scholarly journals Teachers’ Instructional Workload Management and Students’ Academic Performance in Public and Private Secondary Schools in Akoko North-East Local Government, Ondo State, Nigeria

2018 ◽  
Vol 1 (1) ◽  
pp. 9-23
Author(s):  
Adeolu Joshua Ayeni ◽  
Arinze Prince Amanekwe
Keyword(s):  
Academic Performance ◽  
Local Government ◽  
Secondary Schools ◽  
State Government ◽  
Public And Private ◽  
Workload Management ◽  
North East ◽  
Significant Difference ◽  
Ondo State ◽  
Level Of Significance

The study examined teachers’ workload and determined its implication on students’ academic performance in secondary schools in Akoko North East Local Government Area of Ondo State. Descriptive design of the survey type was adopted and a stratified random sampling was used to select 12 schools, which were 6 public and 6 private secondary schools, involving 132 participants who included 120 teachers and 12 principals. A self-constructed questionnaire titled “Teachers’ Workload and Student’s Academic Performance Questionnaire” (TWSAPQ), was administered. Five (5) hypotheses were tested using Pearson’s product moment correlation (PPMCC) and T-test at p<0.05 level of significance. The results showed that there was a negative correlation between teachers’ workload and students’ academic performance (r-cal= -0.420), and a disparity between teachers’ actual workload and workload policy standard (t-cal=27.219), also there was significant difference in teachers’ workload between public and private secondary schools (t-cal=2.364). The findings indicated that teachers’ workload is high in teaching activities (75.8%), data imputation (62.5%), and marking of students’ scripts (76.7%), .and impacted negatively on teachers’ instructional tasks performance and students’ academic performance. It is hereby recommended that the State Government and proprietors of private secondary schools should employ adequate number of qualified teachers to meet the workload standard for effective teaching, while learning facilities should be upgraded to enhance workload implementation and improve students’ academic performance in secondary schools.

scholarly journals Teachers’ Instructional Workload Management and Students’ Academic Performance in Public and Private Secondary Schools in Akoko North-East Local Government, Ondo State, Nigeria

2018 ◽  
pp. 9-23
Keyword(s):  
Academic Performance ◽  
Local Government ◽  
Secondary Schools ◽  
State Government ◽  
Public And Private ◽  
Workload Management ◽  
North East ◽  
Significant Difference ◽  
Ondo State ◽  
Level Of Significance

The study examined teachers’ workload and determined its implication on students’ academic performance in secondary schools in Akoko North East Local Government Area of Ondo State. Descriptive design of the survey type was adopted and a stratified random sampling was used to select 12 schools, which were 6 public and 6 private secondary schools, involving 132 participants who included 120 teachers and 12 principals. A self-constructed questionnaire titled “Teachers’ Workload and Student’s Academic Performance Questionnaire” (TWSAPQ), was administered. Five (5) hypotheses were tested using Pearson’s product moment correlation (PPMCC) and T-test at p<0.05 level of significance. The results showed that there was a negative correlation between teachers’ workload and students’ academic performance (r-cal= -0.420), and a disparity between teachers’ actual workload and workload policy standard (t-cal=27.219), also there was significant difference in teachers’ workload between public and private secondary schools (t-cal=2.364). The findings indicated that teachers’ workload is high in teaching activities (75.8%), data imputation (62.5%), and marking of students’ scripts (76.7%), .and impacted negatively on teachers’ instructional tasks performance and students’ academic performance. It is hereby recommended that the State Government and proprietors of private secondary schools should employ adequate number of qualified teachers to meet the workload standard for effective teaching, while learning facilities should be upgraded to enhance workload implementation and improve students’ academic performance in secondary schools.

scholarly journals Use of Virtual Learning on Academic Performance of Js 1 Integrated Science Student in Secondary School in Port Harcourt Local Government Area

2016 ◽  
Vol 10 (8) ◽  
pp. 256
Author(s):  
Etim, P. J. ◽  
Udosen, I. N. ◽  
Wordu Nkasiobi Chinyeaka
Keyword(s):  
Academic Performance ◽  
Local Government ◽  
Secondary Schools ◽  
Virtual Learning ◽  
Local Government Area ◽  
Integrated Science ◽  
Advantages And Disadvantages ◽  
Port Harcourt ◽  
Significant Difference ◽  
Learning Instruction

This paper examined the use of virtual learning on the academic performance of JS 1 Integrated Science Students in Secondary Schools in Port Harcourt Local Government Area of Rivers State, Nigeria. In discussing this, it examined the concept of virtual learning instruction, Synchronous and Asynchronous e-learning as compared to face-to-face traditional classroom learning and the advantages and disadvantages of virtual learning. Quasi experimental design was adopted. Population for the study comprised all JS 1 students in public secondary schools in Port Harcourt Local Government Area. Sample size of 200 students were selected from 2,910 JS 1 students in all the public secondary schools in Port Harcourt Local Government Area using the multi-stage sampling technique. Instrument for data collection was an objective Integrated Science performance test (OIPT). Two hypotheses were formulated and tested using Factorial Analysis of Variance (ANCOVA). Result of the analysis showed that there is no significant difference in student’s academic performance when virtual learning and expository methods are used in teaching Integrated Science in Junior Secondary class (f1.195 = 1.606, p > .05) and that there is no significant difference between the academic performance of female and male students when virtual learning and expository methods are used in teaching Integrated Science in JS 1 (F1, 195 = 717, p > .05). It was therefore recommended that: Teachers should try to apply the virtual learning instruction in the teaching of Integrated Science as this was found to impact on the students achievement positively and that male and female students should be equally engaged in the learning of Integrated Science where VLS is incorp+orated to eliminate the gender bias in sciences.

scholarly journals Effect of Blended Instructional Strategy on Commerce Students Academic Performance in Secondary Schools in Uyo Local Government Area of Akwa Ibom State-Nigeria

2017 ◽  
Vol 5 (6) ◽  
pp. 36
Author(s):  
Etim Paulinus J.
Keyword(s):  
Academic Performance ◽  
Local Government ◽  
Secondary Schools ◽  
Instructional Strategy ◽  
Performance Test ◽  
Sampling Technique ◽  
Local Government Area ◽  
Significant Difference ◽  
Commerce Students ◽  
Instructional Package

Teaching and learning are dynamic activities that are predicated on a number of factors. The pedagogical strategy used determines the effectiveness of the teacher and students’ academic performance. This study was therefore on the effect of blended instructional strategy on Commerce students’ academic performance in secondary schools in Uyo Local Government Area of Akwa Ibom State-Nigeria. Three research questions and three null hypotheses were raised to direct the study. The study adopted the pretest- postest non randomized quasi experimental design. Diffusion of Innovative theory and the Material-First-Rationale-Model were used to develop Commerce Instructional Package for experimentation. Two schools out of the 13 secondary schools in Uyo Local Government Area met the requirement for selection and were used for the study. The sample size of 240 students in both the urban and rural schools were selected and used for the study using the simple random sampling technique. An instructional package on Commerce was developed and used in treating the experimental groups while the control groups were taught using the expository teaching strategy. Both the control and the experimental groups were pretested before treatment. Commerce Performance Test was used to examine the effect of the package and the difference in students’ performance. All the students in both control and the experimental groups were post-tested. Their scripts were marked and their scores used for analysis with the help of mean and Analysis of Co-variance. Results of the analysis showed a significant difference in academic performance of Commerce students taught with blended instructional strategy and those taught with expository method. There was also a significant difference in academic performance of male and female students as well as those students in urban and rural school location. Based on these results, the following recommendations were made to improve the teaching of Commerce and academic performance of students namely that blended instruction should be adopted in teaching Commerce and that in-service training, seminars and workshops should be organised by Government and other stake holders in Education to update the knowledge of teachers in the use of ICTs and web-based instructional strategies among other recommendations.   

scholarly journals Teachers’ Workload and Class Size as Correlate of Students’ Academic Performance in Selected Secondary Schools in Singida Urban

2020 ◽  
Vol 8 (04) ◽  
pp. 1282-1291
Author(s):  
Valentine Mathias Tarimo ◽  
David Bahati ◽  
Ramadhani Abedi Labito
Keyword(s):  
Academic Performance ◽  
Secondary Schools ◽  
Class Size ◽  
Percent Level ◽  
Work Load ◽  
Cross Sectional ◽  
Study Results ◽  
Significant Difference ◽  
Cross Sectional Design ◽  
Level Of Significance

The study sought to establish the relationship between teachers’ workload, class size and students’ academic performance from five selected secondary schools in Singida urban. The study was guided by  three objectives and three research hypotheses. The study employed correlational cross-sectional design. A sample size of two hundred nighty four respondents was randomly chosen from five secondary schools. A self-administered questionnaire was used to collect information from respondents. The collected data were analysed by Statistical Package for Social Scientists (SPSS) using Karl Pearson’s Linear Correlation Coefficient and Multiple Regression Analysis to assess the correlation between teachers’ workload and class size and students’ academic performance. The study results indicated that, there was no significant relationship between teachers’ workload and students’ academic performance in surveying secondary schools in Singida Urban at the five percent level of significance. Further, the findings show that class size was positively correlated with  students’ academic performance in secondary schools in Singida urban. Also,  there is a significant difference between teachers’ work load and class size in relation to students of academic performance in selected secondary schools in Singida urban.  Based on the study findings, it is recommended  that, emphasis should be directed at improving class size if teachers and education stakeholders in Singida urban have to increase students’ academic performance. The study concluded class size is found to be the best predictor of students’ academic performance in the surveyed secondary schools in Singida Urban.

scholarly journals Mathematics Skills as Predictor of Chemistry Students’ Performance in Senior Secondary Schools in Akoko - South Local Government Area of Ondo State, Nigeria.

2018 ◽  
Vol 6 (7) ◽  
pp. 148-155
Author(s):  
Tunde ORIMOGUNJE
Keyword(s):  
Local Government ◽  
Secondary Schools ◽  
Research Question ◽  
Local Government Area ◽  
Control Group ◽  
Mathematics Skills ◽  
Significant Difference ◽  
Ondo State ◽  
Senior Secondary Schools ◽  
Senior Secondary

The purpose of this study is to investigate the predictive effects of mathematics skills on students’ performance in chemistry. The study adopted the pre-test and post-test control group quasi-experimental design. A sample of 136 students were randomly selected from two Senior Secondary Schools (SSS2) in Akoko - South Local Government Area of Ondo State. One research question and one null hypothesis were used for the study. A Chemistry Achievement Test (CAT) which involved the use of mathematics skills was used and administered. The data collected were analysed using mean, standard deviation, percentage mean, t-Test, and One way ANOVA statistics at 0.05 level of significance. The result revealed that significant difference existed between the scores of students exposed to experimental group and that of their counterpart in the control group. One of the recommendations is that the use of collaborative teaching among the mathematics and chemistry teachers in secondary schools should be emphasised by the curriculum planners and the government. This will reduce the under achievement problem in chemistry among the secondary school students.

scholarly journals Social Media Utilization and Academic Performance of Students Studying Geography in Public Secondary Schools in Nsit Atai Local Government Area, Akwa Ibom State, Nigeria

2019 ◽  
Vol 1 (2) ◽  
pp. 22-50
Author(s):  
Nsidibe Mbuotidem Sampson ◽  
Mbuotidem Sampson Ebong
Keyword(s):  
Social Media ◽  
Academic Performance ◽  
Local Government ◽  
Secondary Schools ◽  
Study Data ◽  
Local Government Area ◽  
Correlational Research ◽  
Research Questions ◽  
Teachers And Parents ◽  
Level Of Significance

This project was an investigation on the utilization of social media and academic performance of students in Geography in Nsit Atai Local Government Area of Akwa Ibom State, Nigeria. Four schools out of six public secondary schools in Nsit Atai Local Government Area were selected for the study. The population size was 1108 students, while the sample size was 100 students. The correlational research design was adopted for the study. The instruments for data collection were Social Media Utilization Questionnaire (SMUQ) and Geography Achievement Test (GAT). The instruments were validated by the supervisor and tested for reliability; a reliability coefficient of 0.78 was obtained using the test-retest method reliability test. Two research questions and null hypotheses, respectively were stated to guide the study. Data obtained from the students using the SMUQ and GAT were analyzed using the Pearson Product Moment Correlation Coefficient (PPMC).The hypotheses were tested at .05 alpha level of significance. Concerning the findings of this study, it was deduced that there was a fragile positive relationship between students’ utilization of Whastapp, as well as Facebook social media and their academic performance in Geography. Based on the findings, it was recommended among others that social media utilization should be encouraged among students as this will help them develop excellent communication skills, build interactions, share ideas and enhance collaboration between students, teachers, and parents alike. 

scholarly journals Social Media Utilization and Academic Performance of Students Studying Geography in Public Secondary Schools in Nsit Atai Local Government Area, Akwa Ibom State, Nigeria

2019 ◽  
Vol 1 (2) ◽  
pp. 22-50
Author(s):  
Nsidibe Mbuotidem Sampson ◽  
Mbuotidem Sampson Ebong
Keyword(s):  
Social Media ◽  
Academic Performance ◽  
Local Government ◽  
Secondary Schools ◽  
Study Data ◽  
Local Government Area ◽  
Correlational Research ◽  
Research Questions ◽  
Teachers And Parents ◽  
Level Of Significance

This project was an investigation on the utilization of social media and academic performance of students in Geography in Nsit Atai Local Government Area of Akwa Ibom State, Nigeria. Four schools out of six public secondary schools in Nsit Atai Local Government Area were selected for the study. The population size was 1108 students, while the sample size was 100 students. The correlational research design was adopted for the study. The instruments for data collection were Social Media Utilization Questionnaire (SMUQ) and Geography Achievement Test (GAT). The instruments were validated by the supervisor and tested for reliability; a reliability coefficient of 0.78 was obtained using the test-retest method reliability test. Two research questions and null hypotheses, respectively were stated to guide the study. Data obtained from the students using the SMUQ and GAT were analyzed using the Pearson Product Moment Correlation Coefficient (PPMC).The hypotheses were tested at .05 alpha level of significance. Concerning the findings of this study, it was deduced that there was a fragile positive relationship between students’ utilization of Whastapp, as well as Facebook social media and their academic performance in Geography. Based on the findings, it was recommended among others that social media utilization should be encouraged among students as this will help them develop excellent communication skills, build interactions, share ideas and enhance collaboration between students, teachers, and parents alike.

scholarly journals COMPARATIVE STUDY OF LEADERSHIP STYLES IN PUBLIC AND PRIVATE SECONDARY SCHOOLS IN IDO LOCAL GOVERNMENT AREA OF IBADAN, OYO STATE

2021 ◽  
Vol 9 (5) ◽  
pp. 227-239
Author(s):  
Eunice B. Bakare ◽  
Afolakemi O. Oredein
Keyword(s):  
Local Government ◽  
Secondary Schools ◽  
Leadership Styles ◽  
Leadership Style ◽  
School Principals ◽  
Research Question ◽  
Local Government Area ◽  
Public And Private ◽  
Descriptive Research ◽  
Significant Difference

This study compared the leadership styles of principals dominating in both public and private secondary schools in Ido Local Government Area of Ibadan, Oyo State, and also investigated the principals’ gender differences. Leadership styles examined include: autocratic, visionary, , democratic, coaching, servant, , , , bureaucratic and digital. A descriptive research design was adopted. The population of the study consists of 26 public secondary schools and 97 registered private secondary schools. The total population of teachers in the study were 1194. Using the Taro formula, a sample size of 306 respondents were sampled of which questionnaires were administered and 305 questionnaires were retrieved and used for analysis. A self-designed questionnaire that yielded reliability coefficients of r= 0.942, 0.911, 0.924 were used for data collection. A research question and two hypotheses were used to guide the study. The findings of the study showed a significant difference in the leadership style adopted by school principals of both school types with mean =92.5 and 1149, SD= 9.712 and 11.634, while (t = 0.719; = 301, p &lt;0.05). There is also a significant gender difference in the leadership style adopted by principals of both schools with mean =125.14 and 120.97, SD= 14.195 and 9.318 and (t= 2.909; = 301; p&lt; 0.05). The study concluded that though there are significant differences in the leadership styles adopted by the school principals, there are no leadership styles. It is therefore recommended that; principals of both school types should blend and adopt styles that best fit the situation at hand. Thus, leadership style should be applied based on contingency.

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