scholarly journals Constructivist practices through guided discovery approach: The effect on students’ cognitive achievement in Nigerian senior secondary school physics

2010 ◽  
Vol 2 (1) ◽  
pp. 16-25
Author(s):  
Akinyemi Olufunminiyi Akinbobola ◽  
Folashade Afolabi
Keyword(s):  
Secondary School ◽  
Analysis Of Covariance ◽  
Cognitive Achievement ◽  
Control Group ◽  
Guided Discovery ◽  
Senior Secondary School ◽  
Significant Difference ◽  
Senior Secondary ◽  
Constructivist Practices ◽  
Secondary School Physics

The study investigated constructivist practices through guided discovery approach and the effect on students’ cognitive achievement in Nigerian senior secondary school Physics. The study adopted pretest-posttest control group design. A criterion sampling technique was used to select six schools out of nine schools that met the criteria. A total of 278 students took part in the study; this was made up of 141 male students and 137 female students in their respective intact classes. Physic Achievement Test (PAT) with the internal consistency of 0.77 using Kuder Richardson formula 21 was the instrument used in collecting data. The data were analysed using Analysis of Covariance (ANCOVA) and t-test. The results showed that guided discovery approaches was the most effective in facilitating students’ achievement in physics after being taught using a pictorial organizer. This was followed by demonstration while expository was found to be the least effective. Also, there exists no significant difference in the achievement of male and female physics students taught with guided discovery, demonstration and expository teaching approaches and corresponding exposure to a pictorial organizer. It is recommended that physics teachers should endeavour to use constructivist practices through guided discovery approach in order to engage students in problem solving activities, independent learning, critical thinking and understanding, and creative learning, rather than in rote learning and memorization.

scholarly journals Effectiveness of Enriched Demonstration and Lecture Instructional Strategies on Senior Secondary School Students’ Achievement in Chemistry

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Lawrence Achimugu
Keyword(s):  
Secondary School ◽  
Instructional Strategies ◽  
Relative Effectiveness ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Significant Interaction Effect ◽  
Senior Secondary School ◽  
Significant Difference ◽  
Research Questions ◽  
Senior Secondary

The study determined the relative effectiveness of enriched demonstration and lecture instructional strategies on senior secondary school students’ achievement in Chemistry. To achieve this, two research questions and three hypotheses were formulated to guide the study. Quasi-experimental design: specifically the pre-test, post-test, non-equivalent and non-randomized control group was adopted for the study. A total sample of one hundred and sixty-six (166) SS 1 students, drawn using multi-stage sampling technique were used for the study. The instrument used for data collection was Chemistry Achievement Test (CAT, r=0.82). Mean and standard deviation were used to answer the research questions, while analysis of covariance (ANCOVA) was used to test the hypotheses. Findings from the study revealed that: there is significant difference between the achievement of students exposed to two enriched instructional strategies and those exposed to enriched traditional lecture strategy; there is no significant difference between male and female students exposed to the three modes of instructional strategies; and there is no significant interaction effect between the instructional strategies and gender. It was recommended that chemistry educators should focus attention on reforming or enriching the traditional instructional strategies and that chemistry teachers should particularly make use of the enriched demonstration strategy in their classroom interactions, among others. 

scholarly journals Effects of Chemistry-Based Puzzles on Senior Secondary School Chemistry Students’ Interest in Chemical Periodicity

2020 ◽  
Vol 6 (2) ◽  
pp. 88
Author(s):  
Adzape J. N. ◽  
Otor E. E. ◽  
Akpoghol T. V
Keyword(s):  
Secondary School ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Control Groups ◽  
Control Group Design ◽  
Senior Secondary School ◽  
Chemistry Students ◽  
Significant Difference ◽  
Research Questions ◽  
Senior Secondary

The study investigated the effects of chemistry-based puzzles on senior secondary school chemistry students’ interest and gender in chemical periodicity. The design of the study was quasi-experimental; specifically the pre-test, post-test non-equivalent control group design was adopted. A sample of 129 students from a population of 4369 was used in the study. Students were classified into experimental and control groups: Students in the experimental groups were instructed with chemistry-based puzzles while students in the control groups were instructed with the demonstration method. An interest questionnaire called Chemical Periodicity Concepts Interest Inventories (CPCII), constructed by the researchers and validated by experts from three universities in Nigeria, was used in the study. Reliability coefficient of the instrument was calculated and found to be 0.79. Three research questions and three hypotheses were raised in the study. The research questions were answered using Mean and Standard Deviation while hypotheses were tested at 0.05 confidence level using Analysis of Covariance (ANCOVA). Findings showed that students in the experimental group who were taught with Puzzle-Based Strategy (PBS) had higher interest in the topic ‘chemical periodicity’ than those in the control group who were taught with the Demonstration Method (DEM). There was no significant difference in the interest of students by gender. Interaction effect of gender and treatments on interest was not significant. It was recommended that teachers should incorporate puzzle-based instructional strategies in their teaching as a variety to curb boredom in the classroom due to monotony of the conventional methods among others.

scholarly journals EFFECTS OF SELF MONITORING AND MANAGEMENT STRATEGY ON VIOLENT BEHAVIOURS AMONG SENIOR SECONDARY SCHOOL STUDENTS WITHIN BIDA EDUCATIONAL ZONE OF NIGER STATE

2019 ◽  
Vol 14 (2) ◽  
Author(s):  
Y. Umaru
Keyword(s):  
Secondary School ◽  
Management Strategy ◽  
Secondary School Students ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Violent Behaviour ◽  
School Students ◽  
Self Monitoring ◽  
Senior Secondary School ◽  
Senior Secondary

The study examined the Effect of Self-monitoring and Management Strategy on Violent Behaviour among senior secondary School Students. It was guided by two research questions and two hypotheses. A non-equivalent control group Quasi-experimental design involving one treatment and one control group was adopted. A total of 43 senior secondary schools (SSII) classes with high record of Behavioural problems in School within Bida Educational Zone o f Niger State were used for r the study. The instrument used for the study was the Adolescent Behavioural Assessment (ABA) which was validated by experts and used for data collection. Mean, Standard deviation and Analysis of Covariance (ANCOVA) was used to analyze the data collected. The results suggested that the use of self-monitoring and management strategy are efficacious in reducing violent behaviours in schools. Based on the findings, the introduction of peace education in schools to curb the effect of violent behaviour on academic and social development and school psychologist or counsellors’ training on the new strategies to reduce violent behaviour in school are among the recommendations proposed by this study.

scholarly journals Effects Of Demonstrative And Discovery Teaching Strategies On Senior Secondary School Two (S.S.2) Students’ Achievement In Oral English In Bayelsa State.

2020 ◽  
Vol 7 (7) ◽  
pp. 75-85
Author(s):  
Faith Bokolo ◽  
Idongesit Victor Uwah ◽  
Norman Simeon
Keyword(s):  
Secondary School ◽  
Skill Acquisition ◽  
Teaching Strategies ◽  
English Language ◽  
Analysis Of Covariance ◽  
Sound System ◽  
Senior Secondary School ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Senior Secondary

The researchers investigated the effects of Demonstrative and Guided Discovery teaching strategies on Senior Secondary School Two (2) students’ achievement in Oral English in Bayelsa State. A quasi-experimental design approach was adopted, using a sample of Sixty (60) students comprising of both male and female from Yenagoa Local Government Area of Bayelsa State. Data collated were analyzed using mean standard deviation and the Analysis of Covariance (ANCOVA). This research was guided by Four (4) research questions and hypothesis. The instrument used for data collection was the Oral English achievement test (OEAT), The instrument contained 25 multiple choice items marked over 100 which were standardized. KR20 was used to determine a reliability coefficient of 0.95. The test was based on human sound system. The result analyzed showed among others that there was a significant difference (P=0.000<0.05) between demonstrative and discovery, and demonstrative and conventional methods of teaching. On the other hand, no significant difference existed (p=0.314>0.05) between discovery and conventional method of teaching. The significance difference observed between the various teaching methods is indicative that the demonstrative method is the most effective in the teaching of Oral English. Some recommendations were made on enhancing Oral English language skill acquisition such as provision of e-learning facilities in schools, continuous education for Oral English teachers among others.

scholarly journals Gender Effect on Mathematics Anxiety of Secondary School Students in Ogun West Senatorial District, Nigeria

2021 ◽  
pp. 17-23
Author(s):  
Olubusayo Aduke Asikhia
Keyword(s):  
Secondary School ◽  
Mathematics Anxiety ◽  
Secondary School Students ◽  
Analysis Of Covariance ◽  
Male Students ◽  
School Students ◽  
Senior Secondary School ◽  
Significant Difference ◽  
The Subject ◽  
Senior Secondary

Mathematics has become an important and compulsory school subject in many countries of the world but it has been recognized by many researchers as causing panic and fear for many students and this has often made most of such students to fail the subject. This study therefore sought the effect of gender on the mathematics anxiety of senior secondary school students in Ogun West Senatorial District. The sample size for this study were 270 senior secondary school students 2 (SS2) who were selected through stratified random sampling technique. The Mathematics Anxiety Rating Scale-revised (MARS-R) was the only instrument used for the study. The data collected were analysed through Analysis of covariance (ANCOVA) and t-test. Results revealed a significant difference effect of gender on students’ mathematics anxiety. The study also revealed higher mathematics anxiety scores for male students than the female. The researcher recommended that counselors should use  this study as a theoretical and empirical basis to help counselors see the need to help male students focus more on the subject so as to avoid being anxious. Schools should also sponsor seminars/workshops especially for male students on the importance of mathematics for career progression.

STUDY OF ENVIRONMENTAL AWARENESS AMONG SENIOR SECONDARY SCHOOL STUDENTS

2018 ◽  
Vol 6 (26) ◽  
Author(s):  
Md. Mahmood Alam
Keyword(s):  
Environmental Education ◽  
Secondary School ◽  
Secondary School Students ◽  
Core Curriculum ◽  
Environmental Awareness ◽  
School Students ◽  
Senior Secondary School ◽  
Rural And Urban ◽  
Significant Difference ◽  
Senior Secondary

The present study was conducted to ascertain the environmental awareness across gender, locale, type of schools and academic stream among senior secondary school students. The sample of the study comprised of 300 11th class students studying in different government and non- government senior secondary schools of Sambhal district (U.P.) of Moradabad region. Environment Awareness Ability Measure (EAAM) by Praveen Kumar Jha (1998) was used to collect the data for the purpose. The data were analyzed using descriptive (Mean, Standard Deviations) and inferential (‘t’- test) statistics. The findings of the present study revealed that there is significant difference in environmental awareness of senior secondary school students across gender (boys and girls), type of schools (government and non-government) and academic stream (science and arts). However no significant difference is found in case of rural and urban sample. The reason for this result may be the rampant illiteracy in the district. Stakeholders should, therefore, ensure that the curriculum relating to environmental education is transacted as a core curriculum. Other activities related to environmental education viz., curricular, co- curricular and literary activities should also be organized to infuse environmental awareness among students.

scholarly journals Self-Concept Transformation on Senior Secondary School Students' Academic Achievement in Central Zone, Plateau State, Nigeria

2021 ◽  
Vol 2 (2) ◽  
pp. 213-223
Author(s):  
Gwaison Panan Danladi ◽  
Shuaibu Saidu ◽  
Jacob, I. Otaha
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Central Zone ◽  
The Self ◽  
Self Concept ◽  
Control Group ◽  
Senior Secondary School ◽  
Plateau State ◽  
Quantitative Economics ◽  
Senior Secondary

Economics is one of the popular subjects in the Senior Secondary School (SSS) curriculum, and it covers the fundamental aspects of human lives concerning scarcity of resources. Proper understanding of the basic concept will enable students to realize the benefit of the subject. This study examined the effects of the self-concept transformation package on senior secondary school student's academic achievement in the quantitative aspect of Economics in Central Zone, Plateau State, Nigeria. A quasi-experimental research design, the non-equivalent control- group design, was used for this study. The sample size consisted of 105 economics SS2 students from intact classes of the four sampled schools. There were 50 and 55 students in the experimental and control group, respectively. Multi-Stage Cluster sampling techniques were used for this study. The instruments used for data collection were the Multi-dimensional Self-Concept Scales (MSS) and Quantitative Economics Achievement Test (QEAT). Research questions were analyzed using descriptive statistics, while the t-test of independent sample and Analysis of Covariance (ANCOVA) was used to test the hypotheses. The statistical package for social sciences (SPSS) version 23 was used for the analysis. The results show that the self-concept transformation package positively and significantly affected students' self-concept and academic achievement in quantitative economics. The study recommended that the use of abusive words on students by Parents and guardians should be discouraged to strengthening their student's self-concept.

scholarly journals Gender differentials in the Use of Instructional Models in Enhancing Adolescents’ Interest and Achievement in Voter Education Contents of Senior Secondary School Government Curriculum

2020 ◽  
Vol 12 (5) ◽  
pp. 121
Author(s):  
Grace Ogechukwu Ugwonna ◽  
Samuel Agozie Ezeudu ◽  
Okechukwu Onyinye Nwaubani ◽  
Anthonia N. Utoh-Ofong ◽  
Obiageli Calista Onyeanusi ◽  
...  
Keyword(s):  
Secondary School ◽  
Sampling Technique ◽  
Control Group ◽  
Instructional Models ◽  
Control Group Design ◽  
Senior Secondary School ◽  
Adolescent Students ◽  
Multi Stage ◽  
Quasi Experimental ◽  
Senior Secondary

The study determined gender effect in the efficacy of group investigation and jurisprudential inquiry instructional models in enhancing adolescent students&rsquo; interest and achievement in voter education related contents of senior secondary school Government curriculum. The study adopted quasi-experimental non-equivalent pre-test, post-test control group design. Sample for the study consisted of 165 SS II students drawn from senior secondary schools in Nsukka Local Government Area of Enugu state Nigeria. Multi-stage sampling technique was used to select the intact classes from each of the schools that were assigned to the two experimental groups. Data collected using Multiple Choice Government Achievement Test (MCGAT) and Government Interest Inventory (GII) were analyzed using mean and standard deviation for the research questions and ANCOVA for testing the hypothesis at P &lt; 0.05 level of significance. The findings showed that both group investigation and jurisprudential inquiry models were effective in enhancing interest and achievement of male and female students in voter education related contents in senior secondary school Government curriculum. However, group investigation proved more efficacious. These findings were exhaustively discussed with recommendations on how to manage gender factor in using student-centred instructional models in enhancing students&rsquo; interest and achievement.

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