What is the relationship between school climate and academic adjustment of students in Enugu State. Research Question 1: What is the relationship between school climate and students' academic adjustment in Enugu State. There is a statistically significant relationship between school climate and students' academic adjustment in Enugu State.
The result of the study showed that there is a strong relationship between school climate and academic adjustment, and the test of the hypothesis also showed that there was a significant relationship between school climate and academic adjustment. The result of the study showed that there is no relationship between gender and academic adjustment. The result of the study showed that there was a negative relationship between location and academic adjustment.
The main objective of the study was to investigate the influence of gender on mathematics readiness of disabled students in learning mathematics in Secondary School in Enugu State.
RELATIONSHIP BETWEEN ACADEMIC SELF-CONCEPT AND SENIOR SECONDARY STUDENTS’ ACHIEVEMENT IN
BIOLOGY
There is no significant difference between the mean responses of students and teachers on the extent to which the rot and moral decadence observed
There is no significant difference between the mean responses of students and teachers on how teachers can be equipped with the skills to instruct
Cost is reported to be one of the factors influencing the provision and use of ICT in social studies (Adomi, 2006). An educational policy should be introduced that makes the use of ICT an integral part of the instructional media of all schools, especially in the teaching of Social Studies. These formed the basis for the construction of the Principals' In-service Training Needs Instrument (PITNI).
To what extent do the staff's administrative skills in the tool represent the necessary training needs of the principals. To what extent do the student staff's administrative skills in the instrument represent the necessary training needs of the principals. To what extent do the staff's administrative skills in the questionnaire represent the necessary training needs of the principals.
The grand mean of 2.72 indicates that the above items are accepted as mobile learning tools in the market. Mobile English learning: An evidence-based study with fifth graders. 2010) Using mobile phones to improve educational outcomes: An analysis of evidence from Asia. International Review of Research in Open and Distance Learning (IRRODL). The result of the analysis showed that the respondents rated innovative financing strategies highly.
The willingness to support the adoption of the innovative financing strategies in the universities is open. Leadership is one of the basic and most important needs in the management of higher institutions. This is especially the case when heads of units, HODs, deans, rectors and V.Cs view their management positions as 'the boss'.
Caring involves being reasonable and considering the circumstances and circumstances surrounding the people you lead so that the virtue of dynamism – the ability to change or adapt – can be utilized when handling management positions in universities. The socio-economic, political and technological transformation of society is the primary focus of social studies education. The philosophy of social studies education is consistent with the nature of Nigerian society (Danladi 2005).
Social studies as a school subject came into existence to change the dysfunctionality of the past inherited political and social issues in the society. Teacher's incompetence: Teacher's incompetence is the main factor in the inappropriate implementation of the social studies curriculum at all levels of the education system in Nigeria. Before renewing a learning strategy, one must think about the differences in the learning style of the learners.
There is no significant difference in the mean achievement score of students taught Biology using concept mapping Instructional scaffold and those
Therefore, one sees that the issue of gender has not yet been resolved, especially in relation to student performance in Biology, hence the need for further study on that connection, especially when new teaching strategies such as concept mapping as instructional scaffolding are tried out. Over the years, researchers have developed or used various teaching methods or strategies to improve student learning. Most of the methods or strategies have been empirically proven to improve learning and in turn improve performance.
But the reality on the ground indicates that students' performance in most subjects, especially Biology, needs urgent attention. Therefore, a strategy that will activate students' search for memory that will help students correctly answer any question asked by their instructors/teachers is very pertinent. This study therefore aims to investigate the effect of concept mapping as teaching scaffolding on senior secondary school students' performance in Biology.
What is the effect of concept mapping as an instructional scaffold on students' mean achievement scores in biology. What is the interaction effect of gender and strategies on the average achievement score of students in biology. HO1: There is no significant difference in the mean achievement score of students taught biology using concept mapping Instructional Scaffolding and those.
There is no significant difference in the mean achievement scores of male and female students in Biology
There is no significant interaction effect of gender and strategies on the mean achievement scores of students in Biology
The design was adopted because intact classes were used, as it was not possible to have complete randomization of the subjects. Purposive sampling was used because the researcher wanted a school that lends itself to the experiment and for proximity for easy monitoring. The researcher used two intact classes from one school as the experimental/treatment and two intact classes from the other school as the control group. The instrument used for the study is Biology Achievement Test (BAT) which was developed by the researcher based on the biology topic that was taught.
In content validity, the researcher carefully constructed a test blueprint or specification table that aligned both cognitive levels and subject content in a two-grid table. In the second phase to ensure the validity of the instrument, the researcher consulted three experts from the Department of Science Education, University of Nigeria, Nsukka and one from the Department of Science Education, Enugu State University of Science and Technology. An assessment program was prepared by the researcher and validated by two biology teachers from Udi Education Zone, Enugu State and four specialists from the University of Nigeria, Nsukka.
The topics taught during the studies included: respiration in animals, respiration in plants, classification of living organisms, transport system in animals, circulatory system in animals. The items were pilot tested on thirty (30) SS 2 biology students in a school not used for the study. The instrument had a reliability index of 0.89, which ensured the use of the instrument for the study.
Regular biology teachers were used for the study in both the experimental and the control group. Training was provided to the biology teacher who guided the experimental group in the application of the instructional approach. A sample lesson plan on how to effectively teach the classification of living organisms using the concept map is included at the end of the lesson plan for illustration purposes.
The researcher verified the lesson plan prepared by the biology teacher who received the control group to ensure that the teacher did not deviate from the instructional procedures commonly used by biology teachers. The result in Table 1 also shows that the adjusted mean score for the treatment group is 30.47 while that of the control group is 24.47 which shows that students taught Biology using Concept Mapping as a scaffolding strategy performed better than those taught with the method conventional.
There is no significant difference in the mean achievement scores of students taught Biology topics using concept mapping as scaffolding and those
However, the control group has mean pretest and posttest scores of 11.46 and 24.36 with standard deviation scores of 2.06 and 5.74 respectively. Since the associated probability value of 0.00 was less than 0.05 set as the level of significance, the null hypothesis (HO1) was rejected, indicating that there was a significant difference in the mean achievement score of students learning Biology using concept mapping. as a learning platform. The results in Table 3 show the mean achievement scores of male and female students from both strategies in Biology.
The result shows that male students had a pretest and posttest mean performance score of 11.85 and 28.77 with a standard deviation of 2.15 and 6.07, respectively, but the female students taught biology had a pretest and posttest mean performance scores of 11.11 and 25.53 with a standard deviation score of 1.90 and 5.82 respectively. The result also shows that male students had an adjusted mean score of 28.95, while their female counterparts had an adjusted mean score of 25.98. For each of the groups, the posttest and adjusted mean achievement scores were greater than the pretest mean achievement scores, with the male students having higher adjusted mean scores than their female counterparts.
HO2: There is no significant difference in the mean achievement scores of male and female students in Biology.
There is no significant difference in the mean achievement scores of male and female students in Biology
- Multimedia learning process
- Role playing and Scenario based teaching
- Activity-Based Teaching
The active participation of students in the creation of the concept map may have helped in the improvement. Effect of Game Teaching on Students' Academic Performance in Chemistry, Journal of Science Teachers Association of Nigeria. 2003) Effects of video-recorded instruction on high school physics achievement, Journal of the Science Teachers Association of Nigeria J.
In Nzewa (Ed.), Proceedings of the 49th Annual Conference of the Science Teachers Association of Nigeria, p. 99-104. The report states that the number of unemployed among the working population increased by 555,311 persons during the period under review. If a nation leaves the right kind of education, there will be a positive change in the behavioral patterns of the citizens.
The teacher's teaching method can promote or hinder knowledge based on the success or failure of the method. Some of the innovative ways of teaching basic science in secondary schools include; multimedia learning process, live specimens, field trips, role-playing and activity-based teaching. Therefore, teachers' teaching method can promote or hinder knowledge based on the success or failure of the method.
This is the practical based study of the theories of the subject (Shankar and Chaudhary, 2015). They increase students' critical thinking and help them draw their own conclusions. Many of the teaching resources used in innovative teaching are not staffed to cope with their use.
It is important to note that basic science is an activity-based subject and requires active participation from the students. The school management through the government must provide an enabling environment for the maximum performance of the teacher.
