Gender and Acquisition of Science Process Skills among Junior Secondary School Students in Calabar Municipality: Implications for Implementation of Universal Basic Education Objectives

The study investigated the effects of field trip and peer tutoring instructional strategies (as against the conventional method of teaching) on secondary school students’ science process skills (observation, classification, communication, measurement, inference and prediction) acquisition in Basic Science and Technology in Junior Secondary Schools (JSS) in Osun State. These were with a view to provide information on usability of the strategies to enhance the students’ development of science process skills through Basic Science and Technology lesson in Osun State classrooms. The study employed the pretest, post-test control group quasi experimental research design. The population for the study comprised all junior secondary school students in Osun State. The study sample consisted of 315 Junior Secondary II (JS II) students in nine intact classes selected from nine schools using simple random sampling technique. The instrument used for data collection was Science Process Skills Performance Test (SPSPT). Data collected were analysed using mean, standard deviation and Analysis of Covariance (ANCOVA). The results of the study showed that there was significant effect of the treatment (use of field trip and peer tutoring) on science process skills of secondary school students as follow: Observation (F=1.030, p<0.05), classification (F=3.529, p<.05), communication (F=1.326, p<0.05), measurement (F=6.623, p<0.05), inference (F=12.310, p<0.05) and prediction (F=21.210, p<0.05); with peer tutoring leading in observation, classification, communication and measurement skills of students in Basic Science and Technology with x̄=30.6000, x̄=31.3429, x̄=24.9429 and x̄=25.3714 while students exposed to field trip strategy, exhibited higher students’ inference and prediction skills in Basic Science and Technology with x̄=22.9714 and x̄=27.4847 respectively. The study concluded that field trip and peer tutoring instructional strategies are effective and innovative teaching methods in improving students’ science process skills acquisition in Basic Science and Technology in secondary schools in Osun State, Nigeria.

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Junior secondary school students' intralingual errors in essays written in French language

Global Journal of Educational Research ◽

10.4314/gjedr.v19i2.3 ◽

2021 ◽

Vol 19 (2) ◽

pp. 147-157

Author(s):

S.M. Umoh ◽

P.C.N. Ezenwa

Keyword(s):

Secondary School ◽

Secondary School Students ◽

Basic Education ◽

Research Question ◽

French Language ◽

School Students ◽

Parts Of Speech ◽

Junior Secondary School ◽

Ex Post ◽

Junior Secondary

This study set out to identify students’ intralingual errors in the essays written in French. The study adopted the ex-post facto design, using the content analysis technique. The population comprised 2,893 copies of descriptive essays written in French Language by year 3 junior secondary school students in the Basic Education Certificate Examination (BECE) in 2015, 2016 and 2017 in Imo State. The sample of 228 essays was selected through stratified, purposive and proportionate random sampling techniques. The three instruments for the study were the question papers on French Language, the students’ answer scripts and a researcher-designed Checklist of Intralingual Errors for Learning French (CIELF). The data from the error analysis were subjected to analysis using the Statistical Package for the Social Sciences (SPSS) and the research question that guided the study was answered in percentages. The results showed that the students committed eight intralingual errors, which include overgeneralization, omission, addition, simplification of parts of speech, misinformation, agreement, verb forms and mechanical errors. Part of the recommendations is for teachers of French to build language instructions on students’ prior knowledge and experiences, thereby making French languagelearning to be real and interesting to the students.

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Junior secondary school students' conceptions about plate tectonics

International Research in Geographical and Environmental Education ◽

10.1080/10382046.2016.1262511 ◽

2016 ◽

Vol 26 (4) ◽

pp. 297-310 ◽

Cited By ~ 6

Author(s):

Reece Mills ◽

Louisa Tomas ◽

Brian Lewthwaite

Keyword(s):

Secondary School ◽

Plate Tectonics ◽

Secondary School Students ◽

School Students ◽

Junior Secondary School ◽

Junior Secondary

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Factors affecting behaviours that address HIV risk among a sample of junior secondary school students in the Northern Province, South Africa

Health SA Gesondheid ◽

10.4102/hsag.v7i3.97 ◽

2002 ◽

Vol 7 (3) ◽

Author(s):

Karl Peltzer

Keyword(s):

South Africa ◽

Secondary School ◽

Hiv Risk ◽

Full Text ◽

Secondary School Students ◽

Northern Province ◽

School Students ◽

Factors Affecting ◽

Junior Secondary School ◽

Junior Secondary

The purpose of this study was to identify factors affecting HIV risk reduction among junior secondary school pupils in South Africa. Opsomming Die doel van hierdie studie was om HIV risiko reduksie faktore onder junior sekondêre skool leerlinge in Suid-Afrika te identifiseer. *Please note: This is a reduced version of the abstract. Please refer to PDF for full text.

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Mathematical Communication Skills of Junior Secondary School Students in Coastal Area

Jurnal Teknologi ◽

10.11113/jt.v63.2014 ◽

2013 ◽

Vol 63 (2) ◽

Author(s):

Kadir, Jl ◽

Mayjen S. Parman

Keyword(s):

Secondary School ◽

Communication Skills ◽

Coastal Area ◽

Teaching And Learning ◽

Secondary School Students ◽

Learning Activity ◽

School Students ◽

Mathematical Communication ◽

Junior Secondary School ◽

Junior Secondary

Mathematical communication skills of junior secondary school students in coastal area are still considered low due to the lack of contextual problem technique in the teaching of mathematics. The various potencies of the coastal area have been damaged without any concern. It is interesting to investigate the contextual problem in mathematics teaching because it can be identified, required, and related to everyday life. The objective of this study is to enhance mathematical communication skills of junior secondary school students in the coastal area. Using coastal-based contextual teaching and learning (CCTL) can enhance: (1) students’ mathematical communication skills better than conventional teaching and learning (CVTL); and (2) the students’ learning activity, fluency of argument in problem solving process, advanced question skills, and knowledge of coastal area potencies and problems.

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