scholarly journals Effect of the Constructivist Method on Junior Secondary School Students’ Achievement in Poetry: Implications for School Counseling in Nigeria

2020 ◽  
Vol 12 (5) ◽  
pp. 80 ◽  
Author(s):  
Felix Okechukwu Ugwuozor ◽  
Moses Onyemaechi Ede ◽  
Godwin C. Abiogu ◽  
Justus Chidi Ugwu ◽  
Damian C. Ncheke ◽  
...  
Keyword(s):  
Secondary School ◽  
School Counseling ◽  
Repeated Measures ◽  
Secondary School Students ◽  
Teaching Method ◽  
Control Group ◽  
School Students ◽  
Junior Secondary School ◽  
Junior Secondary

This study examined the effect of the constructivist method on junior secondary school students’ achievement in poetry in Nigeria. Sixty junior secondary class-two students participated in the study. The instrument used was a questionnaire developed by the researchers. The experiment consisted of 12 weeks of full intervention and 6 weeks of follow-up meetings. The study used repeated-measures ANOVA to see the achievement level in poetry of each participant across control and treatment groups post intervention. Results show a significant effect for the constructivist method on achievement in poetry among students in the treatment group compared to the control group. They also show that the effect of the constructivist method on students’ achievement in poetry is not determined by gender. The implications for research and practice are discussed in accordance with these outcomes. The researchers conclude by emphasizing the importance of a follow-up study in the Nigerian context that would make the teaching method more robust through the use of the constructivist method for high academic achievement and improved school counseling.

scholarly journals Effect of Assertiveness Technique in Reducing Verbal Victimization among Junior Secondary School Students in Anambra State

2021 ◽  
pp. 1-8
Author(s):  
V. N. Nwadinobi ◽  
L. I. Akunne ◽  
A. V. Etele
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Secondary Students ◽  
Secondary School Students ◽  
Control Group ◽  
School Students ◽  
Anambra State ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
The Mean

Aims: The purpose of this study is to determine the effect of assertiveness technique in reducing verbal victimization among junior secondary school students in Anambra state. Study Design: The design adopted for this study is pure experimental design. Place and Duration of Study: The target population is 1182 junior secondary students identified to be verbally victimized. The duration is between January 2021 and June 2021. Methodology: The design adopted for this study is the pure experimental. Two secondary schools where adopted for the study, from the two secondary schools, one group served as treatment/experimental group and the other school served as control group with participants randomly assigned. These participants were identified by administering a structured questionnaire structured by the researchers. The population for the study comprised 1182 junior secondary students identified to be verbally victimized. The sample was drawn using the purposive sampling technique, this was to identify schools with students that are verbally victimized. A total of 104 students (54 male and 50 female) were drawn and randomly assigned to the experimental and control groups as sample for the study. The instrument for data collection was the bullying victimization scale (BVS), the scale was developed and validated based on Elvis (1996) questionnaire and normalized for Nigerian cultural situation. Data collected for this study were organized in table and were analyzed. Data relating to the answering of research questions were analyzed using the mean. While the data relating to the testing of hypotheses at 0.05 level of significance was analyzed using Analysis of co-variance (ANCOVA). Results: At 0.05 level of significance, the analysis of the data collected revealed that the experimental group had a mean gain difference of 3.29 over the control group, the result further revealed that male students had a mean gain difference of 21.54 over the female students. This indicates that assertiveness technique was more effective on male junior secondary school students than their female counterparts. The findings revealed there was no difference in the mean post test scores of students who received treatment using assertiveness technique and those in the control group (p = 0.416, 0.05). also there was a significant difference in the mean post test scores of male and female secondary school students (p=0.026, 0.05). Conclusion: Through the findings that emerged from the study, it is concluded that the assertiveness technique is effective in reducing verbal victimization among junior secondary school students in Anambra state. Hence, counsellors in secondary schools should adopt assertiveness counselling techniques during counselling sessions to reduce the increased rate of verbal victimization in schools.

scholarly journals Effect of Blended Teaching Method on Junior Secondary School Students’ Retention in Basic Technology Subject in Biu Educational Zone, Borno State Nigeria

2021 ◽  
Vol 5 (4) ◽  
pp. p1
Author(s):  
D. Moses ◽  
S. Ibrahim ◽  
M. K. Idris ◽  
H. A. Ibrahim
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Teaching Method ◽  
School Students ◽  
Junior Secondary School ◽  
Learning Platform ◽  
Junior Secondary ◽  
Basic Technology ◽  
Research Questions ◽  
Blended Teaching

The main purpose of this study is to determine the effect of blended teaching method on junior secondary school students’ retention in Basic Technology subject in Biu Educational Zone of Borno State, Nigeria. Two research questions and two null hypotheses were formulated to guide the study. The study adopted quasi-experimental design of pretest, posttest nonrandomized nonequivalent control group design. The population of the study was 22,968 Junior Secondary School students offering Basic Technology in Biu Educational Zone of Borno State. Purposive sampling technique was used to select two Junior Secondary School in Biu Educational Zone of Borno State for the study. The total sample size was 182 students in their JSS II. The instrument for data collection was developed by the researcher titled: “Basic Technology Retention Test (BTRT)”. The instrument was validated by three experts. A reliability coefficient of 0.88 was obtained using Cronchbach Alpha after the draft instrument was trial tested on 30 JSS II students of Government Day Juniour Secondary School, Damaturu, Yobe State, Nigeria. Mean and standard deviation was used to answer the research questions while z-test and ANOVA was used to test the null hypotheses at 0.05 level of significance. The finding of the study revealed that the There is significant difference in the mean retention scores of students in Basic Technology taught using blended and lecture teaching method in Biu Educational Zone of Borno State; Male students’ retention mean scores were higher than their female counterpart in both blended and lecture teaching methods. This indicates that blended teaching method is effective in teaching both male and female students. Based on the findings, the following recommendations were made: Government should liaise with the appropriate school authorities in order to encourage and support the use of blended learning platform in secondary schools as this could enhance students’ retention in various subjects.

scholarly journals Factors affecting behaviours that address HIV risk among a sample of junior secondary school students in the Northern Province, South Africa

2002 ◽  
Vol 7 (3) ◽  
Author(s):  
Karl Peltzer
Keyword(s):  
South Africa ◽  
Secondary School ◽  
Hiv Risk ◽  
Full Text ◽  
Secondary School Students ◽  
Northern Province ◽  
School Students ◽  
Factors Affecting ◽  
Junior Secondary School ◽  
Junior Secondary

The purpose of this study was to identify factors affecting HIV risk reduction among junior secondary school pupils in South Africa. Opsomming Die doel van hierdie studie was om HIV risiko reduksie faktore onder junior sekondêre skool leerlinge in Suid-Afrika te identifiseer. *Please note: This is a reduced version of the abstract. Please refer to PDF for full text.

Mathematical Communication Skills of Junior Secondary School Students in Coastal Area

2013 ◽  
Vol 63 (2) ◽  
Author(s):  
Kadir, Jl ◽  
Mayjen S. Parman
Keyword(s):  
Secondary School ◽  
Communication Skills ◽  
Coastal Area ◽  
Teaching And Learning ◽  
Secondary School Students ◽  
Learning Activity ◽  
School Students ◽  
Mathematical Communication ◽  
Junior Secondary School ◽  
Junior Secondary

Mathematical communication skills of junior secondary school students in coastal area are still considered low due to the lack of contextual problem technique in the teaching of mathematics. The various potencies of the coastal area have been damaged without any concern. It is interesting to investigate the contextual problem in mathematics teaching because it can be identified, required, and related to everyday life. The objective of this study is to enhance mathematical communication skills of junior secondary school students in the coastal area. Using coastal-based contextual teaching and learning (CCTL) can enhance: (1) students’ mathematical communication skills better than conventional teaching and learning (CVTL); and (2) the students’ learning activity, fluency of argument in problem solving process, advanced question skills, and knowledge of coastal area potencies and problems.

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