scholarly journals Investigating the Effect of Mobile Apps on Student’s Motivation and Achievement in Motor Vehicle Mechanic Work

2020 ◽  
Vol 1 (2) ◽  
pp. 187-197
Author(s):  
Joshua Onyedikachi Ike ◽  
Samson Oluwatimilehin Ariyo ◽  
Olawale Opeyemi Olaitan
Keyword(s):  
Academic Achievement ◽  
Motor Vehicle ◽  
Mobile Apps ◽  
Achievement Test ◽  
Mobile Technologies ◽  
Teaching Aids ◽  
Conventional Teaching ◽  
Significant Difference ◽  
Research Questions ◽  
Enugu State

Purpose: The study was carried out to investigate the effect of mobile apps on students’ achievement in petrol engine maintenance work in technical colleges in Enugu State, Nigeria. Approach/Methodology/Design: The study adopted quasi-experimental design and was carried out in Enugu State, Nigeria. The population for the study was 170 NTC II students. The sample size for the study was 40 motor vehicle mechanics work NTC II students who have any mobile technologies (Smart phones) participated in the experimental group and were selected using purposive sampling technique. The instrument for data collection was motor vehicle mechanic work achievement test (MWMWAT). The data collected were analyzed using mean, to answer the research questions while ANCOVA was used to test the hypothesis. Three research questions were answered, while one null hypothesis formulated were tested at 0.05 level of significance. Findings: The study revealed that students taught petrol vehicle maintenance works with mobile apps had a higher mean achievement score than those students taught using conventional teaching aids in the achievement test. There was a significant difference between the mean achievement scores of students taught with mobile apps and those taught with conventional teaching aids in motor vehicle mechanics work trade. Practical Implications: The study will contribute positively to the understanding of using mobile apps to increase students’ motivation and academic achievement. Originality/value: This study innovates in examining the use of mobile apps by motor vehicle mechanic work teachers in improving the motivation and academic achievement of students.

Strategies for Enhancing Teachers’ Communication Skills in Teaching Agricultural Science Concepts for Food Security in Upper Basic Education in Agbani Education Zone of Enugu State.

2019 ◽  
pp. 182-191
Author(s):  
Nwosu p.I. ◽  
Ugwuede A.A.
Keyword(s):  
Food Security ◽  
Communication Skills ◽  
Basic Education ◽  
Agricultural Science ◽  
Major Purpose ◽  
Teaching Aids ◽  
Significant Difference ◽  
Research Questions ◽  
Enugu State ◽  
Science Concepts

The study focused on strategies for enhancing teachers communications skills in teaching agricultural science concepts for food security in upper Basic Education in Agbani Educational zone. The major purpose of the study is to determine the strategies for enhancing the communication skills of teachers in teaching agricultural science concept for food security in upper basic education. The study was carried out in Agbani Education Zone of Enugu State using a descriptive survey research method. Two research questions and two hypotheses guided the study to achieve the purposes of the study. The population for the study consisted of 70 respondents. There was no sampling because the entire population was manageable. Structured questionnaire were used for data collection, made up of 25 items. The instrument was validated by three experts and Cronbach Alpha statistic was used to determine the internal consistency of the instrument and a coefficient of 0.85 was obtained. A total of 708 copies of the questionnaire were distributed and returned. It was analyzed using weighted mean to answer the research questions and analysis of variance was used to answer the hypothesis of no significant difference. The findings of the study revealed among others that teachers‟ possessed communication skills like selecting appropriate medium, noting verbal and non-verbal reaction in the student, removing all forms of noise etc in low extent. Some strategies, such as supervision of teachers, provision of teaching aids, suitable laboratory and equipment, suitable time table, etc, could be used to enhance teachers‟ communication skills. Based on these findings, it was recommended that suitable time should be given to teaching of agricultural science lessons; there should be regular supervision of teachers; teachers should improvise teaching aids, among others, to ensure that students do not lose interest in agriculture for food security.

scholarly journals The effect of the science classesenriched with art activities on academic achievementSanat etkinlikleri ile zenginleştirilmiş bilim uygulamaları dersinin akademik başarıya etkisi

2017 ◽  
Vol 14 (2) ◽  
pp. 1469
Author(s):  
Vesile Yıldız Demirtaş ◽  
Seda Çerik ◽  
Adem Maba
Keyword(s):  
Academic Achievement ◽  
Achievement Test ◽  
Control Group ◽  
Positive Effects ◽  
Written Examination ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Elective Course ◽  
Art Activities

The aim of the study is to reveal the effects of the classeswhich enriched with art activitieson academic achievement at the 5th grades. The research group consists of 37 students who determined the science applications course as an elective course in a public school in İzmir during 2015-2016 Education Fall Semester. In this study, from the trial models"Quasi-experimental desing, pre-post test without control group" was used. The data were collected with achievement test and written examination that prepared by researchers in order to measure academic achievement in science applications classes and also interviews that prepared by researchers used in order to determine the opinions of the students on the science applications enriched with art activities. As the results of the research there is a significant difference between the pretest-posttest findings and the pretest-permanency test results of the experimental group. As the results of the achievement test, it is concrete that these activities have positive effects on the students.  It can be said that the applications are effective when the students' interview questions are compared with the answers given by the students after the last application. ÖzetAraştırmanın amacı 5. sınıflarda sanat etkinlikleri ile zenginleştirilmiş bilim uygulamaları dersinin akademik başarıya olan etkilerini ortaya çıkarmaktır. Araştırmanın çalışma grubunu 2015-2016 Öğretim Yılı Güz döneminde İzmir’de bir devlet okulunda bilim uygulamaları dersini seçmeli ders olarak belirleyen 37 öğrenci oluşturmaktadır.Bu araştırmada, deneme modellerinden “tek grup öntest-sontest kontrol grupsuz yarı deney deseni” kullanılmıştır. Veriler bilim uygulamaları dersindeki akademik başarıyı ölçmek amacıyla araştırmacılar tarafından hazırlanan bilim uygulamaları başarı testi ve yazılı yoklama ile öğrencilerin sanat etkinlikleri ile zenginleştirilmiş bilim uygulamaları dersine yönelik görüşlerini belirlemek amacıyla hazırlanan görüşme formu ile toplanmıştır.Araştırmada deney grubunun öntest-sontest sonuçlarında ve öntest-kalıcılık testi sonuçlarında anlamlı fark bulunmaktadır. Yapılan başarı testi sonucunda bu etkinliklerin öğrencileri olumlu etkilediği somut olarak ortaya çıkmıştır. Öğrencilerin görüşme sorularına ön uygulama ile son uygulama sonrası verdikleri cevaplar karşılaştırıldığında uygulamaların etkili olduğu söylenebilir. 

scholarly journals Extent of Parental School Involvement for Improved Student Performance in Awka South Local Government Area of Anambra State

2017 ◽  
Vol 13 (22) ◽  
pp. 192
Author(s):  
Eboatu, V. N. ◽  
Igboka, Doris Oluchukwu
Keyword(s):  
Academic Achievement ◽  
Local Government ◽  
Parental Involvement ◽  
Student Performance ◽  
Local Government Area ◽  
School Involvement ◽  
Anambra State ◽  
Parental School Involvement ◽  
Significant Difference ◽  
Research Questions

Academic achievement of students does not depend only on school, environmental factors and teacher characteristics, but also on the level of home involvement. This study therefore sought to establish the extent of parental school involvement for students’ improved academic achievement in Awka South Local Government Area of Anambra State. The descriptive survey design was used for this study, with six (6) research questions guiding the study. The population for the study comprised 417 public secondary school teachers from which a sample of 125 teachers using simple random sampling technique. The instrument for data collection was a researcher designed, structured questionnaire which was duly validated by experts in educational management and measurement and evaluation. The questionnaire was tested for reliability using test-retest method. The tool for correlation was the Pearson Product Moment Correlation and this yielded a co-efficient of 0.82. Data collected was analysed using mean and standard deviation statistics to answer the 6 research questions while ANOVA with Friedman’s Test was used to test for significant difference in the six indices of parental involvement. The findings show among others that teachers perceive that parents in Awka South Local Government Area effectively communicate with school and coach their children for improved academic achievement to a moderate extent. There was no significant difference in the teacher’s perception of parental involvement based on the six indices of involvement. Based on the findings, the researchers recommended among others, that parents and the school use social media and other devices to communicate more effectively with the school for improved students’ academic performance.

scholarly journals The Effect of Formative Assessment on the Academic Achievement Levels of Prospective Teachers

2020 ◽  
Vol 9 (3) ◽  
pp. 33
Author(s):  
Davut Hotaman
Keyword(s):  
Academic Achievement ◽  
Formative Assessment ◽  
Research Design ◽  
Prospective Teachers ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Structured Interview ◽  
Achievement Test ◽  
Significant Difference ◽  
Achievement Levels

This study aims to examine the effect of “Formative Assessment (FA)” practices in “Assessment and Evaluation in Education” class on the academic achievement levels of prospective teachers. It uses a mixed research design. Quantitative data were collected by using double pretest-posttest design, which is one of the complete experimental design structures; while a semi-structured Interview Form was used to collect the qualitative data. The study group consists of a total of 220 prospective teachers who participated in a “Teacher Training Course” in Faculty of Education in Yildiz Technical University, Turkey during the 2017-2018 academic year. The data collection instruments included a 40-item multiple-choice achievement test (AT) chosen from a question bank in accordance with the course objectives and a semi-structured interview form. For the achievement test, reliability was achieved by the test-retest method (r=.95), and validity was secured by the “analytical” method based on expert opinion. Following the nine-week FA practices using the complete experimental double pretest-posttest research design, it was found that these practices (what do I recall? and what have I learned?) resulted in a significant difference in favor of the experiment groups. The responses of prospective teachers to the semi-structured interview form developed to collect qualitative data for the study were categorized into common themes, which demonstrate that the quantitative data are confirmed by the qualitative data regarding the FA practices. This harmony between the quantitative and qualitative data showed that FA practices (independent variable) are strong enough to affect the achievements of prospective teachers (dependent variable).

The Impact of Interactive Environment and Metacognitive Support on Academic Achievement and Transactional Distance in Online Learning

2016 ◽  
Vol 55 (1) ◽  
pp. 95-122 ◽  
Author(s):  
Ramazan Yılmaz ◽  
Hafize Keser
Keyword(s):  
Academic Achievement ◽  
Online Learning ◽  
Academic Success ◽  
Quantitative Research ◽  
Achievement Test ◽  
Transactional Distance ◽  
Significant Difference ◽  
Interactive Environment ◽  
Conclusion Section ◽  
The Impact

The aim of the present study is to reveal the impact of the interactive environment and metacognitive support (MS) in online learning on academic achievement and transactional distance (TD). The study is designed as 2 × 2 factorial design, and both qualitative and quantitative research techniques are used. The study was carried out on 127 students, and this research design was implemented in an online learning environment and evaluated based on an achievement test, TD scale, and semistructured interviews. The results of the study revealed that synschronous environments had a significant impact in reducing TD perception. In asynschronous environments, on the other hand, providing students with MS was efficient in reducing TD. In terms of academic success, compared with synschronous environments, MS provided in asynschronous environments caused to a significant difference in achievement test scores of the students. Explanations about findings and implications for instructional design are discussed in Conclusion section.

scholarly journals Creative Game Approach and Academic Achievements in the Teaching of SS1 Geometry in Port Harcourt Local Government Area

2019 ◽  
pp. 1-7
Author(s):  
Ejiofor-Chima Ngozi Ann ◽  
Nwakodo Ogechi Blessing
Keyword(s):  
Academic Achievement ◽  
Local Government ◽  
Local Government Area ◽  
Analysis Of Covariance ◽  
Mathematics Ability ◽  
Port Harcourt ◽  
Significant Difference ◽  
Research Questions ◽  
Measurement And Evaluation ◽  
Level Of Significance

This study examines the effect of Creative Game Approach on Academic Achievement in the teaching of SS1 Geometry in Port Harcourt Local Government Area of River state. A sample size of 160 SS1 students was used for the study. Three research questions were asked while three hypotheses were formulated and tested. Geometry Achievement Test (GAT), a 40-item instrument was developed by the researcher. The instrument was validated by experts in Mathematics education, and measurement and evaluation department of University of Port Harcourt, while the reliability was established using test-retest and co-efficient index of 0.86 was determined using Pearson product moment correlation. Mean and Standard deviation was used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses formulated at 0.05 level of significance. The result revealed a significant difference in the achievement mean scores of students taught geometry using creative game approach and those taught using conventional method. It equally showed a significant difference in the Mathematics ability of students taught using creative game approach, also showed no significant difference in the achievement mean scores of male and female students. Based on the findings, it was recommended among others that Mathematics teachers be effectively trained to use different educational creative activities, like games and so on when teaching Mathematics concepts for problem-solving, communication, reasoning and connection skills which are necessary for the attainment of better academic achievement in the subject.

scholarly journals Pre-service Science Teachers’ Perceptions toward Additional Instructional Strategies in Biology Laboratory Applications: Blended Learning

2018 ◽  
Vol 29 (2) ◽  
pp. 88-95
Author(s):  
Yusuf Ziya Olpak ◽  
◽  
Huseyin Ates ◽  
Keyword(s):  
Academic Achievement ◽  
Blended Learning ◽  
Instructional Strategies ◽  
Science Teachers ◽  
Structured Interview ◽  
Achievement Test ◽  
Service Science ◽  
Teachers Perceptions ◽  
Significant Difference ◽  
Biology Laboratory

The purpose of this study was to examine pre-service science teachers’ perceptions toward additional instructional strategies in biology laboratory applications in the scope of blended learning. This study used a mixed-methods sequential explanatory design model and was conducted with 69 students who study in their 2nd year in the department of science education at a state university in Turkey. Academic achievement test, personal information form, student feedback form, semi-structured interview, and additional instructional strategies were used to collect the data. To determine students’ academic achievements, the scores obtained from the academic achievement test were used from a pre-test and post-test and additional instructional strategies (discussion question, reflection paper, task assignment, and quiz) were used. In addition, students’ views and satisfaction levels toward the course were examined. For data analysis, descriptive statistics, One-way ANOVA, and content analysis were used. The results of the study showed that students’ academic achievement scores showed a significant difference in terms of the additional instructional strategies. In addition, students’ evaluation scores and satisfaction levels about the learning process were high, but there was no significant difference in terms of additional instructional strategies. In the future, conducting similar studies with wider samples could be effective in terms of contributing to the relevant literature at different education levels and different disciplines.

scholarly journals A comparative study of Blended learning versus Conventional learning in higher education on the academic achievement of undergraduate students in the general chemistry course

2021 ◽  
Vol 58 (1) ◽  
pp. 2770-2785
Author(s):  
Najeh Rajeh Alsalhi Et al.
Keyword(s):  
Academic Achievement ◽  
General Chemistry ◽  
Blended Learning ◽  
Undergraduate Students ◽  
Study Groups ◽  
Achievement Test ◽  
Control Group ◽  
Validity And Reliability ◽  
Significant Difference ◽  
The Impact

The main goal of this study was to examine the impact of blended learning on the academic achievement of undergraduate students in the general chemistry (CHE101) course. The participants' learners of the study were (326) learners, who were randomly split into two groups, one of which taught by using blended learning (empirical group A, n = 163) and the other which with taught by using the conventional method (control group B, n = 163). To accomplish the objectives of the study, the researchers prepared the study tool, which is an achievement test, after confirming its validity and reliability. Data analyses showed that there is a statistically significant difference among the mean scores of learners in the two study groups on the achievement test, for the benefit of empirical group learners, who taught through blended learning. Moreover, the results revealed that achievement varied according to the College of the learners in the empirical group (in favor of those students of Pharmacy and Health Sciences College). However, there is no statistically significant difference in students according to the students’ gender variable and, according to the Academic year variable. The study recommended that blended learning be used more widely to cover different sectors of education.

scholarly journals Teaching Trajectories and Students’ Understanding of Difficult Concepts in Biology in Obio/Akpor Local Government Area in Rivers State

2016 ◽  
Vol 7 (1) ◽  
pp. 44
Author(s):  
Abosede Anthonia Olufemi Mumuni ◽  
John Worlu Dike ◽  
Azibaolanari Uzoma-Nwogu
Keyword(s):  
Local Government ◽  
Data Collection ◽  
Instructional Strategies ◽  
Achievement Test ◽  
Achievement Scores ◽  
Significant Difference ◽  
Males And Females ◽  
Research Questions ◽  
Level Of Significance ◽  
Rivers State

This study investigated the effects of teaching trajectories on students’ understanding of difficult concepts in Biology.Two research questions and two null hypotheses guided the study which was carried out in Obio/Akpor LocalGovernment Area of Rivers State. Two public coeducational schools out of thirteen drawn through purposive samplingtechniques were used. The instrument for data collection, the Students’ Photosynthesis Achievement Test (SPAT) wasvalidated and its reliability coefficient was 0.78. Three intact streams of SS 1 classes in the two schools assigned tobook-ending, guided discussion and jigsaws groups were used. The sample consisted of two hundred and thirteen SS 1Biology students. Mean and standard deviations were used to answer the two research questions while paired t-testsand ANCOVA were used to answer the two hypotheses at 0.05 level of significance. The study revealed that though thethree instructional strategies of book-ending, jig-saws and guided discussion enhanced students’ understanding ofdifficult concept in Biology as shown by the improved achievement scores, the jig-saw strategy was the best. It alsorevealed that there was a significant difference between the achievement of males and females in favour of females inthe three groups. Recommendations made based on the findings of the study included that teachers adopt the jigsawstrategy to enhance students’ understanding of difficult concepts in Biology.

scholarly journals Correlation of Alcohol Addiction and Disruptive Behaviours among University Undergraduates in Enugu State University of Science and Technology

2021 ◽  
Vol 04 (09) ◽  
Author(s):  
Egbo Chinonye Emmanuella ◽  
◽  
Keyword(s):  
Design Research ◽  
Rating Scale ◽  
Science And Technology ◽  
Reliability Coefficient ◽  
Alcohol Addiction ◽  
Disruptive Behaviour ◽  
State University ◽  
Significant Difference ◽  
Research Questions ◽  
Enugu State

The study aimed at determining the correlation of alcohol addiction and disruptive behaviour among undergraduates in Enugu state universityof Science and Technology (ESUT), Enugu, Nigeria.The study was carried out in Enugu State using a correlation design research method. Two research questions and two null hypotheses guided the study. The population for the study consists of 26,000 regular undergraduates of Enugu state University.The sample for the study consists of 360 undergraduates.A Multi-stage sample approach was employed in selecting the sample size as follows; first, simple random sampling technique was used to choose ten (10)faculties from Enugu State University. This gave a total of 360 university undergraduate students comprising of 200 males and 160 females.The instrument used for data collection was a structured questionnaire developed by the researcher. The instrument was structured using a four point rating scale and was face validated by three experts, in Faculty of Education, Enugu State University of Sciences and Technology. Cronbach Alpha reliability coefficient was used to determine the reliability obtained from the five sections of the instrument ranged from 0.96 to 0.85 while the overall reliability coefficient of the whole instrument was 0.73. Out of 369 copies of questionnaire distributed, 334 copies were properly filled and returned which represent 92.78% return rate. Mean and standard deviation were used to answer the research questions while t-test statistics was used to test the hypotheses at 0.05 level of significance. The result of the findings indicated that alcohol addiction leads undergraduate to a great extent in rival group clashes, armed robbery, vandalism and sexual harassment in Enugu State. The null hypotheses tested showed no significant difference in the mean responses of male and female students. Based on the findings, it was recommended among others that there should be public enlightenment on the effect of drug and alcohol abuse among the students thereby putting up strong rules and regulation against alcohol and substance abuse among students.

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