Benue State University, Makurdi
BSU Journal of Science, Mathematics and Computer Education (BSU-JSMCE) Vol 4 No 1
TABLE OF CONTENTS
EFFECT OF COLLABORATIVE INSTRUCTIONAL STRATEGY ON SENIOR SECONDARY SCHOOL STUDENTS’ PERFORMANCE IN BIOLOGY IN BENUE STATE, NIGERIA
Authors: Irene Ene Unazi | Agboola O. Oludare
Article Type: Research Article
Abstract: The study examined the effect of Collaborative Instructional Strategy (CIS) on senior secondary school students' performance in Biology in Benue State, Nigeria using a pre-test-post-test quasiexperimental design. The sample was drawn from 301 government grant-aided secondary schools, with 16,322 senior secondary school II students. Multistage sampling was employed to select 366 students from 2 schools per zone within the three zones (A, B, C). Two schools per zone each were used for experimental and control groups. Two research questions guided the study and two null hypotheses were tested at a 0.05 significance level. Data were collected using the Students Biology Performance Test (SBPT). The SBPT was validated with a reliability index of 0.85 through KuderRichardson formula 20. Mean and standard deviation were used to answer the research questions while Analysis of Co-variance (ANCOVA) was used to test the null hypotheses. Results showed that CIS significantly improved students’ performance compared to Lecture Method (LM). Additionally, there was no gender-based difference in mean performance scores among students taught using CIS. It was recommended among others that training should be organised on the use of CIS for secondary school Biology teachers for effective teaching and learning of the subject.
Keywords: Biology, Students’ Performance, Collaborative Instruction Strategy and Gender.
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Article Type: Research Article
Abstract: The study examined the effect of Collaborative Instructional Strategy (CIS) on senior secondary school students' performance in Biology in Benue State, Nigeria using a pre-test-post-test quasiexperimental design. The sample was drawn from 301 government grant-aided secondary schools, with 16,322 senior secondary school II students. Multistage sampling was employed to select 366 students from 2 schools per zone within the three zones (A, B, C). Two schools per zone each were used for experimental and control groups. Two research questions guided the study and two null hypotheses were tested at a 0.05 significance level. Data were collected using the Students Biology Performance Test (SBPT). The SBPT was validated with a reliability index of 0.85 through KuderRichardson formula 20. Mean and standard deviation were used to answer the research questions while Analysis of Co-variance (ANCOVA) was used to test the null hypotheses. Results showed that CIS significantly improved students’ performance compared to Lecture Method (LM). Additionally, there was no gender-based difference in mean performance scores among students taught using CIS. It was recommended among others that training should be organised on the use of CIS for secondary school Biology teachers for effective teaching and learning of the subject.
Keywords: Biology, Students’ Performance, Collaborative Instruction Strategy and Gender.
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EFFECT OF PEER TUTORING STRATEGY ON STUDENTS’ INTEREST IN BASIC SCIENCE AND TECHNOLOGY IN ABUJA METROPOLIS, NIGERIA
Authors: Festus Iornem Tafi | James Musa Adejoh | Kalu Okwara Okwara | Benard Aondoafa Atsuwe
Article Type: Research Article
Abstract: This study investigated the effect of peer tutoring strategy on students’ interest in Basic Science and Technology in Abuja Metropolis, Nigeria. The study answered two research questions and tested two null hypotheses. A non-randomised pretest posttest control group quasi experimental design was adopted. Basic Science Interest Scale (BSIS) was developed and administered to 420 sample from 15150 population of Basic II students using multistage sampling techniques. The scale was validated by five experts in Science Education from Joseph Sarwuan Tarka University, Makurdi, Benue State. Reliability coefficient of the interest scale was 0.80 using Cronbach Alpha formula. Experimental group was taught using peer tutoring strategy while the control group was taught using conventional teaching method. Research questions were answered descriptively using mean and standard deviation while null hypotheses were tested at 0.05 level of significant using ANCOVA. Results revealed significant differences in the interest ratings of students taught using peer tutoring strategy and their counter parts taught using conventional method of teaching. The study further revealed significant differences in the interest ratings of male and female students exposed to peer tutoring strategy. Based on the findings, the study concluded that peer tutoring strategy is an effective approach in teaching Basic Science and Technology at Basic Education level. It was recommended that peer tutoring strategy is an effective approach, therefore it should be deployed for the teaching of Basic Science and Technology.
Keywords: Peer tutoring Strategy, Conventional Strategy, Interest, Basic Science and Technology.
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Article Type: Research Article
Abstract: This study investigated the effect of peer tutoring strategy on students’ interest in Basic Science and Technology in Abuja Metropolis, Nigeria. The study answered two research questions and tested two null hypotheses. A non-randomised pretest posttest control group quasi experimental design was adopted. Basic Science Interest Scale (BSIS) was developed and administered to 420 sample from 15150 population of Basic II students using multistage sampling techniques. The scale was validated by five experts in Science Education from Joseph Sarwuan Tarka University, Makurdi, Benue State. Reliability coefficient of the interest scale was 0.80 using Cronbach Alpha formula. Experimental group was taught using peer tutoring strategy while the control group was taught using conventional teaching method. Research questions were answered descriptively using mean and standard deviation while null hypotheses were tested at 0.05 level of significant using ANCOVA. Results revealed significant differences in the interest ratings of students taught using peer tutoring strategy and their counter parts taught using conventional method of teaching. The study further revealed significant differences in the interest ratings of male and female students exposed to peer tutoring strategy. Based on the findings, the study concluded that peer tutoring strategy is an effective approach in teaching Basic Science and Technology at Basic Education level. It was recommended that peer tutoring strategy is an effective approach, therefore it should be deployed for the teaching of Basic Science and Technology.
Keywords: Peer tutoring Strategy, Conventional Strategy, Interest, Basic Science and Technology.
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COMPARATIVE EFFECTS OF CONCEPT MAPPING AND VEE MAPPING STRATEGIES ON STUDENTS’ INTEREST IN BASIC SCIENCE AND TECHNOLOGY IN MAKURDI METROPOLIS, BENUE STATE
Authors: Zam Juliana Afa | Adejoh Musa James | Jirgba, M. Christiana | Atsuwe Bernard. A
Article Type: Research Article
Abstract: This study compared the effects of Concept mapping and Vee mapping instructional strategies on Upper Basic students’ interest in Basic Science and Technology. The study adopted quasi experimental pretest posttest non-randomized group design. The population of the study was 13872 Upper Basic II students from 26 Universal Basic Education (UBE) schools in Makurdi metropolis. A sample of 154 students was drawn from four UBE schools using multi-stage sampling procedure. The schools were randomly assigned to Experimental group I and Experimental group II of two classes each. Intact classes were maintained in all the schools. Lesson plans were prepared for both Experimental I and Experimental II groups respectively. To guide the study, three research questions were asked and answered using Mean and Standard Deviation while three hypotheses were formulated and tested at 0.05 level of significance using Analysis of Covariance (ANCOVA). Data were collected using Basic Science and Technology Interest Inventory (BSTII). The reliability coefficient of BSTII was established using Cronbach Alpha and it yielded 0.79. Results revealed that students taught Basic science and Technology with both Concept mapping and Vee mapping instructional strategies improved in their mean interest ratings with students of Concept mapping performing higher than students of Vee mapping instructional strategy. Results also indicated that male students had higher mean interest ratings than their female counterparts. Based on the findings, it was recommended among others that teachers of Basic Science and Technology should make use of Concept mapping and Vee mapping instructional strategies especially Concept mapping instructional strategy during class room teaching and learning activities.
Keywords: Comparative effects, Concept mapping, Vee mapping, Basic science and Technology and Interest. Complete Article: Access Now
Article Type: Research Article
Abstract: This study compared the effects of Concept mapping and Vee mapping instructional strategies on Upper Basic students’ interest in Basic Science and Technology. The study adopted quasi experimental pretest posttest non-randomized group design. The population of the study was 13872 Upper Basic II students from 26 Universal Basic Education (UBE) schools in Makurdi metropolis. A sample of 154 students was drawn from four UBE schools using multi-stage sampling procedure. The schools were randomly assigned to Experimental group I and Experimental group II of two classes each. Intact classes were maintained in all the schools. Lesson plans were prepared for both Experimental I and Experimental II groups respectively. To guide the study, three research questions were asked and answered using Mean and Standard Deviation while three hypotheses were formulated and tested at 0.05 level of significance using Analysis of Covariance (ANCOVA). Data were collected using Basic Science and Technology Interest Inventory (BSTII). The reliability coefficient of BSTII was established using Cronbach Alpha and it yielded 0.79. Results revealed that students taught Basic science and Technology with both Concept mapping and Vee mapping instructional strategies improved in their mean interest ratings with students of Concept mapping performing higher than students of Vee mapping instructional strategy. Results also indicated that male students had higher mean interest ratings than their female counterparts. Based on the findings, it was recommended among others that teachers of Basic Science and Technology should make use of Concept mapping and Vee mapping instructional strategies especially Concept mapping instructional strategy during class room teaching and learning activities.
Keywords: Comparative effects, Concept mapping, Vee mapping, Basic science and Technology and Interest. Complete Article: Access Now
EFFECTS OF PEER TUTORING STRATEGY ON STUDENTS’ PERFORMANCE IN BASIC SCIENCE IN DEKINA LOCAL GOVERNMENT AREA OF KOGI STATE
Authors: Negedu Simon Adekali | Alafiatayo Bunmi Mercy | Dauda Nana Oziehisa
Article Type: Research Article
Abstract: The study ascertained the effects of peer tutoring teaching strategy on students’ performance in Basic Science in Dekina Local Government Area of Kogi State. Two objectives, two research questions and two hypotheses guided the study. The design adopted for this study was a pretest posttest non-randomised quasi-experimental design. The population of this study comprised 3,240 JSS II students in the area of the study. 162 (88 male and 74 female) JSS II students were drawn by purposive sampling technique from two co-educational secondary schools in Dekina Local Government Area. The instrument for data collection was Basic Science Performance Test (BSPT). Kuder-Richardson formula (k-R-20) was used to determine the reliability coefficient index for BSAT which was 0.80. After administering the instruments, data were collected. 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 revealed that students taught basic science using peer tutoring strategy did significantly better in performance than those taught using conventional method. The result also revealed that there was no significant difference between the academic performance scores of male and female students taught Basic Science using peer tutoring strategy. Based on the findings, it was recommended among other things that Basic Science teachers should use interactive strategies such as peer tutoring strategy to teach basic science in order to improve students’ academic performance.
Keywords: Peer tutoring teaching strategy, Academic Performance, Basic science, Gender.
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Article Type: Research Article
Abstract: The study ascertained the effects of peer tutoring teaching strategy on students’ performance in Basic Science in Dekina Local Government Area of Kogi State. Two objectives, two research questions and two hypotheses guided the study. The design adopted for this study was a pretest posttest non-randomised quasi-experimental design. The population of this study comprised 3,240 JSS II students in the area of the study. 162 (88 male and 74 female) JSS II students were drawn by purposive sampling technique from two co-educational secondary schools in Dekina Local Government Area. The instrument for data collection was Basic Science Performance Test (BSPT). Kuder-Richardson formula (k-R-20) was used to determine the reliability coefficient index for BSAT which was 0.80. After administering the instruments, data were collected. 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 revealed that students taught basic science using peer tutoring strategy did significantly better in performance than those taught using conventional method. The result also revealed that there was no significant difference between the academic performance scores of male and female students taught Basic Science using peer tutoring strategy. Based on the findings, it was recommended among other things that Basic Science teachers should use interactive strategies such as peer tutoring strategy to teach basic science in order to improve students’ academic performance.
Keywords: Peer tutoring teaching strategy, Academic Performance, Basic science, Gender.
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PERCEIVED INFORMATION AND COMMUNICATION TECHNOLOGY COMPETENCY OF SCIENCE TEACHERS IN BENUE STATE, NIGERIA
Authors: Jackson Ochigbudu Ode | Paul Terkura Torkula
Article Type: Research Article
Abstract: This study examined perceived ICT competency of science teachers at Primary and Secondary Schools in Benue State using descriptive survey design. The study was guided by four research questions and three hypotheses. The population of the study comprised 2,918 science teachers in public primary and secondary schools (992 secondary schools and 1926 primary schools). Of this number, multi- stage sampling technique was used to sample 352 respondent (202 science teachers from primary schools and 150 from secondary schools). The instrument used for data collection was ICT Competency Questionnaire (ICTCQ). The instrument was trial tested on 30 respondents and the reliability yielded a coefficient of 0.83 through Cronbach alfa. Data collected were analysed using mean and standard deviation to answer the research questions. Hypotheses were tested using t-test at 0.05 level of significance. The findings revealed that: science teachers in public primary and secondary schools have low competency in ICT operations and utilization. There was a significant difference between the mean perceived ICT competency level of primary and secondary school science teachers in Benue State. The study also found that there was a significant difference between the mean perceived ICT competency level of male and female science teachers in primary and secondary school. It was therefore recommended among others that ministry of education should work in conjunction with NGOs to enhance ICT competency and utilisation among science teachers through regular organization of seminars, conferences and workshop that are ICT inclined. Both male and female teachers should be intentional at getting acquainted with the present demands of ICT competency in school by equipping themselves with the basic knowledge of ICT to improve their competences.
Keywords: Information Communication Technology, Competency, Science, Teachers, Benue State, Nigeria.
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Article Type: Research Article
Abstract: This study examined perceived ICT competency of science teachers at Primary and Secondary Schools in Benue State using descriptive survey design. The study was guided by four research questions and three hypotheses. The population of the study comprised 2,918 science teachers in public primary and secondary schools (992 secondary schools and 1926 primary schools). Of this number, multi- stage sampling technique was used to sample 352 respondent (202 science teachers from primary schools and 150 from secondary schools). The instrument used for data collection was ICT Competency Questionnaire (ICTCQ). The instrument was trial tested on 30 respondents and the reliability yielded a coefficient of 0.83 through Cronbach alfa. Data collected were analysed using mean and standard deviation to answer the research questions. Hypotheses were tested using t-test at 0.05 level of significance. The findings revealed that: science teachers in public primary and secondary schools have low competency in ICT operations and utilization. There was a significant difference between the mean perceived ICT competency level of primary and secondary school science teachers in Benue State. The study also found that there was a significant difference between the mean perceived ICT competency level of male and female science teachers in primary and secondary school. It was therefore recommended among others that ministry of education should work in conjunction with NGOs to enhance ICT competency and utilisation among science teachers through regular organization of seminars, conferences and workshop that are ICT inclined. Both male and female teachers should be intentional at getting acquainted with the present demands of ICT competency in school by equipping themselves with the basic knowledge of ICT to improve their competences.
Keywords: Information Communication Technology, Competency, Science, Teachers, Benue State, Nigeria.
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EFFECTS OF DIFFERENTIATED INSTRUCTION ON ACADEMIC PERFORMANCE OF STUDENTS IN CHEMISTRY IN GWAGWALADA -ABUJA, NIGERIA
Authors: Dalaham, Philibus Duhunkyes
Article Type: Research Article
Abstract: TThe study investigated the effect of differentiated instruction on the academic performance of students in organic Chemistry. Non-randomized Quasi-experiment design was used for the study. Purposive Sampling technique was used for the study. Atotal of 150 students comprising 70 male and 80 female students were purposively selected from two schools in study area formed the sample for the study. The Chemistry Performance Test (CPT) was used to collect data from the respondents. The instrument was trial tested in two schools and data collect were used to compute the reliability of the instrument using Kuder-Richardson formula 20 which yielded a reliability coefficient of 0.78. The result of the study revealed that students taught Chemistry using differentiated instruction outperformed the control group (t (148)= 1.79 at p = 0.05 < 0.03). The study also revealed that differentiated instruction is gender friendly as there was no significant difference in the performance of male and female Chemistry students (t (148)= 1.69 at p = 0.05 < 0.07). The study concluded that differentiated instruction when properly used enhances students’ performance and is gender friendly. It was recommended that Chemistry teachers should adopt the approach as it will enable them cater for the individual difference of students in Chemistry classroom.
Keywords: Differentiated instruction, Chemistry, Performance and Gender.
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Article Type: Research Article
Abstract: TThe study investigated the effect of differentiated instruction on the academic performance of students in organic Chemistry. Non-randomized Quasi-experiment design was used for the study. Purposive Sampling technique was used for the study. Atotal of 150 students comprising 70 male and 80 female students were purposively selected from two schools in study area formed the sample for the study. The Chemistry Performance Test (CPT) was used to collect data from the respondents. The instrument was trial tested in two schools and data collect were used to compute the reliability of the instrument using Kuder-Richardson formula 20 which yielded a reliability coefficient of 0.78. The result of the study revealed that students taught Chemistry using differentiated instruction outperformed the control group (t (148)= 1.79 at p = 0.05 < 0.03). The study also revealed that differentiated instruction is gender friendly as there was no significant difference in the performance of male and female Chemistry students (t (148)= 1.69 at p = 0.05 < 0.07). The study concluded that differentiated instruction when properly used enhances students’ performance and is gender friendly. It was recommended that Chemistry teachers should adopt the approach as it will enable them cater for the individual difference of students in Chemistry classroom.
Keywords: Differentiated instruction, Chemistry, Performance and Gender.
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EFFECT OF PEER ASSESSMENT STRATEGY WITH FEEDBACK AND REMEDIATION ON STUDENTS WITH SPECIAL NEEDS’ INTEREST IN GEOMETRY IN BENUE STATE
Authors: Sharon M. Abaver | Jerry E. Omenka | Zephaniah N. Iyornum
Article Type: Research Article
Abstract: This study investigated the effect of peer assessment strategy with feedback and remediation on students with special needs interest in Geometry in Benue State. Two research questions and two null hypotheses guided the study. Quasi-experimental non-randomized pre-test, post-test control group design was adopted. The population consisted of 84 upper basic three students with special needs from the 6 special secondary schools in Benue State. Two schools were selected using simple random hat and draw sampling technique without replacement. From the two schools, a sample size of 48 Upper basic three students from two intact classes was used as experimental and control group each. One instruments was used for data collection, the Students’ Interest in Geometry Inventory (SIGI), which yielded a reliability coefficient of 0.77 using Cronbach Alpha. Mean and standard deviations were used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the null hypothesis at 0.05 level of significance. Findings revealed that there is a significant effect of peer assessment strategy with feedback and remediation, (F (1, 47) =21.235; p = 0.000<.05) compared to conventional assessment strategy on mean interest ratings of students with special needs in Geometry, while there is no significant difference in the mean interest ratings between male and female students with special needs when peer assessment strategy with feedback and remediation strategy was used in geometry (F (1, 29) =.823; p = .372 >.05). The study recommended among others that Mathematics teachers should use Peer Assessment Strategy (PAS) to enhance students with special needs’ interest in Mathematics concepts such as geometry. Ministry of Education at both federal and state level should encourage the use of Peer Assessment Strategy among Mathematics teachers who teach special needs students by funding workshops, seminars and conferences.
Keywords: Peer assessment strategy, Special needs, Geometry, Feedback, Remediation and Interest.
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Article Type: Research Article
Abstract: This study investigated the effect of peer assessment strategy with feedback and remediation on students with special needs interest in Geometry in Benue State. Two research questions and two null hypotheses guided the study. Quasi-experimental non-randomized pre-test, post-test control group design was adopted. The population consisted of 84 upper basic three students with special needs from the 6 special secondary schools in Benue State. Two schools were selected using simple random hat and draw sampling technique without replacement. From the two schools, a sample size of 48 Upper basic three students from two intact classes was used as experimental and control group each. One instruments was used for data collection, the Students’ Interest in Geometry Inventory (SIGI), which yielded a reliability coefficient of 0.77 using Cronbach Alpha. Mean and standard deviations were used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the null hypothesis at 0.05 level of significance. Findings revealed that there is a significant effect of peer assessment strategy with feedback and remediation, (F (1, 47) =21.235; p = 0.000<.05) compared to conventional assessment strategy on mean interest ratings of students with special needs in Geometry, while there is no significant difference in the mean interest ratings between male and female students with special needs when peer assessment strategy with feedback and remediation strategy was used in geometry (F (1, 29) =.823; p = .372 >.05). The study recommended among others that Mathematics teachers should use Peer Assessment Strategy (PAS) to enhance students with special needs’ interest in Mathematics concepts such as geometry. Ministry of Education at both federal and state level should encourage the use of Peer Assessment Strategy among Mathematics teachers who teach special needs students by funding workshops, seminars and conferences.
Keywords: Peer assessment strategy, Special needs, Geometry, Feedback, Remediation and Interest.
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EFFECT OF 7E LEARNING MODEL ON STUDENTS’ CONCEPTUAL UNDERSTANDING OF ALGEBRA IN KOGI EAST, NIGERIA
Authors: Alfred Sule | Benjamin Iortswam Imoko | Martha Mimi Chianson-Akaa
Article Type: Research Article
Abstract: This study examined effect of 7E learning cycle model on students’ conceptual understanding, in algebra at senior secondary school level in Kogi East Senatorial District, Nigeria. The quasiexperimental research design of non-equivalent pre-test and post-test type was used. The population of the study was all the 15,360 senior secondary II students from the 147 coeducational secondary schools in Kogi East Senatorial District for the 2022/2023 academic session comprising 8,232 male and 7,128 female students. Multi-stage sampling technique was employed to select a sample of 220 SS II students. Six intact classes constituted the sample. The instrument used for data collection was a Two–Tier Algebra Diagnostic Test (TTADT) developed by the researchers. Two research questions were generated and two hypotheses were formulated. Mean and standard deviation were used to answer the research questions and Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The findings revealed that there was statistically significant difference between the mean conceptual understanding of students taught using 7E learning cycle model and traditional discussion method (F = 119.244, P = 0.000 < 0.05). The findings also revealed that there was no significant different between the mean conceptual understanding scores of male and female students taught using 7E learning cycle model (F = 0.881, P = 0.350 > 0.05). Based on the findings of this study, it was recommended among others, that teachers should adopt 7E learning cycle model in teaching algebra in senior secondary school in Kogi East Senatorial District, Nigeria as it has potential of improving students’ conceptual understanding irrespective of gender in mathematics particularly in algebra.
Keywords: 7E learning cycle model, conceptual understanding, algebra and gender.
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Article Type: Research Article
Abstract: This study examined effect of 7E learning cycle model on students’ conceptual understanding, in algebra at senior secondary school level in Kogi East Senatorial District, Nigeria. The quasiexperimental research design of non-equivalent pre-test and post-test type was used. The population of the study was all the 15,360 senior secondary II students from the 147 coeducational secondary schools in Kogi East Senatorial District for the 2022/2023 academic session comprising 8,232 male and 7,128 female students. Multi-stage sampling technique was employed to select a sample of 220 SS II students. Six intact classes constituted the sample. The instrument used for data collection was a Two–Tier Algebra Diagnostic Test (TTADT) developed by the researchers. Two research questions were generated and two hypotheses were formulated. Mean and standard deviation were used to answer the research questions and Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The findings revealed that there was statistically significant difference between the mean conceptual understanding of students taught using 7E learning cycle model and traditional discussion method (F = 119.244, P = 0.000 < 0.05). The findings also revealed that there was no significant different between the mean conceptual understanding scores of male and female students taught using 7E learning cycle model (F = 0.881, P = 0.350 > 0.05). Based on the findings of this study, it was recommended among others, that teachers should adopt 7E learning cycle model in teaching algebra in senior secondary school in Kogi East Senatorial District, Nigeria as it has potential of improving students’ conceptual understanding irrespective of gender in mathematics particularly in algebra.
Keywords: 7E learning cycle model, conceptual understanding, algebra and gender.
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EFFECT OF JIGSAW IV COOPERATIVE INSTRUCTIONAL STRATEGY ON ACADEMIC PERFORMANCE IN MATHEMATICS AMONG POST-BASIC SCHOOL STUDENTS IN ADAMAWA STATE, NIGERIA
Authors: Waziri, Sadiq Mohammed | Fasasi, Kolawole Mudasiru
Article Type: Research Article
Abstract: This study investigated the effect of Jigsaw IV Cooperative Instructional Strategy (J4CIS) on students’ academic performance in mathematics in post-basic schools in Adamawa State, Nigeria. The study was guided by two research questions and two hypotheses. A quasi-experimental, pretest, post-test, non-equivalent research design was adopted for the study. The population of the study was 40976 SSII students in Adamawa State. A total of 240 SSII students served as a sample size from 4 intact classes using multistage sampling technique; 125 (63 male and 62 female) SSII students were in the experimental group, while 115 (62 male and 53 female) were used as the control group. The instrument for data collection was the Student Mathematics Performance Test (SMPT), which was validated by experts in mathematics and mathematics education in the Modibbo Adama University Yola. The reliability coefficient of 0.74 was obtained using KuderRichardson’s formula (KR-21). Data collected were analyzed using mean and standard deviation to answer research questions, while hypotheses were tested using Analysis of Co-variance (ANCOVA). The findings of the study showed that the mean performance score of students taught mathematics using Jigsaw IV cooperative instructional strategy was significantly higher than those taught with the Conventional method (P < 0.05). Female students had a higher mean performance score difference than male students after being taught using Jigsaw IV cooperative instructional strategy, though the difference was not statically significant (P > 0.05). The study concluded that the Jigsaw IV cooperative instructional strategy enhanced the academic performance of students in mathematics, irrespective of gender. The study recommended that the Adamawa State Post-Primary Management Board should embark on training mathematics teachers on how to use Jigsaw IV cooperative instructional strategy as a mode of teaching mathematics to the students so as to improve their academic performance in mathematics.
Keywords: Jigsaw IV cooperative instructional strategy, academic performance, mathematics, gender.
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Article Type: Research Article
Abstract: This study investigated the effect of Jigsaw IV Cooperative Instructional Strategy (J4CIS) on students’ academic performance in mathematics in post-basic schools in Adamawa State, Nigeria. The study was guided by two research questions and two hypotheses. A quasi-experimental, pretest, post-test, non-equivalent research design was adopted for the study. The population of the study was 40976 SSII students in Adamawa State. A total of 240 SSII students served as a sample size from 4 intact classes using multistage sampling technique; 125 (63 male and 62 female) SSII students were in the experimental group, while 115 (62 male and 53 female) were used as the control group. The instrument for data collection was the Student Mathematics Performance Test (SMPT), which was validated by experts in mathematics and mathematics education in the Modibbo Adama University Yola. The reliability coefficient of 0.74 was obtained using KuderRichardson’s formula (KR-21). Data collected were analyzed using mean and standard deviation to answer research questions, while hypotheses were tested using Analysis of Co-variance (ANCOVA). The findings of the study showed that the mean performance score of students taught mathematics using Jigsaw IV cooperative instructional strategy was significantly higher than those taught with the Conventional method (P < 0.05). Female students had a higher mean performance score difference than male students after being taught using Jigsaw IV cooperative instructional strategy, though the difference was not statically significant (P > 0.05). The study concluded that the Jigsaw IV cooperative instructional strategy enhanced the academic performance of students in mathematics, irrespective of gender. The study recommended that the Adamawa State Post-Primary Management Board should embark on training mathematics teachers on how to use Jigsaw IV cooperative instructional strategy as a mode of teaching mathematics to the students so as to improve their academic performance in mathematics.
Keywords: Jigsaw IV cooperative instructional strategy, academic performance, mathematics, gender.
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COMPARATIVE ANALYSIS OF THE DEAF AND DUMB STUDENTS’ ACADEMIC PERFORMANCE IN MATHEMATICS AND ENGLISH LANGUAGE IN BENUE STATE, NIGERIA
Authors: Solomon Ogebe Aligba | Thaddeus Terkimbi Gbor
Article Type: Research Article
Abstract: The study compared Deaf and Dumb students’ academic performance in Mathematics and English Language in Benue State, Nigeria. The main objective of the study was to examine if there would be any difference between the academic performance of Deaf and Dumb students in Mathematics and English Language. Three research questions and corresponding three hypotheses guided the study. The study adopted Ex-post facto design. Thirteen (13) Deaf and Dumb junior secondary school students in Benue State for 2022/2023 academic session formed the population of the study. Using purposive sampling technique, 13 JSS2 and JSS3 Deaf and Dumb students from St. Francis school for the Deaf and Blind students in Vandeikya, Benue State were selected. Data were collected using Mathematics Academic Performance Test (MAPT) and English Language Academic Performance Test (ELAPT). Mean and standard deviation were used to answer the research questions while t-test was used to test the hypotheses at 0.05 level of significance. The findings revealed that there is a significant difference between the mean scores of Deaf and Dumb students’ academic performance in Mathematics and English Language in Benue State in favour of Mathematics (P = 0.001 < 0.05). The result of the findings further revealed that there is no significant difference between the mean scores of male and female Deaf and Dumb students’ academic performance in Mathematics (P = 0.935>0.05). In the same vein, it was found that there is no significant difference between the mean scores of male and female Deaf and Dumb students’ academic performance in English Language in Benue State (P = 0.197>0.05). Based on the findings, it was recommended that English Language teachers for Deaf and Dumb students should work harder to improve their performance in the subject. Also, there should be continuous training and retraining for the professional teachers who are teaching mathematics and English Language in special education schools to enhance their performances in the two subjects.
Keywords: Comparative Analysis, Academic Performance, Deaf and Dumb students, Mathematics and English Language.
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Article Type: Research Article
Abstract: The study compared Deaf and Dumb students’ academic performance in Mathematics and English Language in Benue State, Nigeria. The main objective of the study was to examine if there would be any difference between the academic performance of Deaf and Dumb students in Mathematics and English Language. Three research questions and corresponding three hypotheses guided the study. The study adopted Ex-post facto design. Thirteen (13) Deaf and Dumb junior secondary school students in Benue State for 2022/2023 academic session formed the population of the study. Using purposive sampling technique, 13 JSS2 and JSS3 Deaf and Dumb students from St. Francis school for the Deaf and Blind students in Vandeikya, Benue State were selected. Data were collected using Mathematics Academic Performance Test (MAPT) and English Language Academic Performance Test (ELAPT). Mean and standard deviation were used to answer the research questions while t-test was used to test the hypotheses at 0.05 level of significance. The findings revealed that there is a significant difference between the mean scores of Deaf and Dumb students’ academic performance in Mathematics and English Language in Benue State in favour of Mathematics (P = 0.001 < 0.05). The result of the findings further revealed that there is no significant difference between the mean scores of male and female Deaf and Dumb students’ academic performance in Mathematics (P = 0.935>0.05). In the same vein, it was found that there is no significant difference between the mean scores of male and female Deaf and Dumb students’ academic performance in English Language in Benue State (P = 0.197>0.05). Based on the findings, it was recommended that English Language teachers for Deaf and Dumb students should work harder to improve their performance in the subject. Also, there should be continuous training and retraining for the professional teachers who are teaching mathematics and English Language in special education schools to enhance their performances in the two subjects.
Keywords: Comparative Analysis, Academic Performance, Deaf and Dumb students, Mathematics and English Language.
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EFFECT OF STYER PROBLEM SOLVING INSTRUCTIONAL STRATEGY ON STUDENTS’ MATHEMATICAL SKILLS IN ADAMAWA STATE, NIGERIA
Authors: Hayatu, Ibrahim Gengle
Article Type: Research Article
Abstract: The study determined the effect of Styer problem solving instructional strategy on senior secondary school students’ mathematical skills in Mubi education zone of Adamawa state. Two purposes, two research questions and two hypotheses were formulated. The study adopted a non-randomized, non-equivalent quasi experimental design where intact classes were used. The population for the study comprised of 7697 SS II students in Mubi education zone, while sample of the study was143 students with 73 students for the experimental group and 70 students for the control group. The sample comprised 90 males and 53 females. The sample was selected using purposive and simple random sampling techniques. The instrument used for data collection was adapted from Mathematical Skill Test (MST) with 30 items. The instrument was validated by three experts in mathematics, mathematics education and measurement and evaluation. The instrument was trial tested using 30 students and was subjected to Kuder-Richardson 20 for the reliability. The reliability coefficient obtained was 0.78. The experiment lasted for a period of eight weeks. Data collected was analyzed using descriptive statistics (mean and standard deviation) in answering research questions, while the hypotheses were tested using ANCOVA (Analysis of Covariance) Results show that experimental group has higher mean score of 50.05 than control group with mean score of 35.03 in the post test. Similarly, there is significant effect of treatment on students’ mathematical skills (F = 20.16, df = (1, 142); p = 0.00). Also, finding indicate there was no significant effect (the method used) on students’ mathematical skills based on gender (F = 2.00, df = (1, 142); p = 0.215). Based on the result, it was recommended that teachers at senior secondary schools should adopt Styer problem solving instructional strategies in teaching mathematics as it increases students’ mathematical skills and balances between male and female mathematical skills.
Keywords: Styer problem solving, Instructional Strategy, Mathematical skills and Gender
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Article Type: Research Article
Abstract: The study determined the effect of Styer problem solving instructional strategy on senior secondary school students’ mathematical skills in Mubi education zone of Adamawa state. Two purposes, two research questions and two hypotheses were formulated. The study adopted a non-randomized, non-equivalent quasi experimental design where intact classes were used. The population for the study comprised of 7697 SS II students in Mubi education zone, while sample of the study was143 students with 73 students for the experimental group and 70 students for the control group. The sample comprised 90 males and 53 females. The sample was selected using purposive and simple random sampling techniques. The instrument used for data collection was adapted from Mathematical Skill Test (MST) with 30 items. The instrument was validated by three experts in mathematics, mathematics education and measurement and evaluation. The instrument was trial tested using 30 students and was subjected to Kuder-Richardson 20 for the reliability. The reliability coefficient obtained was 0.78. The experiment lasted for a period of eight weeks. Data collected was analyzed using descriptive statistics (mean and standard deviation) in answering research questions, while the hypotheses were tested using ANCOVA (Analysis of Covariance) Results show that experimental group has higher mean score of 50.05 than control group with mean score of 35.03 in the post test. Similarly, there is significant effect of treatment on students’ mathematical skills (F = 20.16, df = (1, 142); p = 0.00). Also, finding indicate there was no significant effect (the method used) on students’ mathematical skills based on gender (F = 2.00, df = (1, 142); p = 0.215). Based on the result, it was recommended that teachers at senior secondary schools should adopt Styer problem solving instructional strategies in teaching mathematics as it increases students’ mathematical skills and balances between male and female mathematical skills.
Keywords: Styer problem solving, Instructional Strategy, Mathematical skills and Gender
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EFFECT OF JIGSAW IV COOPERATIVE LEARNING STRATEGY ON SECONDARY SCHOOL STUDENTS’ ACADEMIC PERFORMANCE IN GEOMETRY IN KADUNA STATE, NIGERIA
Authors: Thomas Rabo | Jerry Ebere Omenka
Article Type: Research Article
Abstract: This study investigated the effect of Jigsaw IV cooperative learning strategy on students’ academic performance in geometry in Zango Education Zone, Kaduna State, Nigeria. Quasi-experimental research design (i.e. the non-equivalent design which comprises two groups; one is experimental and the other control group) was adopted. Two research questions and two hypotheses guided the study. The population comprised 4,600 SS2 students. The sample was 144 SS 2 students. Multistage sampling technique was used. The instrument used to collect data for the study was Geometry Performance Test (GPT) with reliability coefficient of 0.81. Data generated were analyzed using mean and standard deviation to answer the research questions and Analysis of Covariance (ANCOVA) to test the hypotheses at 0.05 level of significance. It was found that there is significant difference in the mean performance scores of students taught geometry using Jigsaw IV cooperative learning strategy and those taught using conventional strategy (p = 0.00 < 0.05). Finding further revealed no significance difference in the mean performance scores of male and female students taught geometry using Jigsaw IV learning strategy (p=0.181>0.05). Based on the findings it was recommended among others that Mathematics teachers should use Jigsaw IV cooperative learning strategy to ensure effective teaching and learning to enhance students’ performance in geometry instead of the use of conventional strategy. Workshops should be frequently organized by educational bodies such as National Teachers Institute (NTI) to sensitize Mathematics teachers on the use of Jigsaw IV cooperative learning strategy for teaching geometry to enhance performance of male and female students.
Keywords: Geometry, Mathematics, Jigsaw IV Cooperative Learning Strategy, Academic Performance
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Article Type: Research Article
Abstract: This study investigated the effect of Jigsaw IV cooperative learning strategy on students’ academic performance in geometry in Zango Education Zone, Kaduna State, Nigeria. Quasi-experimental research design (i.e. the non-equivalent design which comprises two groups; one is experimental and the other control group) was adopted. Two research questions and two hypotheses guided the study. The population comprised 4,600 SS2 students. The sample was 144 SS 2 students. Multistage sampling technique was used. The instrument used to collect data for the study was Geometry Performance Test (GPT) with reliability coefficient of 0.81. Data generated were analyzed using mean and standard deviation to answer the research questions and Analysis of Covariance (ANCOVA) to test the hypotheses at 0.05 level of significance. It was found that there is significant difference in the mean performance scores of students taught geometry using Jigsaw IV cooperative learning strategy and those taught using conventional strategy (p = 0.00 < 0.05). Finding further revealed no significance difference in the mean performance scores of male and female students taught geometry using Jigsaw IV learning strategy (p=0.181>0.05). Based on the findings it was recommended among others that Mathematics teachers should use Jigsaw IV cooperative learning strategy to ensure effective teaching and learning to enhance students’ performance in geometry instead of the use of conventional strategy. Workshops should be frequently organized by educational bodies such as National Teachers Institute (NTI) to sensitize Mathematics teachers on the use of Jigsaw IV cooperative learning strategy for teaching geometry to enhance performance of male and female students.
Keywords: Geometry, Mathematics, Jigsaw IV Cooperative Learning Strategy, Academic Performance
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DEVELOPMENT AND FACTORIAL VALIDATION OF TEACHING PRACTICE SCALE FOR ASSESSMENT OF PRE-SERVICE INTEGRATED SCIENCE TEACHERS IN NORTH CENTRAL NIGERIA UNIVERSITIES
Authors: Jackson Ochigbudu Ode | John Abah | Msuur Tofi
Article Type: Research Article
Abstract: This study developed and validated a teaching practice scale for assessment of pre-service integrated science teachers in North Central, Nigeria universities using instrumentation design. Four universities within North Central Nigeria where integrated science is offered at undergraduate level were purposively sampled for the study. The population of the study was 126 pre-service integrated science teachers and the entire population participated in the study. Four research questions and two hypotheses were raised to guide the study and the hypotheses were tested at 0.05 level of significance. An initial item pool of 130 items on nine major teaching skills identified from literature were presented to three experts in Science Education and two experts in Measurement and Evaluation for face validation. Eighty-three items in six sub-scales survived the face validity. The eighty-three items with four-point scale were subjected to factor analysis to select items that were construct valid and suitable to be included in the final instrument used in the study. The result of the factorial validation showed that 57 items had factor loadings of 0.50 and above on a single factor and were therefore selected. The internal consistency and inter-rater reliability coefficients of the instrument yielded 0.94 and 0.62 through Cronbach alpha and Pearson product moment correlation methods respectively. It was recommended among others that the instrument should be adopted by teacher training institutions for assessing pre-service teachers during teaching practice exercise as the instrument valid and reliable.
Keywords: Instrument development, validation, teaching practice, pre-service teachers and Integrated Science
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Article Type: Research Article
Abstract: This study developed and validated a teaching practice scale for assessment of pre-service integrated science teachers in North Central, Nigeria universities using instrumentation design. Four universities within North Central Nigeria where integrated science is offered at undergraduate level were purposively sampled for the study. The population of the study was 126 pre-service integrated science teachers and the entire population participated in the study. Four research questions and two hypotheses were raised to guide the study and the hypotheses were tested at 0.05 level of significance. An initial item pool of 130 items on nine major teaching skills identified from literature were presented to three experts in Science Education and two experts in Measurement and Evaluation for face validation. Eighty-three items in six sub-scales survived the face validity. The eighty-three items with four-point scale were subjected to factor analysis to select items that were construct valid and suitable to be included in the final instrument used in the study. The result of the factorial validation showed that 57 items had factor loadings of 0.50 and above on a single factor and were therefore selected. The internal consistency and inter-rater reliability coefficients of the instrument yielded 0.94 and 0.62 through Cronbach alpha and Pearson product moment correlation methods respectively. It was recommended among others that the instrument should be adopted by teacher training institutions for assessing pre-service teachers during teaching practice exercise as the instrument valid and reliable.
Keywords: Instrument development, validation, teaching practice, pre-service teachers and Integrated Science
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