scholarly journals Teaching Science Concept with Games: A Case of Naming Inorganic Compounds with IUPAC System in Rivers State, Nigeria

2021 ◽  
pp. 16-25
Author(s):  
Inibehe S. Etokeren ◽  
Olufunso O. Abosede
Keyword(s):  
Performance Test ◽  
Educational Games ◽  
Inorganic Compounds ◽  
Chemistry Students ◽  
Lecture Method ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Games Teaching ◽  
Rivers State ◽  
Senior Secondary

Background: This study investigated the effect of games teaching approach on students’ academic performance in IUPAC inorganic nomenclature in Senior Secondary Schools in Rivers State, Nigeria.  Quasi-experimental design, specifically pre-test post-test control groups was adopted. The sample comprised 93 Senior Secondary 2 and 3 chemistry students Methods: The instrument was IUPAC Inorganic Nomenclature Performance Test validated by two Science Education Lecturers and one expert in Measurement and Evolution. The reliability coefficient of 0.87 of the instrument was determined by test-retest method. Mean and standard deviation were used to answer the research questions and hypotheses tested at 0.05 level of significance using Analysis of Variance. Results: There was a significant difference in the performance of students taught IUPAC inorganic nomenclature with games approach and those with lecture method. Students taught with games approach performed significantly better in the performance test than those taught with lecture method. There was no significant gender based difference in performance, however, significant difference based on class level was obtained.  It was recommended among others that, chemistry teachers should incorporate suitable educational games in teaching chemistry and also motivate students towards learning of chemistry.

scholarly journals Effect of Cooperative Learning Strategy on Biology Students’ Academic Performance in Senior Secondary School in Rivers State

2019 ◽  
pp. 1-11
Author(s):  
Kingdom-Aaron, Gloria Ibemenji ◽  
Etokeren, Inibehe Sunday ◽  
Okwelle, P. Chijioke
Keyword(s):  
Academic Performance ◽  
Cooperative Learning ◽  
Performance Test ◽  
Learning Strategy ◽  
School Type ◽  
Biology Students ◽  
Lecture Method ◽  
Significant Difference ◽  
Rivers State ◽  
Senior Secondary

Aims: This study investigated the effect of cooperative learning strategy on students’ academic performance in biology in Senior Secondary Schools in Rivers State. Study Design: Quasi-experimental design. Place and Duration of Study: Port Harcourt, Rivers State, located in the South-South geo-political zone of Nigeria, West Africa. Methodology: The population consist of 2,150 Senior Secondary three biology students out of which 120 students of intact classes in selected schools formed the sample. Three research questions and three hypotheses guided the study. The instrument used in data collection was Biology Performance Test developed by the researchers. The test items were selected from standardized past questions of Senior School Certificate Examinations conducted by The West African Examinations Council and validated by two lecturers in Science Education and one lecturer in Measurement and Evaluation. The reliability coefficient was determined by test retest method using Pearson Product Moment Correlation Coefficient to be 0.78. Mean, standard deviation and t-test at .05 level of significance were used for data analysis. Results: The results of the study revealed a significant difference in performance between students taught biology with cooperative learning strategy and those taught with conventional lecture method. Students in the experimental group where cooperative learning teaching strategy was adopted scored significantly higher in biology performance test than those in lecture method group. There was no significant difference in performance based on gender (male and female) and school type (public or private). Conclusion: Cooperative learning strategy is more effective in teaching and enhances biology students’ performance than the conventional lecture method.

scholarly journals Effect of Problem-solving Teaching Technique on Students’ Stoichiometry Academic Performance in Senior Secondary School Chemistry in Nigeria

2019 ◽  
pp. 1-11 ◽  
Author(s):  
Etokeren, Inibehe Sunday ◽  
Kingdom-Aaron Gloria Ibemenji ◽  
J. I. Alamina
Keyword(s):  
Problem Solving ◽  
Chemistry Students ◽  
Lecture Method ◽  
Port Harcourt ◽  
Significant Difference ◽  
Private And Public ◽  
Research Questions ◽  
Senior Secondary Schools ◽  
Rivers State ◽  
Senior Secondary

Aims: This study addressed the effect of problem-solving technique on students’ academic performance in stoichiometry in Senior Secondary Schools in Port Harcourt, Rivers State Nigeria. Study Design: Quasi-experimental design specifically pre-test post-test control groups non-randomized design was adopted.  Place and Duration of Study: Senior Secondary Schools in Port Harcourt Local Government Area of Rivers State located at the South-South Geopolitical Zone of Nigeria and lasted for four weeks. Methodology: The population comprised of 520 senior secondary 2 chemistry students from private and public schools. 105 SS2 chemistry students representing 61 males and 44 females from intact classes of selected schools formed the sample. The instrument was Stoichiometry Achievement Test developed by the researcher and reliability coefficient calculated to be 0.79.  Three research questions and three hypotheses were used in the study. Mean and standard deviation were used to answer the research questions while the hypotheses were tested using Analysis of Variance at .05 level of significance. Results: Findings of the study revealed a significant difference in performance between students taught stoichiometry using problem-solving technique (experimental) and those taught using conventional lecture method (control). Students exposed to problem-solving technique obtained higher score in performance test than those in conventional lecture method. Furthermore, there was a significant difference in students’ performance based on gender (male and female) and school type (private and public).  Conclusion: The study therefore, concludes that problem-solving technique is more effective and enhance students understanding than traditional lecture method. The study recommended that chemistry teachers should incorporate problem-solving in teaching stoichiometry and related concepts and present curriculum should be reviewed to recommend problem-solving technique.

Effect of Concept Mapping as an Innovative Teaching Method on Senior School Students’ Interest in Chemistry

2019 ◽  
pp. 66-74
Author(s):  
Offor E. N.
Keyword(s):  
Concept Mapping ◽  
Teaching Method ◽  
Mapping Method ◽  
Control Group ◽  
School Students ◽  
Innovative Teaching ◽  
Chemistry Students ◽  
Lecture Method ◽  
Significant Difference ◽  
Innovative Teaching Method

The study was designed to explore the effect of concept mapping as an innovative teaching method on senior school students‟ interest in chemistry. The pre -test post- test quasi experimental design was adopted for the study. The population for the study comprised 1425 senior secondary two (SS2) chemistry students in Agbani Education Zone. A total of 189 SS2 chemistry students were drawn from three secondary schools selected in the zone through purposive sampling method. Two research questions and two hypotheses guided the study. In each of the schools used for the study, all the chemistry students in their intact classes were used. The experimental group was taught using concept mapping while the control group was taught using the lecture method of teaching. The treatment lasted for six weeks. The instrument for data collection was Chemistry Interest Scale (CIS). The CIS was validated by three experts. Before the treatment commenced, a pre- interest scale was administered and a reliability coefficient of 0.72 was established using Cronbach Alpha. The data collected was analyzed using analysis of co variance (ANCOVA). The result of the data analysis showed that there is a significant difference between the mean interest scores of students taught chemistry with concept mapping and those taught with lecture method. The study concludes by recommending that concept mapping method of teaching should be adopted in teaching of chemistry as this has helped to stimulate interest in chemistry which will help to enhance their achievement.

scholarly journals The Effect of Resource-Based Instructions on Pre-service Biology Teachers’ Attitudes towards Learning Biology

2021 ◽  
Vol 20 (8) ◽  
pp. 262-277
Author(s):  
Josiane Mukagihana ◽  
Catherine M Aurah ◽  
Florien Nsanganwimana
Keyword(s):  
Negative Attitude ◽  
Control Group ◽  
Biology Teachers ◽  
Lecture Method ◽  
Significant Difference ◽  
Before And After ◽  
Quasi Experimental ◽  
Based Instruction ◽  
Teachers Attitudes ◽  
Attitudes Towards Learning

A positive attitude correlates to successful learning; while a negative attitude leads to poor learning. The present study aimed to compare the pre-service biology teachers’ attitudes towards learning biology and assessing their attitudinal change before and after being taught by resource-based instructions (RBI) in Rwanda. A survey-research design was used, in combination with a quasi-experimental control group, and the equivalent time-series designs. Pre-service biology teachers were taught at a public university in three separate groups, with one control group and two experimental groups. Each group received a pre-attitude and a post-attitude assessment. In contrast, at a private university, they were taught as a single group, in a series of instructions, starting with the lecture method, followed by animation-based instruction and small- group laboratory activities, in which at each stage, the pre-service biology teachers received the same assessment. The biology Attitudinal Scale showed a Cronbach alpha reliability of 0.625 before its use. The data were analyzed quantitatively; and the results revealed no statistically significant difference between the public and the private pre-service teachers’ attitudes before learning microbiology. After the teaching interventions, the results revealed that both the traditional and the resource-based instructions improved the pre-service biology teachers’ attitudes towards learning biology, as a result of their improved maturity and their anticipated future teaching career.

scholarly journals Using Google Docs in Omani EFL College Classes: Students’ Writing Performance and Perceptions towards Use

2019 ◽  
Vol 8 (1) ◽  
pp. 53
Author(s):  
Noura Al Burtamani ◽  
Fawzia Al Seyabi ◽  
Abdo Al Mekhlafi
Keyword(s):  
Performance Test ◽  
Control Group ◽  
Writing Performance ◽  
Google Docs ◽  
Significant Difference ◽  
Foundation Program ◽  
Post Test ◽  
Quasi Experimental ◽  
College Classes ◽  
Experimental Group

This quasi experimental study aimed at investigating the effect of using Google Docs on EFL Omani college students’ writing performance and students’ perceptions of its use. The sample of the study included 81 Level 3 Foundation Program students in Nizwa College of Technology, Oman. The experimental group consisted of 39 students while the control group consisted of 42 students. The research instruments included a writing performance test that was administered as pre and post- test and a students’ perceptions questionnaire. Data analysis revealed that there was a statistically significant difference between the writing performance of the experimental and control groups in favour of the experimental group. The experimental group outperformed the control group in task achievement, task organization, grammar and vocabulary. Also, the students perceived using Google Docs in EFL writing as a very beneficial tool in improving their writing and collaboration skills. In light of these findings, a number of recommendations for practice are presented.

Effectiveness of Video Lecture Material as Instructional Tool for a Statistics Class

2014 ◽  
Vol 10 (1) ◽  
Author(s):  
CAMILA L. LIKIT ◽  
RENAN P. LIMJUCO
Keyword(s):  
Experimental Design ◽  
T Test ◽  
Control Group ◽  
Instructional Tool ◽  
Video Lecture ◽  
Lecture Material ◽  
Lecture Method ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Experimental Group

The quest for better strategies in teaching is a never-ending process. This scenario is heightened more by the myriad online instructional materials fit for classroom use. The study aimed to determine the effectiveness of video lecture materials for statistics proficiency of first year students of Davao Doctors College.The researchers employed quasi-experimental design that involved purposively chosen 31 students for the control group and 26 students for the experimental group. The control group received traditional instruction while the experimental group utilized video lecture materials as the instructional tool. The questionnaire consisted 50 multiple choice items and established a reliability index of .82. This investigation used t-test analysis to establish the same level of statistics proficiency among the students before the conduct of the study. The study concluded that both learning strategies were effective in teaching students the basic concepts of statistics as indicated by the significant improvement of their pre-test to posttest scores. Although the posttest results of the students who were taught using video lecture materials were higher than those supervised using lecture method, the significance of this difference was never established. Thus, the use of video learning material as an instructional tool in statistics is equally effective with the traditional lecture method. Keywords - Mathematics education, video lecture material, effectiveness, statisticsproficiency, quasi-experimental design, significant difference, t-test, Philippines

scholarly journals The Awareness Level and Perception of Secondary School Physics Teachers towards Nanotechnology in Rivers State

2019 ◽  
pp. 1-9
Author(s):  
Avwiri, Eseroghene
Keyword(s):  
Secondary School ◽  
Physics Teachers ◽  
Port Harcourt ◽  
Significant Difference ◽  
Research Questions ◽  
Level Of Significance ◽  
Rivers State ◽  
Senior Secondary ◽  
Awareness Level ◽  
Secondary School Physics

This paper adopted a descriptive design to investigate the awareness level and the perception of secondary school Physics teachers towards Nanotechnology in Port Harcourt Metropolis of Rivers State. The population of the study was 43 physics teachers comprising of 25 male and 18 female which was used from the 12 public secondary schools in Port Harcourt Metropolis in Rivers State. The instrument for the study was a self- made questionnaire titled, Nanotechnology Questionnaire on Awareness and Perception for Teachers (NQAPT) with a reliability of 0.85 obtained using Cronbach Alpha reliability formula. Two research questions and two null hypotheses guided the study. The research questions were answered using the criterion mean of 2.5 and standard deviation, while the null hypotheses were tested at 0.05 level of significance using t- test. The findings revealed that the awareness level of Nanotechnology among teacher was low and their perception towards nanotechnology was positive. There is no significant difference between the awareness level and perception of the concept of Nanotechnology among male and female senior secondary school Physics teachers. Based on these findings, it is recommended that more awareness on the concept of Nanotechnology be created among secondary school teachers through symposium and science teaching workshop in order to publicize the benefits of nanotechnology to the society.

scholarly journals Effect of Diagnostic Testing on Students’ Achievement in Secondary School Quantitative Economics

2020 ◽  
Vol 10 (3) ◽  
pp. 178
Author(s):  
Nkechi Patricia-Mary Esomonu ◽  
Lydia Ijeoma Eleje
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Diagnostic Testing ◽  
Control Group ◽  
Anambra State ◽  
Skill Test ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Quantitative Economics ◽  
Senior Secondary

This study aimed at investigating the effect of diagnostic testing on students’ academic achievement in secondary school quantitative economics. In conducting the study, 3 research questions and 3 stated hypotheses were answered. The study is quasi-experimental employing 2x4 factorial pretest-posttest design. The sample consisted of 210 Senior Secondary 3 (SS3) economics students in the four co-educational schools purposely selected from Nnewi Education Zone of Anambra State in Nigeria. They were allocated to 3 experimental groups and 1 control group. Students’ responses to two instruments titled Diagnostic Quantitative Economics Skill Test (DQEST) and Test of Achievement in Quantitative Economics (TAQE) constituted relevant data for the study. Instruments for data analysis were t-test and ANCOVA. Results of the analysis indicate a significant effect of treatment on students’ achievement in favor of DQEST with feedback and remediation group only (F (3, 209) = 22.3114, p > 0.05). Gender made no significant difference on students’ achievement in TAQE. Thus, diagnostic tests are effective when used with feedback and remediation. The use of DQEST with feedback and remediation in teaching and learning of quantitative economics is therefore recommended.

scholarly journals THE EFFECTIVENESS OF EXPLORING LOCAL WISDOM FROM YOUTUBE: AN INVESTIGATION ON THE INDONESIAN HIGHER EDUCATION STUDENTS’ DANCE PERFORMANCE ACROSS GENDER

2021 ◽  
Vol 40 (1) ◽  
pp. 230-241
Author(s):  
Fuji Astuti
Keyword(s):  
Higher Education ◽  
Performance Test ◽  
Male Students ◽  
Education Students ◽  
Dance Performance ◽  
Significant Difference ◽  
Scoring Rubrics ◽  
Quasi Experimental ◽  
Youtube Videos ◽  
The Difference

Technology-based media can increase students’ motivation more than equipping their teaching materials with traditional ones. This article aims to describe the difference between the dance performance of students taught by exploring local wisdom from YouTube and those who are taught by the conventional method. This quasi-experimental study describes whether local wisdom and technology via YouTube can effectively increase Indonesian students’ dance performance at the higher education level. A number of 205 students participated in this research. A dance performance test, two scoring rubrics, and a questionnaire were used. The result of statistical analysis shows that exploring the values of local wisdom from YouTube videos can give a significant effect on students’ dance performance with sig. = .000. In terms of gender, there is a significant difference between female and male students after being taught by exploring local wisdom from YouTube videos (sig. = .000). Moreover, females also achieve better than males in terms of creativity including fluency, flexibility, elaboration, and originality of their dance products. The results of the questionnaire reveal that students appreciate and feel helped by integrating local wisdom and YouTube videos in the choreography course and agree that the values of local wisdom direct their dance performance in terms of movement, attitude, costume, and creativity. 

scholarly journals Improvement of the Concept of Mitosis Instruction to Improve Biological Achievement Among Secondary School Students

2020 ◽  
Vol 3 (3) ◽  
pp. 164-169
Author(s):  
Akawo Angwal Yaki ◽  
Koroka Mohammed Sanda ◽  
Rabiu Mohammad Bello
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Secondary School Students ◽  
Instructional Materials ◽  
Control Group ◽  
School Students ◽  
Significant Difference ◽  
Quasi Experimental ◽  
And Control ◽  
Senior Secondary

The study examined the effects of Improvised Instructional Material Enhanced Biology Achievement among Secondary School Students in Lapai, Niger State. Quasi-experimental design which involved pretest, posttest, experimental and control group. A total of eight five (85) Senior Secondary two (SSII) students randomly selected from two sampled schools formed the sample size of the study. The instrument used for data collection was a researchers’ designed Biology Achievement Test (BAT). The instrument was validated, and pilot tested and yielded a reliability coefficient of 0.75. Two research questions were raised, and two corresponding null hypotheses were formulated to guide the study, the null hypotheses were tested at 0.05 level of significant. The result of the study showed among others a significant difference in achievement score of the experimental and control groups in favor of the experimental group. The finding also showed that both male and female students’ achievements were enhanced equally. It was recommended among others that Biology teachers should be encouraged to improvise instructional materials for effective teaching and learning of Biology.    

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