scholarly journals Effect of Scaffolding Instructional Strategies on Pupils’ Attitude to Basic Science and Technology in Rivers State, Nigeria

2020 ◽  
pp. 1-9
Author(s):  
Ejekwu, Princewill Okechukwu
Keyword(s):  
Instructional Strategies ◽  
Conventional Method ◽  
Basic Science ◽  
Primary Schools ◽  
Science And Technology ◽  
Analysis Of Covariance ◽  
High Achievers ◽  
Science Attitude ◽  
Significant Difference ◽  
Rivers State

This study examined the effect of scaffolding instructional strategies on pupils’ attitude to Basic Science and Technology in public primary schools in Rivers State. Four purpose and four null hypotheses guided the study.  Non-randomized pretest, posttest control group experimental design was adopted for the study. The population consisted of 42,409 basic four pupils; 147 pupils in the intact classes of the sampled schools using simple random sampling technique served as sample.  The modified Fennema-Sherman Attitude Scale was used for data collection. The data was analyzed using Analysis of Covariance (ANCOVA). The findings of the study revealed that there is a significant difference in the Basic Science attitude mean score of pupils taught with modeling and cueing questions and those taught with conventional method; the Basic Science attitude mean scores of boys and girls, high achievers and low achievers taught with modeling and cueing questions do not differ significantly with those taught with conventional method; there is no significant interaction effect of treatment, gender and achievement levels on the attitude of pupils towards Basic Science and Technology (BST). Recommendations were made which include that scaffolding instructional strategy should be used in classroom teaching/learning interaction to enhance the teaching and learning of pupils as well as improve their attitude towards Basic Science and Technology.

scholarly journals Prevalence of Soil Transmitted Helminthes (STHs)Among Pupils of Community Primary Schools in Nkpor and Mgbodohia, Obio/Akpor Local Government Area, Rivers State, Nigeria

2018 ◽  
Author(s):  
LeBari Barine Gboeloh ◽  
Ike-Ihunwo Chikaire Ndamzi
Keyword(s):  
Public Health ◽  
Local Government ◽  
Mixed Infection ◽  
Primary Schools ◽  
Local Government Area ◽  
Sub Saharan Africa ◽  
Health Concern ◽  
Public Health Concern ◽  
Significant Difference ◽  
Rivers State

ABSTRACTSoil transmitted helminthes (STHs) are common public health concern among children in Sub saharan Africa. A study to determine the prevalence and intensity of these parasites among pupils of two primary schools in Nkpor and Mgbodohia communities, Obio/Akpor Local Government Area, Rivers State, Nigeria was conducted. The formo-ether concentration technique was used to concentrate and separate the eggs and cysts from the faeces. Out of 107 pupils (56males and 51 females) investigated, 81 (75.7 %) were positive for at least one gastrointestinal helminth. The parasites identified included Ascaris lumbricoide(58.0%), Hookworms(28.4%), Trichirus trichiura(13.6%) and A.lumbricoide + T. trichiura (6.3%). Ascaris lumbricoide was significantly (P<0.05) higher in prevalence than other parasites. Although more females (54.3%) were infected than males (45.7%), there was no significance(P>0.05) difference in the prevalence in relation to sex. Of the 44 males infected, 24(54.5%), 5 (11.4%), 13(29.5%) and 2(4.5%) haboured A. lumbricoide, T. trichiura, Hookworms and mixed infection (A. lumbricoide + T. trichiura) repectively. Out of the 37 females infected, 21 (56.8%), 3(8.1%), 10(27.0%) and 3(8.1%) haboured A. lumbricoide, T. trichiura, Hookworms and mixed infection (A. lumbricoide + T. trichiura) repectively. There was no significance difference in the prevalence of A. lumbricoide and Hookworms between males (54.5%) and females (56.8%). There was significant difference in prevalence among two major age groups (5-10years-45% and 11-15years-41.9%). Children within the age group of 16-20years had the least infection (9.9%). The intensities of A.lumbricoide, T.trichiura and hookworm were 246.5, 107.5 and 187 Epg respectively. The intensity of A. lumbricoide was significantly difference than other parasites identified.Soil transmited helminthes remain a public health concern among children in the study area. Provision of portable water, toilet facilities, good education on the epidemiology of STHs and regular de-worming will enhance control measures.

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>

Effectiveness of Collaborative Strategic Reading and Whole Language Approach on Reading Comprehension Performance of Children with Learning Disabilities in Oyo State Nigeria Adetoun

2016 ◽  
Vol 3 (1) ◽  
pp. 1-24 ◽  
Author(s):  
Adetoun Olubanke Oladele ◽  
Isaac Taiwo Oladele
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Primary Schools ◽  
Whole Language ◽  
Analysis Of Covariance ◽  
Primary School Children ◽  
Control Group ◽  
Strategic Reading ◽  
Significant Difference ◽  
Collaborative Strategic Reading

Abstract This study was carried out to determine the effectiveness of collaborative strategic reading and whole language approach on reading comprehension performance of primary school children with learning disabilities in Oyo state Nigeria. Seventy eight pupils participated in the study; they were between ages nine and eleven. Five hypotheses were generated and tested at 0.05 level of significance, convenience sampling technique was used to sample participants. The study was carried out in ten weeks. A pre test post test control group quasi experimental design with a 3 x 2 factorial matrix was adopted for the study. Analysis of covariance and t-test statistics were used to analyse the data collected. The five null hypotheses were rejected because there was significant difference in treatment effect across treatment groups and gender. It is hereby recommended that collaborative strategic reading should be employed to teach reading comprehension in Nigerian primary schools.

scholarly journals Teaching Trajectories and Students’ Understanding of Difficult Concepts in Biology in Obio/Akpor Local Government Area in Rivers State

2016 ◽  
Vol 7 (1) ◽  
pp. 44
Author(s):  
Abosede Anthonia Olufemi Mumuni ◽  
John Worlu Dike ◽  
Azibaolanari Uzoma-Nwogu
Keyword(s):  
Local Government ◽  
Data Collection ◽  
Instructional Strategies ◽  
Achievement Test ◽  
Achievement Scores ◽  
Significant Difference ◽  
Males And Females ◽  
Research Questions ◽  
Level Of Significance ◽  
Rivers State

This study investigated the effects of teaching trajectories on students’ understanding of difficult concepts in Biology.Two research questions and two null hypotheses guided the study which was carried out in Obio/Akpor LocalGovernment Area of Rivers State. Two public coeducational schools out of thirteen drawn through purposive samplingtechniques were used. The instrument for data collection, the Students’ Photosynthesis Achievement Test (SPAT) wasvalidated and its reliability coefficient was 0.78. Three intact streams of SS 1 classes in the two schools assigned tobook-ending, guided discussion and jigsaws groups were used. The sample consisted of two hundred and thirteen SS 1Biology students. Mean and standard deviations were used to answer the two research questions while paired t-testsand ANCOVA were used to answer the two hypotheses at 0.05 level of significance. The study revealed that though thethree instructional strategies of book-ending, jig-saws and guided discussion enhanced students’ understanding ofdifficult concept in Biology as shown by the improved achievement scores, the jig-saw strategy was the best. It alsorevealed that there was a significant difference between the achievement of males and females in favour of females inthe three groups. Recommendations made based on the findings of the study included that teachers adopt the jigsawstrategy to enhance students’ understanding of difficult concepts in Biology.

scholarly journals Effect of Constructivist Instructional Strategy on Students Achievement in Secondary School Mathematics Curriculum in Rivers State, Nigeria

2021 ◽  
pp. 47-56
Author(s):  
Samuel Jeremiah ◽  
Foluke Bosede Eze
Keyword(s):  
Instructional Strategy ◽  
Analysis Of Covariance ◽  
Control Group ◽  
School Type ◽  
Control Group Design ◽  
Multiple Classification Analysis ◽  
Significant Difference ◽  
Achievement In Mathematics ◽  
Rivers State ◽  
Senior Secondary

The study examined effect of constructivist strategy on students Achievement in Senior Secondary Mathematics in Rivers State. The research was guided by three research questions and corresponding hypotheses. The population is all the thirty four thousand, one hundred and sixty eight (34,168) of all Senior secondary II (SS11) students in Rivers State during the 2018/2019 Academic year. A sample size of 280 students in four intact classes were selected through purposive sampling technique. Two of each of the classes were used as experimental and control groups. Non randomized pre-test, post test control group design was used for the study. Instrument used for the study was Mathematics Achievement Test (MAT) made up of 25 items drawn from simple statistics and Lesson Packages. The instrument was validated by experts and reliability coefficient of the instrument was obtained through test-retest method. The scores obtained were subjected to Pearson product moment correlation coefficient analysis and the result yielded 0.82. Analysis of Covariance (ANCOVA), Mean and Multiple Classification Analysis  (MCA) were used in analyzing the data. Findings reveals that constructivist strategy was more effective in facilitating students achievement in Mathematics than expository method. The result did not show a significant difference in students’ achievement in Mathematics in terms of gender and school type. The study therefore recommended among others the use of constructivist strategy in the teaching and learning of Mathematics in schools.

scholarly journals Comparison Of Pupils’ Completion Rate Before And During 2006/2007 School Feeding Programme In Selected Public Primary Schools In Rivers State, Nigeria

2020 ◽  
Vol 7 (3) ◽  
pp. 195-202
Author(s):  
Nnamdi Anero
Keyword(s):  
Primary Schools ◽  
Completion Rate ◽  
Completion Rates ◽  
Head Teachers ◽  
School Feeding ◽  
Significant Difference ◽  
The Government ◽  
Rural Dwellers ◽  
Rivers State ◽  
The Impact

The study titled ‘Comparison of pupils’ completion rate before and during 2006/2007 school feeding programme in selected public primary schools in Rivers State, Nigeria was carried out to determine the impact of the feeding programme on the pupils’ completion rate. The study compared the completion rate of pupils before and during the feeding programme and also investigated the completion rate on the bases of boys and girls as well as urban and rural pupils. Out of 868 schools in Rivers State, 44 schools were randomly selected for the study.  The Head teachers of the selected schools were requested to supply relevant records of the pupils’ enrolment, dropout, return and completion rates using the admission and attendance registers as well as the result schedules.  The figures generated from the records were analyzed using simple percentages. Based on the analysis, the study established that completion rate during the feeding programme was higher than when there was no feeding among pupils in Rivers State. The study further established that there was no significant difference between the completion rates of the urban and rural pupils during or before the feeding programme and also established that more males completed primary education than females during the feeding programme in Rivers State. It therefore recommended that the government should re-introduce the feeding progamme and also carry out enlightenment campaign among the rural dwellers to enable them fully utilize the opportunity as well as seek for participation of philanthropists in funding the programme in all the nooks and crannies of the state so that all and sundry shall benefit.

scholarly journals Effect of Electronic-Learning on the Academic Achievement of Basic Science Students in Bayelsa State, Nigeria

2020 ◽  
Vol 14 (1) ◽  
pp. 210-216
Author(s):  
J.B. Moses ◽  
N.J. Akporehwe ◽  
R. Agah
Keyword(s):  
Academic Achievement ◽  
Local Government ◽  
Basic Science ◽  
Local Government Area ◽  
Analysis Of Covariance ◽  
Science Students ◽  
Electronic Learning ◽  
Lecture Method ◽  
Significant Difference ◽  
E Learning

The study investigated the effect of electronic-learning on the academic achievement of basic science students in Yenagoa Local Government Area, Bayelsa State, Nigeria. A pretest, posttest, control group, quasi-experimental design was adopted. One hundred and four (104) JS.2 students from two government owned junior secondary schools in Yenagoa Local Government Area were purposely selected for the study. The schools were randomly assigned to experimental and control groups. The study lasted for five weeks. Three instruments IGELS, IGMLM and BSAT were used for the study. One research question was posed and answered using mean and deviation standard and one null hypothesis was tested at 0.05 level of significance using analysis of covariance (ANCOVA). The findings revealed that those taught with e-learning had a higher mean (72,33) than those taught with modified lecture method (50.59) with a mean difference of 21.74. E-learning had significant effect on student’s academic achievement in basic science. (f1,101=76.392; p<0.05 partial eta squared=0.558), with an effect size of 55.8%. Finding showed that there was a significant difference in students’ achievement in basic science when taught with e-learning and modified lecture method; the e –learning students performing better. It was recommended that government should provide e-learning materials for schools and train the teachers to acquire the basic skills. Key Words: Electronic learning, IGELS, IGMLM and BSAT

EFFECTIVENESS OF PLASMA TELEVISION INTEGRATION IN TEACHING SECONDARY SCHOOL BIOLOGY

2016 ◽  
pp. 215-230
Author(s):  
Gara Latchanna ◽  
Garkebo Basha Abo
Keyword(s):  
Secondary School ◽  
Conventional Method ◽  
Relative Effectiveness ◽  
Low Achievers ◽  
T Test ◽  
High Achievers ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Model School

The purpose of this study was to evaluate the relative effectiveness of Plasma TV (PTV) integration in teaching secondary school Biology at Haramaya University Secondary Model School Ethiopia. The sample consisted of 48 students from Grade 9 and were randomly split into control [non-plasma TV] and experimental [plasma TV] groups. A chapter on “Cell Biology” was taught to the two groups by two teachers having similar qualifications for a month's time. After the treatment, post-test was administered to the subjects. Independent-sample t-test was used to determine whether there was a statistically significant difference in the mean scores of the two groups. The analysis of data indicated that there were no significant differences in the mean scores between the two groups on pre and post- tests. Similarly, high achievers in the control and experimental groups didn't significantly differ either. Furthermore, there was no significant mean scores difference between low achievers of control and experimental groups. The results generally implied that teaching students through PTV didn't significantly contribute to better understanding of the lesson compared to the conventional method of teaching. Finally, the present study provides an opportunity to be replicated to make a comprehensive conclusion about the effectiveness of PTV to teach secondary school Biology.

scholarly journals EFFECTIVENESS OF COMPUTER AIDED INSTRUCTIONS (CAI) ON STUDENTS’ PERFORMANCE IN BASIC ELECTRICITY IN TECHNICAL COLLEGES IN RIVERS STATE OF NIGERIA

2017 ◽  
Vol 5 (11) ◽  
pp. 14-21
Author(s):  
Reagan N. Robinson
Keyword(s):  
Sample Size ◽  
Test Performance ◽  
Design Method ◽  
Technical Colleges ◽  
Sampling Technique ◽  
Test Method ◽  
Analysis Of Covariance ◽  
Significant Difference ◽  
Computer Aided ◽  
Rivers State

The study focused attention on the effectiveness of Computer Aided Instructions (CAI) on students’ performance in basic electricity in technical colleges in Rivers State. The study adopted the pretest posttest quasi experimental design method. The population of the study comprises of all the vocational I basic electricity students in the five technical colleges in Rivers State. They comprised of 93 students. Purposive sampling technique was used to select two Government Technical Colleges and a sample size of 60 students was randomly selected for the study. This sample size comprised of 30 males and 30 females. The research instrument used for the study was the Basic Electricity Test (BET). The instrument was validated by two lecturers from technical education department of IgnatusAjuru University of Education Port Harcourt. The reliability of the instrument was done using test-re-test method and Pearson’s product moment correlation was used to obtain a coefficient of 0.65. Two research questions were drawn and two hypotheses were formulated for the study at 0.05 level of significance. The data for the study were analyzed using Mean and Analysis of Covariance (ANCOVA). The result indicated that students taught using Computer Aided Instructions (CAI) performed significantly better than those taught using conventional method. Also, there was no significant difference in the post test performance scores of male and female students. Some recommendations were made from the findings.

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