Teachers’ Perception on the Challenges of Utilizing Problem-Based Learning in Teaching Computer Science in Public Senior Secondary Schools in Port Harcourt Metropolis

This study investigated teachers’ perception on the challenges of utilizing Problem-Based Learning in teaching computer science in public senior secondary schools in Port Harcourt Metropolis, Rivers State, Nigeria. This study adopted descriptive research design. Two research questions and hypotheses were formulated to guide this study. The population for the study comprised one hundred (100) computer science teachers in the thirty six (36) public senior secondary schools located in Port Harcourt metropolis of Rivers State. Census sampling procedure was used to obtain one hundred (100) computer science teachers as the sample size due to the manageable size of the entire population. A structured questionnaire titled “Teachers’ Challenges of Utilizing Problem-Based Learning in Teaching Computer Science in Public Senior Secondary Schools in Port Harcourt Metropolis” (CUPOBALETCOS) was used for collection of data. The questionnaire was validated by experts. Pearson Moment Correlation Coefficient was used to determine the reliability of the instrument which gave a value of 0.84. Mean and standard deviation were used to analyse data and test of hypotheses was done with the use of z-test statistics. Results obtained from the findings revealed that the challenges of utilizing the Problem-Based Learning approach in teaching computer science and the aids to the utilization of this approach in teaching computer science were highly perceived by computer science teachers in senior secondary schools in the metropolis of Port Harcourt, Rivers State in Nigeria. Based on the findings, it was recommended that: Professional programmes, in addition to training exercise, need to be carried out frequently to enable teachers to get acquainted with the utilization of innovative teaching approaches and combat the associated challenges. Administrative duties or demands of teachers should be adjusted in order to have enough time for utilization of innovative teaching practices in the classroom. Curriculum for Problem-Based Learning should be fully introduced in the secondary and primary school education, so as to have facilitators who can help students by facilitating the Problem-Based Learning practices in the learning environment.

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Motivation and Regular Salary as Determinants of Agricultural Science Teacher’s Commitment and Accomplishment of their Professional Responsibilities in Rivers State, Nigeria

European Scientific Journal ESJ ◽

10.19044/esj.2016.v12n13p168 ◽

2016 ◽

Vol 12 (13) ◽

pp. 168

Author(s):

Salome Emeya ◽

Ekong O. Antiaobong

Keyword(s):

Local Government ◽

Secondary Schools ◽

Science Teachers ◽

Linear Regression Analysis ◽

Agricultural Science ◽

Local Government Area ◽

Port Harcourt ◽

Senior Secondary Schools ◽

Rivers State ◽

Senior Secondary

The study examined motivation and regular salary as determinants of agricultural science teachers’ commitment in Port Harcourt Local Government Area of Rivers State, Nigeria. Survey and correlational research designs were adopted. A sample size of 142 subjects was used in this study. This comprised of 96 Agricultural Science teachers in both junior and senior secondary schools in Port Harcourt, 12 Principals, 24 Vice Principals in both junior and senior secondary schools in Port Harcourt, and 10 Supervisors in Port Harcourt. The Teachers’ Motivation Inventory (TMI), Teachers’ Regular Salary Scale (TRESS), and Agricultural Science Teachers’ Commitment Questionnaire (ASTCQ) instruments were used. The instruments were validated by experts in Education and Agricultural Science. The reliability of the instruments was established using the Cronbach Alpha method to obtain indices of 951, .902, and .844 for the TMI, TRESS and ASTCQ instruments, respectively. Data obtained from the 129 copies of the TMI, TRESS, and ASTCQ instruments was analyzed using multiple linear regression analysis. The result revealed that motivation and regular payment of salary jointly contributes to Agricultural Science teachers’ commitment in Port Harcourt Local Government Area of Rivers State. Furthermore, government ensuring the teachers’ regular promotion, alongside providing teachers’ with incentives like bonuses, class attendance and practical allowances etc., were among the proffered recommendations. This was targeted at increasing Agricultural Science teachers’ level of commitment in secondary schools.

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Occurrence of Malaria and Intestinal Helminths among Students from Selected Secondary Schools in Port Harcourt Area of Rivers State, Nigeria

Environmental Science: Current Research ◽

10.24966/escr-5020/100017 ◽

2020 ◽

Vol 3 (1) ◽

pp. 1-6

Author(s):

Uzor CA ◽

Keyword(s):

Secondary Schools ◽

Oral Communication ◽

Intestinal Helminths ◽

Sample Collection ◽

Concentration Technique ◽

Port Harcourt ◽

Stool Samples ◽

Senior Secondary Schools ◽

Rivers State ◽

Senior Secondary

Occurrence of malaria and Intestinal helminths among students from three senior secondary schools in Port Harcourt, rivers state, Nigeria was conducted from March to July 2017. Blood and stool samples were each collected from two hundred and forty three (243) students. Questionnaires and oral communication were used to obtain information and observable epidemiological factors. Standard parasitological procedusres were employed in sample collection and examination. Blood samples were examined for the presence of malaria parasite using microscopy and Rapid Diagnostic Test (RDT) kits, and the stool samples were examined for intestinal helminths using formol-ether concentration technique. Data obtained were analysed using SPSS. Results

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

10.52589/bjce-pj2lcmem ◽

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.

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Influence of emotional self-concept on academic achievement among senior secondary schools students in Rivers state, Nigeria

ACADEMICIA An International Multidisciplinary Research Journal ◽

10.5958/2249-7137.2019.00096.x ◽

2019 ◽

Vol 9 (8) ◽

pp. 98

Author(s):

Iyagba Philemon Wokoma ◽

Gloria Mathews ◽

Ogiri Rowland

Keyword(s):

Academic Achievement ◽

Secondary Schools ◽

Self Concept ◽

Senior Secondary Schools ◽

Rivers State ◽

Senior Secondary

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Effect of Problem -Based Learning Strategy on Students’ Achievement in Senior Secondary Schools Chemistry in Enugu State

IOSR Journal of Research & Method in Education (IOSRJRME) ◽

10.9790/7388-04352731 ◽

2014 ◽

Vol 4 (3) ◽

pp. 27-31

Author(s):

Anyafulude Joy ◽

Keyword(s):

Secondary Schools ◽

Learning Strategy ◽

Problem Based Learning ◽

Enugu State ◽

Senior Secondary Schools ◽

Senior Secondary

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PERCEPTIONS OF SCIENCE TEACHERS TOWARDS TEACHING IN LAGOS STATE, NIGERIA

Sokoto Educational Review ◽

10.35386/ser.v18i1.25 ◽

2018 ◽

Vol 18 (1) ◽

pp. 1-10

Author(s):

Florence Omosholape Abidoye

Keyword(s):

Secondary Schools ◽

Science Teaching ◽

Science Teachers ◽

Teaching Experience ◽

Sampling Technique ◽

Significant Difference ◽

Years Of Teaching Experience ◽

Lagos State ◽

Senior Secondary Schools ◽

Senior Secondary

The objective of this study was to determine the perception of science teachers towards science teaching in senior secondary schools in Lagos State, Nigeria. Specifically, the study determined the perception of science teachers towards science teaching on the basis of their gender and years of teaching experience. It was a survey research in which simple random sampling technique was used to select 275 science teachers from secondary schools in Lagos state, Nigeria. Two hundred and eight five Science teachers were sampled from senior secondary schools, of the 285 questionnaires distributed, 275 were retrieved. The data collected were analyzed using frequency count, percentages and t-test. These were used to answer the research questions and also test the hypotheses. The findings of the study showed that: (i) science teachers generally had positive perception towards science teaching (tcal.= 20.43 at p < 0.05); (ii) there was no significant difference in the perception of science teachers towards science teaching based on their gender (tcal.= 0.39 at p > 0.05); and (iii) there was no significant difference in the perception of science teachers towards science teaching based on their years of teaching experience (tcal.= 1.40 at p > 0.05). The implications are discussed.

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The Role of School Libraries in Supporting Inquiry-Based Methods for Teaching Science in Nigerian Schools: Challenges and Possibilities

Libri ◽

10.1515/libri-2020-0068 ◽

2021 ◽

Vol 0 (0) ◽

Author(s):

Olabode Olajide ◽

Sandy Zinn

Keyword(s):

Secondary Schools ◽

Science Teachers ◽

Teaching And Learning ◽

Science Curriculum ◽

National Development ◽

School Libraries ◽

Ministry Of Education ◽

Senior Secondary Schools ◽

Senior Secondary

Abstract Using a constructivist lens, this study investigated the role of school libraries in supporting an inquiry-based approach for teaching and learning science subjects in senior secondary schools in Ekiti State, Nigeria, the challenges faced and possibilities presented. The significance of this study is based on the importance Nigeria has assigned to science education as a means to achieving national development. A mixed-methods approach was chosen for the study. The population of the study included school librarians, principals, and science teachers in public senior secondary schools as well as staff in the Ministry of Education, Science and Technology concerned with supporting and managing resources for science teaching and learning. Data was collected using questionnaires, interviews, and observation. Quantitative data collected through the questionnaires were analyzed using the SPSS, while qualitative data were transcribed and thematically analyzed. The findings revealed the library resource most frequently available in school libraries for supporting science curriculum implementation is a textbook. Most of the staff in charge of the library had no librarianship qualification. Teacher-centred approaches predominated amongst teachers. The study emphasizes how school libraries are underrated as support for the curriculum. It proffers some far reaching recommendations to position school libraries for better performance.

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Perceived Roles of Teachers of Agricultural Science in the Implementation of HIV/AIDS Prevention and Control Measures in Secondary Schools of Botswana

Applied Science and Innovative Research ◽

10.22158/asir.v2n3p102 ◽

2018 ◽

Vol 2 (3) ◽

pp. 102

Author(s):

Letlamoreng S. ◽

Hulela K.

Keyword(s):

Immune Deficiency ◽

Secondary Schools ◽

Science Teachers ◽

Sampling Technique ◽

Agricultural Science ◽

Control Measures ◽

Human Immune Deficiency Virus ◽

Senior Secondary Schools ◽

Senior Secondary ◽

Hiv Aids

<p><em>The study is to determine the roles played by teachers of agriculture in senior secondary schools in the fight against the spread of Human Immune Deficiency Virus/Acquired Immune Deficiency Syndrome (HIV/AIDS). This was a descriptive research which used a simple random sampling technique to select 127 out of 191 Agricultural Science teachers in senior secondary schools. A questionnaire was mailed to gather data. A factor analysis was conducted for data reduction and clustering the underlying constructs in the variables that measured the effectiveness of the strategies in schools. The study found that the roles perceived to be highly played by agricultural educators included direct counselling and guiding the children that are going to school (Mean = 2.67; Standard deviation = 0.74) and discussing and teaching (Mean = 2.63; SD = 0.73) HIV/AIDS. There was a positive relationship between the three underlying factors and selected demographic characteristics of respondents, like gender and level of education.</em></p>

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Information and Communication Technology and the Learning of English Phonetics in Selected Secondary Schools in Nigeria: A Case Study

English Linguistics Research ◽

10.5430/elr.v6n4p13 ◽

2017 ◽

Vol 6 (4) ◽

pp. 13

Author(s):

Ugboja Anthony

Keyword(s):

Local Government ◽

Secondary Schools ◽

Communication Technology ◽

Local Government Area ◽

Information And Communication ◽

Research Questions ◽

Senior Secondary Schools ◽

Level Of Significance ◽

Rivers State ◽

Senior Secondary

The study investigated the Information and Communication Technology and learning of English phonetics in selected senior secondary schools in Rivers State. The study employed a descriptive survey design. A sample of ten (10) senior secondary schools was selected from Ogba/Egbema/Ndoni Local Government Area of Rivers State. 15 students were randomly selected from the 10 schools which came to a total of (150) students based on the objectives of the study five research questions were formulated four hypotheses were tested at 0.05 level of significance. The data collected was analyzed using simple descriptive methods of mean and standard deviation (SD) to answer the five research questions. Chi-Square(x2) and t-test were used to test the hypothesis at 0.05 level of significance. The results of the research revealed that there are low availabilities of ICT in Ogba/Egbema/Ndoni Local Government Area of Rivers State. The study also revealed that teachers of oral English rarely possess the skills to use the ICT facilities to teach oral English in the public and private secondary schools in Ogba/Egbema/Ndoni Local Government Area of Rivers State. The urban areas are more exposed to the use of ICT than their mates in the rural area. Students in the rural area and their mates in the urban area have similar problems in the leaning of phonetics. Based on the results it was recommended that the use of ICT to teach oral English should be encouraged in senior secondary schools. The recommendations, suggestions for further studies and contribution to knowledge were made.

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