to help male students focus more on the subject so as to avoid being anxious. Schools should also sponsor seminars/workshops especially for male students on the importance of mathematics for career progression.

STUDY OF ENVIRONMENTAL AWARENESS AMONG SENIOR SECONDARY SCHOOL STUDENTS

2018 ◽  
Vol 6 (26) ◽  
Author(s):  
Md. Mahmood Alam
Keyword(s):  
Environmental Education ◽  
Secondary School ◽  
Secondary School Students ◽  
Core Curriculum ◽  
Environmental Awareness ◽  
School Students ◽  
Senior Secondary School ◽  
Rural And Urban ◽  
Significant Difference ◽  
Senior Secondary

The present study was conducted to ascertain the environmental awareness across gender, locale, type of schools and academic stream among senior secondary school students. The sample of the study comprised of 300 11th class students studying in different government and non- government senior secondary schools of Sambhal district (U.P.) of Moradabad region. Environment Awareness Ability Measure (EAAM) by Praveen Kumar Jha (1998) was used to collect the data for the purpose. The data were analyzed using descriptive (Mean, Standard Deviations) and inferential (‘t’- test) statistics. The findings of the present study revealed that there is significant difference in environmental awareness of senior secondary school students across gender (boys and girls), type of schools (government and non-government) and academic stream (science and arts). However no significant difference is found in case of rural and urban sample. The reason for this result may be the rampant illiteracy in the district. Stakeholders should, therefore, ensure that the curriculum relating to environmental education is transacted as a core curriculum. Other activities related to environmental education viz., curricular, co- curricular and literary activities should also be organized to infuse environmental awareness among students.

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