scholarly journals EFFECT OF SCHOOL CLIMATE ON TEACHING AND LEARNING OF PHYSICS IN SENIOR SECONDARY

2021 ◽  
Vol 1 (1) ◽  
pp. 1-15
Author(s):  
Adolphus T. ◽  
Aderonmu T.S.B ◽  
Naade N.B
Keyword(s):  
School Climate ◽  
Secondary Schools ◽  
Teaching And Learning ◽  
Theory And Practice ◽  
Unique Contribution ◽  
Interview Schedule ◽  
Physics Teachers ◽  
Physics Students ◽  
Teachers And Students ◽  
Senior Secondary

Purpose: The study investigated the effect of school climate on teaching and learning of physics in senior secondary schools. Methodology: The mixed research design, specifically descriptive and exploratory analysis method was employed for the study. 14 Physics teachers and 248 Physics students were purposively selected from four secondary schools in Rivers State, Nigeria. Instruments for data collection includes Questionnaire for Physics Teachers (QPT), Questionnaire for Physics Students (QPS) and two semi-structured interview schedules which are Interview Schedule for Teachers (ISfT) and the Interview Schedule for Students (ISfS). Data were analyzed using mean and percentage for the research questions while hypotheses were tested at 0.05 level of significance using t-test. Results: The findings of the study revealed that although Physics teachers enjoy a fairly good working relationship with their students, both teachers and students maintained that their school climate were not friendly and conducive for teaching of Physics. The study further revealed that there were no significant differences between male and female Physics teachers and students on their mean responses on school climate related factors affecting the teaching and learning of Physics. Unique contribution to theory and practice: The study recommended exigent need for synergy among all stakeholders in the secondary school to encourage the prevalence of harmonious relationship that will enhance effective teaching and learning of Physics among others.

scholarly journals Teachers’ and students’ level of utilization of ICT tools for teaching and learning mathematics in Ilorin, Nigeria

2019 ◽  
Vol 15 (1) ◽  
pp. 51-59
Author(s):  
Khadijat S Ameen ◽  
Saidat M Adeniji ◽  
Kehinde Abdullahi
Keyword(s):  
Secondary Schools ◽  
Mathematics Teachers ◽  
Teaching And Learning ◽  
Chi Square ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Teachers And Students ◽  
Ict Tools ◽  
Senior Secondary Schools ◽  
Senior Secondary

Information and Communication Technology (ICT) is an instrument par excellence that a nation can rely upon to bring about self-reliance in an educational system. Therefore, there is the need to integrate ICT into teaching and learning; hence, the study investigated the assessment of Teachers’ and Students’ level of utilization of ICT tools for teaching and learning mathematics in Ilorin, Nigeria. The study was a descriptive research of the survey type. The population for the study was all senior secondary schools in Ilorin, Kwara State. A total of 170 students and 50 mathematics teachers were randomly selected from senior secondary schools in Ilorin. The instrument used for the study was a researchers-designed questionnaire, which comprised of 24 ICT tools. The instrument was validated and the reliability index of 0.78 was obtained. The data gathered was analyzed statistically using simple percentage and Chi-Square statistics analyses. The findings revealed amongst others that; mathematics teachers and students utilized ICT tools for teaching and learning mathematics respectively. Also, mathematics teachers and students were not skilled in utilizing ICT tools. The findings from the study show that the gender of both teachers and students does not have any influence on the teaching and learning of mathematics with the use of ICT tools. Based on the findings, It was, therefore, recommended among others that seminars and workshops should be organized for both female and male mathematics teachers on the benefits and how to incorporate ICT tools into their teaching activities and students should be encouraged to familiarize themselves with ICT tools so as to increase their level of competencies in the use of ICT tools.

scholarly journals Assessment of Assimilation and Academic Performance of Students During Winter and Summer Seasons

2020 ◽  
Vol 9 (12) ◽  
pp. e639128886
Author(s):  
Abubakar Muhammed Dadile ◽  
Abubakar Muhammad Dadile ◽  
Habu Muhammed Dadile ◽  
Nurudeen Mohammed
Keyword(s):  
Academic Performance ◽  
Teaching And Learning ◽  
Cold Water ◽  
Winter Season ◽  
Weather Condition ◽  
Subject Area ◽  
Learning Processes ◽  
Teachers And Students ◽  
And Performance ◽  
Senior Secondary

The study was conducted at Gashua, Yobe State. The weather condition of the area during summer is so terrible to the extent that the majority of inhabitants are searching for ice blocks or cold water to drink in other to feel a bit comfortable. In the school, both teachers and students were not comfortable during summer and winter seasons and these made teaching and learning processes boring. Therefore, the study is aimed at assessing the assimilation and academic performance of students during the vsummer and winter seasons. A random selection of past examination record sheets of students in Yusad secondary school, Gashua was used, and information on their academic performance for summer and winter season were obtain from senior secondary one and two (SS1 and SS2) classes. Ten student record books were selected at random for their academic performance on the subject area of biology. Their scores of the academic performance records were subjected to a descriptive statistics where mean, standard deviation was calculated and Z-test was determined. The results of this study revealed that the summer and winter seasons do not affect the assimilation and results reveals that the academic performance of students varies between - 0.58 in SS1 to - 0.72 in SS2 which means that the summer and winter seasons had no influence on the assimilation and performance of students but might cause inconvenience, unfavorable, disturbance and unsuitable conditions for teaching and learning processes. 

scholarly journals Integrating Video-Based Multimedia in Teaching Physics in Context of Covid-19 in Rwandan Secondary Schools

2021 ◽  
Vol 20 (12) ◽  
pp. 49-63
Author(s):  
Gabriel Janvier Tugirinshuti ◽  
Leon Rugema Mugabo ◽  
Alexis Banuza
Keyword(s):  
Secondary Schools ◽  
Education System ◽  
Instructional Strategy ◽  
Teaching And Learning ◽  
School Closure ◽  
After School ◽  
Physics Teachers ◽  
Major Factors ◽  
Teachers Training

The Covid-19 pandemic has paralyzed the education system and lead to temporary school closure. After school re-opening, long-term responses to a resilient education system were needed. A descriptive survey research design was used to diagnose the barriers to video-based multimedia integration in teaching and learning physics in certain secondary schools. 47 physics teachers (35 males and 12 females) were purposely selected from 24 schools located in the Rutsiro and Rubavu districts. A questionnaire was given to all 47 teachers. One-on-one interview with great attention to the measures of reducing the transmission of Covid-19 was conducted to all senior five physics teachers. Research findings revealed that video-based multimedia is less used in teaching and learning physics. Teachers indicated that poor infrastructure, poor teachers’ training aimed at effective integration of multimedia in education, pressure to prepare students for exams, and teachers’ lack of time for preparation are major factors that impede the use of video-based multimedia in teaching and learning physics. Results also provided proof of the necessity to provide digital devices to teachers and learners, teachers’ training, and learners’ preparation for virtual classes so that video-based multimedia could be a better instructional strategy to long-term responses for Covid-19 and future shocks. The findings of this study revealed that VBM could be a consensus on education and technology competency required to support teaching and learning especially during Covid-19 and future shocks.

scholarly journals Virtual Teaching and Learning of English As A Second Language in Selected Secondary Schools Isu-Ikwuato, L. G. A. Abia State, Nigeria

2021 ◽  
Vol 4 (1) ◽  
pp. 79-95
Author(s):  
Bernard Meshach Aguma ◽  
◽  
Caroline Kinuu Kimathi ◽  
Martin Situma ◽  
◽  
...  
Keyword(s):  
Second Language ◽  
Secondary Schools ◽  
Educational System ◽  
Online Teaching ◽  
Teaching And Learning ◽  
English Language ◽  
Language Education ◽  
Sampling Technique ◽  
Teachers And Students ◽  
Virtual Teaching

The adoption of virtual teaching and learning of a second language in the Nigerian educational system has received little attention. COVID-19 lock-down, imposed by the governments of the nations, forced educational institutions globally and locally to adapt virtual teaching and learning of English language. This research paper investigated the challenges of virtual teaching and learning of a second language (English) in selected secondary schools, Isu Ikwuato L.A. Abia State, Nigeria. It used a mixed method convergent parallel research design. The purposive sampling technique was used to select secondary schools that adopted virtual teaching and learning. The targeted population was 2000 English students and teachers with a sample size of 333. The results revealed that the schools made use of synchronous, asynchronous and blended types of online teaching and learning, and the students had a positive attitude. Both students and teachers experienced challenges of poor network, lack of ICT training, unstable electricity, and financial constraint. This study recommends the following: Language Policy Makers in Nigerian Educational System to map out the strategies that will incorporate online second language teaching and learning skills in the curriculum. That Marist Educational Board in partnership with the Ministry of Education in Nigeria, provide virtual supplementary materials for English language education. Adequate virtual training to be provided for English teachers and students. That the challenges of internet fluctuation, power shortage, insufficient virtual materials, inadequate funds, technical issues, virtual skills be addressed by all the stakeholders in education.

scholarly journals Improving School Climate for Better Quality Educational Management

10.32698/0182 ◽  
2018 ◽  
Vol 1 (1) ◽  
pp. 16 ◽  
Author(s):  
Syahril Syahril ◽  
Hadiyanto Hadiyanto
Keyword(s):  
School Climate ◽  
Personal Growth ◽  
Teaching And Learning ◽  
Work Performance ◽  
Work Motivation ◽  
School Principal ◽  
Educational Management ◽  
Four Dimensions ◽  
Teachers And Students ◽  
Teacher Work

School climate is a situation formed by a relationship between the principal and teachers, teachers and teachers, teachers and staffs, teachers and students or relationships among students that characterizes a school and distinguishes a school from others.  School climate might influence and determine the success of teaching and learning process at schools.  The school climate consists of at least four dimensions, namely dimension of relationship, personal growth/development, system maintenance and change, and dimension of physical environment.  Based on the studies done in several countries, school climate can be a variable influencing other variables, such as learning achievement, behavior and teacher job satisfaction, teacher work motivation, teacher morale, teacher creativity, teacher work performance, and teacher discipline. So, when the school principal wants to improve those practices, he or she has to make better school climate through common stages namely preliminary assessment, feedback, reflection and discussion, intervention, and finally reassessment.

scholarly journals SCHOOL ADMINISTRATORS’ WORKING EXPERIENCE AND STUDENTS’ ACADEMIC PERFORMANCE IN SENIOR SECONDARY SCHOOLS IN BAUCHI, DUTSE AND GOMBE STATES

2021 ◽  
Vol 5 (3) ◽  
pp. 1-8
Author(s):  
BARAKATU ABDULLAHI
Keyword(s):  
Academic Performance ◽  
Secondary Schools ◽  
Educational Administration ◽  
School Administrators ◽  
Interval Data ◽  
Unique Contribution ◽  
Senior Secondary Schools ◽  
Faculty Of Education ◽  
Measurement And Evaluation ◽  
Senior Secondary

Purpose: This study investigated the School administrators’ working experience and students’ academic performance in senior secondary schools in Bauchi, Dutse and Gombe states of Nigeria. Methodology: The study adopted the descriptive research designed of the correlation type. Thirty (30) senior secondary schools administrators were selected and used as the respondents to this study, ten school administrators from each state. The instruments used to collect relevant data were school administrators’ working experience check list and a self-designed questionnaire developed by the researcher, it was titled School Administrators’ Working Experience and Students’ Academic Performance (SAWESAP). The questionnaire was validated by two experts, one in the area of educational administration and planning, one in the measurement and evaluation both from Faculty of Education, Federal University, Kashere, Gombe State. Their suggestions and recommendations were incorporated into the final version and the reliability coefficient index of 0.73 was obtained after test-re-test with two weeks interval. Data collected were analysed using Statistical Package for Social Science (SPSS). One hypothesis was formulated and tested. Pearson Product Moment Correlation (r) Coefficient analysis procedure was used to test the hypothesis at 0.05 significant levels. Findings: The results of the analysis showed that, there was significant positive correlation between school administrators’ working experiences and students’ academic performance. Unique Contribution to Practice and Policy: Based on the findings, it was recommended among others that, school administrators’ experience will be considered when it comes to placement and promotion of school administrators that would enable them perform maximally in managing and handling human and material resources.                                                                              

scholarly journals Constraints in English Language Teaching and Learning in Senior Secondary Schools: Strategies for Implementation

2021 ◽  
Vol 1 (2) ◽  
pp. 66-76
Author(s):  
Steven Sylvester Bockarie ◽  
Michael Sahr Bengu
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Senior Secondary School ◽  
Senior Secondary Schools ◽  
Senior Secondary ◽  
Language Teaching And Learning

The study entitled 'Constraints in English Language Teaching and Learning in Senior Secondary Schools: Strategies for Implementation' seeks to unravel the myriad of problems in teaching and learning the English Language in senior secondary schools and offers strategies that can be implemented to salvage the situation. Learning to teach is more than simply knowing the results of research and theory; it always involves learning the ‘craft’ of classroom exposition, explanation, organization, and guidance. The desired outcome of the language learning process is the ability to communicate competently, not the ability to the ability to use the language exactly as a native speaker does. To guide the study, three research questions were posed. The questions examined the following three variables: (1) the constraints in teaching English; (2) the constraints in learning English; and (3) strategies for implementation in senior secondary schools. The research will be carried out in two senior secondary schools in Kenema City, Eastern Sierra Leone (Government Senior Secondary School and Methodist Senior Secondary School). The study revealed that: the lack of adequate teaching and learning materials, poor pedagogical and academic subject matter competency, and the negative attitude of students towards the English Language, account for the major constraints in the teaching and learning of the subject.

scholarly journals Analysis of Students’ Self-Esteem and Academic Performance of Physics Students in Senior Secondary Schools in Port-Harcourt Local Government Area

2021 ◽  
Vol 1 (1) ◽  
pp. 75-83
Author(s):  
Omeodu M.D.
Keyword(s):  
Academic Performance ◽  
Local Government ◽  
Secondary Schools ◽  
Self Esteem ◽  
Local Government Area ◽  
Multiple Choice Questions ◽  
Physics Students ◽  
Port Harcourt ◽  
Senior Secondary Schools ◽  
Senior Secondary

The study critically examined the influence self-esteem on students’ academic performance in physics in senior secondary schools in Port-Harcourt Local Government Area. The purpose of the study was to examine the influence of self-esteem on the academic performance of students with respect to gender. Three research questions and one hypothesis were posed to guide the study to find out the relationship between students’ self-esteem and their academic achievement. The instruments used for the study include a standardized questionnaire developed by Rosenberg (1965), titled “Rosenberg self esteem scale”, and Physics Achievement Test (PAT) developed by the researcher. This test comprised 50 multiple choice questions which cover subjects from SSS1 to SSS3. The PAT was subjected to a validation process and the reliability coefficient obtained was 0.88 through Kuder-Richardson 21. The findings of the study showed that 68 percent of the respondents have low self-esteem while 32 percent are high self-esteemed students. The mean difference (10.04) showed that students with low self-esteem performed poorly compared to students with high self-esteem. The hypothesis revealed that there is a strong positive relationship between the two variables under study, that is students’ self-esteem and their academic performance in physics. The study recommended that physics teachers should recognize the level of each of the students’ self-esteem. Teachers should also allocate time to raise the level of students’ self confidence before teaching difficult topics in Physics.

scholarly journals TEACHER'S DISTRIBUTION PATTERN AS DETERMINANTS OF EFFECTIVE TEACHING AND LEARNING IN NIGERIA SECONDARY SCHOOLS

2021 ◽  
Author(s):  
Scott Ekere ◽  
Ogunlade J Olurotimi ◽  
Adeleye J Olusola
Keyword(s):  
Secondary Schools ◽  
Rural Areas ◽  
Teaching And Learning ◽  
Measuring Instruments ◽  
Ministry Of Education ◽  
Teachers And Students ◽  
Calculation Results ◽  
Implementation Stages ◽  
Senior Secondary Schools ◽  
Teaching Learning

The study investigated teacher’s demographic factors to ascertain teaching learning issues in Nigeria. As a descriptive survey, teachers and students in senior secondary schools in Ekiti State constituted the study population. The sample comprised of 288 teachers and 1920 students, randomly selected from 32 schools that were stratified, selected and drawn from 16 local government areas in Ekiti State. Four different measuring instruments were used to collect data. The data collected were subjected to statistical analysis using t-test. Findings from the documentary evidence revealed there is uneven distribution of teachers between sex and location, while statistical calculation results revealed that there is a difference between the effectiveness of male and female teachers as well as teachers from both urban and rural locations in the improvement of teaching and learning. The study recommended that government should do more to monitor implementation stages of its education policy with special regard to gender and locations of teachers. Serious and genuine implementation of policy is as important as its formulation. The inspectorate division of the ministry of education should take seriously the distribution of teachers and monitoring of what goes on in our classrooms, especially schools in rural areas where students expect ”miracle” passes.

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