Science and Technology Education- Scholarly Publications

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Browsing Science and Technology Education- Scholarly Publications by Subject "Academic achievement"

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  • Item
    Open Access
    Effects of collaborative and competitive learning strategies on senior secondary students’ academic achievements in environmental related concepts in chemistry
    (Journal of Science Teachers' Association of Nigeria, 2018) Owoyemi, T. E
    Chemistry plays important roles in critical areas such as efficient production and preservation of foods that are healthy, developing new processes for energy generation, industrial production and in the creation of better, cheaper and more robust field methods for environmental monitoring and impact assessment. Therefore, the study of chemistry is very much related to the United Nations Millennium Development Goals (MDGs), especially as it relates to food security and environmental sustainability. Hence, the need to teach chemistry in such a way that it would promote knowledge, values and skills needed by students to be relevant in the 21st century society. Using quasi-experimental design and 133 SSS2 Chemistry students from three randomly selected secondary schools, this study investigated the effects of collaborative and competitive learning strategies on students’ academic achievement in environmental related concepts in chemistry with gender as a moderating variable. Data were collected through administration of Chemistry Achievement Test (CAT) and analysed using ANCOVA at 0.05 level of significant. The results of this study showed that there is a significant main effect of treatment on students’ achievement in environmental related concepts selected. However, Scheffe Post Hoc analysis revealed that collaborative learning group performed significantly better than competitive learning group and each experimental group is academically superior to the control group. There is no significant effect of gender in any form on students’ achievement observed. Based on the study findings, it was recommended that Chemistry teachers should adopt collaborative learning strategy in order to enhance students’ academic achievement in chemistry.
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    Open Access
    An Evaluation of Teachers Preparation for Science Teaching and Effect on Achievement in Science in Lagos State
    (2021-08) Ajeyalemi, D.; Udeani, U.; Olabiyi, O.S.; Fakorede, S.O.A.; Babajide, V.F.T.; Ojo, O.T.
    Academic achievement is the extent to which a learner is profiting from instructions in a given area of learning and turn is dependent upon the teachers’ knowledge base for effective teaching. The quality of teachers is equally dependent on the nature of their preparation. Despite the emphasis on science education that is made compulsory and formed part of the requirement for admission especially in sciences, medical, agricultural, environmental, and engineering programs.The performance of students in sciences has consistently been poor and unimpressive. Therefore, the paper aims at evaluating teachers’ preparation for science teaching and its effect on achievement in science in Lagos state. Using a descriptive survey research design and a sample of 173 science teachers. A validated and piloted questionnaire based on a 4-point rating scale used as the data collection instrument for the study. Data were analysed using descriptive and inferential statistics including means and standard deviation. Data analysis was facilitated using the Statistical Package for Social Sciences (SPSS). Findings revealed that science teachers perceived their training on content and education courses as adequate,pedagogical knowledge training received to prepare them to teach major subjects,workshops and seminarshelp in professional development. It was recommended that: Teachers should be sensitized through in-service and continuing education courses and revision of teacher training curriculum to improve teaching methodologies, building the capacity of teachers in the use of relevant teaching materials and the government should equip schools with relevant teaching materials such as ICTsand alternative power supply.
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    Open Access
    Impact Of Process Oriented Cooperative-Inquiry Learning Strategic Instruction Method (Pocilsim) on Students’ Learning Strategies Use and Academic Achievement in Chemistry
    (Department of Science and Technology Education, Faculty of Education, University of Lagos, Akoka., 2022) Okafor, N; Okunuga, O.R.; Akanbi, A.A.
    This study investigated the relationship between learning strategies and the academic achievement of chemistry students. Three research questions guided the study. A correlation survey research design was used. Four hundred and twenty one (421) Senior Secondary (II) chemistry students in twelve (12) intact chemistry classes from nine public schools in Lagos State, Nigeria participated in the study. Process Oriented Cooperative-Inquiry Learning Strategic Instruction Method (POCILSIM) was used as the learning strategy intervention. Learning Strategies Scale (LSS), and Chemistry Achievement Test (CAT) were used for data collection. Mean, Standard deviation, and t-test were used to analyze the data collected. AMOS 26 was employed to calculate the path coefficient and goodness of fit statistics. Findings showed that the learning strategies used by the students improved after they were exposed to learning strategies intervention; high achievers students use more of the higher-order learning strategies such as metacognitive self-regulation skills than the average and the low achievers; learning strategies have a significant positive relationship with academic achievement, it, therefore, contributed significantly to improve achievement in chemistry, however, the strength of the relationship is low. Also, the metacognitive self-regulation skill strategy has the highest correlation with chemistry students’ achievement while the effort regulation strategy has the least. In addition, learning strategies have equal variances between male and female students. Based on the findings, it is recommended that the policymakers should approve the inclusion and teaching of learning strategies using POCILSIM in the national curriculum at all levels.