Influence of Covid-19 Pandemic on Teachers and Students’ Interaction in Basic Science in Junior Secondary Schools in Ekiti State, Nigeria (Published)
This study considered the impact of Covid -19 pandemic on Teachers’ and Students interaction in Basic Science Classrooms in junior secondary schools in Ekiti State. The research procedure involves descriptive research of survey type. Participants were 320 Basic Science students which were randomly selected across four Local Government areas in Ekiti State. Data were collected with the instruments titled Impact of Covd-19 pandemic on teachers’ classroom interaction (IC-19TCI) and Impact of Covid-19 pandemic on students’ classroom interaction (IC-19SCI). The reliability of the instruments was determined through Cronbach Alpha and this yielded a correlation coefficient of 0.78 and 0.75 for IC-19TCI and IC-19SCI, respectively at 0.05 level of significance. Descriptive statistics such as frequency count, percentages, means, graphs and standard deviation were used to analyze the data. The results revealed that the impact of COVID-19 Pandemic on teachers’ interaction in the classroom was negative.
Citation: Adegbola F.F. (2023) Influence of Covid-19 Pandemic on Teachers and Students’ Interaction in Basic Science in Junior Secondary Schools in Ekiti State, Nigeria, British Journal of Education, Vol.11, Issue 4, 59-65
Keywords: Basic Science, COVID-19, Students, Teachers, interaction, pandemic
Influence of Teachers’ Qualifications On Junior Secondary School Students’ Performance in Mathematics and Basic Basic Science in Kaduna State, Nigeria (Published)
This study examined the influence of teachers’ qualifications on junior Secondary School students’ performance in Mathematics in Zaria metropolis of Kaduna State, Nigeria. The study employed ex-post facto research design. Multi-stage random sampling technique was applied to select twelve government junior Secondary Schools from the 23 government junior Secondary Schools in the area. The sample included twenty-four teachers and one thousand, six hundred and ten (1,610) students. Data gathered were the scores of students from the general MOCK examinations which was the pre terminal junior Secondary School external examination. The data was analysed using descriptive statistics i.e. mean and standard deviation to answer the four research questions raised. The findings were that 1. teachers’ qualifications have major influence on students’ performance in Mathematics.2. teachers’ qualifications have major influence on students’ performance in Basic Science 3. there is little or no difference in the influence of teachers’ qualifications on male and female performance in Mathematics & 4. there is little or no difference in the influence of teachers’ qualifications on male and female performance in Basic Science. The study recommended among others that appropriate education authorities and stakeholders should ensure that qualified teachers with relevant qualifications only are those allowed to teach each subject and that teachers with lower qualifications should be made to further their education to obtain higher qualifications for higher teaching skills.
Citation: Jekayinfa, Olatunji James; Salami, Olajumoke Olayemi; Olu-Ajayi Funmilayo Elizabeth; Owonuwa, Seun (2022) Influence of Teachers’ Qualifications On Junior Secondary School Students’ Performance In Mathematics And Basic Basic Science In Kaduna State, Nigeria, British Journal of Education, Vol.10., Issue 8, pp. 31-44
Keywords: Basic Science, Education, Mathematics, Students performance, teacher’s qualification
Effect of Jigsaw 1 Jigsaw 1 Cooperative-Learning Strategy on Academic Performance in Basic Science among Students in Makurdi, Benue State, Nigeria (Published)
The aim of this study was to determine the effect of Jigsaw 1 Jigsaw 1 Cooperative-Learning Strategy on academic Performance among students in Makurdi, Nigeria. The research design used for this study was quasi-experimental design of non-equivalent group involving pretest and posttest. The population of this study was 1,677 (1,000 males and 677 females) Upper Basic II students for 2018/2019 academic session. Sample size of 63 (38 males and 25 females) students were randomly selected using a simple random sampling technique. The instrument for data collection was Basic Science Academic Performance Test (BSAPT). The instrument was adapted and validated by four experts. The Pearson-Product Moment Correlation Coefficient was used to determine the reliability coefficient of BSAPT. The reliability coefficient found was 0.81. Two research questions were raised and two null hypotheses were tested. Descriptive statistics of mean and standard deviation were used for answering the research questions. Inferential statistics of independent t-test was used to test the hypotheses at p ≤ 0.05 level of significance. The experimental group (EG) was exposed to Jigsaw 1 Jigsaw 1 Cooperative-Learning Strategy while the control group was exposed to Lecture Method. The findings among others revealed that: there was significant difference between the mean academic performance scores of students’ taught Basic science using Jigsaw 1 Jigsaw 1 Cooperative-Learning Strategy and those taught using Lecture Method in favour of the students taught using Jigsaw 1 Jigsaw 1 Cooperative-Learning Strategy. Also, there was no significant difference between the mean academic performance scores of male and female students taught Basic Science using Jigsaw 1 Jigsaw 1 Cooperative-Learning Strategy. It was therefore recommended among others that Jigsaw 1 Jigsaw 1 Cooperative-Learning Strategy should be used to teach students irrespective of gender.
Citation: Tofi Msuur; Usman Alhaji Isah and Lakpini Mary Asibi (2021) Effect of Jigsaw 1 Jigsaw 1 Cooperative-Learning Strategy on Academic Performance in Basic Science among Students in Makurdi, Benue State, Nigeria, British Journal of Education, Vol. 9, Issue 10, pp.32-42
Keywords: Basic Science, Gender, Performance, Science, cooperative-learning-strategy, jigsaw 1 model
Use of Activity-Based Learning to Improve Students` Outcomes in Basic Education Subjects, (Published)
The study deals with Activity-Based learning to improve students` outcomes in English language and Basic Science. The study examines how the use of the activity-based learning strategy enhances students` outcomes in the two core subjects taught in the upper basic levels in Nigeria. Quasi-experiment research design was used to conduct the study. The target group comprised six hundred and forty-three (643) Junior Secondary School Students (JSS II) in two selected schools. One Hundred and ten (110) were sampled using a stratified sampling technique. Self-developed instrument entitled `Basic Education Performance Scale` was deployed to assess the experimental and control groups` outcomes. The data collected were analysed using independent t-test. The study’s findings indicated that activity-based learning significantly affects the students` outcomes in English language and Basic science subjects. Therefore, it is recommended that teachers should promote active learning through the use of hands-on activities.
Keywords: Activity-Based Learning, Basic Education, Basic Science, English Language
Bridging Gender Disparity in Academic Attainment Using Activity Based Instruction and Demonstration Method in Basic Science among Pupils in Katsina State, Nigeria (Published)
This study assessed the impact of Activity based and demonstration teaching strategies in bridging gender disparity in basic science among pupils in Katsina state, Nigeria. The study used quasi experimental design. Three groups’ namely experimental group I, experimental group II and control group were involved. The sample of this study covered a total number of one hundred and forty primary six pupils from three selected primary schools in Kankia. This study used Basic Science Performance Assessment Tool (BSPAT) containing 50 multiple test items, the instrument was validated and with reliability coefficient of 0.82. Data collected were analysed using mean, standard deviation, t-test and Analysis of Covariance at 0.05 level of significance. Result of findings shows that there is significant difference between the academic performance of pupils in experimental and control groups; there is no significant difference between the academic performance of boys and girls pupils in experimental group as revealed in their mean scores. It was recommended that since the use of activity based method and Demonstration Method is efficacious in enhancing performance of boys and girls, curriculum planners like Nigerian Educational Research and Development Council (NERDC) should incorporate activities that involve the two methods in curriculum of primary school sciences.
Keywords: Activity Based Method, Basic Science, Demonstration Method
Influence of School Location on Students Attitude towards Mathematics and Basic Science (Published)
The study investigated “influence of school location on student’s attitude towards mathematics and basic science”. It adopted survey design. One research question and one hypothesis was formulated and tested at 0.05 level of significance. One hundred and sixty six (166) students formed the sample of this study, two (2) validated and reliable instruments namely Mathematics and Basic Science Achievement Test (MBSAT) and Students Location Test (SLT) were used to collect data for this study. Analysis of the data results showed that; there was no significant difference in the mean performance scores between urban and rural school students with positive attitude towards mathematics and basic science using the independent t-test analysis. Based on these findings, some suggestions and recommendations were made on the need for students to develop positive attitude towards the study of mathematics and basic science despites a student location. This is because attitude is a good predictor of academic performance particularly in mathematics and basic science.
Keywords: Basic Science, MBSAT, Mathematics, School Location, Students, attitude