Effects of Video-Taped Instructional Strategy and Retention of Senior Secondary 2 Chemistry Students in Lagos State

This research investigated the effects of video-taped instructional strategy on the academic achievement and retention of senior secondary 2(SS2) chemistry students in lagos state. The continuous decimal academic achievement of students in this core science subject has been of major concern to stake holders in the education industry in lagos state in particular. The study adopted an experimental design of pretest – posttest factorial design. The population for this study was made up of the 4500 chemistry students in Ikorodu and Kosofe LGAs, while the sample comprised 93 SS2 chemistry students gotten through multi staged method. The instrument used was Chemistry Achievement Test (CAT). The instrument was validated by experts in Educational Technology and Measurement and Evaluation while the reliability was derived through a test – retest method. Pearson product moment correlation coefficient ® was used to arrive at 0.78. Mean and standard deviation were used to answer the research questions, which indicated that students achieved better when taught with video-taped than conventional methods. On the other hand, t-test was used to analyze the hypothesis, which indicated significant difference between students taught with video-taped and conventional method, amongst others. And it was recommended that video-taped instructional strategies by used regularly in senior secondary schools in Lagos state amongst others.

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Effect of Problem-solving Teaching Technique on Students’ Stoichiometry Academic Performance in Senior Secondary School Chemistry in Nigeria

Asian Journal of Advanced Research and Reports ◽

10.9734/ajarr/2019/v4i330110 ◽

2019 ◽

pp. 1-11 ◽

Cited By ~ 1

Author(s):

Etokeren, Inibehe Sunday ◽

Kingdom-Aaron Gloria Ibemenji ◽

J. I. Alamina

Keyword(s):

Problem Solving ◽

Chemistry Students ◽

Lecture Method ◽

Port Harcourt ◽

Significant Difference ◽

Private And Public ◽

Research Questions ◽

Senior Secondary Schools ◽

Rivers State ◽

Senior Secondary

Aims: This study addressed the effect of problem-solving technique on students’ academic performance in stoichiometry in Senior Secondary Schools in Port Harcourt, Rivers State Nigeria. Study Design: Quasi-experimental design specifically pre-test post-test control groups non-randomized design was adopted. Place and Duration of Study: Senior Secondary Schools in Port Harcourt Local Government Area of Rivers State located at the South-South Geopolitical Zone of Nigeria and lasted for four weeks. Methodology: The population comprised of 520 senior secondary 2 chemistry students from private and public schools. 105 SS2 chemistry students representing 61 males and 44 females from intact classes of selected schools formed the sample. The instrument was Stoichiometry Achievement Test developed by the researcher and reliability coefficient calculated to be 0.79. Three research questions and three hypotheses were used in the study. Mean and standard deviation were used to answer the research questions while the hypotheses were tested using Analysis of Variance at .05 level of significance. Results: Findings of the study revealed a significant difference in performance between students taught stoichiometry using problem-solving technique (experimental) and those taught using conventional lecture method (control). Students exposed to problem-solving technique obtained higher score in performance test than those in conventional lecture method. Furthermore, there was a significant difference in students’ performance based on gender (male and female) and school type (private and public). Conclusion: The study therefore, concludes that problem-solving technique is more effective and enhance students understanding than traditional lecture method. The study recommended that chemistry teachers should incorporate problem-solving in teaching stoichiometry and related concepts and present curriculum should be reviewed to recommend problem-solving technique.

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Creative Game Approach and Academic Achievements in the Teaching of SS1 Geometry in Port Harcourt Local Government Area

Asian Journal of Education and Social Studies ◽

10.9734/ajess/2019/v4i330122 ◽

2019 ◽

pp. 1-7

Author(s):

Ejiofor-Chima Ngozi Ann ◽

Nwakodo Ogechi Blessing

Keyword(s):

Academic Achievement ◽

Local Government ◽

Local Government Area ◽

Analysis Of Covariance ◽

Mathematics Ability ◽

Port Harcourt ◽

Significant Difference ◽

Research Questions ◽

Measurement And Evaluation ◽

Level Of Significance

This study examines the effect of Creative Game Approach on Academic Achievement in the teaching of SS1 Geometry in Port Harcourt Local Government Area of River state. A sample size of 160 SS1 students was used for the study. Three research questions were asked while three hypotheses were formulated and tested. Geometry Achievement Test (GAT), a 40-item instrument was developed by the researcher. The instrument was validated by experts in Mathematics education, and measurement and evaluation department of University of Port Harcourt, while the reliability was established using test-retest and co-efficient index of 0.86 was determined using Pearson product moment correlation. Mean and Standard deviation was used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses formulated at 0.05 level of significance. The result revealed a significant difference in the achievement mean scores of students taught geometry using creative game approach and those taught using conventional method. It equally showed a significant difference in the Mathematics ability of students taught using creative game approach, also showed no significant difference in the achievement mean scores of male and female students. Based on the findings, it was recommended among others that Mathematics teachers be effectively trained to use different educational creative activities, like games and so on when teaching Mathematics concepts for problem-solving, communication, reasoning and connection skills which are necessary for the attainment of better academic achievement in the subject.

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Instructional strategies and students’ entrepreneurial empowerment through Marketing Trade subject in Lagos State, Nigeria

Asian Journal of Assessment in Teaching and Learning ◽

10.37134/ajatel.vol10.2.7.2020 ◽

2020 ◽

Vol 10 (2) ◽

pp. 62-71

Author(s):

Olusegun Ezekiel Alao ◽

Ngozi Faith Onah ◽

Priscilla Onyinye Alao

Keyword(s):

Secondary Schools ◽

Sample Size ◽

Instructional Strategies ◽

Sample Size Calculation ◽

Youth Unemployment ◽

Research Instrument ◽

Lagos State ◽

Research Questions ◽

Senior Secondary Schools ◽

Senior Secondary

The increasing occurrences of youth unemployment and the associated vices led to the introduction of Marketing Trade subject, and other trade/entrepreneurship subjects, at senior secondary schools in Nigeria. Therefore, this study was carried out to assess the instructional strategies and students’ entrepreneurship empowerment through the acquisition of competences in Marketing Trade subject. The study raised and answered two related research questions and also formulated and tested one relevant research on the null hypothesis (H0). The descriptive survey research design was adopted for the study. The population for the study comprised 1367 students of Marketing Trade subject in the randomly selected public senior secondary schools under Education District IV of Lagos State, Nigeria. Using Taro Yamane’s sample size calculation method, the sample size was 309 respondents, but 308 was returned eventually. The research instrument used was structured questionnaire. The Cronbach Alpha correlation coefficient used to determine the internal consistency of the research instrument yielded an average index of 0.88. The research questions and hypotheses data were analysed using mean and Pearson Product Moment of Correction statistical tools respectively. The findings show that recommended instructional strategies were not used appropriately, and as a result, the expected marketing competences were not acquired to the extent that they can empower students for entrepreneurship. It was therefore recommended that Government, Ministry of Education, teachers, and other relevant stakeholders should collaborate to ensure that Marketing Trade subject is ideally implemented to empower students with the requisite competences needed to achieve its goals and objectives in Nigeria.

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Improving Senior Secondary Students’ Retention in Electrolysis Using Collaborative Concept Mapping Instructional Strategy (CCMIS)

10.31235/osf.io/ts57k ◽

2017 ◽

Author(s):

Victor Oluwatosin Ajayi

Keyword(s):

Concept Mapping ◽

Secondary Students ◽

Instructional Strategy ◽

Analysis Of Covariance ◽

Retention Capacity ◽

Significant Difference ◽

The Mean ◽

Research Questions ◽

Senior Secondary ◽

Collaborative Concept Mapping

In this study, improving senior secondary students’ retention in electrolysis using Collaborative Concept Mapping Instructional Strategy (CCMIS) was examined. A sample of 189 students from six selected secondary schools out of a population of 5,114 Senior Secondary I students from Ardo-Kola Local Government Area of Taraba State, Nigeria was used for the study. Non-equivalent quasi-experimental research design was adopted. The instrument used for data collection was Electrolysis Retention Test (ERT) with the reliability value of 0.78 using Kuder-Richardson. Two research questions and three null hypotheses guided the study. Mean and Standard Deviation scores were used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the null hypotheses. The study revealed that there is significant difference in the mean retention scores between students taught electrolysis using CCMIS and discussion method in favour of CCMIS; [F(1,97) =6.300, P<0.050]. No significant difference was found in the mean retention scores between male and female students taught electrolysis using CCMIS; [F(1,97) =6.300, P>0.050]. It also found no significant interaction effect between methods and gender on the mean retention scores of students in electrolysis; [F(1,197) =.318, P>0.050]. It was recommended among others that CCMIS should be adopted while teaching electrolysis since it has been proved to be a viable option in enhancing students’ retention capacity regardless of their gender.

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Students’ Perception of Chemistry Teachers’ Characteristics of Interest, Attitude and Subject Mastery in the Teaching of Chemistry in Senior Secondary Schools

Journal of Chemistry Education Research and Practice ◽

10.33140/jcerp/01/01/00002 ◽

2017 ◽

Vol 1 (1) ◽

Keyword(s):

Secondary Schools ◽

Survey Design ◽

Sampling Technique ◽

Test Statistic ◽

Chemistry Students ◽

Research Questions ◽

Senior Secondary Schools ◽

Level Of Significance ◽

Senior Secondary ◽

Descriptive Survey

This research determined students’ perception of teachers’ characteristics of interest, attitude and subject mastery as required in the teaching of chemistry in senior secondary schools in Abakaliki Education Zone of Ebonyi State. The study made use of a descriptive survey design. The population of the study comprised all the chemistry students in all public secondary schools in Abakaliki Education Zone. From a total population of six hundred and thirty (630) senior secondary II students, a sample of three hundred (300) students was used for the study selected by stratified random sampling technique. This was based on the four local government areas in the Education zone. A structured questionnaire in a four point Likert type format was used for data collection. The instrument had a reliability coefficient of 0.88, which showed a high internal consistency. Three research questions and one hypothesis guided the study. Mean and standard deviation were used to answer the research questions while t-test statistic was used to test the lone null hypothesis. Results of the study indicated that students perceived to a high extent; teachers’ interest, attitude towards chemistry and mastery of the subject as necessary characteristics in the teaching of chemistry. The hypothesis tested at 0.05 level of significance was not significant. Based on the results of the study and the educational implications of the results, recommendations were made.

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PERCEPTIONS OF SCIENCE TEACHERS TOWARDS TEACHING IN LAGOS STATE, NIGERIA

Sokoto Educational Review ◽

10.35386/ser.v18i1.25 ◽

2018 ◽

Vol 18 (1) ◽

pp. 1-10

Author(s):

Florence Omosholape Abidoye

Keyword(s):

Secondary Schools ◽

Science Teaching ◽

Science Teachers ◽

Teaching Experience ◽

Sampling Technique ◽

Significant Difference ◽

Years Of Teaching Experience ◽

Lagos State ◽

Senior Secondary Schools ◽

Senior Secondary

The objective of this study was to determine the perception of science teachers towards science teaching in senior secondary schools in Lagos State, Nigeria. Specifically, the study determined the perception of science teachers towards science teaching on the basis of their gender and years of teaching experience. It was a survey research in which simple random sampling technique was used to select 275 science teachers from secondary schools in Lagos state, Nigeria. Two hundred and eight five Science teachers were sampled from senior secondary schools, of the 285 questionnaires distributed, 275 were retrieved. The data collected were analyzed using frequency count, percentages and t-test. These were used to answer the research questions and also test the hypotheses. The findings of the study showed that: (i) science teachers generally had positive perception towards science teaching (tcal.= 20.43 at p < 0.05); (ii) there was no significant difference in the perception of science teachers towards science teaching based on their gender (tcal.= 0.39 at p > 0.05); and (iii) there was no significant difference in the perception of science teachers towards science teaching based on their years of teaching experience (tcal.= 1.40 at p > 0.05). The implications are discussed.

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Assessing Instructional Resources and Students' Self-Employment Readiness through Marketing Trade Subject in Lagos State, Nigeria

Journal of Vocational Education Studies ◽

10.12928/joves.v3i2.2744 ◽

2020 ◽

Vol 3 (2) ◽

pp. 1

Author(s):

Olusegun Ezekiel Alao ◽

Ngozi Faith Onah

Keyword(s):

Secondary Schools ◽

The Self ◽

Instructional Resources ◽

Research Instrument ◽

Self Employment ◽

Lagos State ◽

Research Questions ◽

Employment Readiness ◽

Senior Secondary Schools ◽

Senior Secondary

The challenges of youth unemployment and the need for a viable vocational and entrepreneurship education necessitated the introduction of trade/entrepreneurship subjects at senior secondary schools in Nigeria. Therefore, this study aimed at assessing the availability and functionality of the recommended instructional resources and the self-employment readiness of students of Marketing Trade subject. The study answered three research questions and tested one research hypothesis. The descriptive survey research design was adopted for the study. The population for the study comprised 1367 students and teachers of Marketing Trade subject in the selected public senior secondary schools in Education District IV of Lagos State, Nigeria. The sample of the study comprised 308 students and 9 available teachers of Marketing Trade subject randomly and purposively selected respectively from the population. The research instrument used was structured questionnaire. The Cronbach Alpha correlation coefficient used to determine the internal consistency of the research instrument yielded an average index of 0.88. The research questions and hypothesis data were analysed using bar-charts, mean, standard deviation and Pearson Product Moment of Correction statistical tools as appropriate. The findings show the recommended instructional resources were not adequately available and functioning in schools, and as a result, students lacked the self-efficacy and competences for self-employment readiness as marketers and entrepreneurs. It was therefore recommended that Government and other stakeholders should collaborate to provide necessary and adequate funding and instructional resources for the effective implementation of Marketing Trade subject in Nigeria.

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

10.36265/ijired.2019.010220 ◽

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.

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EFFECT OF ACTIVITY-BASED INSTRUCTIONAL STRATEGY ON SENIOR SECONDARY SCHOOL STUDENTS’ RETENTION IN CIRCLE GEOMETRY IN ABUJA, NIGERIA

European Journal of Education Studies ◽

10.46827/ejes.v8i10.3933 ◽

2021 ◽

Vol 8 (10) ◽

Author(s):

David Sunday Durojaiye ◽

Olatunji James Jekayinfa ◽

Festus Sunday Smart Oloda

Keyword(s):

Mathematics Teachers ◽

Instructional Strategy ◽

School Students ◽

Circle Geometry ◽

Significant Difference ◽

Post Test ◽

Quasi Experimental ◽

Senior Secondary Schools ◽

Senior Secondary ◽

Experimental Group

This study investigated the effects of activity-based instructional strategy on senior secondary schools students’ retention in circle geometry. The study employed a quasi-experimental design of the type pre-test, post-test groups design. The sample for the study comprised of 162 senior secondary 2 students drawn from two randomly selected co-educational schools in Federal Capital Territory, Nigeria. The research instrument was Mathematics Retention Test (MRT) containing items adapted from standardized WAEC questions. The test –retest method was employed for the reliability of the test instrument. The Pearson Product Moment Correlation Coefficient (r)=0.86 was obtained. Data collected were analyzed using t-test. The finding of this study revealed that there was a significant difference in the retention of students taught circle geometry using activity-based instructional strategy (ABIS) and the students taught circle geometry using conventional methods in favour of the students taught using ABIS. The study also indicated that there was no significant difference between the retention of male and female students in the experimental group who were taught circle geometry using ABIS. It was therefore recommended that mathematics teachers should use strategies that will encourage the active participation of students in mathematics classes such as ABIS which in turn would enhance retention. Also, governments at all levels should organize trainings and/or workshops for mathematics teachers on the use of ABIS in teaching mathematics. Article visualizations:<img src="/-counters-/edu_01/0873/a.php" alt="Hit counter" />

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

Education and Linguistics Research ◽

10.5296/elr.v6i2.17836 ◽

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.

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