scholarly journals Repetition without Repetition or Differential Learning of Multiple Techniques in Volleyball?

2021 ◽  
Vol 18 (19) ◽  
pp. 10499
Author(s):  
Julius B. Apidogo ◽  
Johannes Burdack ◽  
Wolfgang I. Schöllhorn
Keyword(s):  
Secondary School ◽  
Retention Test ◽  
Secondary School Students ◽  
Control Group ◽  
School Students ◽  
Learning Group ◽  
Differential Learning ◽  
Significant Difference ◽  
Repetitive Learning

A variety of approaches have been proposed for teaching several volleyball techniques to beginners, ranging from general ball familiarization to model-oriented repetition to highly variable learning. This study compared the effects of acquiring three volleyball techniques in parallel with three approaches. Female secondary school students (N = 42; 15.6 ± 0.54 years) participated in a pretest for three different volleyball techniques (underhand pass, overhand pass, and overhead serve) with an emphasis on accuracy. Based on their results, they were parallelized into three practice protocols, a repetitive learning group (RG), a differential learning group (DG), and a control group (CG). After a period of six weeks with 12 intervention sessions, all participants attended a posttest. An additional retention test after two weeks revealed a statistically significant difference between DG, RG, and CG for all single techniques as well as the combined multiple technique. In each technique—the overhand pass, the underhand pass, the overhand service, and the combination of the three techniques—DG performed best (each p < 0.001).

scholarly journals Effectiveness of Cognitive Restructuring in the Management of Mathophobia Among Secondary School Students in Khana L.G.A of Rivers State, Nigeria

2017 ◽  
Vol 13 (32) ◽  
pp. 260
Author(s):  
Ernest-Ehibudu Ijeoma Regina ◽  
Wayii Augustine Lezorgia
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Cognitive Restructuring ◽  
Control Group ◽  
School Students ◽  
Significant Difference ◽  
Post Test ◽  
Research Questions ◽  
Rivers State ◽  
And Control

This study was developed and conducted to test the effect of cognitive restructuring in the management of mathophobia (that is, Mathematics anxiety) among secondary school students in Khana Local Government Area of Rivers State, Nigeria. To guide the study, two research questions and two null hypotheses were formulated for testing at 0.05 level of significance. In executing the study, the pre-test, post-test, and control group experimental research design was adopted using a randomized sample of 120 SS2 students drawn from three public secondary schools only. The researchers developed an instrument titled “Mathematics Diagnostic Questionnaire” (MDQ) which was adequately assessed for validity and reliability and was used in collecting pre-test and post-test data for the cognitive restructuring and control groups. Data analysis was done using mean, and standard deviation for the research questions, while independent sample and paired sample t-test were used for the hypotheses. The result obtained showed that the cognitive restructuring was significantly effective in the management of mathophobia among secondary school students. There is a slight reduction in the effect of cognitive restructuring during follow-up; there is a statistical significant difference in the mathophobic level of students treated with cognitive restructuring and those in the control group. Based on the major findings, recommendations were made among which is that functional guidance and counselling centers be established at all educational levels and be manned by professional counsellors who are competent in cognitive restructuring techniques to assist those who have mathophobia and other maladaptive behaviours. Suggestions for further study were made.

scholarly journals Improvement of the Concept of Mitosis Instruction to Improve Biological Achievement Among Secondary School Students

2020 ◽  
Vol 3 (3) ◽  
pp. 164-169
Author(s):  
Akawo Angwal Yaki ◽  
Koroka Mohammed Sanda ◽  
Rabiu Mohammad Bello
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Secondary School Students ◽  
Instructional Materials ◽  
Control Group ◽  
School Students ◽  
Significant Difference ◽  
Quasi Experimental ◽  
And Control ◽  
Senior Secondary

The study examined the effects of Improvised Instructional Material Enhanced Biology Achievement among Secondary School Students in Lapai, Niger State. Quasi-experimental design which involved pretest, posttest, experimental and control group. A total of eight five (85) Senior Secondary two (SSII) students randomly selected from two sampled schools formed the sample size of the study. The instrument used for data collection was a researchers’ designed Biology Achievement Test (BAT). The instrument was validated, and pilot tested and yielded a reliability coefficient of 0.75. Two research questions were raised, and two corresponding null hypotheses were formulated to guide the study, the null hypotheses were tested at 0.05 level of significant. The result of the study showed among others a significant difference in achievement score of the experimental and control groups in favor of the experimental group. The finding also showed that both male and female students’ achievements were enhanced equally. It was recommended among others that Biology teachers should be encouraged to improvise instructional materials for effective teaching and learning of Biology.    

scholarly journals Effects Of Problem-Solving Method On Secondary School Students Achievement And Retention In Social Studies, In Ekiti State, Nigeria

2011 ◽  
Vol 8 (1) ◽  
pp. 19-26
Author(s):  
B.O. Abdu-Raheem
Keyword(s):  
Problem Solving ◽  
Social Studies ◽  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Control Group ◽  
Control Groups ◽  
School Students ◽  
Significant Difference ◽  
And Control

This study investigated the effects of problem-solving method of teaching on secondary school students achievement and retention in Social Studies. The study adopted the quasi-experimental, pre-test, post-test, control group design. The sample for the study consisted of 240 Junior Secondary School Class II students randomly selected from six secondary schools in Ekiti State, Nigeria. The instrument used for the study is the Social Studies Achievement Test (SSAT) designed and validated by the researcher. Section A of the instrument consisted of the bio-data of the respondents while section B was made up of 40 multiple-choice items designed to measure the students achievement and retention in Social Studies. Four hypotheses were raised and tested at 0.05 level of significance. The data were analyzed using t-test and ANCOVA statistical tools. The results showed that there is a significant difference between the achievement mean scores of students in the experimental and control groups. There is a significant difference between the pre-test mean scores and achievement mean scores of students in the experimental and control groups. There is a significant difference between the retention mean scores of students in the experimental and control groups. There is a significant difference between the achievement mean scores and the retention mean scores of students in the experimental and control groups. It was discovered in the study that problem-solving method is more effective than conventional lecture method in improving students achievement in Social Studies. It was therefore recommended that teachers should be innovative in handling their lessons by relating them to the day-to-day life of students in such a way that the students will be challenged to put the lessons to practice as much as possible. Government should also emphasize the use of problem-solving method to teach Social Studies in secondary schools.

scholarly journals Effect Of Kolawole’s Problem-Solving Teaching Strategy On The Academic Performance Of Secondary School Students In Mathematics In Nigeria

2020 ◽  
Vol 7 (2) ◽  
pp. 68-77
Author(s):  
Olofin S. O. ◽  
E. B. Kolawole
Keyword(s):  
Academic Performance ◽  
Problem Solving ◽  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Teaching Strategy ◽  
Control Group ◽  
School Students ◽  
Significant Difference ◽  
Post Test

The study examined the effects of Kolawole’s Problem Solving (KPS) teaching strategy on the academic performance of secondary school students in Mathematics in Nigeria. Specifically, the study was designed to ascertain which of the strategies (KPS or conventional) would be the more effective in the teaching of Mathematics. The study also investigated the difference in the academic performance of students exposed to KPS strategy in three geo-political zones of Nigeria. Quasi – experimental pre-test and post-test two group design (one experimental group and one control group) was used in the study. The sample consisted of 562 S.S.S. 2 students drawn from eighteen public secondary schools in three geo-political zones of Nigeria. The sample was selected using multistage sampling procedure. Performance Test in Mathematics (PTM) was used to collect relevant data for this study. The data were analyzed using descriptive and inferential statistics at 0.05 level of significance. The findings of the study showed that the two groups (KPS and Conventional) were homogeneous at the commencement of the experiment. Also, there was significant difference in the post-test mean score of students exposed to KPS and conventional strategies in favour of students exposed to KPS strategy. Furthermore, there was difference in students’ performance in Mathematics when exposed to KPS based on their geo-political zones. Based on the findings of the study, it was recommended among others that the use of KPS strategy should be encouraged in Mathematics class in secondary schools so as to enhance better academic performance of students in Mathematics.

scholarly journals The Effect of Using Inquiry Questions on the Achievement of First Year Secondary School Students

2007 ◽  
Vol 1 (1) ◽  
pp. 69
Author(s):  
Mohamed Al-Tarawna ◽  
Ali Abu-Saleem
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Female Students ◽  
Literary Texts ◽  
Control Group ◽  
First Year ◽  
School Students ◽  
Male And Female ◽  
Significant Difference ◽  
Experimental Group

This study aims at investigating the effect of Inquiry questions on the achievement of first year secondary school students looming History of Literature and Literary Texts. The study tried to investigate the following hypotheses: H1: There is no statistically significant difference between the achievement mean scores of male students who were taught through inquiry- questions and the achievement mean scores of those who were taught the same material through traditional techniques. H2 There is no statistically significant difference between the achievement mean scores of the female students who were taught this subject through inquiry questions and those who were taught the same subject through traditional techniques. H3: There is no statistically significant difference between the achievement mean scores of the male and female students who were taught this subject through inquiry questions and those who were taught the same subject through traditional techniques. To investigate these hypotheses, 144 male and female students were randomly assigned to two groups; an experimental group and a control group. Each group had 72 participants. The experimental group was exposed to teaching through inquiry-questions, while the control group was taught the same topics through traditional techniques. The study lasted for one semester. Then, using an achievement test, the researcher investigated the effect of inquiry questions on students' achievements. Results indicated statistically significant differences in favor of the experimental group at the .05 level.

scholarly journals EFFICACY OF EMOTIONAL INTELLIGENCE TECHNIQUE AND PARENTAL SOCIAL CLASS IN FOSTERING VOCATIONAL DEVELOPMENT OF SECONDARY SCHOOL STUDENTS IN GOMBE STATE, NIGERIA

2019 ◽  
Vol 11 (2) ◽  
pp. 136
Author(s):  
Muraina Kamilu Olanrewaju ◽  
Yusuf Suleiman
Keyword(s):  
Emotional Intelligence ◽  
Social Class ◽  
Secondary School ◽  
Secondary School Students ◽  
Sampling Technique ◽  
Control Group ◽  
Vocational Development ◽  
School Students ◽  
Significant Difference ◽  
Intelligence Technique

This study focused on efficacy of emotional intelligence technique and parental social class in fostering vocational development of secondary school students in Gombe State, Nigeria. Pretest-posttest, control group quasi-experimental design with a 2x3 factorial matrix was used in the study. Multi-stage sampling technique was used in sampling 117 participants from 3 local government areas (12 schools) in the state. The respondents were measured with validated scale of 0.79 reliability coefficient and the data obtained was analyzed using T-test and Analysis of Variance statistical analysis. Two (2) research hypotheses were formulated and tested at 0.05 level of significance. The results showed that there was significant difference in the vocational development of secondary school students exposed to emotional intelligence technique and those in the control group (t= 57.64; p<0.05) and there was significant difference in the vocational development of secondary school students with high, moderate and low parental social class (t= 27.51; p<0.05). In view of these findings, the study recommended that educational stakeholders should intensify their effort to organize conferences on the implications of emotional intelligence technique and parental social classes on effective re-orientation of youths towards improving vocational development.

scholarly journals EVALUATING THE EFFECT OF INTERVENTIONS ON BREAST SELF-EXAMINATION KNOWLEDGE AND PRACTICE AMONG ADOLESCENT FEMALE SECONDARY SCHOOL STUDENTS IN DELTA STATE, NIGERIA

2021 ◽  
Vol 9 (1) ◽  
pp. 517-523
Author(s):  
Amosu AM ◽  
Akpo MO ◽  
Akinboye DO
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Adolescent Females ◽  
Control Group ◽  
School Students ◽  
Breast Self Examination ◽  
Significant Difference ◽  
Knowledge And Practice ◽  
Self Examination

Background: Adolescent females have reduced ability to self-detect breast abnormalities early. Improving their knowledge and practice of breast self-examination (BSE) will reverse this trend. Objective: This study evaluated the effect of two interventions on BSE knowledge and practice among in-school adolescent females in Delta State, Nigeria. Methods: A quasi-experimental research was conducted among ninety female secondary school students selected using a multistage sampling technique from three public secondary schools in the state. There were three groups: two experimental groups and a control. Experimental groups had BSE educational pamphlet alone (BPAM), and a combination of BSE pamphlet and BSE training (BPAME). The control group had a cervical cancer educational pamphlet. Participants were followed-up for eight weeks after the study implementation. Data analysis was done using SPSS version 23.0. Results: Mean age of respondents was 15.64 ± 1.33years. There was a significant difference in the respondents' level of BSE knowledge between baseline and 8 weeks follow-up (BPAM=5.20±2.28 to 21.56±1.85, t =29.44, 29 p<.05; BPAME=7.03±1.13 to 21.73±1.26, t =31.77, p<.05), and a significant difference in the level of BSE practice 29 between baseline and 8 weeks follow-up (BPAM 0.33±1.21 to 4.90± 1.56, t =13.25, p<.05; BPAME= 32.76±4.66 29 to 63.83±2.80, t =18.99, p<.05). Both interventions had same impact on BSE knowledge (Effect size ES=0.97, 29 p=0.000) but BPAME had a higher impact on BSE practice [(BPAM: ES=0.87, p=0.000) and (BPAME: ES=0.92, p=0.000)]. Conclusion: Both interventions had significant influence on the respondents' knowledge and practice of BSE but combined BSE pamphlet and training had more impact on BSE practice.

scholarly journals The Effect of Concept-Mapping on Secondary School Students’ Performance in Islamic Studies

2016 ◽  
Vol 4 (1) ◽  
pp. 120-132
Author(s):  
U.A. Ajidagba ◽  
Jamiu Abdur-Rafiu ◽  
Y.A. Fasasi
Keyword(s):  
Secondary School ◽  
Concept Mapping ◽  
Secondary School Students ◽  
Instructional Method ◽  
Control Group ◽  
Control Groups ◽  
School Students ◽  
Islamic Studies ◽  
Significant Difference ◽  
And Control

This study examined the effect of concept-mapping instructional method on secondary school students’ performance in Islamic Studies in Oyo State, Nigeria. The study employed a pre-test, post-test control group, quasi-experimental design. The sample comprised Senior Secondary School class 2 (SSS 2) students purposively drawn from three secondary schools in Oyo State. The students in experimental and control groups were in their normal classroom setting (intact classes) and were not reorganized. Experimental group consisted of 45 students exposed to concept-mapping while the control group consisted of 48 students who received no treatment. Data were analysed using t-test, standard deviation and Analysis of Covariance (ANCOVA). Findings of the study showed that there was a significant difference in the performance of experimental and control groups after the treatment. Concept-mapping had significant effect on students’ performance with mean score of x=53.92. Effect of Conventional method was x=22.62. No significant difference existed in the performance in Islamic Studies of students exposed to concept-mapping based on gender, t-cal.( 0.1469 < 2.021) at 0.05 alpha level of significance. The study concluded that concept-mapping instructional method positively improved students’ understanding of Islamic Studies and invariably their performance. The study recommended that concept-mapping should be adopted as a teaching method of Islamic Studies, and that teachers of the subject should improve their pedagogical skills through seminars and workshops.

STUDY OF ENVIRONMENTAL AWARENESS AMONG SENIOR SECONDARY SCHOOL STUDENTS

2018 ◽  
Vol 6 (26) ◽  
Author(s):  
Md. Mahmood Alam
Keyword(s):  
Environmental Education ◽  
Secondary School ◽  
Secondary School Students ◽  
Core Curriculum ◽  
Environmental Awareness ◽  
School Students ◽  
Senior Secondary School ◽  
Rural And Urban ◽  
Significant Difference ◽  
Senior Secondary

The present study was conducted to ascertain the environmental awareness across gender, locale, type of schools and academic stream among senior secondary school students. The sample of the study comprised of 300 11th class students studying in different government and non- government senior secondary schools of Sambhal district (U.P.) of Moradabad region. Environment Awareness Ability Measure (EAAM) by Praveen Kumar Jha (1998) was used to collect the data for the purpose. The data were analyzed using descriptive (Mean, Standard Deviations) and inferential (‘t’- test) statistics. The findings of the present study revealed that there is significant difference in environmental awareness of senior secondary school students across gender (boys and girls), type of schools (government and non-government) and academic stream (science and arts). However no significant difference is found in case of rural and urban sample. The reason for this result may be the rampant illiteracy in the district. Stakeholders should, therefore, ensure that the curriculum relating to environmental education is transacted as a core curriculum. Other activities related to environmental education viz., curricular, co- curricular and literary activities should also be organized to infuse environmental awareness among students.

Zoltán Kodály gives a hand to secondary school students in recorder performance and attitudes toward music in Turkey

2021 ◽  
pp. 025576142110059
Author(s):  
Alican Gülle ◽  
Cenk Akay ◽  
Nezaket Bilge Uzun
Keyword(s):  
Secondary School ◽  
Music Education ◽  
Secondary School Students ◽  
Attitude Scale ◽  
Control Group ◽  
School Students ◽  
Service Training ◽  
Quasi Experimental ◽  
Attitudes Toward Music ◽  
Experimental Group

Kodály-inspired pedagogy enables students to participate effectively in a music course by engaging in active musical interactions with folk songs and melodies. The purpose of this study was to explore the effects of Kodály-inspired pedagogy on recorder performance and attitudes toward music of secondary school students. A quasi-experimental design was used in the study. The experimental group was taught using Kodály-inspired pedagogy and the control group using the general music teaching methods for 9 weeks. A two-way mixed-design analysis of variance (ANOVA) and content analysis were used to analyze the data. A Recorder Performance Grading Key, music course attitude scale, and open-ended questions were used to collect the data. Consequently, the findings indicated that Kodály-inspired pedagogy had a significant effect on the students’ recorder performance but the researchers could not find a significant effect on students’ attitudes toward the music course. Moreover, students in the experimental group reported improvement in their recorder performance and attitudes toward music education. The researchers recommended including information about the implementation of Kodály-inspired pedagogy in music teacher textbooks, providing in-service training for teachers to enable them to use Kodály-inspired pedagogy.

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