scholarly journals Creative Game Approach and Academic Achievements in the Teaching of SS1 Geometry in Port Harcourt Local Government Area

2019 ◽  
pp. 1-7
Author(s):  
Ejiofor-Chima Ngozi Ann ◽  
Nwakodo Ogechi Blessing
Keyword(s):  
Academic Achievement ◽  
Local Government ◽  
Local Government Area ◽  
Analysis Of Covariance ◽  
Mathematics Ability ◽  
Port Harcourt ◽  
Significant Difference ◽  
Research Questions ◽  
Measurement And Evaluation ◽  
Level Of Significance

This study examines the effect of Creative Game Approach on Academic Achievement in the teaching of SS1 Geometry in Port Harcourt Local Government Area of River state. A sample size of 160 SS1 students was used for the study. Three research questions were asked while three hypotheses were formulated and tested. Geometry Achievement Test (GAT), a 40-item instrument was developed by the researcher. The instrument was validated by experts in Mathematics education, and measurement and evaluation department of University of Port Harcourt, while the reliability was established using test-retest and co-efficient index of 0.86 was determined using Pearson product moment correlation. Mean and Standard deviation was used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses formulated at 0.05 level of significance. The result revealed a significant difference in the achievement mean scores of students taught geometry using creative game approach and those taught using conventional method. It equally showed a significant difference in the Mathematics ability of students taught using creative game approach, also showed no significant difference in the achievement mean scores of male and female students. Based on the findings, it was recommended among others that Mathematics teachers be effectively trained to use different educational creative activities, like games and so on when teaching Mathematics concepts for problem-solving, communication, reasoning and connection skills which are necessary for the attainment of better academic achievement in the subject.

scholarly journals Extent of Parental School Involvement for Improved Student Performance in Awka South Local Government Area of Anambra State

2017 ◽  
Vol 13 (22) ◽  
pp. 192
Author(s):  
Eboatu, V. N. ◽  
Igboka, Doris Oluchukwu
Keyword(s):  
Academic Achievement ◽  
Local Government ◽  
Parental Involvement ◽  
Student Performance ◽  
Local Government Area ◽  
School Involvement ◽  
Anambra State ◽  
Parental School Involvement ◽  
Significant Difference ◽  
Research Questions

Academic achievement of students does not depend only on school, environmental factors and teacher characteristics, but also on the level of home involvement. This study therefore sought to establish the extent of parental school involvement for students’ improved academic achievement in Awka South Local Government Area of Anambra State. The descriptive survey design was used for this study, with six (6) research questions guiding the study. The population for the study comprised 417 public secondary school teachers from which a sample of 125 teachers using simple random sampling technique. The instrument for data collection was a researcher designed, structured questionnaire which was duly validated by experts in educational management and measurement and evaluation. The questionnaire was tested for reliability using test-retest method. The tool for correlation was the Pearson Product Moment Correlation and this yielded a co-efficient of 0.82. Data collected was analysed using mean and standard deviation statistics to answer the 6 research questions while ANOVA with Friedman’s Test was used to test for significant difference in the six indices of parental involvement. The findings show among others that teachers perceive that parents in Awka South Local Government Area effectively communicate with school and coach their children for improved academic achievement to a moderate extent. There was no significant difference in the teacher’s perception of parental involvement based on the six indices of involvement. Based on the findings, the researchers recommended among others, that parents and the school use social media and other devices to communicate more effectively with the school for improved students’ academic performance.

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

scholarly journals Effect of Edutainment Instructional Approach on Students’ Academic Achievement and Retention in Building Technology in Technical Colleges

2020 ◽  
Vol 5 (1) ◽  
pp. 34
Author(s):  
T. I. Eze ◽  
Magnus G. Ekon ◽  
Jacinta Ifeoma Obidile
Keyword(s):  
Academic Achievement ◽  
Technical Colleges ◽  
Lesson Plans ◽  
Analysis Of Covariance ◽  
Instructional Approach ◽  
Building Technology ◽  
Significant Difference ◽  
Post Test ◽  
Research Questions ◽  
Level Of Significance

The teaching and learning of building technology in technical colleges seems to be characterised by poor academic achievement and retention of concepts. This called for the search for innovative teaching approaches like the edutainment instructional approach. The study was therefore conducted to determine the effect of edutainment instructional approach on students’ academic achievement and retention in building technology in technical colleges. Two research questions guided the study and two null hypotheses were tested at 0.05 level of significance. The study adopted the quasi-experimental design in which there were pre-test and post-test in the experimental and control groups. The population of the study comprised all the 946 senior technical II (ST2) students offering building technology in the six public technical colleges in Akwa Ibom State. Purposive sampling technique was used to select four technical colleges in the study area. Three instrument namely: edutainment lesson plans, conventional lesson plans and building technology achievement test (BTAT) were used in the study. Three experts validated the instrument. Test-retest reliability of the instrument which yielded an index of 0.87 obtained using Pearson product moment correlation coefficient. The data collected for the study were analysed using the mean scores and standard deviation for answering the research questions while hypotheses were tested with the analysis of covariance (ANCOVA) at 0.05 level of significance. The study found that: the edutainment instructional approach enhanced students’ academic achievement and retention in building technology more than the conventional lecture method. There was significant difference in the academic achievement and retention of students in building technology between the two groups. The significance was attributed to the experimental group which obtained a higher mean score in the post-test and retention test. It was recommended that: teachers of building technology in technical colleges in Akwa Ibom State should adopt edutainment instructional approach in the teaching of building technology courses in order to enhance students’ academic achievement and retention in building technology.

scholarly journals Effect of Self-Regulated Learning Strategy on students’ achievement in Basic Science in Makurdi Local Government, Benue State, Nigeria

2019 ◽  
Vol 8 ◽  
pp. 361-379
Author(s):  
Christy Mbakohol Jirgba ◽  
Joy Iember Bur
Keyword(s):  
Local Government ◽  
Science Teachers ◽  
Basic Science ◽  
Learning Strategy ◽  
Local Government Area ◽  
Self Regulated Learning ◽  
Significant Difference ◽  
Regulated Learning ◽  
The Mean ◽  
Research Questions

This study examined the effects of self-regulated learning instructional strategy on students’ achievement in basic science among Upper Basic 2 in Makurdi Local Government Area of Benue State. The study employed non-equivalent group pre-test-post-test quasi experimental design. The population of the study was 638 upper basic school levels. The sample for this study was 128 students from six co-educational schools within Makurdi Local Government Area of Benue State. Two research questions and two hypotheses guided the study. The instrument used for data collection was Basic Science Achievement Test (BSAT) and was trial tested using Kuder-Richardson (K-R, 20) formula to determine the reliability coefficient of BSAT which was found to be 0.99. Descriptive statistics of means and standard deviation were used to answer all the research questions and inferential statistics of Analysis of Covariance (ANCOVA) was used to test all the hypotheses at 0.05 significant level. The results of the study showed that demonstration method enhanced students’ achievement in basic science better than self-regulated strategy. There is no significant difference between the mean achievement score of students taught basic science using self-regulated learning strategy and those taught using demonstration method. There was no significant difference between the mean achievement scores of male and female students taught basic science using self-regulate learning strategy. Basic science Teachers should not only use demonstration method to teach but also allow the student to actively participate in the learning. This can foster confidence in the students and enhance better achievement in basic science.

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 Comparative Study of Levels of Academic Self Esteem and Academic Achievement in Mathematics among Pupils of Two and Single Parent Families

2020 ◽  
Vol 3 (2) ◽  
pp. 70
Author(s):  
Unamba Unamba ◽  
Okwara Kalu ◽  
Ibe Georgeline
Keyword(s):  
Academic Achievement ◽  
Self Esteem ◽  
Single Parent ◽  
Single Parent Families ◽  
Significant Difference ◽  
Comparative Survey ◽  
Achievement In Mathematics ◽  
And Mathematics ◽  
Measurement And Evaluation ◽  
Level Of Significance

The study aimed at comparing levels of academic self-esteem and academic achievement in mathematics among students of two and single parent families. Based on the purposes of the study two research questions and two null hypotheses were formulated and tested at 0.05 level of significance. The design of the study was comparative survey research design. The population of the study comprised all 1,267 SS2 students in Owerri Municipal Council Area of Imo State. The instruments used for data collection were Academic Self Esteem Questionnaire (ASEQ) and Mathematics Achievement Test (MAT) to obtain relevant data. The validity of the instruments was done by experts in Measurement and Evaluation and one expert each from Educational psychology and Mathematics Education. The reliability of the instruments was 0.72 and 0.85, determined using Pearson Product Moment Correlational (PPMC) statistics were used. Data collected were analyzed using t-test at 0.05 level of significance. There is a statistically significant difference in levels of academic self-esteem and academic achievement in mathematics among students from single parent families and those from two parent families.

scholarly journals Use of Virtual Learning on Academic Performance of Js 1 Integrated Science Student in Secondary School in Port Harcourt Local Government Area

2016 ◽  
Vol 10 (8) ◽  
pp. 256
Author(s):  
Etim, P. J. ◽  
Udosen, I. N. ◽  
Wordu Nkasiobi Chinyeaka
Keyword(s):  
Academic Performance ◽  
Local Government ◽  
Secondary Schools ◽  
Virtual Learning ◽  
Local Government Area ◽  
Integrated Science ◽  
Advantages And Disadvantages ◽  
Port Harcourt ◽  
Significant Difference ◽  
Learning Instruction

This paper examined the use of virtual learning on the academic performance of JS 1 Integrated Science Students in Secondary Schools in Port Harcourt Local Government Area of Rivers State, Nigeria. In discussing this, it examined the concept of virtual learning instruction, Synchronous and Asynchronous e-learning as compared to face-to-face traditional classroom learning and the advantages and disadvantages of virtual learning. Quasi experimental design was adopted. Population for the study comprised all JS 1 students in public secondary schools in Port Harcourt Local Government Area. Sample size of 200 students were selected from 2,910 JS 1 students in all the public secondary schools in Port Harcourt Local Government Area using the multi-stage sampling technique. Instrument for data collection was an objective Integrated Science performance test (OIPT). Two hypotheses were formulated and tested using Factorial Analysis of Variance (ANCOVA). Result of the analysis showed that there is no significant difference in student’s academic performance when virtual learning and expository methods are used in teaching Integrated Science in Junior Secondary class (f1.195 = 1.606, p > .05) and that there is no significant difference between the academic performance of female and male students when virtual learning and expository methods are used in teaching Integrated Science in JS 1 (F1, 195 = 717, p > .05). It was therefore recommended that: Teachers should try to apply the virtual learning instruction in the teaching of Integrated Science as this was found to impact on the students achievement positively and that male and female students should be equally engaged in the learning of Integrated Science where VLS is incorp+orated to eliminate the gender bias in sciences.

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 Effects Of Teachers’ Questioning Strategies On Students’ Achievement In Social Studies In Obio-Akpor Local Government Area Of Rivers State, Nigeria

2020 ◽  
Vol 7 (3) ◽  
pp. 211-219
Author(s):  
Ijeoma Margaret Opara ◽  
Ajike Afor Uma
Keyword(s):  
Local Government ◽  
Social Studies ◽  
Local Government Area ◽  
Good Teaching ◽  
Questioning Strategies ◽  
Alpha Level ◽  
Quasi Experimental ◽  
Research Questions ◽  
Measurement And Evaluation ◽  
Rivers State

The study investigated the effects of teachers’ questioning strategies on students’ achievement in Social Studies in Obio-Akpor Local Government Area of Rivers State, Nigeria. Four research questions and four null hypotheses guided the study. The study adopted quasi-experimental research design. A sample of one hundred and twenty (120) male and female JS3 students from three (3) intact classes A, B, and C in the ratio of 40:40:40 respectively using stratified and purposive sampling techniques were used for the study. The instrument used for the study was titled Social Studies Achievement Test (SSAT). The instrument was validated by subject specialists and measurement and evaluation experts based on content and face validities. The reliability of the instrument was determined using Kuder-Richardson 20 formula and the reliability coefficient obtained was 0.87. Mean and standard deviation were used to answer the research questions while t-test and Analysis of Variance (ANOVA) were used to test the hypotheses at 0.05 alpha level. The result revealed that convergent and divergent questioning strategies significantly had effects on students achievement in Social Studies, while gender had no significant effect. Based on these findings, it was recommended among others that teachers should pay more attention to their questioning strategies because they are frequently used tools and the way to good teaching.

scholarly journals Effects of Community Based Nutrition Education Programme on Nutritional Knowledge of Rural Women in Idemili South Local Government Area

2019 ◽  
pp. 124-127
Author(s):  
Orajekwe Veronica Ngozi
Keyword(s):  
Local Government ◽  
Nutrition Education ◽  
Rural Women ◽  
Education Programme ◽  
Local Government Area ◽  
Nutritional Knowledge ◽  
Community Based ◽  
Social Clubs ◽  
Significant Difference ◽  
Research Questions

The study was undertaken to investigate the effects of community based nutrition education programme on nutritional knowledge of rural women in Idemili South Local Government Area of Anambra State, Nigeria. In line with the objectives of the study three research questions and two null hypotheses were postulated. Related literatures were reviewed and summarized. Descriptive survey research design was adopted. The accessible population for the study consisted of all the women in the social clubs in the 7 towns that make up Idemili South Local Government Area. The sample consisted of 204 mothers in all the nine social clubs in the randomly selected nine villages. Data were gathered by means of structured questionnaire. Data obtained were analysed using Statistical Package for Social Science (SPSS) version 15. The research questions were answered using mean gain scores. The hypotheses were tested at 0.05 level of significance using t-test. The finding among others showed that there was a significant difference (p<0.001) in the mean gain nutritional knowledge score of the respondents before and after nutrition education. Based on the findings, conclusions and recommendations were made pertinent among which is the need to include nutrition education programmes in the women annual general meeting and other women gathering in Nigeria. This is intended to expose women to accurate nutrition information which will improve their nutrition knowledge of their families.

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