scholarly journals Impact of Cooperative Learning on Junior Secondary School Students’ Achievement in Basic Science and Technology (BST) in Akwa Ibom State, Nigeria

2019 ◽  
Keyword(s):  
Cooperative Learning ◽  
Secondary School ◽  
Basic Science ◽  
Secondary School Students ◽  
Science And Technology ◽  
School Students ◽  
Junior Secondary School ◽  
Junior Secondary

scholarly journals ID Model Development and Validation: Improving Secondary School Students’ Mathematics Achievement through Cooperative Learning Strategies

2021 ◽  
Vol 4 (1) ◽  
pp. p47
Author(s):  
Troy T. Brown, Ph.D
Keyword(s):  
Cooperative Learning ◽  
Secondary School ◽  
Learning Strategies ◽  
Mathematics Teachers ◽  
Secondary School Students ◽  
School Level ◽  
Caribbean Region ◽  
School Students ◽  
Junior Secondary School ◽  
Junior Secondary

Many secondary school students within the Caribbean region are consistently failing to grasp basic mathematical concepts. The purpose of this Design and Development Research was to generate an Instructional Design (ID) Model that demonstrates how the effective use of cooperative learning strategies improved students’ mathematical achievement, at a junior secondary school in the British Virgin Islands. The researcher collected information from Mathematics teachers (n = 5) and their students (n = 5). Each participant was involved in semi-structured interviews and MAXQDA12 was employed for analysis. Two research questions guided this research. The results of this research showed that the consistent use of effective cooperative learning strategies contributed to students’ academic achievement in Mathematics, especially at the junior secondary school level. The results stand to benefit both Mathematics teachers of junior secondary schools and their students. There is one recommendation for future research.

scholarly journals Effects of Field Trip and Peer Tutoring Instructional Strategies on Students’ Science Process Skills Acquistion in Basic Science and Technology in Junior Secondary Schools in Osun State

2019 ◽  
pp. 1-12
Author(s):  
Simeon Olayinka Olajide
Keyword(s):  
Secondary School ◽  
Peer Tutoring ◽  
Basic Science ◽  
Secondary School Students ◽  
Science And Technology ◽  
Field Trip ◽  
Process Skills ◽  
School Students ◽  
Science Process Skills ◽  
Junior Secondary

The study investigated the effects of field trip and peer tutoring instructional strategies (as against the conventional method of teaching) on secondary school students’ science process skills (observation, classification, communication, measurement, inference and prediction) acquisition in Basic Science and Technology in Junior Secondary Schools (JSS) in Osun State. These were with a view to provide information on usability of the strategies to enhance the students’ development of science process skills through Basic Science and Technology lesson in Osun State classrooms. The study employed the pretest, post-test control group quasi experimental research design. The population for the study comprised all junior secondary school students in Osun State. The study sample consisted of 315 Junior Secondary II (JS II) students in nine intact classes selected from nine schools using simple random sampling technique. The instrument used for data collection was Science Process Skills Performance Test (SPSPT). Data collected were analysed using mean, standard deviation and Analysis of Covariance (ANCOVA). The results of the study showed that there was significant effect of the treatment (use of field trip and peer tutoring) on science process skills of secondary school students as follow: Observation (F=1.030, p<0.05), classification (F=3.529, p<.05), communication (F=1.326, p<0.05), measurement (F=6.623, p<0.05), inference (F=12.310, p<0.05) and prediction (F=21.210, p<0.05); with peer tutoring leading in observation, classification, communication and measurement skills of students in Basic Science and Technology with x̄=30.6000, x̄=31.3429, x̄=24.9429 and x̄=25.3714 while students exposed to field trip strategy, exhibited higher students’ inference and prediction skills in Basic Science and Technology with x̄=22.9714 and x̄=27.4847 respectively. The study concluded that field trip and peer tutoring instructional strategies are effective and innovative teaching methods in improving students’ science process skills acquisition in Basic Science and Technology in secondary schools in Osun State, Nigeria.

scholarly journals Effects of cooperative learning and problem-solving strategies on Junior Secondary School Students' Achievement in Social Studies

2017 ◽  
Vol 6 (16) ◽  
Author(s):  
Babatunde A. A. Adeyemi
Keyword(s):  
Problem Solving ◽  
Cooperative Learning ◽  
Social Studies ◽  
Secondary School ◽  
Secondary School Students ◽  
School Students ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Problem Solving Strategies ◽  
Aprendizaje Cooperativo

Introducción. Sin ninguna duda, la disciplina de Estudios Sociales se incluyó en el currículum escolar de Nigeria poco después de la independencia, dando los primeros pasos en 1963. Una disciplina de tal naturaleza apareció por el afán de tener un curso que pudiera ayudar a la comprensión y búsqueda de soluciones para los problemas de confrontación en una sociedad que necesitaba incrementar la calidad de la enseñanza para los estudiantes. Así pues, es necesario aunar técnicas y estrategias para transmitir los contenidos de la misma. El artículo investiga los efectos que tres estilos de docencia (aprendizaje cooperativo, resolución de problemas y enseñanza convencional) tienen sobre el rendimiento de estudiantes de educación secundaria en dicha disciplina.Método. El diseño de la investigación se corresponde con un diseño pretest-postest con grupos no equivalentes de carácter cuasi-experimental. Participaron 150 estudiantes (80 hombres y 70 mujeres) que forman parte de una muestra estratificada correspondiente a tres centros de Osun State, Nigeria. Además, y basado en el diseño, los estilos de docencia fueron cruzados con el género.Resultados. Los resultados muestras que los estudiantes expuestos a estrategias de aprendizaje cooperativo tenían mejores rendimientos que los compañeros de otros grupos. Los resultados también indican el efecto de las estrategias de docencia en función del género de los estudiantes.Discusión y Conclusiones. Los resultados del estudio son significativos y relevantes. Estos resultados han tenido implicaciones en la planificación curricular, la formación del profesorado, cursos de formación continua y práctica en el aula.

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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