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 Effects of Chemistry-Based Puzzles on Senior Secondary School Chemistry Students’ Interest in Chemical Periodicity

2020 ◽  
Vol 6 (2) ◽  
pp. 88
Author(s):  
Adzape J. N. ◽  
Otor E. E. ◽  
Akpoghol T. V
Keyword(s):  
Secondary School ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Control Groups ◽  
Control Group Design ◽  
Senior Secondary School ◽  
Chemistry Students ◽  
Significant Difference ◽  
Research Questions ◽  
Senior Secondary

The study investigated the effects of chemistry-based puzzles on senior secondary school chemistry students’ interest and gender in chemical periodicity. The design of the study was quasi-experimental; specifically the pre-test, post-test non-equivalent control group design was adopted. A sample of 129 students from a population of 4369 was used in the study. Students were classified into experimental and control groups: Students in the experimental groups were instructed with chemistry-based puzzles while students in the control groups were instructed with the demonstration method. An interest questionnaire called Chemical Periodicity Concepts Interest Inventories (CPCII), constructed by the researchers and validated by experts from three universities in Nigeria, was used in the study. Reliability coefficient of the instrument was calculated and found to be 0.79. Three research questions and three hypotheses were raised in the study. The research questions were answered using Mean and Standard Deviation while hypotheses were tested at 0.05 confidence level using Analysis of Covariance (ANCOVA). Findings showed that students in the experimental group who were taught with Puzzle-Based Strategy (PBS) had higher interest in the topic ‘chemical periodicity’ than those in the control group who were taught with the Demonstration Method (DEM). There was no significant difference in the interest of students by gender. Interaction effect of gender and treatments on interest was not significant. It was recommended that teachers should incorporate puzzle-based instructional strategies in their teaching as a variety to curb boredom in the classroom due to monotony of the conventional methods among others.

scholarly journals Improving Senior Secondary Students’ Retention in Electrolysis Using Collaborative Concept Mapping Instructional Strategy (CCMIS)

2017 ◽  
Author(s):  
Victor Oluwatosin Ajayi
Keyword(s):  
Concept Mapping ◽  
Secondary Students ◽  
Instructional Strategy ◽  
Analysis Of Covariance ◽  
Retention Capacity ◽  
Significant Difference ◽  
The Mean ◽  
Research Questions ◽  
Senior Secondary ◽  
Collaborative Concept Mapping

In this study, improving senior secondary students’ retention in electrolysis using Collaborative Concept Mapping Instructional Strategy (CCMIS) was examined. A sample of 189 students from six selected secondary schools out of a population of 5,114 Senior Secondary I students from Ardo-Kola Local Government Area of Taraba State, Nigeria was used for the study. Non-equivalent quasi-experimental research design was adopted. The instrument used for data collection was Electrolysis Retention Test (ERT) with the reliability value of 0.78 using Kuder-Richardson. Two research questions and three null hypotheses guided the study. Mean and Standard Deviation scores were used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the null hypotheses. The study revealed that there is significant difference in the mean retention scores between students taught electrolysis using CCMIS and discussion method in favour of CCMIS; [F(1,97) =6.300, P<0.050]. No significant difference was found in the mean retention scores between male and female students taught electrolysis using CCMIS; [F(1,97) =6.300, P>0.050]. It also found no significant interaction effect between methods and gender on the mean retention scores of students in electrolysis; [F(1,197) =.318, P>0.050]. It was recommended among others that CCMIS should be adopted while teaching electrolysis since it has been proved to be a viable option in enhancing students’ retention capacity regardless of their gender.

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 The Effect of TheraBand Training on the Q Angle and Distance of Ankle Medial Malleolus in Individuals With Genu Valgum Deformity

2020 ◽  
Vol 10 (3) ◽  
pp. 117-126
Author(s):  
Shiva Bahadori ◽  
◽  
Hooman Fatahi ◽  
Mansooreh Ahmadpoor ◽  
◽  
...  
Keyword(s):  
Lower Limb ◽  
External Rotation ◽  
Genu Valgum ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Medial Malleolus ◽  
Control Group Design ◽  
Q Angle ◽  
Significant Difference ◽  
And Control

Purpose: Genu valgum deformity a common lower extremity deformity. The weakness of the lower limb muscles followed by the internal rotation of the femur and external rotation of the tibia, shift the gravitational pull to the outside of the knee. This lower limb alignment deformity could increase the distance of ankle medial malleolus and the Q angle. Therefore, the present study aimed to investigate the effect of TheraBand training on the Q angle and distance of ankle medial malleolus in individuals with genu valgum deformity. Methods: This was a quasi-experimental study with a pre-test and post-test and control group design. The study population consisted of girls in the age range of 9-13 years with genu valgum deformity. The study subjects were randomly divided into the experimental (n=15) and control (n=15) groups. The experimental group participated in TheraBand exercises for 8 weeks and 3 sessions per week. However, the control group received no training during this period. Before and after 8 weeks, the Q angle and distance of ankle medial malleolus were measured by goniometers and coulis, respectively. Analysis of Covariance (ANCOVA) was used to analyze the collected data in SPSS. The significance level was considered at 0.05.  Results: The obtained statistical results suggested that TheraBand training significantly decreased the Q angle and the distance of ankle medial malleolus in the explored subjects with genu valgum deformity (P=0.001 & P=0.04, respectively). However, no significant difference was observed in the control group.  Conclusion: The obtained data revealed that TheraBand training could improve the genu valgum position. Therefore, this training protocol could be implemented to improve the deformity in this population.

scholarly journals Constructivist practices through guided discovery approach: The effect on students’ cognitive achievement in Nigerian senior secondary school physics

2010 ◽  
Vol 2 (1) ◽  
pp. 16-25
Author(s):  
Akinyemi Olufunminiyi Akinbobola ◽  
Folashade Afolabi
Keyword(s):  
Secondary School ◽  
Analysis Of Covariance ◽  
Cognitive Achievement ◽  
Control Group ◽  
Guided Discovery ◽  
Senior Secondary School ◽  
Significant Difference ◽  
Senior Secondary ◽  
Constructivist Practices ◽  
Secondary School Physics

The study investigated constructivist practices through guided discovery approach and the effect on students’ cognitive achievement in Nigerian senior secondary school Physics. The study adopted pretest-posttest control group design. A criterion sampling technique was used to select six schools out of nine schools that met the criteria. A total of 278 students took part in the study; this was made up of 141 male students and 137 female students in their respective intact classes. Physic Achievement Test (PAT) with the internal consistency of 0.77 using Kuder Richardson formula 21 was the instrument used in collecting data. The data were analysed using Analysis of Covariance (ANCOVA) and t-test. The results showed that guided discovery approaches was the most effective in facilitating students’ achievement in physics after being taught using a pictorial organizer. This was followed by demonstration while expository was found to be the least effective. Also, there exists no significant difference in the achievement of male and female physics students taught with guided discovery, demonstration and expository teaching approaches and corresponding exposure to a pictorial organizer. It is recommended that physics teachers should endeavour to use constructivist practices through guided discovery approach in order to engage students in problem solving activities, independent learning, critical thinking and understanding, and creative learning, rather than in rote learning and memorization.

scholarly journals Jigsaw IV Cooperative Learning Strategy: Closing the Gender and School Type Gaps in Physics Achievement of Senior Secondary two Students

2021 ◽  
Vol 4 (2) ◽  
pp. 18-28
Author(s):  
Macmillan M.J. ◽  
Mangut M.
Keyword(s):  
Cooperative Learning ◽  
Secondary School ◽  
Secondary School Students ◽  
Learning Strategy ◽  
Heat Energy ◽  
Analysis Of Covariance ◽  
Control Group ◽  
School Type ◽  
School Students ◽  
Senior Secondary

The study investigated the effects of jigsaw iv cooperative learning strategy (J4CLS) on secondary school students’ achievement in Physics in Jos metropolis, Nigeria. It employed the quasi-experimental research design of the non-equivalent control group pre-test, post-test type. One hundred and forty-five (145) senior secondary two (SS II) students from four co-educational secondary schools were used as samples for the study. A 50-item multiple-choice instrument called Heat Energy Achievement Test (HEAT) was used to test students on the concepts of heat energy measurements. The internal consistency of HEAT was estimated at 0.83, using Kuder-Richardson formula 20 on the SPSS Version 25. Three research questions were raised and answered using mean, while two hypotheses were formulated and tested at α = 0.05 using Analysis of Covariance (ANCOVA). Findings revealed, amongst others, that students taught heat energy measurements using J4CLS achieve significantly higher than students taught under conventional lecture method (CLM); those who were taught heat energy measurements using J4CLS achieved high, without gender and school type bias. Based on the findings, recommendations were made which included encouraging physics teachers to employ J4CLS in teaching secondary school students, since the method has been found to enhance students’ achievement in heat energy measurements and it is gender-friendly and independent of school type in terms of improving their achievement in the subject.

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. 

The Effectiveness of a Program of Oral Sensory-Motor Therapy with the Severely and Profoundly Developmentally Disabled

1981 ◽  
Vol 1 (2) ◽  
pp. 147-160 ◽  
Author(s):  
Kenneth Ottenbacher ◽  
Ann Scoggins ◽  
Jamie Wayland
Keyword(s):  
Body Weight ◽  
Developmentally Disabled ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Feeding Patterns ◽  
Control Group Design ◽  
Oral Motor ◽  
Significant Difference ◽  
Post Hoc ◽  
And Control

The efficacy of a program of oral-motor therapy designed to facilitate feeding patterns and thus produce increases in body weight in the severely developmentally disabled was explored. Twenty severely and profoundly retarded subjects with neuromotor disorders participated in a pretest / posttest control group design. The experimental group received a 9-week program of oral therapy designed to normalize oral motor functions and reduce pathological oral reflexes. Analysis of covariance revealed no statistically significant difference in body weight gains between the experimental and control group over the treatment period. A post hoc power analysis was computed and revealed a power of approximately .35, indicating a degree of insensitivity in the experimental manipulations and statistical analysis and suggesting the possibility of a Type II experimental error. The need for continued research in this area to establish the effectiveness of sensory and motor facilitation procedures in developing feeding patterns in the severely and profoundly disabled is discussed.

Effect of Concept Mapping on Secondary School Students’ Achievement and Retention in Physics in Enugu State.

2019 ◽  
pp. 52-61
Author(s):  
Anamezie R.C.
Keyword(s):  
Secondary School ◽  
Concept Mapping ◽  
Secondary School Students ◽  
Analysis Of Covariance ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Research Questions ◽  
Enugu State ◽  
Senior Secondary

This study sought to determine the effect ofconcept mapping on secondary school students‟ achievement and retention in physics. Four research questions and six hypotheses guided the study. Pretest-posttest non randomized control group design was adopted for the study. The study was conducted in Agbani education zone of Enugu State, where a sample of one hundred and fifty-six (156) senior secondary school one (SSS 1) students was drawn from four intact classes. Technique adopted for sampling was purposive multistage stratified random sampling. Instrument used for data collection was Physics Achievement Test (PAT). The instrument was constructed by the researcher and validated by three research experts. PAT yielded a stability coefficient of .71 obtained through test –retest approach. PAT also yielded a reliability coefficient of .65 obtained by Kudar-Richardson 20 formula. Research questions were answered using mean and standard deviation. Hypotheses were tested using Analysis of Covariance (ANCOVA). Major findings of the study showed that the experimental group achieved higher and retained more physics than their counterparts in the control group. Also male and female students did not differ significantly in their achievement and retention in physics. It was recommended that concept mapping be used in teaching secondary school physics.

scholarly journals Impact of learning interventions on mathematics achievement among learners with hearing impairment

2020 ◽  
Vol 10 (4) ◽  
pp. 131-143
Author(s):  
Olaotan Oladele Kuku ◽  
Samuel Olufemi Adeniyi
Keyword(s):  
Experiential Learning ◽  
Hearing Impairment ◽  
Instructional Strategy ◽  
Teaching And Learning ◽  
Simple Random Sampling ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Lagos State ◽  
Achievement In Mathematics ◽  
The Impact

There had been consistent concern and reports on the low achievement of learners with hearing impairment in mathematics with mixed observations about the ability and influence of learning environment of learners with hearing impairment. However, there are consensus that impactful teaching effort could aid in stimulating innovative approaches in teaching and learning of mathematics of learners particularly among learners with hearing impairment. This study seeks to appraise the impact of gamification and experiential learning on achievement in mathematics among learners with hearing impairment in Lagos State, Nigeria. The study population comprised learners with hearing impairment in Lagos State. Purposive and simple random sampling were used to select sample of 24 learners. The research design used was quasi-experimental pretest posttest control group. Mathematics Knowledge Check (MKC) was used to collect data and the data collected were analyzed using mean, standard deviation, mean difference and analysis of covariance (ANCOVA). The hypotheses were tested at 0.05 level of significance. The study found out that achievement in Mathematics improves as a result of exposing learners with hearing impairment to gamification and experiential methods of instruction. Besides, the study observed that the two interventions were of benefit to male and female learners with hearing impairment. The employment of gamification and experiential instructional strategy was recommended for mathematics lessons of learners with hearing impairment.   Keywords: Achievement in Mathematics; Experiential Learning; Gamification; Learners with Hearing Impairment

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