scholarly journals Effectiveness of Cooperative Learning Strategy on the Learning Outcomes of Students in Basic Science in Junior Secondary Schools in Osun State

2017 ◽  
Vol Volume-1 (Issue-6) ◽  
pp. 244-249
Author(s):  
Olajide, Simeon Olayinka ◽  
Keyword(s):  
Cooperative Learning ◽  
Secondary Schools ◽  
Learning Outcomes ◽  
Basic Science ◽  
Learning Strategy ◽  
Junior Secondary Schools ◽  
Junior Secondary

Assessment of Laboratory Resources, Teachers’ and Students’ Involvement in Practical Activities in Basic Science in Junior Secondary Schools in Osun State Nigeria

2017 ◽  
Vol 7 (3) ◽  
pp. 139-146
Author(s):  
Simeon Olayinka Olajide ◽  
Thomas Ajibade Adebisi ◽  
Tosin Adebola Tewogbade
Keyword(s):  
Secondary Schools ◽  
Science Teachers ◽  
Basic Science ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Junior Secondary Schools ◽  
Junior Secondary School ◽  
Laboratory Facilities ◽  
Junior Secondary ◽  
Teachers And Students

Abstract The study assessed the availability of laboratory resources, teachers’ and students’ involvement in practical activities in Basic Science in junior secondary schools in Osun State Nigeria. These were with a view to ascertain the availability of laboratory resources in the teaching of Basic Science in junior secondary schools and the involvement of teachers and students to practical activities in the state. The study employed a descriptive survey research design. The population for the study consisted of all Basic Science teachers, facilities for teaching Basic Science and all junior secondary school II students in Osun State. Ten schools were selected from each senatorial district through simple random sampling technique, from each school, ten students from JSSII were also randomly selected through simple random sampling technique to take part in the study. Basic Science teachers found in the schools were purposively used for the study because of their discipline and numbers. The facilities for the research were also purposively selected based on a must for teacher to use in the course of their teaching. Three instruments were used for data collection. They are: Observation Checklist for Basic Science Laboratory Facilities (OCBSLF), Questionnaire for Teachers on Teachers Involvement in Practical Activities (QTTIPA) and Students’ Questionnaire on Basic Science Laboratory Facilities (SQBSLF). Data collected were analyzed through simple percentages. The results of the study showed that 14(40.0%) schools indicated that beakers, boiling tubes, conical flask and cylinder are available while 21(60.0%) schools indicated that beakers, boiling tubes, conical flask and cylinder are not available, 10(28.6%) schools indicated that flat bottom flasks are available while 25(71.4%) schools indicated they are not available, 11(31.4%) schools indicated that round bottom flasks are available while 24(68.6%) schools indicated they are not available, 8(22.9%) schools indicated that hand lenses are available while 27(77.1%) schools indicated they are not available, 7(20.0%) schools indicated that Ammeters are available while 28(80.0%) schools indicated they are not available, 9(25.7%) schools indicated that Resistance box are available while 26(74.3%) schools indicated they are not available, 3((8.57%) schools indicated that plastic mammalian models (heart, eye, ear, and skeleton) and First Aid box (fully equipped) 3((8.57%) are available while 32(91.3%) schools indicated that they not available, 1(2.86%) schools indicated that Meter Rule, Rheostats, Connecting wires, Spatula are available while 34(97.4%) schools indicated they are not available. The results of the study showed that on the average teachers did not use laboratory facilities to teach the students and students are rarely involved in practical activities in schools. The study concluded that laboratory resources are not available to teach students Basic Science in junior secondary school level.

scholarly journals Readability of basic science textbooks for junior secondary schools in Enugu state, Nigeria

2021 ◽  
Vol 2 (1) ◽  
pp. 13
Author(s):  
Mercy Ifunanaya Ani ◽  
David Onyemaech Ekeh ◽  
Abigail Chikodinaka Obodo ◽  
Pauline Obiageli Neboh ◽  
Pauline Obiageli ◽  
...  
Keyword(s):  
Secondary Schools ◽  
Basic Science ◽  
Science Textbooks ◽  
Junior Secondary Schools ◽  
Junior Secondary ◽  
Enugu State

scholarly journals Do Teachers’ Qualifications and Experience Influence Academic Performance of Students in Basic Science in Junior Secondary Schools in Nigeria?

2021 ◽  
Vol 6 (2) ◽  
pp. 148-164
Author(s):  
Daniel Idowu Oludipe ◽  
Bimbola Dupe Oludipe
Keyword(s):  
Academic Performance ◽  
Secondary Schools ◽  
Science Teachers ◽  
Basic Science ◽  
Science Achievement ◽  
Teaching Experience ◽  
Simple Random Sampling ◽  
School Students ◽  
Junior Secondary Schools ◽  
Junior Secondary

This study investigated the influence of teachers’ qualifications and experience on students’ academic performance in basic science in junior secondary schools in Nigeria. The study was a descriptive survey type of research. Simple random sampling was used to select eight Junior Secondary Schools (J.S.S.) in the Ogun East senatorial district of Ogun State. It included 18basic science teachers and 540 junior secondary school students. The data were collected using a questionnaire and a basic science achievement test. The data collected were analyzed using descriptive statistics, one-way analysis of variance and Pearson Product-Moment Correlation. The findings of this study revealed that most of the basic science teachers at the J.S.S. level were not trained as basic science teachers; science teachers’ qualifications influenced students’ academic performance in basic science; basic science teachers’ years of teaching experience did not have a positive correlation with students’ academic performance in basic science. Keywords: Qualification, academic performance, problem-solving

scholarly journals Comparative Effectiveness of Mastery and Peer-to-Peer Learning Strategies in Improving Junior Secondary Students’ Learning Outcomes in Basic Science

2019 ◽  
pp. 1-12
Author(s):  
O. Victor Animola ◽  
T. Olufunke Bello
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Basic Science ◽  
Learning Strategy ◽  
Mastery Learning ◽  
Peer Learning ◽  
Peer To Peer ◽  
Junior Secondary ◽  
Science Concepts ◽  
Experimental Group

The study determined the effectiveness of each of Mastery Learning and Peer-to-peer Learning Strategies on students’ performance in Basic Science. It also examined the effectiveness of the learning strategies in enhancing retention Basic Science concepts; and established their effectiveness in improving students’ attitude to Basic Science. These were with a view to determining a better way of improving the learning outcomes of students in Basic Science. The study adopted the non-equivalent, pre-test, post-test quasi-experimental research design. The study sample consisted of 50 Junior Secondary School two (JSSII) students in intact Basic Science classes selected from Owo Local Government Area in Ondo State, Nigeria. The instruments used for data collection were “Basic Science Achievement Test” (BSAT) and “Students Attitude in Basic Science Questionnaire” (SABSQ). The reliability coefficients of 0.79 and 0.63 were obtained for BSAT and SABSQ respectively. Data collected were analyzed using descriptive statistics and t-test analysis. The results showed that students in the experimental group peer-to-peer Learning Strategy (PLS) gained higher scores than those in the experimental group Mastery Learning Strategy (MLS), with the PLS being the most effective. Also, the result showed that PLS and MLS enhance students’ retention of Basic Science concepts with the retention mean score of students taught using PLS being the greatest. Finally, it was revealed that PLS and MLS showed effectiveness in improving the students’ attitude to Basic Science with PLS as the most effective. The study concluded that the PLS produce significantly better performance and retention of Basic Science by students than MLS; this is an indication that PLS is an effective mode of instruction for Basic Science students. The study recommends that teacher education programmes should emphasize PLS and MLS when in Basic Science class; also teacher should be provided with adequate training to enable them use PLS and MLS in Basic Science classroom so that learners would be guided to learn meaningfully and would be assisted to develop positive attitude towards Basic Science.

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