Browsing Department of Science and Technology Education by Subject "achievement"
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- ItemOpen AccessApplication of Online Pedagogy to Enhance Undergraduates’ Learning Outcomes in Chemistry(International Council of Science Education, 2022-08-31) Okafor, NThe low Cumulative Grade Point Average of most chemistry undergraduates results in their low achievement and motivation which poses a threat to the production of future chemistry teachers. The diversity of this problem has resulted in several suggestions concerning the application of Google Meet strategy to determine its efficacy in ameliorating this problem in the Nigerian educational setting. Two null hypotheses guided the research. This study was an ex-post facto and quasi-experimental designs that involved 125 chemistry undergraduates. Three research instruments were used in data collection. Data were analyzed using mean and analysis of variance. Results showed that undergraduates exposed to Google Meet Pedagogy (GMP) had greater achievement than those exposed to Classroom Teacher Approach (CTA). However, undergraduates exposed to CTA had better motivation in chemistry than those exposed to GMP. The finding showed a significant influence of course types on undergraduates’ achievement in chemistry. There was no significant influence of course types on undergraduates’ motivation. The study concludes that undergraduates should be provided with adequate online facilities to be skillful and knowledgeable. It suggests that university lecturers should be sponsored for professional development on the application of online pedagogies to enhance undergraduates’ achievement and motivation in chemistry.
- ItemOpen AccessEffect of Co-operative Learning Strategy on Senior Secondary School Students’ Achievement in Woodwork Technology(Acta Didactica Napocensia,, 2019) Olabiyi, O. S.; Awofala, A. O. A.This study explored the aftermath of co-operative learning strategy on senior secondary school students’ achievement in woodwork technology in Nigeria within the scheme of the pre-test, post-test non-equivalent control group quasi-experimental design. Three null hypotheses and three research questions guided the study in which the experimental group undergone tutelage with the co-operative learning strategy while the control group received instruction with the conventional teaching method for eight weeks. One instrument, Woodwork Technology Achievement Test (WTAT) with KR-20 reliability coefficient of 0.85 was used for data collection. Results showed that students in the experimental group achieved significantly better performance in woodwork technology than students in the control group. Also, male students slightly outperformed their female counterparts in woodwork technology with cooperative learning strategy, although no significant difference existed between genders taught woodwork technology using cooperative learning strategy. Gender had no statistically significant main influence on students’ achievement in woodwork technology. Also, the interaction effect of treatment and gender on students’ achievement in woodwork technology was not statistically significant. The co-operative learning strategy made lesson more interesting, easy and created friendship among students. It was thus, recommended that co-operative learning strategy be adopted as a close substitute to the conventional teaching method in teaching woodwork technology in senior secondary schools in Nigeria.
- ItemOpen AccessParental Involvement and Cultural Practices on Secondary School Girls' Achievement and Attitude towards Chemistry(Great AP Express Publisher Ltd, 2018) Okafor, NThis study examined parental involvement and cultural practices on secondary school girls' achievement and attitude towards chemistry. The extent to which school location (urban and peri-urban) could influence school girls' achievement and attitude towards chemistry was also determined. Three null hypotheses guided the study. A Correlational survey research design was adopted with a sample size of one hundred and sixty (160) SSS3 girls' selected from urban and peri-urban secondary schools in two of the Education Districts in Lagos State of Nigeria. The sample was drawn using stratified and purposive sampling techniques. Parental Involvement and Cultural Practices Scale (PICPS), Attitude Towards Chemistry (ATC) and Chemistry Achievement Results (CAR) were the instruments used for data collection. Validity and reliability indices for internal consistencies of the instruments were ascertained. Data collected were analyzed using t-test and Pearson Product Moment Correlation Coefficient. The results show significant relationship of parental involvement on girls' achievement and attitudes towards chemistry. The cultural practices on girls' achievement are not significant but a significant positive relationship of cultural practices on girls' attitude towards chemistry was detected. School location (urban and peri-urban) does not have significant influence on girls' achievement but urban location has significant influence on girls' attitude towards chemistry. The study recommends that the school authority should promote parents-teachers' forum, where they will be intimated on the importance of home enabling environment, and school learning materials on girls' achievement and positive attitudes towards chemistry. It concludes that Nigeria's industrialization, productivity and economic competitiveness could be in jeopardy if girls' participation, completion, retention, achievement and attitude towards chemistry are not assured due to socio-cultural expectations and parental poor involvement.