scholarly journals Evaluating Environmental Contents in Comprehensive Passages in Junior Secondary School English Language Textbooks Used in Cross River State, Nigeria

2021 ◽  
Vol 12 (6) ◽  
pp. 62
Author(s):  
Florence B. Obi ◽  
Comfort Nkongho Agbor ◽  
Usang Nkanu Onnoghen ◽  
Michael Obun Etan ◽  
Darlington Egbe Egbonyi ◽  
...  
Keyword(s):  
Secondary School ◽  
English Language ◽  
Environmental Awareness ◽  
Environmental Issues ◽  
School Students ◽  
Cross River ◽  
Cross River State ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Language Textbooks

Serious concerns have been raised by many stakeholders in environmental issues including Cross River State Government, educationists, non-governmental organisations and even, the international funding agencies, about the quality and level of environmental information that can be accessed in both print and electronic media. This has become imperative because proper understanding of the origin of the present environmental challenges is the key to minimise the on-going abuses in future. This study was undertaken to investigate the level of environmental awareness issues contained in comprehensive passages present in English Language textbooks used by Junior Secondary School students in Cross River State, Nigeria. The study involves counting and analysing the number of passages dealing with environmental issues in 27 textbooks based on the four types of environments: abiotic, biotic, neutral and social. Two research questions were formulated and used to guide the study. Observed data were analysed using simple percentage technique. Results show that issues concerning the environment were reflected in all the textbooks but sometimes in an undesirable proportion. It was concluded that the practice of emphasising social and abiotic environments issues at the detriment of others do not auger well for proper development and impartation of environmental awareness to students.   Received: 28 July 2021 / Accepted: 30 September 2021 / Published: 5 November 2021

scholarly journals Financial resources and junior secondary school students’ academic performance in Cross River State, Nigeria

2021 ◽  
Vol 20 (1) ◽  
pp. 81-88
Author(s):  
Wokasor Eni Ofem ◽  
Mercy Nkiruka Godwin Akeke ◽  
Eyiene Ameh
Keyword(s):  
Academic Performance ◽  
Secondary School ◽  
Secondary School Students ◽  
Financial Resources ◽  
School Students ◽  
Cross River ◽  
Cross River State ◽  
Junior Secondary School ◽  
Ex Post ◽  
Junior Secondary

The study investigated the relationship between financial resources and junior secondary school students’ academic performance in Cross River State, Nigeria. Four null hypotheses were formulated and tested. Ex-post facto design was used for the study. Subjects who participated in the study were 397 students from 277 public junior secondary schools in the study area but data was collected from only 386 representing 97.2 percent. Two instruments titled “Financial Resources Questionnaire (FRQ) and Junior Secondary School Students’ Academic Performance Scale (JSSSAPS)” were used for data collection. Data was analyzed using Population t-test and Multiple Regression analysis. The result indicated that junior secondary school students’ academic performance is significantly high. The result further revealed that financial resources in terms of: investment in school facilities, allocation of financial resources, structure of financial resources and amount of financial resources jointly predicts students’ academic performance. It was concluded that school business just like every other economic unit and business concerns alike, cannot thrive by mere availability of financial resources but by its utilization.

Increasing Culture Knowledge and Growing Environmental Awareness Attitude of Junior Secondary School Students Through Chemistry Local Content Program

2020 ◽  
Vol 2 (1) ◽  
pp. 1-6
Author(s):  
Ari Basuki
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Environmental Awareness ◽  
Control Groups ◽  
School Students ◽  
Local Content ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Chemistry Learning ◽  
And Control

The purpose of this research are increase of culture knowledge and grow of  environmental awareness attitude junior secondary school students at chemistry learning, by applying of chemistry local content program based on the “Orang Laut” culture. Research conduct used quasi-experiment method. Research subjects were 8th grade students in Tanjungpinang city that consist of 99 and 94 students on experiment and control groups, respectively. Score of culture knowledge and environmental awareness attitude collected by validated test and questionnaire instruments, respectively. Pretest and posttest culture knowledge scores used to calculate of normalized gain (N-gain) average of experiment and control groups. Average score of environmental awareness attitude used to identify of student environmental awareness attitude growth after chemistry learning on the experiment  group. To compare the increasing of  culture knowledge on the experiment and control groups conduct by statistical t-test with ?=0,05. The research result indicated that applying of chemistry local content program based on the “Orang Laut” culture at chemistry  learning could  increase of culture knowledge junior secondary school students better than conventional chemistry learning and growth of student environmental awareness attitude. The difference of  culture knowledge increased on the  experiment and control groups was significant ( tcalc = 10,023; p=0,000) with average of  N-gain percent  respectively 46 and 20 in the middle and low categories. Average score of student environmental awareness attitude in good criteria at 3,8 point.

scholarly journals Leadership Styles of Social Studies Teachers and Academic Achievement of Junior Secondary School Students in Social Studies in Calabar Metropolis, Cross River State Nigeria

2021 ◽  
Vol 20 (2) ◽  
pp. 97-105
Author(s):  
Edward Ogar Odey ◽  
Esther Edward Odey
Keyword(s):  
Academic Achievement ◽  
Social Studies ◽  
Secondary School ◽  
Leadership Styles ◽  
Social Studies Teachers ◽  
School Students ◽  
Cross River State ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Laissez Faire

This study was carried out to determine leadership styles of Social Studies teachers and academic achievement of junior secondary school students in Social Studies in Calabar Metropolis, Cross River State-Nigeria. Ex-post facto research design was adopted. The simple random sampling technique was used in selecting the six public secondary schools used for the study. A sample of two hundred junior secondary school three students (JSS 3) was drawn from the population and used for the study. Three research questions and hypotheses were formulated to guide the study. Data were collected using two researcher made instruments tagged “Social Studies Teachers Leadership Styles Questionnaire (STLSQ) and Social Studies Achievement Test (SOSAT) The Data Collected was analysed using the Analysis of Variance (ANOVA) and the Fisher Least Square Difference (SLD) was used in the multiple comparism. The findings of the study revealed significant differences in the academic achievement of students based on  their teachers’ leadership styles. Students taught by teachers with autocratic and laissez-faire leadership styles had a lower LSD  value compared to students taught by teachers with democratic leadership styles. Students taught by teachers with democratic styles  performed academically higher than those taught by teachers with either autocratic or laissez-faire leadership styles. Based on this, it was recommended amongst other things that Social Studies teachers imbibe more of democratic rather than autocratic or laissez faire leadership styles in their classroom and that educational administrator should organize workshop and seminars for teachers on proper classroom management.

ssessment of Common English Spelling Mistakes Among Junior Secondary School Students In Nigeria: The Need for Counselling

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Yusuf FLORENCE ADEOTI
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
English Language ◽  
Male Students ◽  
School Students ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
The Status ◽  
English Spelling ◽  
State Schools

One of the dominant and pervasive problems in Nigeria and Africa at large is the language. Language being a potent vehicle of transmitting cultures, values, norms and beliefs from generation to generation, remains a central factor in determining the status or nature of any nation. In Nigeria, English language is the official language of communication; it is referred to as “Lingua Franca”. However, its knowledge is not sufficient. The goals of the article were to define the types of spelling mistakes in the English Language and the most dominant errors made by junior secondary school students, to find out what the level of students’ performance in essays in terms of spelling is, and what the causes of spelling mistakes are among junior secondary school students. A conclusion was made that omission and addition of letters are the typical spelling errors, students’ attitude towards the second language was found as the major reason of low level of spelling skills. Male students were found less successful than female students and spelling skills’ level was found different according to private vs. state schools and urban vs. rural schools. 

scholarly journals Effects of Two Methods on Student’s Achievement in Junior Secondary Schools in Yakurr, Cross River State

2015 ◽  
Vol 61 ◽  
pp. 70-81 ◽  
Author(s):  
J. Gbenga Adewale ◽  
Oji Ekpo Effiong
Keyword(s):  
Secondary School ◽  
Conventional Method ◽  
Basic Science ◽  
Guided Inquiry ◽  
Cross River ◽  
Cross River State ◽  
The Public ◽  
Junior Secondary Schools ◽  
Junior Secondary School ◽  
Junior Secondary

In Nigeria, student’s performances in basic science in the public examinations have not been encouraging over the years. The conventional method of teaching employed by the teachers has been one of the salient factors contributing to the discouraging performance. Previous studies have examined different instructional methods in different subjects without paying much attention to the use of guided inquiry and expository lecture methods on student’s achievement in Basic science in Yakurr. This study therefore investigates the effects of guided inquiry and expository lecture methods on students’ achievement in junior secondary school Basic science in Yakurr, Cross River State.

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