Volume 10, Issue 3. March 2024
Preliminary Pages of Volume 10, Issue 3. March 2024
Relative Efficacy of Guided and Unguided Inquring Instuctional Methods on Students' Acadmic Achievement in Animal Nutrition
Maureen Attah and Nwagbo, C. R.
Abstract
This study sought to determine the relative efficacy of guided and unguided inquiry instructional methods on
students' achievement in animal nutrition. Two research questions and two null hypotheses guided the study.
The study adopted quasi experimental research design specifically pre-test and post-test non-equivalent group.
The population of the study included 1887 SS1 students in Nsukka education Zone. A sample of 105 SS1 students
was drawn for the study using multistage sampling procedure. One instrument was used for data collection,
namely “Animal Nutrition Achievement Test” (ANAT). The instrument was validated by three experts: two from
biology unit and one from Measurement and Evaluation Unit. The reliability of the instrument was obtained using
Kuder Richardson K-R 20, and a reliability Coefficient of 0.79 was obtained. Data collected were analysed using
mean and standard deviation to answer the research questions, while Analysis of covariance (ANCOVA) was used
to test the hypotheses at 0.05 level of significance. The findings revealed that Students that were taught animal
nutrition using guided inquiry method had higher mean achievement score than those taught with unguided
inquiry method. Gender has no significant influence on mean achievement score of students in biology. It was
recommended that Biology teachers should embrace the innovative instructional teaching method such as guided
inquiry method, as it has been found to enhance students' achievement in this study.
Keywords: Guided inquiry, unguided inquiry, Students' achievement, Animal nutrition
Effective Strategies for Teaching Business Education Students in Nigeria Tertiary Institutions for Improved Performance and Global Competitiveness
Roseline. N. Azubuike1, Doeogot, Toepsuk Luka & Evangelista C. Oguguo
Abstract
The focus of this research was to examine effective strategies for teaching Business Education Students in Nigeria
Tertiary Institutions for Improved Performance and Global Competitiveness. The study adopted descriptive
research survey method involving 866 made up of 95 lecturers and 770 final year business education students of
the 2022/2023 academic session in the tertiary institutions in Plateau State. A sample size of 274 was drawn using
simple random sampling technique. The instrument used for data collection was “Effective Strategies for Teaching
Business Education Students in Nigeria Tertiary Institutions for Improved Performance and Global
Competitiveness Questionnaire”. Mean and Standard Deviation were used to analyze the research questions.
The study revealed that changes in administrative policies, change of educational policy, organism in teaching
strategy, student-teacher-class-ratio, teacher effective communication skills and availability of teaching aids are
the trends in the educational process that have influenced the academic performance of students in Business
Education programme in Plateau State. It was concluded that the effective teaching strategies used by teachers
in business education in teaching their students are group dynamism techniques, small group dynamism,
committee projects and putting ideas into picture.
Abstract
Key words: Effective Teaching Strategies, Business Education Programme, Students' global competitiveness
Effect of Rotational-Teachers and Fixed-Teacher Teaching Arrangement on Achievement in Variation Among Secondary School Students in Benue Northwest Education Zone, Benue State
Nwoye Mercy Ngozi, Orngu Aondohemba Godwin & Achimugu David Haruna
Abstract
This study examined the effect of Teaching Arrangements on Achievement in Variation among Secondary School
Students in Benue Northwest Education Zone. In this study, 69 SSS1 students across three LGAs were used for the
study. The study adopted quasi-experimental design. One instrument called Variation Achievement Test (VAT) was
used for data collection. The data collected were analysed using mean and standard deviation to answer research
questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The
findings of the study, among others, showed that there is a significant difference in the mean achievement scores of
students taught variation using Rotational-Teachers Teaching Arrangement and those taught using Fixed-Teacher
Teaching Arrangement in favour of the students of the Rotational-Teachers Teaching Arrangement. Further analysis
revealed that there is no significant difference in the mean achievement scores of male and female students taught
in variation. Again, the findings of the study showed that, there is significant interaction effect of teaching
arrangements and gender on students' achievement in variation. In conclusion, Rotational-Teachers teaching
arrangement improved Students achievement in variation than Fixed-Teacher teaching arrangement. It was
recommended among others that Principals of secondary schools should allow mathematics teachers to practice
Rotational-Teachers teaching Arrangement in secondary schools.
Keywords: Mathematics, Teaching Arrangement, Poor Achievement, Gender.
Influence of Learning Styles and Gender on Students' Academic Achievement in Otuocha Education Zone
Maduawia, Maureen C. & Eya N. M.
Abstract
This study investigated the influence of learning styles and gender on students' academic achievement in
chemistry. Two research questions with two corresponding hypotheses guided the study. Ex-post facto research
design was adopted for the study. The population of the study was 242 SS II chemistry students for 2022/2023
academic session. A sample of 158 chemistry students participated in the study. Two instruments used for data
collection were Learning Styles Inventory (LSI) and Chemistry Achievement Test (CAT). The internal consistency
reliability index for CAT was 0.83 using KR-20 while that of LSI was 0.90 using Cronbach Alpha. Mean and
standard deviation were used to answer research questions while two-way ANOVA was used to test the
hypotheses. The results showed that learning styles and gender significantly influenced students' academic
achievement in chemistry. Based on the findings, it was recommended that school administrators should
provide variety of teaching resources and materials in schools.
Key Words: Academic Achievement, Gender, Learning Styles
Efficacy of Differentiated Based Learning (DBL) and Scaffolding Based Learning (SBL) Instructional Approaches on Senior Secondary School Students' Task Persistence in Mensuration
Ukwueze, T. C., Nwagbo C. R. & Ugwuanyi C. C.
Abstract
This study investigated the efficacy of differentiated based learning (DBL) and scaffolding based learning (SBL)
instructional approaches on senior secondary school students' task persistence in mensuration in Obollo-Afor
Education Zone of Enugu State. Three research questions and three hypotheses guided the study. The study
employed quasi-experimental design. Two thousand seven hundred and forty eight (2,748) students were used
for the study. Mensuration Task Persistence Rating Scale (MTPRS) was the instrument used for the study and it
was validated and trial tested. Mean, standard deviation and Analysis of Covariance (ANCOVA) were used in
analyzing the data. The results revealed that both instructional approaches improved students' task persistence
in mensuration. The interaction effect of gender and instructional approaches on mean task persistence scores
of students was not statistically significant. It was recommended among others that Mathematics teachers should
use both DBL and SBL instructional approaches while teaching the subject.
Keywords: Differentiated based learning, Gender, Interaction, Mensuration, Scaffolding based learning and Task Persistence
Functional Mathematics Education, a Dorsal Spine for Security and National Development in Nigeria
Kwalat, Kevin Simon & Ugwuanyi, C. C.
Abstract
Mathematics has through ages permeated every facet of human and national development. In fact, Mathematics
education has everything to do with the state of the nation and the world at large. Mathematicians and
Mathematics educators have been very much involved in issues affecting the society, even in the face of
increasing threat to security and national development. Issues pertaining to insecurity such as arm banditry,
kidnapping, boko haram, petroleum pipeline vandalism, militancy, herdsmen and farmers clash, instances of
human right violation among others have combined to stand in the way of national development by constituting
an impasse for educational progress and technological development in Nigeria. However, education and
Mathematics knowledge in particular, is fundamental in addressing such critical issues of the nation as
Mathematics is seen as an effective tool for addressing even crime and security challenges. Therefore, this paper
is addressed under the following sub-headings: Mathematics and Mathematics education, the need for functional
Mathematics education in Nigeria, security and state of insecurity in Nigeria, national development, functional
Mathematics education for security in Nigeria, functional Mathematics education for national development in
Nigeria. Based on the discussions, conclusion and recommendations were also made.
Keywords: Mathematics, Functional Mathematics Education, Security, National Development.
Effect of Two Modes of Field Trip Method on Students' Achievement in Senior Secondary School Ecology in Nsukka Local Government Area, Enugu State
Obineke, C. J. & Nworgu, L. N.
Abstract
The study examined the effect of two modes of Field trip method on students' academic achievement in Senior
Secondary School 1 Ecology in Nsukka Local Government Area, Enugu State. Three research questions and three
hypotheses guided the study. This study adopted a pretest, posttest quasi-experimental non-equivalent design. Using
purposive and simple random sampling techniques, a sample of 120 (67males and 53 females) students was drawn
from the population of 2769 SSI students. Ecology Achievement Test Instrument with a reliability estimate of 0.71 was
used for data collection. The data was analysed using Analysis of Covariance (ANCOVA) at 0.05 level of significance.
The results of the study showed that students in virtual field trip group achieved higher than those in real field trip
group. Also, gender has no significant effect on the students' achievement in ecology. Therefore, the use of virtual
field trip method in teaching ecology to the students was recommended.
Keywords: Academic Achievement, Ecology, Real fieldtrip and Virtual fieldtrip
Effects of Class Wide Peer Tutoring and Reciprocal Peer Tutoring on Students' Academic Achievement in Biology in Secondary Schools in Ogoja Education Zone
Akpo, John Unimnia, Uchenna M. Nzewi & Ibenegbu, Queendaline
Abstract
This study investigated the effects of Class Wide peer tutoring (CWT) and Reciprocal Peer Tutoring (RPT) on
students' academic achievement in Biology in secondary schools in Ogoja Education Zone. Three research questions
were posed and three hypotheses were formulated and tested at 0.05 probability level. Quasi experimental 2 x 2
factorial design was adopted for the study. The population of the study consisted of 1450 SSII Biology students
with a sample size of 78. Purposive sampling technique and simple random sampling technique were used. The
instrument used was Biology Achievement Test (BAT). The research questions were answered using mean and
standard deviation, while Analysis of Covariance (ANCOVA) was used to test the hypotheses. The findings showed
that there was a significant difference in the mean achievement scores of students taught using CWT strategy and
those taught using the RPT and it is in favor of RPT amongst others. In line with the findings, some recommendations
were made.
Keywords: Class Wide Peer Tutoring, Reciprocal Peer Tutoring, And Students Academic Achievement
Influence of Interest, Infrastructures and Teaching Strategies on Students' Achievement in Basic Science
Agugoesi, Oluchi Janehilda & Ogbu, Sunday
Abstract
This study investigated the influence of interest, provision of infrastructures, and teachers' adopted teaching
strategies on students' achievement in Basic Science. Three research questions and three hypotheses were posed to
guide the study. Causal comparative research design was adopted for the study. The population of this study
comprised 3789 Junior Secondary School Three (JSS3) Basic Science students in Oshimili South local government area
of Delta state that sat for Basic School Certificate Examination in 2021/2022 academic session. A sample size of four
hundred and twenty (420) JSS3 Basic Science students from fourteen (14) public Schools which were selected using
simple random sampling technique by balloting. Instruments for data collection were developed by the researchers.
Four instruments were used, which were Students' Interest in Basic Science Questionnaire (SIBSQ), Students'
Perception of Teachers' Teaching Strategies Questionnaire (SPTTSQ), Status of Learning Infrastructure Questionnaire
(SLIQ), and Students' Achievement in Basic Science Proforma (SABSP). The estimate of internal consistency of the
SIBSQ, SPTTSQ and SLIQ was determined using Cronbach alpha which yielded reliability coefficients of 0.89, 0.91, and
0.85 respectively. The research question was answered using mean and Standard deviation while the hypotheses were
tested using a t-test statistic. The findings of the study revealed that there is a significant influence of students'
interest, infrastructure, and teaching strategies on students' achievement in Basic Science. Based on the findings, it
was recommended, among others, educational stakeholders should ensure that infrastructure facilities are provided
for effective teaching and learning in the schools.
Key words: Academic Achievement, Basic Science, Infrastructure, Interest, Teaching Strategies.
Effect of Concentric Teaching Approach on Academic Performance of Senior Secondary School Students in Mathematics in Adamawa State, Nigeria
Kolawole Mudasiru Fasasi
Abstract
The study investigated the effect of concentric teaching approach on academic performance of
secondary school students in the Jada Local Government Area of Adamawa State. Two research questions and two
null hypotheses guided the study and the hypotheses were tested at 0.05 alpha level. This study adopted the pretest
post-test non-equivalent control group quasi-experimental design. The population of the study consisted of 1,200
secondary school year two (SS1I) students offering mathematics in the Jada Local Government Area of Adamawa
State. The sample size for the study was 220 SSI1 mathematics students obtained using both purposive and random
sampling techniques. The instrument used for data collection was the Geometry Achievement Test (GAT). Face and
content validity of (GAT) were carried out by two senior lecturers in the departments of mathematics and physical
sciences education of the Modibbo Adama University Yola. GAT reliability was established using Kuder Richardson 21
(K-R 21) to be 0.74. Data relating to the research questions was answered using mean and standard deviation and the
hypotheses were tested using analysis of covariance (ANCOVA). The findings of the study revealed that there was a
significant difference between the mean performance scores of students taught mathematics using concentric
teaching approach and conventional method in favour of a concentric teaching approach. However, no significant
difference was found between the mean performance scores of boys and girls when taught using the concentric
teaching approach. Based on the findings, the researcher recommended that mathematics teacher adopt a gender-
friendly concentric teaching approach that encourages cognitive engagement and integration of prior knowledge for
effective learning of mathematical concepts.
Keywords: Concentric teaching approach, academic performance, geometry
Self-Efficacy as Predictor of Academic Achievement of Secondary School Students with Developmental Dyscalculia in Nsukka Educational Zone, Enugu State
Emesama, Jennifer C & Ikeh, Francis E.
Abstract
This study assessed the impact of self-efficacy on the academic achievement of mathematics students with
developmental dyscalculia (DD) in Mathematics within Nsukka Education Zone, Enugu State. Two research questions
and two null hypotheses guided the study while a correlational research design was adopted. The study included 160
students from seven co-educational schools in the specified zone who displayed symptoms of developmental
dyscalculia (DD), identified through the paper-based Developmental Dyscalculia Identification Scale (DDIS). Other
data collection instruments were self-administered Mathematics Self-Efficacy Scale (MSES) and Mathematics
Achievement Test (MAT). Analysing the data using Fisher's z-score, linear regression, and one-way analysis of variance
revealed that self-efficacy significantly predicted (p-value = 0.011) academic achievement among senior secondary
school students with developmental dyscalculia in Mathematics. However, there was no gender-related significant
variance (p-value = 0.2801) in this relationship. The study recommends personalized support and evaluation by school
administrators and stakeholders for students with DD.
Keywords: Academic achievement, Developmental dyscalculia, Mathematics, Self-efficacy, Secondary school
Effectiveness of Students Team Achievement Division Strategy on Students' Academic Achievement in Mathematics Among Secondary Schools in Borno State
Alhaji Modu Bukar & Suleiman Buba
Abstract
This study explored the effectiveness of the STAD strategy in enhancing mathematics learning for secondary school
students. The research is guided by two research questions and hypotheses. It employed a quasi-experimental design,
meaning participants weren't randomly assigned to groups. The study involved a population of 50,947 students, but
the data was collected from a sample of four co-educational schools with four existing classes. Two classes assigned
as experimental and two control groups. The instrument used was Mathematics Achievement test with reliability of
0.87. The study compared two groups: one where students learned math using the STAD strategy (experimental
group) and another where they learned with a traditional method (control group). Researchers analyzed the data
using descriptive and inferential statistics. Their findings showed that students in the STAD group achieved significantly
higher scores in math compared to the control group. Additionally, there were no significant differences in math
achievement scores between boys and girls who learned with the STAD strategy. The study concludes that, STAD
strategy has influence on students' performance in mathematics of both males and females. Thus it was
recommended that, STAD strategy should be used in teaching mathematics at any level.
Evaluation of The Implementation of Senior Secondary School Chemistry Curriculum in Enugu West Senatorial District of Enugu State, Nigeria
Ojengwa, E. Kelechi; Zephrinus, C. Njoku & Agnes, O. Okeke
Abstract
The study investigated the evaluation of the implementation of the Senior Secondary School Chemistry
Curriculum in Enugu West Senatorial District of Enugu State, Nigeria, guided by two research questions related to
the Context (C) Evaluation phase of the CIPP model. Employing an Evaluation Research Design, it involved 110
SSS3 Chemistry teachers from 109-government Public Schools, with a sample of 44 teachers selected through
multistage sampling procedure. Data collection utilized the Chemistry Curriculum Evaluation Questionnaire
(CCEQ), validated by three experts and tested for reliability using Cronbach's alpha (α = 0.87 for cluster 1, 0.95 for
cluster 2). Analysis involved frequency, percentage, mean, and standard deviation. Results indicated insufficiency
of curriculum in achieving its objectives, with the supplied Chemistry syllabus aligning with the national
curriculum. Recommendations emphasize collaborative efforts between the state government and stakeholders
to address implementation issues. The study acknowledges limitations and suggests further research.
Key-words: chemistry, chemistry education, curriculum, evaluation, implementation
Teachers' Professional Competencies as correlates of Student's Academic Achievement in Public Secondary Schools in Anambra State
Onyekwelu, Raphael Azubuike
Abstract
The study investigated Teachers' Professional Competencies as correlates of Student's Academic Achievement in
Public Secondary Schools in Anambra State. Two research questions and two null hypotheses guided the study. The
study adopted a correlational research design. The population of the study consisted 23,040 Senior Secondary two in
the 263 public secondary schools in the six Education Zones in the State as recorded by the Post Primary Schools
Service Commission (PPSSC), Awka. The sample of this study comprised 600 SS two students randomly selected from
the population. This study adopted stratified and simple random sampling technique for the study. The instruments
for data collection was a questionnaires structured by the researcher titled 'Professional Competencies Questionnaire'
(PCQ), and then a proforma which was used to collect students' mathematics score to determine their academic
achievement. The instruments were subjected to face and construct validity by three experts. The instruments were
analyzed using Cronbach Alpha statistics to determine its' reliability, and the average reliability coefficient showed a
value of .75 for “Professional Competencies Questionnaire (PCQ), which was considered adequate for the study. The
questionnaires were administered by the researcher and five research-assistants by direct contact and collected on
the spot. Pearson Product Moment Correlation was used to answer the research questions while Hypotheses were
tested using test of significance of simple regression analysis at .05 level of significance. After analyzing the data of
the study, the following findings were discovered: there exist a very positive and a significant relationship between
professional Competencies variables: content knowledge, pedagological skills and student academic achievement in
Mathematics in public secondary schools in Anambra State. Based on the findings from the study, it was
recommended among others: Ministry of Education should re-organize teacher programmes to groom the teacher-
trainees with adequate pedagologicals skills with which they would relate to the contents to be taught in schools.
Key Words; Competencies, Content Knowledge, Pedagogical Skills, Academic Achievement
Enhancing Science Students' Academic Achievement on Bush Burning in Secondary School Using Graphic Organizers in Ibiono Ibom, Nigeria
Rebecca U. Etiubon and Charity E. Effiong
Abstract
Bush burning is a menace in the Nigerian environment and appropriate instructional materials are to be used for
students to evoke needed outcomes of knowledge on the concept for survival of the environment. The study
employed graphic organizers to elucidate its effects on Academic Achievement of Science Students on Bush Burning
in Secondary Schools, Ibiono Ibom, Akwa Ibom State, Nigeria. The population of the study was one thousand, three
hundred and fifty-four science students and the sample size was one hundred and fifty. Three research questions and
three null hypotheses guided the study. Quasi-experimental design of non-randomized pretest-posttest was adopted.
The tool for data collection was Science Achievement Test on Bush Burning. Mean, Standard Deviation, Analysis of
Covariance were used for data analysis. Findings on achievement showed that students taught bush burning using
Concept Mapping and Semantic Mapping graphic organizers achieved significantly better than those taught using T-
Chart graphic organizer.
Keywords: Concept mapping graphic organizer, Semantic mapping graphic organizer, T-Chart
Graphic Organizer, Bush Burning, Gender.
Prevalence and Management of Mathematics Phobia Among Public Senior Secondary School Students in Lagos State
Comfort Olawumi Adeniyi & Modebelu Obiageli J.
Abstract
Mathematics as a subject is indispensable in everyday life cannot be overstressed. However, regardless of its
usefulness, many students manifest irrational fear of the subject notwithstanding its relevance to the desired future
career. Admission into Nigeria's tertiary institutions has been stalled due to failure in Mathematics mostly arising from
phobia of Mathematics. This study focused on the prevalence and management of Mathematics phobia among
secondary school students in Lagos public schools. The study employed a survey research design, the instrument for
data collection was a researchers-designed questionnaire titled ''Prevalence, Assessment and Management of Maths
phobia (PAMMP) with a reliability coefficient of 0.89. Two education districts were randomly selected from the six
education districts in Lagos state. Six secondary schools were randomly selected from each of the two selected
districts, 40 students were purposively selected from each of the sampled schools making a total of 480 students who
were involved in the study. The data collected were analysed using T-test statistics and chi-square at 0.05level of
significance. Results showed that gender difference and subject combination has no significant impact on students
experience of mathematics phobia. However, response of the respondents indicated that most students experience
math phobia, but it is higher among the non-science students. Teachers' method has significant impact on the
prevalence of math phobia among secondary school students. The study recommended among other things that
cognitive restructuring, systematic desensitization and study habit training be organised for the students.
Key words: Mathematics, Phobia, Functional, Concepts, Mathophobia
Effects of Two modes of Computer Assisted Instructional Packages on Colleges of Education Students' Achievement in Basic General Mathematics
Adedapo Ismail Yemi & Njoku Zephrinus Chidubem
Abstract
This study explored how two different types of computer-aided learning programs impacted the performance of
college education students in basic math. This study specifically adopted quasi experimental research design. The
population of the study comprised of 2967 NCE 1 students in government owned colleges of education in south-east,
Nigeria. The sample of the study comprised 137 NCE 1 students from four colleges of education (two states and two
federal). Multi stage sampling technique was used to select the study sample. Two research questions and three null
hypotheses were formulated to guide the study. The instruments used for the study were Basic General Mathematics
Learning Package (BGMLP) and Basic General Mathematics Achievement Test (BGMAT). The BGMLP instrument
demonstrated a high degree of internal consistency (reliability index of 0.85). Descriptive statistics (mean and standard
deviation) were used to answer the research question. Analysis of covariance (ANCOVA) was employed to statistically
test the hypotheses at a significance level of alpha = 0.05. The study found that students learned more basic math
(BGM) when using a program with audio, video, and text compared to a program with only video and text. Interestingly,
gender didn't seem to affect how well students did in basic math. Based on the findings, the study recommends several
improvements: Teachers should use computer-assisted instruction (CAI) that combines audio, video, and text (AVT) to
help students excel in basic and general math, School leaders equip schools with the necessary facilities to support
the use of AVT-CAI in classrooms. Government should Provide schools with the resources needed to effectively
implement AVT-CAI for teaching basic general mathematics.
Keywords: Basic General Mathematics, Colleges of Education, Students Achievement, Smartphones, Learning
Effect of Item Drift on Item Parameter Estimation of Multiple Choice Items of Basic Education Certificate Examination in Basic Science
Oguguo, B. E. C & Nwani, Samuel Uchenna
Abstract
The study examined the effect of item parameter drift on test item parameters. Instrumentation research design was
adopted. A sample of 508 JSS 3 students from Nsukka Education Zone was drawn out of a population of 2,876 JSS 3
students for the study. Three parallel forms of Basic science examinations were used for the study. Three anchor items
from Past Questions where identified and added to the instrument. Reliability co-efficient of 0.87, 0.86 and 0.88 were
obtained respectively for the instruments. The instruments were administered three times at various intervals on the
spot with the help of five research assistants who were also postgraduate students of University of Nigeria, Nsukka.
The data collected were marked using Microsoft excel. The data collected was analyzed using Normal Ogive Harmonic
Robust Method (NOHARM) and Multidimensional Three Parameter Logistic Model of Item Response Theory using R
programming language. The findings of the study revealed that exposing students to the same items on various
occasions of test administrations causes variation in the parameters of items, item parameters are also affected by
various test occasions, test items tend to become easier with respect to any administration, thereby leading to faulty
assessment and decisions based on the outcome of the examination. The study recommended among others that test
item security must be taken serious because one of the major causes of item parameter drift is question leakage,
hence serious care must be put in place to prevent students from seeing the questions before the actual testing.
Keywords: Item parameter drift, item parameter estimation, Anchor Items
Impact of Goal Attainment and Sustainability of Business Teachers in Secondary Schools for Educational Development
Roseline. N. Azubuike, Ogechukwu Favour Mbah & Evangelista C. Oguguo
Abstract
This study determines the impact of goal attainment and sustainability of business teachers in secondary schools for
educational development. Two research questions guided the study. Descriptive survey design was adopted for the
study. One hundred and eight male and female business teachers made up the population of the study. Four points
rating structured questionnaire containing 14 items and was face-validated by three experts was used for data
collection. Cronbach Alpha reliability method was used to determine the internal consistency of the instrument and
a reliability coefficient of 0.93 was obtained. Data collected for the study were analyzed using mean and standard
deviation to answer the two research questions and determine the closeness or otherwise of the responses from the
mean using Statistical Package for Social Sciences (SPSS). The findings of the study revealed that Job satisfaction and
Skill Development are part of the goal attainment and sustainability that impacts business teachers in secondary
school for educational development. Educational institutions and policy makers should prioritize investing in ongoing
professional development programs for business teachers in secondary schools.
Keywords: Business teachers, goal attainment, sustainability, educational development.
Effect of Polya's Problem Solving Instructional Strategy on Senior Secondary School Students Academic Achievement in Geometry in Gombe State
Istifanus Hussainaa , Fasasi K. M & Alber Aziel
Abstract
This study examined the effect of the Polya problem-solving instructional strategy on the academic achievement of senior secondary school students in geometry in Gombe State, Nigeria. This investigation was prompted by the consistently poor academic performance of students in mathematics within the state. The study addressed two research questions and tested two null hypotheses using a pre-test, post-test, quasi-experimental design with experimental and control groups. The research questions were answered using mean and standard deviation, while the null hypotheses were tested using Analysis of Covariance (ANCOVA) at a 0.05 alpha level. A multistage sampling technique was employed to select a sample of 128 students from a total of 17,939 SS II mathematics students in the state. The sampled students, drawn from various schools, were randomly assigned to either the experimental group or the control group. The experimental group received instruction using the Polya problem-solving strategy, while the control group was taught using the traditional lecture method. The Geometry Achievement Test (GAT) was utilized for data collection. To ensure face and content validity, the instrument was validated by experts in Mathematics Education. A reliability coefficient of 0.82, determined using Kuder-Richardson (KR 21), indicated that the GAT was suitable for the study. One of the key findings revealed no significant difference in the academic achievement of male and female students exposed to the Polya problem-solving instructional strategy. It is recommended that the government, through school head teachers, encourage the use of Polya's problem-solving strategy in teaching mathematics and other science subjects by organizing workshops and training sessions for classroom teachers.
Keyword: Academic Achievement, Gender, Geometry, Polya Problem Solving,
Relationship Between Test Anxiety and Academic Performance of Sandwich Master of Education Students in the University of Education, Winneba, Ghana
Paul Kobina Effrim