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

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 Investigating the Impediments to Reading Comprehension in Junior Secondary Schools: Evidence from JSSII Students in Nsukka Metropolis

2019 ◽  
Vol 10 (2) ◽  
pp. 143 ◽  
Author(s):  
Isaiah I. Agbo ◽  
Goodluck C. Kadiri ◽  
Joekin Ekwueme
Keyword(s):  
Reading Comprehension ◽  
Secondary School ◽  
Secondary Schools ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Educational Background ◽  
Instructional Materials ◽  
School Students ◽  
Junior Secondary School ◽  
Junior Secondary

There has been an outcry concerning Junior Secondary School students’ abysmal performance in reading comprehension in internal and external examinations in Nsukka Metropolis; hence, the reason to investigate the factors responsible for this abysmal performance becomes necessary. We adopted a descriptive survey research design. The population of this study comprises one hundred (100) Junior Secondary School II students from five (5) randomly selected secondary schools in Nsukka Metropolis. The sampling technique which the researchers adopted was the simple random sampling and utilized questionnaire as research instrument which was developed on a 4-point scale of strongly agree, agree, strongly disagree and disagree. Again, a reading comprehension test was administered to the students for correlational purposes. Statistical analysis was used. The findings showed that students performed very poorly in reading comprehension as a result of inadequate and unqualified language teachers, inadequate instructional materials, poor educational background of both students and parents, and the language style and background of some comprehension texts. The implication is that students’ comprehension ability maybe determined by their ability to recognize individual words in a passage or text, group words into units and relate those units into meaningful sentences or paragraphs. When students are able to do the above, they will surely have a meaningful comprehension of a text at these three distinct levels of comprehension: (i) factual; (ii) interpretative; and (ii) evaluative. Thus the researchers made strong suggestions and recommendations that would mitigate these problems.

scholarly journals EFFECT OF MULTIMODAL STRATEGIES ON THE LEARNING OF LISTENING SKILLS AMONG JUNIOR SECONDARY SCHOOL STUDENTS IN SOKOTO METROPOLIS, SOKOTO STATE, NIGERIA

2017 ◽  
Vol 17 (1) ◽  
pp. 9
Author(s):  
Chinyere Onyebuchi ◽  
Mohammed Ibrahim
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Language Education ◽  
Sampling Technique ◽  
Listening Skills ◽  
School Students ◽  
Junior Secondary Schools ◽  
Junior Secondary School ◽  
Moment Coefficient ◽  
Junior Secondary

This research investigated the effect of multimodal strategies of teaching listening skills in Junior Secondary Schools in Sokoto metropolis, Sokoto State. The objective was to find out if using multimodal strategies to teach listening skills will enhance their learning when compared to traditional method. The population was 59,265 JSS students in Sokoto Metropolis. Stratified sampling technique was used to select the schools while random sampling technique was used to select one intact class from each school. Thus, the sample size was 394 JSS1 students. The instrument used for collecting data after treatment was Listening Level Test (LLT). Thirty questions were designed with options A, B and C. A group of 10 questions were set relating to each of the listening type: attitudinal, informative and appreciative. The validity of the instrument was determined by some Junior Secondary School English teachers and language education experts in the Department of Curriculum Studies and Educational Technology, Usmanu Danfodiyo University, Sokoto.  Pilot study was conducted on twenty students through test-re-tests method to determine the reliability of the study.  The results were correlated using Pearson’s Product Moment Coefficient formula which produced a reliability index of 0.83. The data collected after administration of the treatment was analyzed using mean, standard deviation to answer the research questions and t-test to test the null hypotheses of the research. It was found that multimodal strategies enhanced the listening comprehension skills of the subjects. The researchers recommended that teachers should use multimodal strategies to teach listening skills in junior secondary schools so as to help students perform very better in listening skills.

scholarly journals Analysis of large class-size and its effects on teaching and learning process among students’ secondary schools in Potiskum local government area

2021 ◽  
Vol 8 (1) ◽  
pp. 045-052
Author(s):  
Luka Yelwa Barde ◽  
Abubakar Alhaji Ahmed ◽  
Salamatu Mohammed ◽  
Maryam Gafo Bizi ◽  
Nuhu Ibrahim ◽  
...  
Keyword(s):  
Academic Performance ◽  
Local Government ◽  
Secondary Schools ◽  
Teaching And Learning ◽  
Local Government Area ◽  
Structure Questionnaire ◽  
Junior Secondary Schools ◽  
Teaching Aids ◽  
Junior Secondary ◽  
Teachers And Students

The study was carried out on the evaluation of the effects of over-population on teaching and learning of among students in junior secondary schools in Potiskum Local Government Area. To guide the study, 3 research questions in line with purpose of the study were formulated. Descriptive Survey Research Design was adopted for the study. The target population of the study was the entire teachers in randomly selected four junior secondary schools in Potiskum Local Government Area. Stratified Random Sampling Technique was adopted to select 40 teachers from the 4 junior secondary schools to constitute the sample size of the study. Structure Questionnaire was the major instrument used to collect data for the study. The data collected was analyzed using Mean and Standard Deviation for the questionnaires. The findings of the study revealed that, inability of teachers to paid attention to individual students that need special attention, lack of classroom control and management at overcrowded classroom and teachers found it difficult in conducting effective continuous assessment in classroom are some of the problems faced by teachers and students in teaching and learning in over-populated classrooms in junior secondary schools of Potiskum Local Government Area. The findings of the study also revealed that, high numbers of the students in classroom affect academic performance and that smaller class’s size lead to improvement of academic performance are some of the effects of over-population on the quality of teaching and learning in junior secondary schools in the study area. The findings of the study further revealed that, Admission of the students in junior secondary schools should be based on minimum standard as specified National Junior Secondary School Curriculum and provision of modern teaching aids such as overhead projectors, power point presentation device that each and every individual student will view the content of the lesson in the classroom are some of the ways forwards for overcoming the problems faced by teachers and students in over-populated classroom during teaching and learning in junior secondary schools in the study area. It was recommended that, a ratio of 1:40 teachers to students is hereby suggested for junior secondary schools as stated in the National Policy of Education (2013).

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