Volume 10, Issue 4. April 2024
Preliminary Pages of Volume 10, Issue 4. April 2024
Effect of Kolb's and Joplin's Experiential Learning Models on Senior Secondary School Students' Achievement in Probability in Udi Education Zone
Nwoye, Mercy Ngozi, Esom, Euphemia Nnenna & Orngu, Aondohemba Godwin
Abstract
This study examined the effect of Kolb's and Joplin's Experiential Learning Models on Senior Secondary School Students on Achievement in Probability. In this study, 97 Senior Secondary School Students 2 (SSS 2) from Udi Education Zone were sampled using multistage sampling procedure. The study adopted Quasi-experimental design, specifically; pretest-posttest nonequivalent group design. An instrument called Probability Achievement Test (PAT) was employed for data collection in this study. The instrument was validated by experts. The reliability index value of PAT was 0.89 and Kuder Richardson Formula 20 (K-R 20) was used. The data collected were analyzed 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 revealed that there is a significant difference in the mean achievement scores of students taught probability using Kolb's experiential and Joplin's experiential learning models in favor of those exposed to Kolb's experiential learning model. From the findings, it was also revealed that, gender had no interaction effect on students' achievement in learning of probability. It was recommended among others that teachers should adopt Kolb's experiential learning model in teaching and learning of mathematics.
Keywords: Achievement, Experiential Learning models, Mathematics, Probability
Emotional Intelligence and Cognitive Test Anxiety as Correlates of Academic Achievement Among Secondary School Biology Students
Loretta, N. Nworgu & Tochukwu, C. Udem
Abstract
This study determined the relationship between emotional intelligence and cognitive test anxiety as correlate of academic achievement among Biology students in Agbani education zone of Enugu state. This study was a correlation survey research design. Four research questions and four hypotheses was formulated to guide the Study; Hypotheses were tested at 0.05 level of significance. The population consist of 3126 students and sample of 360 senior secondary 11 Biology students were selected. The sample was drawn using multistage sampling technique. Three instruments were used for data collection namely; Emotional Intelligence Scale(EIS), Cognitive Test Anxiety scale(CTAS) and Biology Achievement Test(BAT). These instruments were trial tested. The reliability coefficient of EIS and CTAS was established using Cronbach alpha while BAT was established using Kudder Richardson test. Index of 0.75 was estimated for EIS, 0.82 for CTAS. Whereas 0.83 for BAT. The result was analyzed using Pearson product moment correlation coefficient and regression analysis. The findings revealed that there's low and positive correlation between emotional intelligence, cognitive test anxiety and achievement of students in Biology. There is low and positive correlation between emotional intelligence, cognitive test anxiety and students' achievement in Biology as moderated by gender. Based on the finding, these conclusion was made; increase in emotional intelligence, increases academic achievement while increase in cognitive test anxiety decreases the level of academic achievement students can attain, therefore teachers should ensure to enhance emotional intelligence of the students and inversely prepare them for any test without fear.
Keywords: Academic achievement, Emotional intelligence, cognitive test anxiety and gender.
Teachers' Preventive, Supportive and Corrective Discipline Styles as Predictors of Students' Achievement in Mathematics
Ibok, Enyekeme Owouko1, Mercy Ngozi Nwoye2 & Martha Gabriel Oton1
Abstract
This study investigated Teachers' preventive, supportive and corrective discipline styles as predictors of students' achievement in Mathematics. Three (3) research questions and three (3) corresponding null hypotheses were raised to guide the study. The correlational research design was adopted. Multistage sampling procedure were used to select a sample of 369 participants from a population of 4783 senior secondary class two (SS11) students in the thirty-one (31) public secondary schools in Etinan Education Zone of Akwa Ibom State. Two instruments were used for data collection namely; Teachers' Preventive, Supportive and Corrective Discipline Styles Questionnaire (TPSCDSQ) and Mathematics Achievement Test (MAT). The instruments were validated by three expert from measurement and evaluation, mathematics and educational administrations unit. The reliability coefficient of 0.93 was obtained for TPSCDSQ using Cronbach alpha method while reliability coefficient value of 0.73 was obtained for MAT using Kudder Richardson 20. The data collected were analysed using regression analysis (correlation). The “r” obtained was used to answer all the research questions. However, the hypothesis were tested at 0.05 level of significance using the regression t-test for simple linear regression. Findings from the study revealed that there is a significant predictive power of teachers' preventive, supportive and corrective discipline styles on students' academic achievement in mathematics. It was recommended among others that teachers should deliberately adopt an effective style of discipline in the mathematics classroom since they can significantly predict students' academic achievement in mathematics.
KEYWORDS: Teachers, Discipline styles (preventive, supportive & corrective) and Mathematics
Formative Assessment Practices as a Predictor of Secondary School Students' Academic Achievement in Biology in Makurdi Local Government Area
Iorkyaan, Patricia Seember , John J. Agah & Aza, Iorember
Abstract
The study investigated formative assessment practices as a predictor of secondary school students' academic achievement in biology. Two each of; research questions and hypotheses guided the study. The study adopted the correlational research design with a population of 840 SS II biology students and a sample size of 271. Instruments used are: Formative Assessment Practices Questionnaire and Biology Achievement Test and were face validated by three experts. Reliability indices of 0.72 was obtained for FAPQ using Cronbach alpha and 0.82 for BAT using K-R20. Data collected were analyzed using regression analysis and moderation analysis with Andrew Hayes Process Macro. The findings revealed that the predictive power of formative assessment practices on secondary school student's academic achievement in biology is statistically significant as well as when moderated by gender. The study recommended that school administrators should prioritize the integration of formative assessment practices in schools.
Keywords: achievement, assessment practices, formative assessment
Effect of Neuroscience-Based Teaching Strategy on Secondary School Students' Academic Engagement and Academic Achievement in Biology in Delta State
ODIBO, Aghogho
Abstract
The study explored the effect of neuroscience-based teaching strategy (NBTS) on students' academic engagement and academic achievement in biology in Delta State. The study was guided by two research questions and hypotheses. Pretest, posttest, control group quasi-experimental design was used in the study. 362 biology students selected using stratified random sampling technique participated in the study. Data were gathered using the Biology Engagement Test (BET) and Biology Achievement Test (BAT) duly validated by three Science Educationist, with a reliability coefficient of 0.76 and 0.81, established using Cronbach alpha and Kuder-Richardson 20. BET and BAT were administered as pretest and posttest. Data obtained were analyzed using mean and ANCOVA at 0.05 alpha level. The findings showed that students taught biology using NBTS differed significantly from those taught using TLM in terms of mean engagement and achievement scores, with the NBTS being superior. It was recommended that biology teachers should adopt NBTS.
Keywords: Academic Achievement, Academic Engagement, Neuroscience, STEM Education.
Effects of Ethno-Science-Based and Laboratory Instructional Approaches on Students' Attitude and Academic Achievement in Biology in Onitsha Education Zone of Anambra State, Nigeria
Okwuobasi, Miracle Chinemerem, Onwu, Alexander Okezie & Ibe, Ebere
Abstract
This study investigated the effects of ethno-science based and laboratory instructional approach on students' attitude and academic achievement of Biology students. A research question answered using mean and standard deviation and a correspondent null hypothesis tested at 0.05 level of significance using ANCOVA, guided the study. The study adopted quasi-experimental research design of the pretest posttest non-equivalent treatment group. A sample size of 123 (52 males and 71 females) drawn through multistage sampling procedure was used. Biology Achievement Test (BAT) and Biology Attitude Scale (BAS) were the two instruments used for data collection. BAT and BAS were validated by three experts. The internal consistency reliability indices for the instruments were determined to be 0.88 and 0.79 respectively using Kuder Richardson Formula 20 (K-R 20) and Cronbach alpha method. The students were assigned into two experimental groups of ethno-science and laboratory instructional approaches and the experimental procedures lasted for six weeks. The results of the study revealed that the instructional approaches improved Biology students' attitude and academic achievement but ethno-science based approach better significantly enhanced the students' attitude and academic achievement. The findings further showed that gender significantly influenced the attitude and academic achievement of students in Biology in favour of female students. The study concludes thus, that instructional approaches are potent in improving students' attitude as well as academic achievement of students in Biology. Therefore, it was recommended among others that Biology teachers and instructors should adopt instructional approaches such as ethno-science and laboratory instructional approaches in order to improve students` attitude and academic achievement in Biology.
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Keywords: Academic Achievement, Attitude, Biology, Ethno-science, Laboratory Instructional Approach, Science
Effectiveness of Instructional Media on the Academic Achievement of Students in English Language Vocabulary Development in Junior Secondary Schools in Nsukka Local Government Area
Raphael, Faithful Onyedikachi, Onwuegbuchulam, Adaobi Chinenyenwa & Anucha, Wisdom Enyi
Abstract
The study examined the effectiveness of instructional media resources on the academic achievement of students in English language vocabulary development in junior secondary schools in Nsukka LGA. Two research questions and two hypotheses guided the study using pretest-posttest non-equivalent comparison quasi-experimental design. The population of this study comprised all 6123 junior secondary students in Nsukka LGA, Enugu State. The sample for the study comprised ninety students drawn from one secondary school in Nsukka LGA using purposive sampling and then simple random sampling technique to draw out the sample. Reliability estimate of 0.71 was obtained using Kudder Richardson. English Lexis Achievement Test was the instrument used for data collection. Data generated for the study were analyzed using ANCOVA. The result revealed that audio-visual media is the most effective of three types of media among others. The study recommended among others that teachers should utilize audiovisual media in English Language classroom.
Keywords: Academic achievement, Gender, Instructional Media, Junior Secondary school Students.
Logical Reasoning Ability and Memory Ability as Determinants of Senior Secondary School Students' Achievement in Mathematics in Ukanafun Education Zone, Akwa Ibom State
Joseph, Victor Alphonsus & Ugwuanyi, C. C.
Abstract
This study examined logical reasoning ability and memory ability as determinants of senior secondary school students' achievement. To guide the research, two research questions and two null hypotheses were stated. With a population of 3802 SSII students from 21 public secondary schools in Akwa Ibom State, a correlational survey research design was used. A multiphase sampling process was used to choose a sample of 364 SSII students. The Mathematics Achievement Test (MAT), Memory Ability Test (MeAT), and Logical Reasoning Ability Test (LRAT) were used to gather data; the MAT underwent content validation. Based on the Kudder-Richardson 20 (K-R20) formula, the dependability coefficients for MAT, MeAT, and LRAT were 0.72, 0.87, and 0.98, in that order. Simple linear regression was used for data analysis, with Regression ANOVA being used to test the hypotheses and the coefficient of determination addressing the research issues. Testing of the hypotheses was done at the significance level of 0.05. The results showed that students' achievement in mathematics was highly influenced by their logical thinking and memory skills, suggesting that these skills positively predict mathematical performance. These findings led to the recommendation that the government and school administration hold regular conferences and seminars for mathematics teachers in order to create a dynamic and encouraging environment that improves students' ability to reason logically and retain information for better test scores.
Keywords: Achievement, Logical Reasoning Ability, Mathematics, Memory Ability, Students.
Test Anxiety and Negative Self-Concept as predictors of Senior Secondary School Students’ Learned Helplessness in Mathematics in Makurdi Metropolis, Benue State
AKUSE, Sesugh Stephen
Abstract
The issue of poor academic achievement in mathematics has become a long-standing concern among researchers. This trend of low academic achievement in mathematics is worrisome because it can lead to learning helplessness. In view of this, the study investigated Test Anxiety and Negative Self-Concept as predictors of Senior Secondary School Students’ Learned Helplessness in Mathematics in Makurdi Metropolis, Benue State. A correlational survey design was used, with 256 SSII students participating. Data was collected using the Mathematics Learned Helplessness Scale, Students Test Anxiety Scale, and Students Negative Self-Concept Questionnaire. Results showed that the predictive power of test anxiety and negative self-concept on students’ learned helplessness in mathematics were statistically significant. Based on the findings, students should deviate from too much emphasis on grade, fear of failure, and negative perceptions of mathematics that may lead to test anxiety and negative self-concept.
Keywords: Academic Achievement; Learned Helplessness; Test Anxiety; Negative Self-Concept.
Ultimate Evaluation of B.Sc. Economics Degree Programme of Federal Universities in North Central Nigeria
Iwuagwu Godson Chinedum, Olekah Nkechi Juliet & Madu B. C.
Abstract
The study conducted ultimate evaluation of B.Sc. Economics Programme of federal university in North Central Nigeria. Evaluation research design was adopted for the study. A sample size of 161 employed B.Sc. Economics graduates drawn using multistage sampling procedure was used for the study. Two instruments: B.Sc. Economics Programme Ultimate Evaluation Scale (BEPUES), and Employer Interview Guide (EPIG) developed by the researcher were used for data collection. BEPUES and EPIG were face-validated by three validators. Inter-rater reliability estimate of BEPUES was determined using the Kendall coefficient of concordance that yielded a reliability index of 0.80, indicating that the instrument has high inter-rater reliability index, hence good for the study. The data collected were analysed using both descriptive and inferential statistics. Specifically, the research questions were answered using mean and standard deviation. While hypothesis was tested using analysis of variance (ANOVA) at 0.05 level of significance. The study revealed that B.Sc. Economics graduates of federal universities in North Central Nigeria are poorly equipped in areas of planning, entrepreneurship, development of economic ideas, policy making, creativity and wealth creation, problem-solving, data base management, excel package, data analysis and interpretation; use of modern software for economic analysis such as SPSS, STATA E-VIEW, MATLAB, R.O Studio, VIVO; and that a large gap exists between skills taught by federal university B.Sc. economics programme in Nigeria and skills needed in the labour market. Furthermore, the university of graduation has no significant impact on the mean job performance scores of B.Sc. economics graduates among federal universities in North Central Nigeria. The study therefore recommended that NUC in collaboration with other stakeholders in B.Sc. economics programme of federal universities in North Central Nigeria should engage on curriculum review and improvement on the identify areas of weakness of B.Sc. Economics programme.
Keywords: Ultimate, Evaluation, B.Sc. Economics, and Programme
Identification and Analysis of Senior Secondary School Students' Misconception in Organic Chemistry in Lokoja Education Zone of Kogi State
Racheal Omojo Ameh & Z.C. Njoku
Abstract
This study investigated misconceptions in organic chemistry among senior secondary school students in Lokoja Education Zone, Kogi State. Two research questions were formulated to guide the study. The study employed descriptive survey research design. The population comprised of 1246 SS III chemistry students in Lokoja education zone of Kogi state. The sample size of the study 312 SS III chemistry students from the eight sampled schools. One instrument was used for data collection namely Organic Chemistry Misconception Test (OCMT) was used for data collection, achieving a Cronbach-alpha reliability of 0.840. Frequency and percentage were used to answer research questions. Findings indicated high levels of misconceptions in topics such as hydrocarbons, isomerism, structural formulas, molecular formulas, functional groups, and organic chemistry reactions. Recommendations included implementing regular formative assessments to identify and address misconceptions early and providing professional development for chemistry teachers to enhance their content knowledge and teaching skills.
Key Words: Analysis, Identification, Organic chemistry and Students' misconception
Teacher's perception of digital tools and resources utilization in secondary schools' STEM Education in Uyo Metropolis, Akwa Ibom State, Nigeria
Eden, Mabel Ini-Ibehe, Udo, Agnes Lambert & Mbuk, Williams Ekong
Abstract
This study investigated teachers' perception of digital tools and resources utilization in secondary schools STEM education in Akwa Ibom State, Nigeria. The design of the study was a survey design with a sample size of 108 teachers obtained by simple random sampling technique. Teachers' perception of digital tools and resources utilization Questionnaire (TPDTRUQ) was used for data collection with a reliability of .89 using Cronbach Alpha statistics. Mean and standard deviation was used to answer the research questions. Findings showed that teachers' perception of digital tools and resources utilization was positive. Factors affecting digital tools and resources utilization were also identified... Based on the findings, it was concluded that teachers' perception of digital tools and resources was encouraging and promising. It was recommended among others that teachers should be encouraged by addressing the issue of accessibility of digital tools and resources by providing free or affordable data.
Key words: Teachers, perception, digital tools, digital resources, STEM Education
Impact of Mass Literacy on Birth Control Among Women: A Case Study of Agbor, Ika South LGA of Delta State, Nigeria
Ifeanyi Mirian Oyem & Solomon Ifeanyi Oliweh
Abstract
This study investigated impact of mass literacy on birth control use among women of childbearing age (18–45 years) using a descriptive research design. A sample of 100 women were selected to explore the relationship between literacy levels and contraceptive use. Data were collected through structured questionnaires that assessed participants' literacy levels, knowledge of contraceptive methods, and use of birth control. Three research questions and hypotheses were formulated. Statistical analysis using SPSS version 24 was employed to conduct one-way ANOVA test which revealed a significant relationship between higher literacy levels and increased use of contraceptives. The findings of this study reinforced the significant relationships between literacy, media exposure, poverty, and contraceptive use among women. Higher literacy levels and greater media exposure were associated with increased use of modern contraceptive methods and fewer children, while poverty status limited access to effective birth control. It was recommended that Policymakers should promote the integration of education and health sectors, ensuring that mass literacy programs are linked with family planning services to enhance the overall reproductive health of women.
Keywords: Birth Control, Contraceptive Methods, Mass Literacy, Poverty and Media Exposure
Re-Engineering Science Education to Curb Socio-Economic and Security Challenges in Nigeria
Yakubu Peter Abuh, Akor Joy Ajanigo, Omale Moses Ojochogwu & Idoko Paul
Abstract
This paper focused on re-engineering science education to curb socio- economic and security challenges in Nigeria. Nigeria is experiencing multifarious challenges that threaten its existence and has brought about backwardness in sustainable socio-economic development and threat to national security. It is the responsibility of any government in authority to secure and protect its citizens. Security is the pillar upon which every meaningful development in any nation is sustained. There is no nation without a security challenge, but the type of insecurity experienced among the nations and the way it is confronted differs. This security challenges have metamorphosed into a cankerworm that confronts the nation's existence. These have created a porous security condition that challenges the national security and impedes development. it is on this note the paper was concluded by discussing how re-engineering science education can take care of these challenges confronting our nation in the areas of intelligence, information technology, intelligent gathering and monitoring systems, energy systems, training of security agencies and effective implementation of science education curriculum. The paper suggested among others that science education should be given a priority in the in the national educational policy.
Keyword words: Re-engineering, Science education, Socio- Economic and Security Challenges.
Keyword words: Re-engineering, Science education, Socio- Economic and Security Challenges.
Assessing Levels of Scientific Literacy Among Final Year Physics Students in Colleges of Education in the South-East Zone of Nigeria
Ugwuanyi, Sabastine Emeka, Madu Barnabas Chidi & Nduji, Chukwuebuka Christopher
Abstract
Levels of scientific literacy among final year physics students in colleges of Education in the South-East zone of Nigeria was investigated. Descriptive survey research design was used in the study with a population of 578 final year physics students in colleges of education in the South- East zone of Nigeria. A multistage sampling procedure was used to draw a sample of 273 from the population. Physics Literacy Test (PLT) was developed with face and content validation and reliability coefficient of 0.79 was determined using Kuder-Richardson Formula 20 (KR-20). Frequency and percentage were used to answer research questions and Chi-Square was used to test the hypotheses at 0.05 level of significance. Findings: most NCE Physics students attained the functional level of scientific literacy and no significant difference in the physics literacy levels of male and female Physics students. Proper monitoring of the colleges reflective of NCCE minimum standard was recommended.
Keywords: Scientific Literacy, Physics science, College of Education students, gender
Effect of Group and Individual Laboratory Activities on Senior Secondary School Students' Achievement and Retention in Practical Physics
Donald Ikenna Unamma
Abstract
This quasi-experimental study examined the impact of group and individual laboratory activities on senior secondary school students' academic achievement and retention in practical physics within Orlu Education Zone I, Imo State. Guided by three research questions and hypotheses, the study sampled 65 students from 2 selected schools through multistage sampling from the entire population of 3,285 SSII students in 65 public secondary schools. The validated "Practical Physics Performance Test" (PPPT) instrument, with a reliability coefficient of 0.72, measured student performance. Following the pretest, a six-week experimental intervention was implemented, culminating in the administration of the posttest, which comprised reordered pretest items. Subsequently, a retention test was conducted two days later. Data for this study were derived from the scores obtained from these three assessments. Descriptive statistics and ANCOVA analyzed the data. Results showed that students engaging in group laboratory activities significantly outperformed and retained more information than those in individual laboratory activities. Recommendations include principals organizing teacher training seminars and workshops to effectively integrate group laboratory activities into practical physics instruction, enhancing student performance.
Keywords: Gender, Group laboratory activities, Individual laboratory activities, Lecture method, Practical physics, Retention and Students' performance
Effect of Heuristic Teaching Approach on Secondary School Students' Achievement in Algebra in Jalingo Education Zone, Taraba State
Harbert, Hanawa Rufus & Demekpe, Thomas Tyoapine
Abstract
This study investigated the effect of heuristic teaching approach on secondary school students' achievement in algebra in jalingo education zone, taraba state. The study was led by two research questions and two null hypotheses examined at a significance level of 0.05. A quasi-experimental design was employed. A sample of 194 was extracted from a population of 5,469 SS II pupils. The instrument utilized for data collection was the AAT. A reliability estimate of 0.77 was obtained using the KR-20 formula. The acquired data was analysed utilizing mean scores, standard deviation, and ANCOVA. Research indicates that the heuristic approach significantly influences students' progress in Algebra more than the lecture method. The research advised that the government should motivate textbook writers to revise their works according to the Heuristic Teaching Approach, and that Mathematics instructors ought to undergo refresher courses conducted by professionals from the University Faculty of Education on the use of the Heuristic teaching method.
Keywords: achievement, algebra, gender, heuristic, mathematics
Effect of Concept Mapping Based Strategy on Secondary School Students' Achievement in Algebraic Equations in Nsukka Education Zone
Nwoye, Mercy Ngozi, Madu, Gloria Chinenye, Orngu, Aondohemba Godwin & Enyekeme, Owouko Ibok
Abstract
This research investigated the effect of concept mapping on secondary students' academic achievement in algebra in Nsukka Education Zone. Two research questions and two null hypotheses guided the study. In this study, 50 Senior Secondary School One (SSS1) students across three LGAs were used for the study. The study adopted Quasi-experimental design, specifically; pretest-posttest nonequivalent group design was used. The study examined the effectiveness of concept mapping compared to lecturing method on algebra achievement. One self-constructed instrument called Algebraic Achievement Test (AAT) with an index validity value of 0.77 and Kuder Richardson Formula 20 (K-R 20) was used for the study. Data analysis involved calculating means and standard deviations using Statistical Packages for Social Sciences, Version 23 (SPSS 23) to address research questions, while Analysis of Covariance (ANCOVA) was used to determine if differences between groups were statistically significant at the 95% level. Results indicated that students learning algebra through concept mapping achieved better than those taught using lecturing method. Again, the findings of the study showed that, there was no significant influence of teaching strategy on gender on students' achievement in algebra. It was recommended among others that teachers of secondary schools mathematics should used concept mapping based strategy in teaching algebra to enhance greater achievement in mathematics.
Keywords: Achievement, Gender, Mathematics and Strategy.
7E's Learning Cycle Instructional Strategy and Secondary School Biology Students' Academic Achievement in Genetics in Akwa Ibom State, Nigeria
Isaac, Esther O., Akanwa, U. N & Ndirika, M. C.
Abstract
The study investigated 7E's Learning-Cycle and Biology students' academic-achievement in AkwaIbom State. Two research questions and two null hypotheses guided the study. Quasi-experimental precisely non-equivalent groups design was used. Population of this study comprised 6810 SS3 students in 254 co-educational schools. Sample of 128 SS3 students were drawn through Multi-stage sampling technique. Adapted Biology Academic-Achievement Test was used for data collection. The instrument has 0.84 reliability index using Kuder-Richardson-formular. Mean, standard deviation and Analysis of Covariance were used to test hypotheses at 0.05 significance level. Results showed that students taught with 7E's learning-cycle achieved significantly higher than students taught using lecture method. 7E's learning strategy enhances female achievement than their male counterparts. It was concluded that 7E's learning-cycle is effective in enhancing students' achievement than lecture method. The study recommended that Biology teacher should be encouraged by Government to teach using 7E's Learning strategy and teachers should encourage gender integrated-classroom-seating.
Key words: Academic achievement, Biology. 7E's learning cycle strategy and genetics
Unlocking The Power of Generative and Multimodal Artificial Intelligence in Chemistry Education: Redefining Learning in the Digital Age
Onoyima, Everestus Onyeka, Orji, Chinasa Margrate & GodBless, Ejike Emmanuel
Abstract
Artificial intelligence (AI) has emerged as a transformative technology with the potential to revolutionize various fields, including education. In the context of chemistry education, the integration of generative and multimodal AI techniques holds significant promise for enhancing learning experiences and redefining pedagogical approaches in the digital age. This paper explores the applications of generative AI and multimodal AI in chemistry education, highlighting their potential to facilitate concept comprehension, foster creativity, innovative teaching and improve students' engagement. Furthermore, it discusses the challenges and ethical considerations associated with the implementation of AI in education. By leveraging the power of AI, chemistry education can be transformed into a more interactive, personalized, and immersive experience, preparing students for the demands of a rapidly evolving scientific landscape.
Keywords: AI, Generative AI, Multimodal AI, Ethical Consideration, Personalized learning
Influence of Motivation on Students' Attitude and Academic Achievement in Mathematics in Igalamele/Odolu Local Government Area
Chika Charity Ugwuanyi, Muhammed, Salifu & Orngu, Aondohemba Godwin
Abstract
The study examined the influence of motivation on students' attitude and academic achievement in mathematics. The study was guided by two research questions and two null hypotheses. The study adopted a causal-comparative research design. The population of the study comprises 393 senior secondary school 11 (SS11) students of all the twelve public secondary schools in lgalamela/odolu local government area of Kogi state. A sample of 207 SS11 students was used for the study. Three instruments viz: Student Motivation Scale (SMS), Student Attitude Scale (SAS) and Mathematics Achievement Test (MAT) were used for data collection. The instruments were subjected to face, content and construct validation. Specifically, SMS, SAS and MAT were all face validated, SMS and SAS were construct validated and MAT was content validated using test blue print. The reliability of SMS, and SAS were determined using Cronbach Alpha and the indices of 0.75, 0.72 respectively were obtained. The reliability of MAT was determined using kuder Richardson formula 20 (K-R 20) which gave an index of 0.70. The data collected were analyzed using SPSS version 23 which gave the mean and standard deviation that was used to answer the research questions and analysis of variance (ANOVA) which was used to test the hypotheses at 0.05 level of significance. It was revealed that students who had high motivation to learn had positive attitude towards mathematics and improved academic achievement. The findings of the study revealed that there is significant influence of motivation on students' attitude and academic achievement in mathematics. Conclusion was drawn and implications of the findings of the study were highlighted. It was recommended among others that mathematics teachers should utilize technology and gamification elements where necessary to motivate learners, change their attitudes and improve academic achievement.
Perceived Impact of Technology in the Teaching and Learning of Christian Religious Studies Curriculum in Senior Secondary Schools in Enugu State, Nigeria
Efido B. S. Okechukwu, C. J. Oti & L. Ilechukwu
Abstract
This study investigated the impact of technology in the teaching and learning of Christian Religious Studies Curriculum in Enugu State, Nigeria. Four research questions and hypotheses guided the study. Using descriptive survey design, the study made use of the population of 8,466 SS II students and 1459 CRS teachers from the different public secondary schools in Enugu State, Nigeria. The sample size of this study was 384 SS II CRS students using the Taro Yamane formula for sample size: 186 Students and 198 Teachers. The instrument for data collection in this research was researcher-developed questionnaire titled impact of technology in the teaching and learning of CRS curriculum (IT-TALOCRSC-Q). The data collected were analyzed using mean and standard deviation for the research questions whereas t-test was used to test the hypotheses at significant level of 0. 05. The findings of the study based on the data and discussion revealed that students and teachers utilized technology in teaching and learning to a low extent. Students and teachers agreed that technology has impacts in education and in the teaching and learning of CRS. There are challenges associated with the utilization of technology in teaching and learning in secondary schools. Based on the findings of the study, it was recommended that teachers should utilize technology in teaching and school authority should supervise teachers to ensure adequate use of technology in teaching and learning.
Keywords: Technology, Secondary School, Curriculum, Teaching, Learning and Christian Religious Studies
Effect of Use of Analogy Strategy on Senior Secondary School Students' Achievement in Biology in Imo State
Adioha, Prisca Chinonso & Innocent Chibuzor Anidu
Abstract
The study investigated the effect of use of analogy strategy on senior secondary school students' achievement in Biology in Imo State. There were two research questions that guided the study and two hypotheses which were tested at 0.05 level of significance. The design adopted for this study was quasi-experimental research design. The population for the study was 3,589 with 1,818 female and 1,771 male students. A sample size of 88 SS1 Biology students (41 male and 47 female) was used. Sampling was done in multi stages using purposive and simple random sampling techniques. The instrument used for data collection was Biology Achievement Test (BAT). The instrument was validated, its reliability was established using Kuder Richardson 20 (KR20) statistic, and a coefficient of 0.81 was obtained. Mean and standard deviation were used to answer the research questions, while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The results of the study show that there was a significant difference in the mean achievement scores of Biology students exposed to analogy and conventional teaching method with those taught under analogy having a higher mean gain. There was no significant difference in the mean achievement scores of male and female Biology students when exposed to analogy strategy. It was recommended that analogy strategy should be used more in teaching Biology than conventional teaching method without preference to any gender.
Key Words: Achievement, Analogy, Biology, Gender, Lecture
Effectiveness of Learning Activity Package on Secondary School Biology Students' Interest in Akwa Ibom State, Nigeria
Ima Bassey Okono, U. N. Akanwa & I.C. Anidu
Abstract
This study investigate how effective learning activity package strategy is on Biology students' interest in Akwa Ibom State. Two research questions and two hypotheses formulated. Pretest-posttest non-randomized quasi-experimental design adopted. Population of 7,416 and sample size of 142 SS1 Biology students drawn with multi-stage sampling. Biology interest scale was the instruments with reliability coefficients of 0.79 obtained using Cronbach alpha (A). Descriptive statistics and Analysis of Covariance (ANCOVA) answered the research questions and test the hypotheses at .05 level of significance. Results showed that there is a significant difference between Biology students taught with learning activity package (LAP) and conventional method. Students taught with LAP had higher interest score. There is also a significant difference in the mean interest and achievement score of male and female Biology students taught using LAP in favour of the male. It was recommended that Biology teachers in Akwa Ibom State adopt LAP strategy.
Effects of Advanced Organizer Instructional Strategy on Secondary School Biology Students’ Interest and Academic Achievement in Abia State
Ajuobi Chinenye Christiana
Abstract
The study investigated effects of advance organizer instructional strategy on secondary school Biology students’ interest and academic achievement n Abia State. The need for the study arose from concerns expressed by stakeholder’s, committed scholars and researchers on the poor academic achievement and interest of students in Biology, and the need to employ innovative teaching-learning strategies towards ensuring continuity and flexibility in teaching-learning delivery. The study adopted quasi experimental design. The population of the study comprised 14,257 senior secondary school two (SS 11) students, the sample size is 82 SS2 students. Two research questions and two hypotheses guided this study, the instruments used for the study include a Biology Achievement Test (BAT) adapted from WAEC past questions in Biology (2013-2023) and a Biology Interest Rating Scale (BIRS) adapted from Duruaku (2019). Data obtained from trial testing was subjected to a test of reliability analysis using Kudder-Richardson (K-R20) test statistics for Biology Achievement Test and Cronbach’s Alpha for Biology Interest Rating Scale. Reliability index of 0.68 was established for Biology Achievement Test and 0.82 for Biology Interest Rating Scale. Mean and standard deviation scores were used to answer the research questions while the Analysis of Covariance (ANCOVA) was used in testing the hypotheses at .05 level of significance. Results showed that students taught Biology using Advanced organizer instructional strategy had higher mean interest scores than students taught Biology using Lecture Method (control group) and it was statistically significant; It is therefore recommended that Biology teachers should use Advance organizer instructional strategy to enhance students’ academic achievement and sustain their interest in learning Biology.
Keywords: Academic achievement, Advance organizer, Biology, Interest.
Self-Regulated Learning Strategy and Biology Students' Achievement in Population Ecology in Senior Secondary Schools in Akwa Ibom State
Uko, M. J, Akanwa, U. N & Ndirika, M. C.
Abstract
To investigate Self- regulated learning Strategy and Biology students' academic achievement in population ecology in senior secondary schools, in Akwa Ibom State. Two null hypotheses was formulated. A pretest postest quasi – experimental design was adopted. A population of 8,364 and sample size of 134 (71males and 63 females) SS2 Biology students was selected for the study using simple random sampling.Biology Achievement Test (BAT) consisting of 40 questions,validated by experts was used for the study. Kuder Richardson's formula 21 (KR _ 21) was used to estimate the internal consistency which was 0.82. Descriptive statistics and Analysis of covariance (ANCOVA) were used to answer research questions and test hypotheses respectively. The result of analysis indicated that Biology students taught using self-regulated learning strategy had a higher academic achievement than those taught using the lecture method, that gender was not a determinant of Biology students' academic achievement. Based on the findings, recommendations were made among which is the need for Biology teachers to adopt and make use of self- regulated learning strategy in teaching population ecology.
Keywords self- regulated learning, Academic Achievement, Gender, Biology
Effect of Guided Inquiry Instructional Approach on Senior Secondary Biology Students' Academic Achievement in Akwa Ibom State
Isaac, Esther Israel & Kalu-Uche, N.
Abstract
The purpose of the study was to find out the extent to which guided inquiry would be effective in promoting Biology students' academic achievement in Akwa Ibom state. The study adopted a pre-test post-test quasi-experimental design. Intact classes of SS1 students were used for the study. Two research questions and two hypotheses guided the study. Mean and standard deviation were used to answer the research questions. ANCOVA was used to test the hypothesis at 0.05 level of significance. BAT, based on the concept of plant nutrition was validated by three lecturers. Reliability co-efficient of 0.83 using Kudder Richardson 20 was obtained. The major finding of the study was a significant difference in students' achievement taught plant nutrition using guided inquiry and lecture method. Based on the findings of this study, it was recommended that teachers should use guided inquiry method in teaching and learning of Biology concepts to solve problems.
Keywords: Academic Achievement, Gender, Guided Inquiry, Lecture Method
Impact of Activity Students Experimentation and Improvisation (ASEI) Teaching Approach on Chemistry Students’ Attitude and Achievement in Abuja, Nigeria
Emmanuel OMALE
Abstract
The investigator looked at how chemistry attitudes among learners and academic performance were affected by the Activity, Students, Experiment, and Improvisation (ASEI) teaching methodology. To direct the investigation, two hypotheses and research questions were developed. The studys population comprised 31,883 SS 1 Chemistry students, 160 of whom were selected through purposive sampling. The research design used in the study was non-equivalent quasi-experimental. The Chemistry Students Attitude Inventory (CSAI) and the Chemistry Achievement Test (CAT) were the 2 instruments utilized to gather the data. The reliability coefficient for CAT was 0.89 according to the Kuder-Richardson formula-20, but the reliability coefficient for CSAI was 0.88 when Cronbach alpha was used. The research questions were analyzed using descriptive statistics such as mean and standard deviation, while the hypotheses were analyzed using ANCOVA at the 0.05 significant level. According to the analysis, learners. academic performance in chemistry was enhanced more by using the ASEI instructional strategy than by the lecture method. Students approach the subject matter with positivity. In order to awaken and sustain students attitudes, educational institutions must stress the significance of putting the ASEI teaching strategy into practice.
Keywords: Activity, Students, Experiment, Improvisation, Achievement and Attitude
Time Management Test-Taking Strategy and Students' Mastery Goal Orientation On Students' Academic Achievement in Biology
Onoja, Emmanuel Agada, Basil, C. E. Oguguo & Efuribe Victoria David
Abstract
This study investigated the predictive role of time management test-taking strategy and students' mastery goal orientation on students' academic achievement in Biology. Two research question and corresponding hypotheses guided the study. The study adopted correlation survey research design. Three instruments; Time Management Test-taking Strategy Questionnaire (TMTSQ), Students' Mastery Goal Orientation Scale (SMGOS) and Biology Achievement Test (BAT) developed by the researchers were used for data collection. These reliability estimates showed that the instruments were reliable. The data collected were analysed using linear regression analysis. The findings of the study revealed among others that 36% variation in students' achievement in Biology is predicted by their time management test-taking strategy, which was statistically significant. (p<.05). Based on these findings, it was concluded that a significant amount of students' academic achievement in Biology is predicted by time management test-taking strategy and students' mastery goal orientation. Consequently, it was recommended among others that Educational institutions should implement workshops focused on time management and effective test-taking strategy. This training can equip students with essential skills to optimize their study habits and exam performance.
Key Words: Time Management, Mastery Goal Orientation and Academic Achievement
Teachers' Preparedness and Self-Efficacy in Information Communication Technology as Predictors of Virtual Learning Adoption for Science Teaching in Secondary Schools
Nsude Rosemary U. & Nkadi Onyegegbu
Abstract
This study determined the proportion of variance in teachers' virtual learning adoption for science teaching predicted by technology preparedness and self-efficacy. The study was carried out in Nsukka Education Zone, Enugu state. The study was guided by two research questions and two hypotheses. Correlational survey design was adopted. The population of the study comprised of 220 science teachers, with 90 science teachers sampled using multistage sampling procedure. Data was collected using Teachers' Information Technology Preparedness Scale (α = 0.79), Teachers' Self-efficacy Questionnaire (α = 0.792) and Virtual Learning Adoption Scale (α = 0.744). The reliability indices were determined using Cronbach Alpha. Data collected were analysed using linear regression. Results from the study showed that: the proportion of teachers' virtual learning adoption for science teaching that can be predicted by technology preparedness (52.5%) and technology self-efficacy (41.4%) is significant; teachers' gender positively influences the proportion of variance in virtual learning adoption that can be predicted by teacher preparedness. The study recommends that: science teachers should assess their level of technology preparedness and take part in training sessions to improve it; science teachers should regularly practice the use of virtual learning technology in teaching science concepts to improve their information technology self-efficacy.
Key words: Teachers' Preparedness, Self-Efficacy, Information Communication Technology, Virtual Learning Adoption, Science Teaching.
Impact of Incessant Sit-At-Home on Psychosocial Behaviour, Interest and Academic Achievement of In-School Adolescents in South East, Nigeria
Amaka B. Ikechukwu-Ilomuanya & Chinasa Obiagbaoso
Abstract
The state of order to sit at home is taking a major toll on the educational institutions in Southeast, Nigeria. This study looked at how adolescents in South-East Nigeria who were enrolled in school were doing academically, what their interests were, and what their psychosocial behaviour was as they spent the day sitting at home. The study will use an Ex-post facto research design. A sample of 900 SS2 in-school adolescents will be selected from 18 public secondary schools, 300 each from the three states that will be sampled for the study in South East, Nigeria. Multi-stage sampling procedure was used to select the subjects. The study employed the Psychosocial Behaviour Inventory, Interest Inventory, and Academic Achievement Proforma as instruments for data collection. The internal consistency of the instrument was tested using the Cronbach Alpha statistical approach. The Psychological behaviour inventory yielded a reliability coefficient of 0.79 while the interest inventory yielded 0.81. This shows that the instruments were reliable and could be used for the study. The findings of the study showed that teenagers who are enrolled in school suffer psychologically from prolonged periods of sitting at home. Teenagers who are enrolled in school suffer academically when they spend all day at home. Counsellors and all those in psychological support services should help in-school adolescents to develop academic interest.
Keywords: Sit-at-home, psychosocial behaviour, interest, in-school adolescents
Application of Artificial Intelligence in Education: Challenges and Prospects
Basil C.E. Oguguo, Agnes O. Okeke, Valentine O. Aneshie-Otakpa, Cliff I. Okebanama, Carol Ifeyinwa Okorie & Victoria D. Efuribe
Executive Summary
The potential of Artificial Intelligence to improve teaching and learning processes has drawn a lot of attention in education. Because AI has the potential to increase evaluation processes' efficiency, objectivity, and correctness, its implementation in education has drawn attention. AI can be used to enhance grading and student assessment. AI innovation in education has progressed from idealized lab settings to more complicated real-world learning environments. This study looked at the potential benefits and drawbacks of implementing artificial intelligence (AI) in the Nigerian educational system. AI in education has high aspirations, but it also faces many difficulties. Artificial intelligence has a number of obstacles, including a lack of regulatory framework for integrating AI in Nigerian education, infrastructural and skilled labor shortages, issues with privacy and security, and more. It is advised that the government collaborate with pertinent parties to guarantee the implementation of the infrastructure, facilities, and laws required for the efficient and ongoing use of AI in teaching and learning in the current day.
Keywords: Artificial intelligence, Problems and prospect, Education system, Digitalization
Teacher's Perception of Using Robots in Teaching Science Technology Engineering Mathematics Subjects in Secondary School in Nsukka Local Government Area, Enugu State, Nigeria
Fadip Audu Nannim, Timothy Divine Chimeremeze and Saint Oliver Rotachukwu Ngwoke