Browsing Department of Science and Technology Education by Subject "Achievement"
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- ItemOpen AccessThe Effect of Multiple Intelligences Teaching Approach on the Achievement of Physics Students in Senior Secondary Schools in Lagos State(FACULTY OF EDUCATION KAMPALA INTERNATIONAL UNIVERSITY, 2020-12) Babajide, V.F.T.; Akin-Oluyomi, O.T.This study investigated the effect of multiple intelligences teaching approach on the achievement of physics students in senior secondary schools in Lagos State. It employed a pretest-posttest control group non-randomized quasi-experimental research design. Five hundred and forty four (544) physics students (273 boys and 271 girls) of intact classes in ten purposively selected public senior secondary schools from 51 public schools in Educational District 2 of Lagos State constituted the sample. Four validated research instruments Physics Achievement Test r = 0.68 Multiple Intelligences Inventory r = 0.68 and Instructional Packages for Multiple Intelligences Teaching Approach and Traditional Teaching Method were used in data collection. Three research questions were answered and four research hypotheses were tested at 0.05 level of significance. Data collected were analysed using descriptive statistics, independent samples t–test, ANOVA and ANCOVA. The results showed that the predominant multiple intelligence of senior secondary physics students in Lagos State is interpersonal intelligence and there is a significant effect of treatment (Multiple Intelligences Teaching Approach)on achievement of students in physics in favour of the students taught using Multiple Intelligences Teaching Approach. The use of the Multiple Intelligences
- ItemOpen AccessThe Effect of Multiple Intelligences Teaching Approach on the Achievement of Physics Students in Senior Secondary Schools in Lagos State(FACULTY OF EDUCATION KAMPALA INTERNATIONAL UNIVERSITY, 2020-12) Babajide, V.F.T.; Akin-Oluyomi, O.T.This study investigated the effect of multiple intelligences teaching approach on the achievement of physics students in senior secondary schools in Lagos State. It employed a pretest-posttest control group non-randomized quasi experimental research design. Five hundred and forty four (544) physics students (273 boys and 271 girls) of intact classes in ten purposively selected public senior secondary schools from 51 public schools in Educational District 2 of Lagos State constituted the sample. Four validated research instruments Physics Achievement Test r = 0.68 Multiple Intelligences Inventory r = 0.68 and Instructional Packages for Multiple Intelligences Teaching Approach and Traditional Teaching Method were used in data collection. Three research questions were answered and four research hypotheses were tested at 0.05 level of significance. Data collected were analysed using descriptive statistics, independent samples t–test, ANOVA and ANCOVA. The results showed that the predominant multiple intelligence of senior secondary physics students in Lagos State is interpersonal intelligence and there is a significant effect of treatment (Multiple Intelligences Teaching Approach)on achievement of students in physics in favour of the students taught using Multiple Intelligences Teaching Approach. The use of the Multiple Intelligences Teaching Approach is recommended for the teaching of physics at the senior secondary school.
- ItemOpen AccessEffect of Power Point Presentation Strategy on Secondary School Students’ Achievement and Interest in Physics(2016-01) Babajide, V.F.T.; Togbe, G.T.This study investigated the effect of Power Point Presentation (PPP) on secondary school students' achievement and interest in physics. The study was a quasi-experimental research design. The sample consisted of 40 senior secondary school II physics students (20 from each group; experimental and control groups). The students in experimental group were exposed to PPP and the control group who were solely taught with chalk and talk method of instruction. Physics achievement test and a structured questionnaire called power point questionnaire were the two respondent instruments and one stimulus instrument called Multimedia Instruction Software (MIS), were used in data collection. Three null hypotheses were tested at 0.05 level of significance. The data collected were analysed using Paired sample t-test and independent sample t test. Result showed that students exposed to PPP have high mean score than those in the chalk and talk method. Also the student's level of interest in power point presentation is high. But there was no significant gender difference in the achievement of students in treatment and control group. The study recommended that PPP equipment and facilities should be made available to all secondary schools, teachers who are not ICT complaint should be trained in order to meet up with the new demand. Also, school authorities should make provision for alternative source of power supply such as generator and fuel in case of power failure and conclude that the use of power point improves students' achievement and interest in physics. Researchers therefore recommended the use of PPP for the teaching of physics for better achievement and high interest in physics.
- ItemOpen AccessEffects of Kitchen-Explanations Analogy Model and Gender on Senior Secondary School Students Achievement in Chemistry in Isolo, Lagos, Lagos State, Nigeria(Plateau State Science Teachers’ Association of Nigeria, University of Jos, Nigeria., 2020) Okafor, NThe aim of this paper was to determine the effect of kitchen-explanations analogy model strategy and gender on secondary school students’ achievement in chemistry Isolo, Lagos. Three null hypotheses guided the study. It was a quasi- experimental design with a sample of 101 students. Three instruments were used for data collection. Data were analyzed using Analysis of Covariance (ANCOVA). Results show enhanced achievement of students taught with KEAM strategy over those taught with Conventional method. Also, boys out-performed girls in the experimental group. The paper concluded that boys’ performance over girls does not indicate male domination or girls’ inferiority complex in chemistry achievement. The paper suggests that Kitchen-Explanations Analogy Model (KEAM) pedagogy should be encouraged and promoted in the teaching of secondary school chemistry among male and female students. Also, Curriculum developers and Professional Associations like Science Teachers Association of Nigeria (STAN), Nigeria Educational Research and Development Council (NERDC) among others should ensure that KEAM strategy is incorporated into the science curricular at the junior and senior secondary school levels to encourage and popularize its use among the chemistry teachers in Lagos State and beyond.
- ItemOpen AccessInfluence Of Learners’ Characteristics and Enabling Inputs on Secondary School Students’ Achievement in Chemistry(Research and Scientific Innovation Society, 2022) Okafor, N; Fajugbagbe, OThis paper examined the influence of learners’ characteristics (prior knowledge and school readiness) and enabling inputs (instructional, infrastructural facilities and human resources) as well as school type on secondary school students’ achievement in chemistry. Three research questions guided the study. Correlational and quantitative research designs were adopted which involved a sample of 469 Senior Secondary School 2 (SS2) chemistry students from Anambra State. Three instruments were used in data collection which include: Learners Characteristics Rating Scale (LCRS); Enabling Inputs Rating Scale (EIRS) and Chemistry Achievement Test (CAT). Data were analyzed using mean, standard deviation, step-wise and multiple regression analysis. Results show that school types, prior knowledge and teaching learning materials had highest influence on students’ achievement in chemistry. Also, a joint influence of teaching learning materials, infrastructural facilities and human resources on students’ achievement in chemistry was obtained. The paper concludes that adequate attention should be given to learners’ characteristics and enabling inputs to foster quality education in Nigeria as stipulated in the senior secondary school chemistry curriculum. The paper suggests that schools should be adequately prepared in providing stimulating, inspiring and learner-friendly classroom environments for meaningful teaching and learning of chemistry to take place.
- ItemOpen AccessThe Influence of Learning Styles on Achievement in Physics of Senior Secondary School Students in Yaba Local Government Area of Lagos State(Department of Arts and Social Sciences Education, Department of Early Childhood and Educational Foundation and Department of Science Mathematics and Technology Education, University of Ibadan, 2017-01) Babajide, V.F.T.; Amosu, J.A.M.Different studies on the teaching and learning process have established students' different and unique ways of learning. Many researchers agreed that learning materials should not just reflect the teaching methodology, but should be designed for all kinds of students and all kinds of learning styles. This study adopted the survey research design to investigate the influence of learning styles on the achievement of secondary school students in physics. The population of the study consisted of all secondary school physics students in Yaba Local Government Area of Lagos State of which a sample of 191 physics students of intact classes in the five schools randomly selected from the population. Two research instruments which are Index of Learning Style (ILS) by Felder - Silverman (1988) and Physics Achievement Test (PAT) were used for data collection. The reliability coefficient of 0.75 was established for physics achievement test and 0.67 for the Index of Learning Styles using KR-20. Five research questions guided the study. Data collected were analyzed using Pearson product moment correlation, paired sample t-test, independent sample t-test and descriptive statistics. The results showed that the learning style, age and gender have significant influence on students' achievement in physics. Visual and active learning are the predominant learning styles in physics classrooms and it was recommended that teachers/ instructors need to diagnose and identify students learning styles taken these diverse learning styles into considerations and design instructional methods that take care of those diversities and remain sensitive of such during the instruction process.
- ItemOpen AccessAn Investigation into the Influence of Using Puzzles in the Teaching of Physics on Senior Secondary School Students’ Achievement in Selected Topics(2013) Adeyemo, S.A.; Babajide, V.F.T.; Amusa, J.O.; Adeyemo, O.This study is to find out the influence of using puzzle in the teaching of Physics on Senior Secondary School Students’ achievement in selected topics. The sample consists of one hundred and twenty (120) Physics students, selected randomly from fur secondary schools in Mushin local government, Lagos State. The instrument used for collecting data were two achievement tests a pre test and a post test on puzzles on the topics simple machine, work, energy and power. Data collected were analyzed using frequency counts, simple percentage, pair t-test, t-test and Pearson’s correlation co-efficient. Results showed that most students understand the scientific concepts more when taught with puzzle method and it also enhances students comprehension in scientific skills and attitudes. Recommendations were then made, based on the research outcomes of the study.
- ItemOpen AccessLaboratory resources and utilization as correlates of chemistry students’ learning outcomes.(Department of Agricultural Education, Federal University of Agriculture, Markurdi, 2012) Okafor, N; Uzoechi, B.C.The study sought to determine the level of available Laboratory resources and utilization as correlates of chemistry students learning outcomes. The design was an ex-post facto study with a sample size of one hundred and fifty (150) Senior Secondary one (SSI) chemistry students from twelve (12) public Secondary Schools in Oshodi/Isolo Local Government Area. Chemistry Achievement Test (CAT) r=0.76 and Student Questionnaire (SUQ) r=0.87 were used for data collection. Data analysis involved the use of descriptive statistics and multiple regression analysis. The findings showed a nonsignificant contribution of financial, material resources and resource utilization of student's achievement and attitude towards chemistry respectively. A significant contribution of human, instructional and time resources respectively were observed at 0.05 confidence level for both achievement in chemistry and attitude towards chemistry. The study thereby suggested careful utilization and proper management of laboratory resources for improvement of chemistry students' learning outcomes. It finally recommended that every school should set up laboratory’ Monitoring Team (LMT) that would check any misappropriation of laboratory resources so that positive image of science education would be enhanced.
- ItemOpen AccessLagos Metropolis Secondary School Students’ Attitude and Interest as Correlates of Achievement in Physics(School of Technology and Science Education, Modibbo Adama University, 2018-10) Babajide, V.F.T.; Adeyemo, S.A.; Ediale, O.M.This study investigated the Lagos state secondary school students’ attitude and interest as correlates of achievement in physics. Validated students’ attitude and interest questionnaire with reliability coefficient r = 0.75 as well as physics achievement test with reliability coefficient r = 0.78 were used to collect data. Four research questions guided the study. Data collected were analyzed using Pearson Product Moment Correlation Coefficient, and Descriptive Statistics; mean, mean gain and standard deviation. Recommendations were made based on the results obtained. The study found that there is a positive relationship between students’ attitude toward physics and achievement in physics. A negative relationship was obtained between students’ interest and achievement in physics. There was no difference between attitude and interest of male and female students in physics. It was recommended that government should give out scholarships to students to increase their interest in learning physics at secondary schools. Similarly, practicing physics teachers at the secondary school level should adopt classroom strategies that will develop and maintain students’ positive attitude towards physics.
- ItemOpen AccessPerceived Influence of Learning Styles on Chemistry Achievement of Secondary School Girls’ in Nigeria(Department of Human Kinetics and Health Education, University of Lagos, Akoka, 2016) Okafor, NThis study examined the perceived influence of visual, auditory and /anesthetic learning styles on chemistry under-achievement in both internal and external national examinations of secondary school girls in Anambra State, Nigeria. One null hypothesis was tested. It was an expost-facto research that involved a sample of 147girls with average age of 17years. Learning Style Inventory (LSI) and Chemistry Achievement Score Form (CASF) were used for data collection. Data was analyzed using mean, standard deviation and one-way ANOVA. The results showed a significant influence in the mean scores of visual, auditory and /anesthetic learning styles of secondary school girls' achievement in chemistry, with the /anesthetic learning recording the highest mean influence. The paired comparison also showed that the kinesthetic learning style significantly influenced secondary school girls' achievement in chemistry, followed by the visual learning style and then, the auditory learning style at a 0.05 significance level. The study recommends that chemistry teachers should employ a variety of teaching methods to cater for the secondary school girls' differences in learning styles which may influence their achievement in chemistry and concludes that unless the achievement of secondary school girls are enhanced through these respective learning styles, the manpower required for technical and scientific development will be in jeopardy.
- ItemOpen AccessRelative Effects of Drama and Practical Work of Achievement of Senior Secondary School Physics Students(Faculty of Education University of Lagos, 2014-12) Babajide, V.F.T.; Akanegbu, I.This study investigated the relative effects of drama, practical and conventional method on achievement of students in Physics; as well as the moderating effects of gender and socioeconomic status on the dependent variable. The study adopted a pre-test post-test quasi experimental research design with a 3x3x2 factorial matrix. A sample of 122 Physics students of intact classes from six secondary schools was randomly selected from schools who met the criterion for selection in Isolo Educational District of Lagos state. Six hypotheses were tested at 0.05 level of significance. Physics achievement test of reliability coefficient value (r) = 0.7 using test retest method was used in collecting data. Data collected were analysed with Analysis of Co-variance and estimated mean. Results showed that drama method was most effective followed by practical method on achievement of students in Physics. The interaction effects of gender and treatment as well as treatment gender and socioeconomic background were significant on achievement. Researchers recommended that teachers should be trained on how to write and use drama scripts in physics and other science subjects. Physics teachers should adopt the use of drama and practical work in the teaching of physics concepts. Drama and practical work should be adopted with other instructional method in teaching physics and other science subjects.
- ItemOpen AccessRelative Effects of Two Instructional Strategies on Secondary School Students’ Achievement in Physics(Association of Applied Psychology and Human Performance, 2010) Iroegbu, T.O.; Babajide, V.F.T.This paper reports the importance of physics as a science subject in the development of a nation. However, students' performance in the subject has not been encouraging. Physics educators and researchers have identified method of instruction as one of the factors responsible for students' poor performance in physics. The study investigated the effects of two instructional strategies (Generative and Predict-Observe-Explain) on secondary school students' achievement in physics. The study is a quasi-experimental one using participants of three hundred and thirty physics students from twelve schools purposively selected from four Local Government in Oyo State. Three hypotheses were tested at 0.05 level of significance. One response and two stimulus instruments were used in collecting data. The data collected were analysed using Analysis of Covariance (ANCOVA). The result obtained shows that students in the Predict-Observe-Explain Instructional Strategy performed better than those in the Generative Instructional Strategy and the performance of students in the Conventional Teaching Strategy was the least. Gender has no significant effect on achievement in physics. The two strategies were recommended for teaching physics.
- ItemOpen AccessUsing gender responsive collaborative learning strategy to improve students’ achievement and attitude towards learning science in virtual and hands-on laboratory environment(Journal of Pedagogical Research, 2020) Akhigbe, J.N; Adeyemi, A.EOne way of ensuring gender equality in science education is by mainstreaming gender components into the pedagogical delivery of science instruction. Thus, the researchers in this study designed a Gender Responsive Collaborative Learning Strategy (GR-CLS) based on Universal Design for Learning (UDL) principles. The effectiveness of this instructional paradigm on students’ achievement and attitude was determined in a mixed factorial quasi-experimental research design study conducted in a virtual and hands-on laboratory learning environment. The multistage sampling technique was used to select a total sample of 218 secondary school students from same-sex and mixed-sex schools. The six hypotheses formulated in the study were tested using Means and Analysis of Covariance (ANCOVA). Empirical findings revealed a significant difference in the mean achievement and attitude scores of both male and female students who were exposed to GR-CLS under virtual and hands-on laboratory environments respectively compared to those who were not exposed to GR-CLS. These results indicate that GR-CLS is an effective pedagogical strategy for improving students’ achievement and attitude regardless of gender. Nevertheless, it was discovered that GR-CLS leads to a significant improvement in the achievement of students from same-sex schools over mixed-sex schools. The study, therefore, recommends the adoption of GR-CLS by science teachers in the planning and implementation of science lessons to create equal opportunities for both male and female students to benefit maximally from learning activities carried out in the laboratory.