scholarly journals Effects of Jigsaw-puzzle and Graphic Organizer Instructional Strategies on Biology Students’ Performance in Abia State

2019 ◽  
pp. 1-6
Author(s):  
Joy C. Chukwu ◽  
J. W. Dike
Keyword(s):  
Instructional Strategies ◽  
Performance Test ◽  
Test Method ◽  
Analysis Of Covariance ◽  
Graphic Organizer ◽  
Control Group ◽  
Jigsaw Puzzle ◽  
Biology Students ◽  
Quasi Experimental ◽  
Research Questions

The study investigated the effects of jigsaw-puzzle and graphic organizer instructional strategies on Biology students’ performance in Ukwa West Local Government Area, Abia State. Three groups pre-test post-test control group non-equivalent quasi-experimental design was employed in the study. Two objectives, two research questions and two hypotheses guided the study. One hundred and fifty-one (151) senior secondary school one (SSS1) students out of a total population of 450 Biology students formed the sample size of the study. Biology Performance Test on growth (BPTOG) was used for gathering data. The instrument was tested using test re-test method and was validated by two experts in the Department of Curriculum Studies and Educational Technology, University of Port Harcourt, Nigeria. A reliability index of 0.75 was obtained using Pearson’s Product Moment Correlation. The data was analyzed using mean and standard deviation to answer the research questions while analysis of covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The result of the study showed that Jigsaw-Puzzle and Graphic Organizer are effective instructional strategies for enhancement of students’ academic performance in growth as a concept in Biology. It was recommended that Biology teachers should adopt Jigsaw-Puzzle and Graphic Organizer Instructional Strategies to teach the concept of growth in the class.

scholarly journals Effects of Jigsaw-Puzzle Instructional Strategy on Secondary School Students’ Performance on Growth as a Concept in Biology in Abia State

2019 ◽  
pp. 1-6
Author(s):  
Joy C. Chukwu ◽  
A. A. Arokoyu
Keyword(s):  
Secondary School ◽  
Instructional Strategy ◽  
Secondary School Students ◽  
Test Method ◽  
Analysis Of Covariance ◽  
Jigsaw Puzzle ◽  
School Students ◽  
Biology Students ◽  
Significant Difference ◽  
Research Questions

The study examined the effects of jigsaw-puzzle instructional strategy on secondary school students’ performance on Growth as a concept in Biology in Ukwa West Local Government Area, Abia State.  Gender effect on Biology students’ performance was also investigated. Two objectives, two research questions and two hypotheses guided the study. Quasi-experimental design was adopted in this study. One hundred and fifteen (115) Biology students from two mixed secondary schools randomly selected formed the sample size. Biology Performance Test on Growth (BPTOG) which contained twenty (20) multiple choice questions was used for gathering data. Test re-test method was to test the instrument. The BPTOG was validated by two experts in Department of Curriculum Studies and Educational Technology, University of Port Harcourt, Nigeria. Reliability index of 0.76 was obtained using Pearson’s Product Moment Correlation. Mean and Standard deviation were used in answering the research questions and Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The findings of the study showed that there was a significant difference between the academic performance of students in experimental group and those in control. More so, gender has no effect on Biology students’ performance in jigsaw-puzzle group. It was recommended that Biology teachers should adopt Jigsaw-Puzzle Instructional Strategy in this 21st century classroom to encourage group learning among students.

scholarly journals Fostering Students’ Retention in Photosynthesis Using Concept Mapping and Cooperative Mastery Learning Instructional Strategies

2022 ◽  
Vol 11 (1) ◽  
pp. 103-116
Author(s):  
Emmanuel Bizimana ◽  
Dieudonné Mutangana ◽  
Adrian Mwesigye
Keyword(s):  
Instructional Strategies ◽  
Concept Mapping ◽  
Mastery Learning ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Treatment Groups ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Equivalent Control

<p style="text-align: justify;">The performance in biology at the secondary level has not been as good as expected. This has been a matter of concern. Thus, there has been a continuous focus on exploring newer innovative learner-centered and friendly instructional strategies to enhance understanding and retention in biology. This study, therefore, determined the effects of Concept Mapping (CM) and Cooperative Mastery Learning (CML) on fostering retention in photosynthesis among secondary schools in Nyamagabe district, Rwanda. A pre-test and post-test non-equivalent control group quasi-experimental design was used. Data were obtained from 151 students taught with CM, 144 students taught with CML, and 154 students taught with Conventional Teaching Methods (CTM). The Photosynthesis Retention Test (KR-21= 0.82) was used for data collection. The data were mainly analyze d using mean and Analysis of Covariance (ANCOVA). The results showed that the CM and CML treatment groups outperformed the CTM group in retention in photosynthesis. There was a statistically significant difference in favor of the CM between the two experimental groups. The male and female students taught using CM retained equally in photosynthesis while gender difference was revealed in the mean retention scores of the students exposed to the CML, with females retained significantly higher than males. The study concluded that the CM and CML strategies were more effective than CTM. It was suggested, among other things, that teachers should be encouraged to apply CM and CML strategies when teaching biology.</p>

Improving Secondary School Students’ Achievement in Bearing through Polya’s Problem Solving Strategy.

2019 ◽  
pp. 288-294
Author(s):  
Eneze, Blessing Nkeiruka ◽  
Alio B.C.
Keyword(s):  
Problem Solving ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Control Groups ◽  
School Students ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Research Questions ◽  
Problem Solving Strategy ◽  
Solving Strategy

Quasi-experimental design was adopted in this study. Pretest-posttest, non- equivalent control group was used. Six intact classes, three of which were randomly assigned to experimental and the other three to control groups are used for the study. Sample of the study consisted of 284 SSII students from Enugu Education Zone. Two research questions and two hypotheses guided the study. Bearing Achievement Test (BAT) was used for data collection. BAT was constructed by the researcher and validated by three research experts. Mean and standard deviation were used to answer the research questions while the hypotheses were tested at .05 level of significance using Analysis of Covariance (ANCOVA). Experimental groups were taught using Polya‟s Problem Solving Strategy (PPSS) while control groups were taught the same topic using expository method. Major findings of the study revealed that students taught bearing with PPSS achieved higher than those taught with expository method. There was no significant difference between the mean achievement scores of male and female students in the study. It was recommended that Mathematics teachers should adopt PPSS for teaching Bearing and distances in senior secondary schools.

scholarly journals Effects of think-pair-share on senior school students’ performance in mathematics in Ilorin, Nigeria

2019 ◽  
Vol 15 (2) ◽  
pp. 107-116
Author(s):  
Morenikeji Alex Akanmu
Keyword(s):  
Set Theory ◽  
Instructional Strategy ◽  
Teaching And Learning ◽  
Performance Test ◽  
Analysis Of Covariance ◽  
Venn Diagram ◽  
Control Group ◽  
School Students ◽  
Significant Difference ◽  
Quasi Experimental

The performance of Nigerian students in the Senior School Certificate Mathematics Examinations over the years has not been encouraging. Studies have indicated that this is partly due to students’ lack of in-depth knowledge of some selected topics in mathematics. Pieces of evidence abound in literature and WAEC Chief examiner’s reports indicating that students performed poorly in set theory with Venn diagram. Therefore, this study examined the effects of think-pair-share on senior school students’ performance in mathematics in Ilorin, Nigeria. The objectives of this study were to examine: (i) the performance of students’ taught set theory using think-pair-share cooperative instructional strategy; (ii) the difference in the performance of students taught using think-pair-share instructional strategy based on gender and score level; (iii) the influence of think-pair-share instructional strategy on students’ retention in set theory. The researcher employed a quasi-experimental design for the study. The sample consisted of 118 SS II students. The instruments used for the study was Mathematics Performance Test (MPT). The instruments yielded reliability values of 0.78 using Pearson Product Moment Correlation procedure. The data collected were analyzed using independent sample t-test, and Analysis of Covariance (ANCOVA). Findings of the study showed: (i)  a statistically significant difference in the performance of students taught set theory using think-pair-share compared with their counterparts in the control group in favour of think-pair-share group, (ii) no statistically significant difference in the performance of male and female students taught set theory in Mathematics using think-pair-share; (iii) no statistically significant difference in the performance of students taught set theory in Mathematics using think-pair-share based on scoring levels; and (iv) a statistically significant difference in the knowledge retained by students taught set theory in Mathematics using think-pair-share compared with their counterparts in the control group in favour of think-pair-share group. The study concluded that the use of think-pair-share improved students’ performance in Mathematics, gender of a student does not affect his or her performance in Mathematics, and the use of think-pair-share improved the retention ability of the students. It was recommended among others that the use of think-pair-share be encouraged for teaching and learning of Mathematics at all levels of education.

scholarly journals Effect of Hands-on Activity-Based Method on Interest of Senior Secondary Students in Organic Chemistry

2017 ◽  
Author(s):  
Victor Oluwatosin Ajayi
Keyword(s):  
Organic Chemistry ◽  
Secondary Students ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Secondary Chemistry ◽  
Chemistry Students ◽  
Hands On ◽  
Quasi Experimental ◽  
Research Questions ◽  
Senior Secondary

The study investigated the effect of hands-on activity-based method on interest of senior secondary chemistry students in organic chemistry. The study adopted a quasi-experimental design. A sample of 184 students from four purposively selected secondary schools out of a population of 2,381 SS II students from Makurdi Local Government Area of Benue State, Nigeria was used for the study. The experimental group was taught organic chemistry using hands-on activity-based method while the control group was taught using discussion method. Two research questions and two hypotheses guided the study. A validated 25-item Organic Chemistry Interest Inventory (OCII) was the instrument used to collect data. Reliability coefficients of 0.84 were established using Cronbach Alpha. Mean and Standard Deviation scores were used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The results indicated that students taught using hands-on activity-based had significantly higher mean interest scores than those taught using discussion method (F=387.370, P(0.0001&lt;0.05). Male and female students in hands-on activity-based group did not differ significantly in mean interest scores (F= 117.523, P(0.101&gt;0.05). It was recommended that teachers should be encouraged to adopt hands-on activity-based method in teaching organic chemistry to enhance students’ interest in organic chemistry.

The Effects of Cueing Questions as Instructional Scaffolding of Students’ Interest in Biology.

2019 ◽  
pp. 89-99
Author(s):  
Regina I.E. ◽  
Uchenna M.Z.
Keyword(s):  
Analysis Of Covariance ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Significant Interaction Effect ◽  
Instructional Scaffolding ◽  
Post Test ◽  
Quasi Experimental ◽  
Equivalent Control ◽  
Research Questions

This study investigated the effects of Cueing questions as instructional scaffolding on Secondary school students‟ interest in biology in Udi Education Zone, Enugu State. Quasi-experimental design, specifically the Pre-test, Post-test, Non-equivalent control group design was used. Three research questions and three null hypotheses were formulated to guide the study. A sample of 140 students from four intact classes purposively selected from government co-educational secondary schools in Udi Education Zone, were used for the study. The main instrument for the study was Biology Interest Inventory (BII) which was developed, validated and used for data collection. The data collected from BII was trail tested for reliability using Cronbach Alpha statistics. Reliability index of 0.86 was obtained which guaranteed the use of the instrument for the study. The treatment group was taught selected biology concepts using cueing questions as instructional scaffolding while the control group was taught without the cueing questions. The study lasted for 6 weeks. Data were analysed using mean and standard deviation to answer the research questions while analysis of covariance (ANCOVA) was used to test the null hypotheses at 0.05% level of significance . The findings indicated that cueing questions used as scaffold was more effective than the one without scaffold in enhancing interest in Biology. The finding equally indicated that there was a significant interaction effect of gender and strategies on students‟ mean interest scores in Biology.

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 E-examination and academic performance of biology students in Akwa Ibom State College of Education, Afaha Nsit- Nigeria

10.32698/0822 ◽  
2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Agnes Lambert ◽  
Paulinus Etim
Keyword(s):  
Academic Performance ◽  
Performance Test ◽  
Tertiary Education ◽  
College Of Education ◽  
Statistical Technique ◽  
Biology Students ◽  
State College ◽  
Quasi Experimental ◽  
Research Questions ◽  
Level Of Significance

Abstract This study investigated the effect of e-examination on Biology students’ academic performance in Akwa Ibom State College of Education, Afaha Nsit. A quasi-experimental research design was adopted to study a sample size of 165 out of 408 first Year Biology (NCE 1) students in 2015/2016 academic session. Two research questions and two null hypotheses guided the study. While two research instruments namely: Computer Appreciation Test (CAT) and Biology Performance Test (BIOPET) were used for data collection. Whereas Mean was used in answering the research questions, t-test statistical technique was used to test the hypotheses at .05 level of significance. Major findings revealed that there was significant effect of writing examination electronically on students’ academic performance; and that no statistical difference existed between male and female students’ performance who wrote exam electronically. Subsequent upon these findings, it is recommended amongst others that students of the Institution should be introduced to the electronic mode of writing examinations through series of tutorials and hands-on experience in order to create more familiarization as the electronic mode of exam writing is gradually coming to stay in Nigerian tertiary education system.

scholarly journals COMPARATIVE EFFECTS OF PEER TUTORING AND EXPLICIT INSTRUCTIONAL STRATEGIES ON SCIENCE AND TECHNICAL COLLEGE STUDENTS’ ACHIEVEMENT AND RETENTION IN NASARAWA STATE, NIGERIA

2020 ◽  
Vol 7 (10) ◽  
pp. 390-399
Author(s):  
Agu Peter Ashlame ◽  
Samuel Ruth Iwanger
Keyword(s):  
College Students ◽  
Instructional Strategies ◽  
Peer Tutoring ◽  
Technical College ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Control Group Design ◽  
Post Test ◽  
Research Questions ◽  
Technical College Students

This study investigated the effects of Peer Tutoring and Explicit instructional strategies on Science and Technical college students’ achievement and retention in Nasarawa State, Nigeria. Quasi-experimental, non-equivalent pretest, post-test, post-post-test control group design was employed for the study. The population consisted of 1,237 Science and Technical college students. The sample of the study comprised 67 Science and Technical College students purposively sampled from two intact classes randomly selected from the three Science and Technical colleges in Nasarawa State, Nigeria. Two research questions and two research hypotheses guided the study. Science and Technical Achievement Test (STAT) was used as instrument for data collection. It reliability was determined using Kuder-Richardson formula 20 (KR20) and the reliability coefficient of 0.83 was obtained. Mean and Standard Deviation were used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the research hypotheses at 0.05 alpha level of significance. Bonferroni Multiple Comparisons was used to determine the direction of the difference. The findings of this study revealed that Peer Tutoring and Explicit instructional strategies have significant effect on Science and Technical college students’ achievement and retention. Based on the findings of this study, it was recommended that; Science and Technical college teachers should incorporate Peer Tutoring and Explicit instructional strategies into the teaching of Science and Technical subjects.

scholarly journals Effect of Loci-Kit Models on Students’ Academic Performance in Technical Drawing in Edo State Technical Colleges, Nigeria

2020 ◽  
Vol 3 (2) ◽  
pp. 71
Author(s):  
Jane Itohan Oviawe ◽  
Patrick S.O. Uddin
Keyword(s):  
Academic Performance ◽  
Technical Colleges ◽  
Analysis Of Covariance ◽  
Control Group ◽  
State Technical ◽  
Technical Drawing ◽  
Quasi Experimental ◽  
Equivalent Control ◽  
Edo State ◽  
Research Questions

The study investigated the effect of loci-kit models on students’ academic performance in technical drawing in Edo State technical colleges using non-equivalent control group quasi-experimental research design. Two research questions and two null hypotheses guided the study. The population for this study consisted of 864 vocational II students from the six technical colleges in Edo State. The sample for the study comprised of 110 (60 males and 50 females) randomly selected from all the technical colleges in Edo State. The instrument for data collection was Technical Drawing Achievement Test (TDAT). Three experts validated the instrument. The reliability of the instrument was determined using Kuder Richardson 21 (KR-21) formulae and a reliability coefficient of .85 was obtained. The research questions were answered using Mean and standard deviation while Analysis of Covariance (ANCOVA) was used to test the hypotheses at .05 level of significance. Findings from the study revealed that Loci-kit model was effective in enhancing technical college students’ performance in technical drawing topic loci; there was no significant mean effect of gender on students’ Mean performance score in Technical Drawing. In line with the findings of the study, it was recommended among others that Technical Drawing teachers should employ innovative approaches such as loci-kit models during instructions of loci concepts in technical drawing to facilitate students’ academic performance in the subject.

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