scholarly journals The influence of selected teacher inputs on students’ academic achievement in the junior secondary school certificate mathematics in Namibia

2013 ◽  
Vol 9 (3) ◽  
Author(s):  
Simon E. Akpo ◽  
Loyiso C. Jita
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Secondary Schools ◽  
Mathematics Teachers ◽  
Teaching Experience ◽  
Target Population ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Academic Qualifications ◽  
First Time

This study explored the link between teachers’ inputs and students’ academic achievement in the JSC Mathematics for the period 2006 to 2010. One hundred and fifty secondary schools selected from 573 secondary schools in the country constituted the target population. One hundred and sixty-four JSC mathematics teachers from the 150 secondary schools participated in the study, with the final JSC Mathematics results of the students serving as the dependent variable of the study. Mathematics teachers’ input data (academic qualifications, teaching experience and subject specialisation) were collected from a questionnaire developed by the researchers. Standard multiple regression was used to analyse the link between teachers’ inputs and students’ academic achievement in JSC Mathematics at P < 0.05and P < 0.10 respectively. The study found that teachers’ academic qualifications and subject specialisation had a significant and positive relationship with students’ academic achievement in JSC Mathematics. Teachers’ gender, however, was not significantly related to students’ academic achievement in JSC Mathematics. This is the first time within the Namibian context that we have empirically demonstrated the link between teachers’ inputs and students’ academic achievement in JSC Mathematics. The study therefore provides support for the policy initiatives that seek to link teachers’ academic qualifications, subject specialisation and teaching experience to employment and classroom allocation.

scholarly journals EFFECTS OF EDUCATIONAL FIELD TRIPS ON SOCIAL STUDIES STUDENTS’ ACADEMIC ACHIEVEMENT IN JUNIOR SECONDARY SCHOOLS IN KADUNA STATE, NIGERIA

2020 ◽  
Vol 3 (2) ◽  
pp. 41-44
Author(s):  
Jamilu Ja’afar Salihu ◽  
I.D Abubakar
Keyword(s):  
Academic Achievement ◽  
Social Studies ◽  
Secondary School ◽  
Secondary Schools ◽  
Field Trip ◽  
Field Trips ◽  
Junior Secondary Schools ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Educational Field

The study examined the Effects of Educational Field Trips on Social Studies Students’ Academic Achievement in Junior Secondary Schools in Kaduna State, Nigeria. The design of the study was the non-equivalent pre-test post-test control group type of quasi experiment. The population of the study consisted of junior secondary school students in Zaria Education Zone, Kaduna State, Nigeria numbering 26,322. Also, 120 students were purposively sampled from JSSII in the following schools: Government Junior Secondary School Tudun-Jukun, Zaria, Government Junior Secondary School, Awai, Government Junior Secondary School, Aba and Government Junior Secondary School Muchiya, Sabon-Gari. The data collection instrument was Social Studies Achievement Test (SOSAT). The content and construct validity was ascertained by experts in Social Studies, language and test and measurement. The reliability coefficient index power of the instrument stood at 0.81 determined using Pearson Product Moment Correlation Coefficient (PPMC). The data analysis tools were mean and standard deviation used in answering the question posed while t-test independent samples was used in testing the null hypothesis postulated at 0.05 alpha. The study found that there exist significant difference between the mean academic achievement scores of students taught Social Studies using educational field trip (experimental) and those who were taught with lecture method (control). In the light of the foregoing, the study recommended that teachers in the Kaduna State should be encouraged to adopt educational field trip in teaching Social Studies in order to enhance students’ academic achievement.

Evaluating Reading Habit among Junior Secondary School Students in Ekiti State in Nigeria

2020 ◽  
Vol 4 (2) ◽  
pp. 74
Author(s):  
Babalola Olurotimi Joseph
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Sampling Technique ◽  
Reading Habit ◽  
School Students ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Teachers Attitudes ◽  
Multistage Sampling

Abstract The study evaluated reading habit among students in Ekiti State Secondary Schools. The study specifically examined the frequency and time of reading among Junior Secondary School students in Ekiti State, the extent students read, how teachers’ attitudes affect their students reading habits, and ways reading habit can be improved. The descriptive research design of the survey type was adopted in this study. The population for the study consisted all of the Junior Secondary School Students in public secondary schools in Ekiti \central senatorial district. The size of the sample was 200 students drawn from ten public secondary schools using multistage sampling technique. A self-structured questionnaire tagged Reading Habit Questionnaire (RHQ) was used to collect relevant data for the study. The responses obtained were collated and analyzed using descriptive statistics. The findings revealed that most of the students rarely read as majority of them spend less than 2 hours daily on reading. They settle down to read only when given assignments or when examination was near. Based on the findings, it is therefore recommended among others that parents should teach their children to start reading from an early age and should provide reading materials for them. Also, it was recommended that teachers should engage students in fervent reading and writing activities. Keywords: Reading, Habit, Library, Descriptive, Revealed Students Teachers

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 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.

scholarly journals ID Model Development and Validation: Improving Secondary School Students’ Mathematics Achievement through Cooperative Learning Strategies

2021 ◽  
Vol 4 (1) ◽  
pp. p47
Author(s):  
Troy T. Brown, Ph.D
Keyword(s):  
Cooperative Learning ◽  
Secondary School ◽  
Learning Strategies ◽  
Mathematics Teachers ◽  
Secondary School Students ◽  
School Level ◽  
Caribbean Region ◽  
School Students ◽  
Junior Secondary School ◽  
Junior Secondary

Many secondary school students within the Caribbean region are consistently failing to grasp basic mathematical concepts. The purpose of this Design and Development Research was to generate an Instructional Design (ID) Model that demonstrates how the effective use of cooperative learning strategies improved students’ mathematical achievement, at a junior secondary school in the British Virgin Islands. The researcher collected information from Mathematics teachers (n = 5) and their students (n = 5). Each participant was involved in semi-structured interviews and MAXQDA12 was employed for analysis. Two research questions guided this research. The results of this research showed that the consistent use of effective cooperative learning strategies contributed to students’ academic achievement in Mathematics, especially at the junior secondary school level. The results stand to benefit both Mathematics teachers of junior secondary schools and their students. There is one recommendation for future research.

scholarly journals Effect of Assertiveness Technique in Reducing Verbal Victimization among Junior Secondary School Students in Anambra State

2021 ◽  
pp. 1-8
Author(s):  
V. N. Nwadinobi ◽  
L. I. Akunne ◽  
A. V. Etele
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Secondary Students ◽  
Secondary School Students ◽  
Control Group ◽  
School Students ◽  
Anambra State ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
The Mean

Aims: The purpose of this study is to determine the effect of assertiveness technique in reducing verbal victimization among junior secondary school students in Anambra state. Study Design: The design adopted for this study is pure experimental design. Place and Duration of Study: The target population is 1182 junior secondary students identified to be verbally victimized. The duration is between January 2021 and June 2021. Methodology: The design adopted for this study is the pure experimental. Two secondary schools where adopted for the study, from the two secondary schools, one group served as treatment/experimental group and the other school served as control group with participants randomly assigned. These participants were identified by administering a structured questionnaire structured by the researchers. The population for the study comprised 1182 junior secondary students identified to be verbally victimized. The sample was drawn using the purposive sampling technique, this was to identify schools with students that are verbally victimized. A total of 104 students (54 male and 50 female) were drawn and randomly assigned to the experimental and control groups as sample for the study. The instrument for data collection was the bullying victimization scale (BVS), the scale was developed and validated based on Elvis (1996) questionnaire and normalized for Nigerian cultural situation. Data collected for this study were organized in table and were analyzed. Data relating to the answering of research questions were analyzed using the mean. While the data relating to the testing of hypotheses at 0.05 level of significance was analyzed using Analysis of co-variance (ANCOVA). Results: At 0.05 level of significance, the analysis of the data collected revealed that the experimental group had a mean gain difference of 3.29 over the control group, the result further revealed that male students had a mean gain difference of 21.54 over the female students. This indicates that assertiveness technique was more effective on male junior secondary school students than their female counterparts. The findings revealed there was no difference in the mean post test scores of students who received treatment using assertiveness technique and those in the control group (p = 0.416, 0.05). also there was a significant difference in the mean post test scores of male and female secondary school students (p=0.026, 0.05). Conclusion: Through the findings that emerged from the study, it is concluded that the assertiveness technique is effective in reducing verbal victimization among junior secondary school students in Anambra state. Hence, counsellors in secondary schools should adopt assertiveness counselling techniques during counselling sessions to reduce the increased rate of verbal victimization in schools.

scholarly journals COLLABORATIVE LANGUAGE PEDAGOGY AND STUDENTS’ ACADEMIC ACHIEVEMENT IN ENGLISH LANGUAGE IN EKITI STATE

2019 ◽  
Vol 6 (11) ◽  
pp. 36-44
Author(s):  
Joseph Babalola
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
English Language ◽  
Teaching Strategy ◽  
Collaborative Teaching ◽  
Control Group ◽  
Chi Square ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Research Questions

Abstract This study examined the effect of collaborative teaching on students’ academic achievement in English language in Ekiti State. The population consisted of 161 Junior Secondary school three students made up of 103 males and 58 females selected from Federal Science and Technical College, Usi-Ekiti, Ekiti State. A total of 20 students (10 males) and (10 females) randomly selected from the school constituted the sample. The twenty students were divided into two groups-Experimental and Control. Group A was used as experimental group while group B was used as the control group. Two research questions and two hypotheses guided the study. The data collected were analysed using mean and percentages to answer the research questions while t-test and chi-square statistics were used to test the hypotheses. The major findings show that the students taught with Collaborative Teaching Strategy (CTS) achieved significantly better outputs than those of the control group. The study also discovered that there was no significant gender difference in the students’ achievement in English language. Based on the findings of this study, it was recommended that collaborative teaching strategy should be adopted as a more effective approach to teaching of English Language at the Junior Secondary School levels.

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