Determination of Relative Effectiveness of Peer Tutoring and Think-Pair-Share Strategies in Improving Senior Secondary School Students’ Academic Performance in Chemistry in Osogbo

The study focused on investigating the impact reciprocal peer tutoring teaching approach has in promoting interest among senior secondary school students in writing expository essay in Igbo –Etiti Local Government Area, South-East, Nigeria. The effect of gender in promoting interest in expository essay writing among senior secondary school students was also investigated. Two research questions and three null hypotheses guided the study. The study adopted a quasi- experimental design. 75 (32 males and 43 females) in two intact classes consisted of the sample for the study. Expository Essay Writing Interest Inventory (EEWII) which was face validated by four consultants was used as an instrument to data for the study. Mean, standard deviation and analysis of covariance (ANCOVA) were used to analyze the data collected. Results obtained revealed that reciprocal peer tutoring teaching approach was effective in promoting interest in expository essay among the students. The result also indicated that the variation in the mean interest scores of male and female students in expository essay was not significant. The interaction effect of gender and the teaching approach on mean interest scores of senior secondary school students in expository essay writing was also not significant. Hence, the researchers recommended that secondary school teachers should adopt this teaching approach for expository essay writing teaching in secondary schools.

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Academic Performance of Senior Secondary School Students: Influence of Parental Encouragement and School Environment

Rupkatha Journal on Interdisciplinary Studies in Humanities ◽

10.21659/rupkatha.v8n2.02 ◽

2016 ◽

Vol 8 (2) ◽

pp. 12-19

Author(s):

Anshu Narad ◽

◽

Bilkees Abdullah ◽

Keyword(s):

Academic Performance ◽

Secondary School ◽

School Environment ◽

Secondary School Students ◽

School Students ◽

Senior Secondary School ◽

Parental Encouragement ◽

Senior Secondary

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Effect of Cooperative Learning Strategy (CLS) On Senior Secondary School Students’ Academic Performance in Mathematics in Anambra State, Nigeria

International Journal of Social Science and Human Research ◽

10.47191/ijsshr/v4-i10-47 ◽

2021 ◽

Vol 04 (10) ◽

Author(s):

Ezeanyi, Benson Chukwunonso ◽

Keyword(s):

Academic Performance ◽

Cooperative Learning ◽

Secondary School ◽

Secondary School Students ◽

Learning Strategy ◽

School Students ◽

Senior Secondary School ◽

Anambra State ◽

Research Questions ◽

Senior Secondary

This study investigated the effect of cooperative learning strategy on senior secondary school students’ performance in Mathematics. The study adopted a quasi-experimental research design. The sample for the study consisted of one hundred and forty-four (144) Senior Secondary School two students, selected from Awka Education, Anambra State, Nigeria. The instrument for data collection was Mathematics Performance Test (MPT). The instrument was validated by three experts and had a reliability index of 0.89 obtained through the use of Pearson product moment correlation. Three research questions and three hypotheses were formulated to guide the study. The collected data were analyzed using mean and standard deviation to answer the research questions, while t-test statistics was used to test the null hypotheses at 0.05 alpha levels. The result of the study showed among others that senior secondary school students performed highly when taught Mathematics concepts using cooperative learning instructional strategy; both the male and female students benefitted equally from the cooperative learning strategy. Based on the findings of the study, it was recommended that Mathematics teachers should adopt cooperative learning strategy as an effective learning strategy in order to improve senior secondary school students’ academic performance. Also, school management boards should organize workshops, seminars and conferences to expose teachers and students constantly to the use of the strategy for maximum academic output.

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Impact Of Mobile Phone Usage On Academic Performance Among Secondary School Students In Taraba State, Nigeria

European Scientific Journal ESJ ◽

10.19044/esj.2016.v12n1p466 ◽

2016 ◽

Vol 12 (1) ◽

pp. 466 ◽

Cited By ~ 6

Author(s):

Haruna Rabiu ◽

Aisha Indo Muhammed ◽

Yunusa Umaru ◽

Hadiza Tukur Ahmed

Keyword(s):

Academic Performance ◽

Secondary School ◽

Mobile Phone ◽

Secondary School Students ◽

Achievement Test ◽

School Students ◽

Male And Female ◽

Senior Secondary School ◽

Mobile Phone Usage ◽

Senior Secondary

This study employed survey design in investigating the influence of mobile phone usage on academic performance among secondary school student in Jalingo, Taraba State, Nigeria. The sample for the study was 300 respondents selected from the total population of 6,482 respondents. Stratified sampling technique was employed to select the sample. The Mobile Phone Usage Questionnaire (MPUQ) adapted from Twum (2011), Mathematic Achievement Test (MAT) and English Language Achievement test (ELAT), were the instrument used for this study. Data collected were analyzed using mean, standard deviation, t-test and ANOVA to answer the research questions and hypotheses. The finding of this study, revealed that mobile phone usage significantly influence academic performance among male and female senior secondary school students (t = 6.113, P = 0.02), age difference was not a significant factor in mobile phone usage on academic performance among senior secondary school students (f = 6.431, P = 0.022), parent’s occupation was not a significant factor in mobile phone usage on academic performance among senior secondary school students (f = 9.005, p= 0.031) and that the frequency of mobile phone usage does not significantly influence academic performance among male and female senior secondary school students (t = 8.131, p = 0.02). It was recommended that, School psychologists, teachers, school administrators, parents and students should be sensitized on the influence of mobile phone usage on academic performance among secondary school students irrespective of gender and age differences.

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