scholarly journals The impact of instructional aids on academic achievement of biology students in higher institutions of learning in Potiskum Local Government Area, Yobe State

2021 ◽  
Vol 9 (1) ◽  
pp. 172-178
Author(s):  
Jemila Mohammed Suraj ◽  
Maryam Sule Yusuf ◽  
Gambo Bukar ◽  
Mohammed Tijjani ◽  
Adamu Mallam Ibrahim
Keyword(s):  
Academic Achievement ◽  
Standard Deviation ◽  
Achievement Test ◽  
Biology Teachers ◽  
Biology Students ◽  
Instructional Aid ◽  
Instructional Aids ◽  
Visual Materials ◽  
Higher Institutions ◽  
The Impact

In this study, attempts was made to examine the influence of audio-visual instructional aid on students’ academic achievement in Biology in some selected higher institutions of learning in Yobe State. There is an urgent need to improve the quality of education to bridge the gap between developed and developing nations, and audio visual instruction is considered as a necessary tool for this purpose the objectives of the study was to identify the forms of instructional aids provided in higher institutions, to determine the utilization of instructional aids by teachers of higher institutions of learning, to determine the impact of instructional aids on academic achievement of Biology major students in higher institutions of learning to identify the challenges associated with instructional aids used by Biology teachers in higher institutions of learning in Potiskum Local government area Yobe state. The population of the study comprises of 500 Biology students’ from the following schools, Federal College of Education (technical) Potiskum and College of administration Management and Technology (CAMTECH) Potiskum. Twenty (20) Biology teachers representing the entire population of biology teachers in the two institution was used in the study. The instrument for data collection was Biology achievement test (pat) and structured questionnaire. Fifteen (15) items Biology achievement test (pat) was constructed from topics in the Biology curriculum. The data collected was analyzed using mean, standard deviation. Scores of different groups was computed. Results of the experimentation was used to answer research question. The result shows that the schools lacks functional audio materials for teaching biology at efficient level, the mean and standard deviation of 3.48 and 1.65 is an indication that there is no functional audio materials for effective teaching and learning Biology in the selected institutions. Where there is poor or no available audio materials the rate of utilization is basically not feasible. Similarly audio visual materials are not in use. the use of instructional materials in teaching Biology in the selected higher institutions shows a positive result, it is obvious that electricity and access to the instructional aid is not a problem in the schools but the main challenges faced by the teachers are inadequate lecture period that will warrant the use of audio-visual materials in teaching, poor or no constant monitoring of the lesson by the school administrators, lack of instruction assistant to help the teachers in fixing this gadgets before and during the lecture has contributed immensely to poor academic performance of the students in the selected higher institutions respectively. Technical know-how is a factor of concern poor knowledge of the gadgets by the teachers and the assistant is also a point of concern.

scholarly journals Use of Massive Open Online Courses (MOOCs)  In the professional development of science teachers Jeddah

2019 ◽  
Vol 3 (10) ◽  
Author(s):  
Mounira Mohammed Al-Raghbi
Keyword(s):  
Professional Development ◽  
Standard Deviation ◽  
Science Teachers ◽  
Achievement Test ◽  
Impact Measurement ◽  
Continuous Training ◽  
Satisfaction Questionnaire ◽  
Distance Training ◽  
Strongly Agree ◽  
The Impact

    The current research aimed to identify the effectiveness of MOOCs as an electronic training platform for the professional development of science teachers in Jeddah. The researcher used the semi-experimental approach in a one-group design. The experiment was applied to the basic sample of research (30) Education East Jeddah Girls, who received the active learning course through direct training, were randomly selected unintentionally. The researcher used two tools to collect information and data related to the study: N of (20) paragraph tribal dish and Uday, in addition to a questionnaire to measure the sample satisfaction MOOCs as a platform for distance training, consisting of (48) paragraph. The data of this study were analyzed using the statistical packages of social programs (SPSS) according to the following statistical methods: arithmetical mean, standard deviation and t value for the pre-test and final test scores by t-test for two independent sample samples, Eta coefficient of impact measurement, Cronbach's Alpha coefficient for measurement of test stability, consistency of satisfaction criterion, and arithmetic averages and standard deviations of responses of study group members in the satisfaction questionnaire. The study reached several results, the most important of which are: -MOOCs achieved an efficiency level in the results of the achievement test with an average of (5.17) score for pre-test compared to (19.63) in the post-test. -The size of the calculated effect reached (0.99). This means that the size of the impact is great for the use of open source electronic courses (MOOCs) in the professional development of science teachers in Jeddah. -There is satisfaction with science teachers on the use of MOOCs in their professional development, where the mean is 4.37, indicating that there is satisfaction (strongly agree) on the questionnaire of satisfaction with the use of MOOCs as a distance training platform for the professional development of them -The standard deviation of the general arithmetic mean (0.119), which is a value and a sign of the great homogeneity between the responses of the members of the research sample (science parameters) on the expressions of satisfaction questionnaire In light of the results, the researcher presented a set of recommendations, the most important of which are: - To promote the culture of e-learning using electronic educational platforms MOOCs. - Provide open and continuous training programs for in-service teachers for their effectiveness and development. - Offering more training courses for electronic platforms carrying the specifications of MOOCs - Taking advantage of the current study tools, namely (the achievement test- the measure of satisfaction) to assess the   impact of professional development For science teachers in Jeddah.      

The Impact of Interactive Environment and Metacognitive Support on Academic Achievement and Transactional Distance in Online Learning

2016 ◽  
Vol 55 (1) ◽  
pp. 95-122 ◽  
Author(s):  
Ramazan Yılmaz ◽  
Hafize Keser
Keyword(s):  
Academic Achievement ◽  
Online Learning ◽  
Academic Success ◽  
Quantitative Research ◽  
Achievement Test ◽  
Transactional Distance ◽  
Significant Difference ◽  
Interactive Environment ◽  
Conclusion Section ◽  
The Impact

The aim of the present study is to reveal the impact of the interactive environment and metacognitive support (MS) in online learning on academic achievement and transactional distance (TD). The study is designed as 2 × 2 factorial design, and both qualitative and quantitative research techniques are used. The study was carried out on 127 students, and this research design was implemented in an online learning environment and evaluated based on an achievement test, TD scale, and semistructured interviews. The results of the study revealed that synschronous environments had a significant impact in reducing TD perception. In asynschronous environments, on the other hand, providing students with MS was efficient in reducing TD. In terms of academic success, compared with synschronous environments, MS provided in asynschronous environments caused to a significant difference in achievement test scores of the students. Explanations about findings and implications for instructional design are discussed in Conclusion section.

scholarly journals Co-teaching Effectiveness: Students’ Achievement in Mathematical Proficiencies and Content Strands

2019 ◽  
Vol 35 (3) ◽  
Author(s):  
Muhammad Zafar Iqbal
Keyword(s):  
Academic Achievement ◽  
Standard Deviation ◽  
Teaching Effectiveness ◽  
Educational Assessment ◽  
Achievement Test ◽  
Assessment System ◽  
The Public ◽  
Positive Effects ◽  
Achievement Score ◽  
8Th Grade

In Pakistan Mathematics is being taught by single teacher. In contrast co-teaching has shown its positive effects on students’ academic achievement in Mathematics. Keeping in view the importance of co-teaching, this study was aimed at examining the co-teaching effectiveness to enhance students’ scores in mathematics. An experimental research design, Solomon Four Group was applied in this study to conduct an experiment. A school in the public sector was selected on convenient basis with due permission of headmaster. There were 118 students studying in that school at 8th grade situated in Sargodha district. A teaching module of mathematics was developed on two content strands of 8th grade mathematics i.e. algebra & geometry. The duration for one lesson was one hour. There were 20 lessons in the module and were validated by two mathematics experts. Students’ achievement was measured by using an achievement test of mathematics. Pakistan National Educational Assessment System had developed and validated the items. Data were analyzed by applying Mean, Standard deviation, and independent sample t-test. Co-teaching was found to be more effective than single teacher’s teaching in enhancing students’ achievement score in algebra and geometry with mathematical proficiencies. It was recommended that a topic on co-teaching should be included in courses preparing teachers of Mathematics.

scholarly journals A comparative study of Blended learning versus Conventional learning in higher education on the academic achievement of undergraduate students in the general chemistry course

2021 ◽  
Vol 58 (1) ◽  
pp. 2770-2785
Author(s):  
Najeh Rajeh Alsalhi Et al.
Keyword(s):  
Academic Achievement ◽  
General Chemistry ◽  
Blended Learning ◽  
Undergraduate Students ◽  
Study Groups ◽  
Achievement Test ◽  
Control Group ◽  
Validity And Reliability ◽  
Significant Difference ◽  
The Impact

The main goal of this study was to examine the impact of blended learning on the academic achievement of undergraduate students in the general chemistry (CHE101) course. The participants' learners of the study were (326) learners, who were randomly split into two groups, one of which taught by using blended learning (empirical group A, n = 163) and the other which with taught by using the conventional method (control group B, n = 163). To accomplish the objectives of the study, the researchers prepared the study tool, which is an achievement test, after confirming its validity and reliability. Data analyses showed that there is a statistically significant difference among the mean scores of learners in the two study groups on the achievement test, for the benefit of empirical group learners, who taught through blended learning. Moreover, the results revealed that achievement varied according to the College of the learners in the empirical group (in favor of those students of Pharmacy and Health Sciences College). However, there is no statistically significant difference in students according to the students’ gender variable and, according to the Academic year variable. The study recommended that blended learning be used more widely to cover different sectors of education.

Determinants and academic achievement effect of Facebook use in educational communication among university students

2019 ◽  
Vol 71 (1) ◽  
pp. 105-123 ◽  
Author(s):  
Chin Fei Goh ◽  
Amran Rasli ◽  
Owee Kowang Tan ◽  
Sang Long Choi
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Educational Communication ◽  
Path Modeling ◽  
Content Type ◽  
Facebook Use ◽  
Higher Institutions ◽  
The Impact ◽  
Self Administered Questionnaire ◽  
Insight Into

Purpose The purpose of this paper is to examine the factors that drive students to use Facebook for educational communication and explore the impact of Facebook use for educational communication on perceived academic achievement. Design/methodology/approach A survey was conducted through a self-administered questionnaire to collect data from student Facebook users at a large technology and engineering university in Malaysia. Partial least squares path modeling was used to test the hypotheses in the research model. Findings This empirical study showed that Facebook use in educational communication is determined by subjective norms and purposive value. Facebook use in educational communication positively affected perceived academic achievement. Practical implications The findings provide useful insight for higher institutions and educators regarding the potential academic effects of integrating Facebook into higher education learning. Moreover, this study provides insight into the factors that drive Facebook use in educational communication. Originality/value Prior studies have largely investigated the determinants and the effects of Facebook use among university students. However, little research has focused on educational communication phenomena. This study investigated determinants and academic achievement effect of Facebook use in educational communication among university students.

Students’ Management to Increase the Character and Achievement in MAN 2 Banjarnegara

2018 ◽  
Vol 2 ◽  
Author(s):  
Sidik Wibowo Akhmad
Keyword(s):  
Academic Achievement ◽  
Extracurricular Activities ◽  
Selection Process ◽  
Skill Test ◽  
Spare Time ◽  
New Students ◽  
Strong Motivation ◽  
Character Building ◽  
The Impact ◽  
Enrollment Process

The purpose of this study was to describe the students’ management in increasing the character and achievement in MAN 2 Banjarnegara including: (1) the enrollment process of new students, (2) guiding students through discipline, noble character building, academic and non-academic achievement, and (3) the impact of character building and the achievement for students MAN 2 Banjarnegara. This research implemented descriptive qualitative approach. The data collection techniques were in-depth interview, observation, and documentation study. The validity of the data used three criteria; namely credibility, dependability, and conformability. The findings of this study were: The first, the enrollment process of the new students was made a breakthrough during the registration of academic and non-academic achievement of scholarships, the selection process was conducted through the value of official learning reports, certificate of championship/achievement, academic potential test and non-academic, and also the skill test. For the students who passed the selection process were supposed to sign the achievement contract during the learning process at MAN 2 Banjarnegara. The second, the character building was done by the concept of habituation and activities program that were integrated in curricular and extracurricular activities. The third, students who joined the academic and non-academic achievement programs at MAN 2 Banjarnegara had strong motivation, spirit of competition to achieve higher achievement and more focus on self-development and they could anticipate the usage of spare time for positive things/activities.

Enhancing Biology Students' Academic Achievement and Attitude Through Self-Regulated Learning Strategy in Senior Secondary Schools in Delta Central Senatorial District

2019 ◽  
Vol 9 (4) ◽  
pp. 149-156
Author(s):  
Oyovwi Edarho Oghenevwede
Keyword(s):  
Secondary Schools ◽  
Learning Strategy ◽  
Attitude Score ◽  
Biology Teachers ◽  
Biology Students ◽  
Self Regulated Learning ◽  
Significant Difference ◽  
Regulated Learning ◽  
The Mean ◽  
Senior Secondary

Abstract This study focused on enhancing biology students' achievement and attitude through Self-Regulated Learning Strategy in secondary schools in Delta Central Senatorial District. The study adopted the quasi-experimental pre-test, post-test control group design. Four research questions and four research hypotheses were formulated and raised to guide the study. The population of the study was all the biology students in senior secondary school II (SS II) in all the government-owned public secondary schools in Delta Central Senatorial District with an estimation of six thousand, four hundred and twenty-one students (6,421). A sample of two hundred and forty-five (245) senior secondary schools II students randomly selected from four (4) public mixed secondary schools was used for the study. The Simple Random Sampling Technique was adopted to draw the sample. The instruments used for data collection were the Biology Achievement Test (BAT) and Biology Attitude Questionnaire (BAQ). BAT and BAQ were validated by I Measurement and Evaluation and Biology teachers that have taught biology for more than ten (10) years. The reliability of BAT and BAQ were established using Kuder-Richardson formula 21 and Cronbach Alpha which yielded a coefficient of internal consistencies of 0.75 for BAT and 0.80 for BAQ respectively. Data were collected by administering the biology achievement test (BAT) and biology attitude questionnaire (BAQ) as pre-test and post-test. The data obtained were analysed using mean, standard deviation Analysis of Variation (ANOVA) and Analysis of Covariance (ANCOVA). The result shows that self-regulated regulated learning strategy significantly enhanced students' achievement in biology compared to the lecture method; there was no significant difference between the mean achievement score of male and female students taught biology using self-regulated learning strategy; there was a significant difference between the mean attitude score of students taught using self-regulated learning strategy compared with those taught with lecture method in favour of students taught using the self-regulated learning strategy and there was no significant difference between the mean attitude score of male and female students taught biology using self-regulated learning strategy. Based on the findings it was concluded that self-regulated learning strategy significantly enhances students' achievements and attitudes in biology. It was therefore recommended that biology teachers should adopt the strategy in teaching biology at the secondary school level and that biology teachers should be trained on how to use the skills of self-regulated learning strategy effectively.

Self-Esteem and Loneliness as Predicting Factors of Arab Children Achievement İn Kuala Lumpur

2015 ◽  
Vol 5 (1) ◽  
pp. 199 ◽  
Author(s):  
Asma'a Abdel Fattah Alhoot ◽  
Ssekamanya Sıraje Abdallah
Keyword(s):  
Academic Achievement ◽  
Relevant Literature ◽  
Self Esteem ◽  
Kuala Lumpur ◽  
Arab Children ◽  
Predicting Factors ◽  
Two Factors ◽  
Arab Schools ◽  
And Gender ◽  
The Impact

Taking into consideration the fact that self-esteem and loneliness have an even more important role to play in students' learning, this study seeks to examine the correlation of these two factors with children academic performance. The study involved 499 (grade 4 to grade 9) Arab children studying at Arab schools in Kuala Lumpur-Malaysia. Data were collected via two questionnaires (one for loneliness and the other for self-esteem). The correlational data analysis yielded a negative correlation between loneliness and academic achievement while there is a positive correlation between self-esteem and achievement. Results also suggested that there is no correlation between students' gender, age, and academic achievement. Furthermore, the results revealed that self-esteem is a good predictor of achievement while loneliness and gender are not good predictors. The findings of the present study are discussed in relation to the relevant literature, taking into consideration the impact of children mental health on their academic achievement. Finally, recommendations for further research are presented.

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