scholarly journals Social Media Utilization and Academic Performance of Students Studying Geography in Public Secondary Schools in Nsit Atai Local Government Area, Akwa Ibom State, Nigeria

2019 ◽  
Vol 1 (2) ◽  
pp. 22-50
Author(s):  
Nsidibe Mbuotidem Sampson ◽  
Mbuotidem Sampson Ebong
Keyword(s):  
Social Media ◽  
Academic Performance ◽  
Local Government ◽  
Secondary Schools ◽  
Study Data ◽  
Local Government Area ◽  
Correlational Research ◽  
Research Questions ◽  
Teachers And Parents ◽  
Level Of Significance

This project was an investigation on the utilization of social media and academic performance of students in Geography in Nsit Atai Local Government Area of Akwa Ibom State, Nigeria. Four schools out of six public secondary schools in Nsit Atai Local Government Area were selected for the study. The population size was 1108 students, while the sample size was 100 students. The correlational research design was adopted for the study. The instruments for data collection were Social Media Utilization Questionnaire (SMUQ) and Geography Achievement Test (GAT). The instruments were validated by the supervisor and tested for reliability; a reliability coefficient of 0.78 was obtained using the test-retest method reliability test. Two research questions and null hypotheses, respectively were stated to guide the study. Data obtained from the students using the SMUQ and GAT were analyzed using the Pearson Product Moment Correlation Coefficient (PPMC).The hypotheses were tested at .05 alpha level of significance. Concerning the findings of this study, it was deduced that there was a fragile positive relationship between students’ utilization of Whastapp, as well as Facebook social media and their academic performance in Geography. Based on the findings, it was recommended among others that social media utilization should be encouraged among students as this will help them develop excellent communication skills, build interactions, share ideas and enhance collaboration between students, teachers, and parents alike.

scholarly journals Social Media Utilization and Academic Performance of Students Studying Geography in Public Secondary Schools in Nsit Atai Local Government Area, Akwa Ibom State, Nigeria

2019 ◽  
Vol 1 (2) ◽  
pp. 22-50
Author(s):  
Nsidibe Mbuotidem Sampson ◽  
Mbuotidem Sampson Ebong
Keyword(s):  
Social Media ◽  
Academic Performance ◽  
Local Government ◽  
Secondary Schools ◽  
Study Data ◽  
Local Government Area ◽  
Correlational Research ◽  
Research Questions ◽  
Teachers And Parents ◽  
Level Of Significance

This project was an investigation on the utilization of social media and academic performance of students in Geography in Nsit Atai Local Government Area of Akwa Ibom State, Nigeria. Four schools out of six public secondary schools in Nsit Atai Local Government Area were selected for the study. The population size was 1108 students, while the sample size was 100 students. The correlational research design was adopted for the study. The instruments for data collection were Social Media Utilization Questionnaire (SMUQ) and Geography Achievement Test (GAT). The instruments were validated by the supervisor and tested for reliability; a reliability coefficient of 0.78 was obtained using the test-retest method reliability test. Two research questions and null hypotheses, respectively were stated to guide the study. Data obtained from the students using the SMUQ and GAT were analyzed using the Pearson Product Moment Correlation Coefficient (PPMC).The hypotheses were tested at .05 alpha level of significance. Concerning the findings of this study, it was deduced that there was a fragile positive relationship between students’ utilization of Whastapp, as well as Facebook social media and their academic performance in Geography. Based on the findings, it was recommended among others that social media utilization should be encouraged among students as this will help them develop excellent communication skills, build interactions, share ideas and enhance collaboration between students, teachers, and parents alike. 

scholarly journals Information and Communication Technology and the Learning of English Phonetics in Selected Secondary Schools in Nigeria: A Case Study

2017 ◽  
Vol 6 (4) ◽  
pp. 13
Author(s):  
Ugboja Anthony
Keyword(s):  
Local Government ◽  
Secondary Schools ◽  
Communication Technology ◽  
Local Government Area ◽  
Information And Communication ◽  
Research Questions ◽  
Senior Secondary Schools ◽  
Level Of Significance ◽  
Rivers State ◽  
Senior Secondary

The study investigated the Information and Communication Technology and learning of English phonetics in selected senior secondary schools in Rivers State.  The study employed a descriptive survey design. A sample of ten (10) senior secondary schools was selected from Ogba/Egbema/Ndoni Local Government Area of Rivers State. 15 students were randomly selected from the 10 schools which came to a total of (150) students based on the objectives of the study five research questions were formulated four hypotheses were tested at 0.05 level of significance. The data collected was analyzed using simple descriptive methods of mean and standard deviation (SD) to answer the five research questions. Chi-Square(x2) and t-test were used to test the hypothesis at 0.05 level of significance. The results of the research revealed that there are low availabilities of ICT in Ogba/Egbema/Ndoni Local Government Area of Rivers State. The study also revealed that teachers of oral English rarely possess the skills to use the ICT facilities to teach oral English in the public and private secondary schools in Ogba/Egbema/Ndoni Local Government Area of Rivers State. The urban areas are more exposed to the use of ICT than their mates in the rural area. Students in the rural area and their mates in the urban area have similar problems in the leaning of phonetics.  Based on the results it was recommended that the use of ICT to teach oral English should be encouraged in senior secondary schools. The recommendations, suggestions for further studies and contribution to knowledge were made.

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

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.

scholarly journals Analysis of Students’ Self-Esteem and Academic Performance of Physics Students in Senior Secondary Schools in Port-Harcourt Local Government Area

2021 ◽  
Vol 1 (1) ◽  
pp. 75-83
Author(s):  
Omeodu M.D.
Keyword(s):  
Academic Performance ◽  
Local Government ◽  
Secondary Schools ◽  
Self Esteem ◽  
Local Government Area ◽  
Multiple Choice Questions ◽  
Physics Students ◽  
Port Harcourt ◽  
Senior Secondary Schools ◽  
Senior Secondary

The study critically examined the influence self-esteem on students’ academic performance in physics in senior secondary schools in Port-Harcourt Local Government Area. The purpose of the study was to examine the influence of self-esteem on the academic performance of students with respect to gender. Three research questions and one hypothesis were posed to guide the study to find out the relationship between students’ self-esteem and their academic achievement. The instruments used for the study include a standardized questionnaire developed by Rosenberg (1965), titled “Rosenberg self esteem scale”, and Physics Achievement Test (PAT) developed by the researcher. This test comprised 50 multiple choice questions which cover subjects from SSS1 to SSS3. The PAT was subjected to a validation process and the reliability coefficient obtained was 0.88 through Kuder-Richardson 21. The findings of the study showed that 68 percent of the respondents have low self-esteem while 32 percent are high self-esteemed students. The mean difference (10.04) showed that students with low self-esteem performed poorly compared to students with high self-esteem. The hypothesis revealed that there is a strong positive relationship between the two variables under study, that is students’ self-esteem and their academic performance in physics. The study recommended that physics teachers should recognize the level of each of the students’ self-esteem. Teachers should also allocate time to raise the level of students’ self confidence before teaching difficult topics in Physics.

scholarly journals Parents Socio-Economic Factors as it Affect Students Academic Performance in Selected Public Secondary Schools in Ado Local Government Area of Ekiti State

2020 ◽  
pp. 144-148
Author(s):  
E. F. Fakunle ◽  
B. K. Ajayi
Keyword(s):  
Academic Performance ◽  
Public Schools ◽  
Local Government ◽  
Secondary Schools ◽  
Economic Status ◽  
Local Government Area ◽  
Socio Economic Status ◽  
Non Governmental Organizations ◽  
The Rich ◽  
The Government

The study examined the influence of parent’s socio-economic status on the academic performance of students in selected public secondary schools in Ado Local government Area of Ekiti State, Nigeria. The study used stratified sampling techniques to select two hundred and five (205) students from five (5) public schools. Also, data on students’ academic performance was obtained from students results in four core subjects. Data obtained was analyzed using descriptive and inferential statistical techniques. The study revealed that parents attitudes, parents socio-economic status, insufficient parental incomes, and lack of funding by the government are factors influencing students’ academic performance. Based on these findings, certain recommendations are made towards improving students’ academic performance, prominent of these include proper funding of education by government, sensitisation of parents towards their children education, increase in parental salaries in line with the current economic situation as well as the provision of adequate books and facilities in schools to breach the gap between the rich and the poor and the support of Non-Governmental Organizations (NGO) to eradicate poverty.

scholarly journals Use of Virtual Learning on Academic Performance of Js 1 Integrated Science Student in Secondary School in Port Harcourt Local Government Area

2016 ◽  
Vol 10 (8) ◽  
pp. 256
Author(s):  
Etim, P. J. ◽  
Udosen, I. N. ◽  
Wordu Nkasiobi Chinyeaka
Keyword(s):  
Academic Performance ◽  
Local Government ◽  
Secondary Schools ◽  
Virtual Learning ◽  
Local Government Area ◽  
Integrated Science ◽  
Advantages And Disadvantages ◽  
Port Harcourt ◽  
Significant Difference ◽  
Learning Instruction

This paper examined the use of virtual learning on the academic performance of JS 1 Integrated Science Students in Secondary Schools in Port Harcourt Local Government Area of Rivers State, Nigeria. In discussing this, it examined the concept of virtual learning instruction, Synchronous and Asynchronous e-learning as compared to face-to-face traditional classroom learning and the advantages and disadvantages of virtual learning. Quasi experimental design was adopted. Population for the study comprised all JS 1 students in public secondary schools in Port Harcourt Local Government Area. Sample size of 200 students were selected from 2,910 JS 1 students in all the public secondary schools in Port Harcourt Local Government Area using the multi-stage sampling technique. Instrument for data collection was an objective Integrated Science performance test (OIPT). Two hypotheses were formulated and tested using Factorial Analysis of Variance (ANCOVA). Result of the analysis showed that there is no significant difference in student’s academic performance when virtual learning and expository methods are used in teaching Integrated Science in Junior Secondary class (f1.195 = 1.606, p > .05) and that there is no significant difference between the academic performance of female and male students when virtual learning and expository methods are used in teaching Integrated Science in JS 1 (F1, 195 = 717, p > .05). It was therefore recommended that: Teachers should try to apply the virtual learning instruction in the teaching of Integrated Science as this was found to impact on the students achievement positively and that male and female students should be equally engaged in the learning of Integrated Science where VLS is incorp+orated to eliminate the gender bias in sciences.

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