Further Education Teachers’ Wellbeing: A Discussion of Equal Opportunities and Career Progression (Published)
This research examines the relationship between wellbeing, career aspirations and equal opportunities prospects among FE teachers and support staff expectations. An online questionnaire asked further education (FE) teachers to comment on items of: – Emotional Labour, Teachers’ Emotional Labour, Teachers’ Emotional Labour Strategy and Burnout. Further Education teachers also noted the number of stressors they generally encountered. Although female teachers experienced more stressors, their wellbeing was relatively higher than male teachers. Furthermore, wellbeing was higher for the majority ethnic group (White British) FE teachers. The importance of this research is that an association is made between the wellbeing of FE teachers and that it influences the choices they make for continual professional development (CPD). This has consequences for staff retention in FE colleges. Thematic analysis of focus group interviews suggests that equal opportunities for FE teachers require further investigation as well as career progression across ethnicities among U.K. FE colleges.
Psychosocial Predictors of Secondary School Students’ Attitude Towards Cheating in Examination in Emuoha Local Government Area, Rivers State (Published)
The study investigated Psychosocial Predictors of Secondary School Students’ Attitude Towards Cheating In Examination In Emuoha Local Government Area, Rivers State. Five research questions and five corresponding hypotheses were formulated for the study. Correlational and descriptive research design was used for the study. The population of the study consisted of all the senior secondary school students in the 20 public schools in Obio-Akpor Local Government Area of Rivers State. A sample of 125 senior secondary school II students was drawn for the study using the multi-stage sampling technique. The instruments used for data collection in this study were the Students’ Attitude Cheating Scale (SACS) and the Psychosocial Predictors Scale (PPS). The validity of both instruments was done using experts’ assessment while their reliability was determined through Cronbach Alpha method. The reliability coefficient of 0.78 was realized for Students’ Attitude Cheating Scale (SACS) and 0.82 was realized for Psychosocial Predictors Scale (PPS) respectively. Analysis of the instruments was done using simple regression as well as t-test. Finding showed that achievement motivation (p=0.001<0.05) and self-efficacy (p= 0.000<0.05) all had significant relationship with secondary school student’s attitude towards cheating. On the contrary, there was insignificant differences (p= 0.22>0.05) between the attitude of male and female students. Based on this, it was recommended among others that school authorities should encourage the student to get involved in educational and social clubs which will help them academically and morally.
Brainstorming, Field Trip and Gender Effects On Junior Secondary School Students’ Attitude to Business Studies in Rivers State, Nigeria (Published)
The study investigated the effects of brainstorming, field trip and gender on students’ attitude in Business Studies. The framework for the study was based on Bandura’s social learning theory and Vygotsky’s constructivism theory of learning. All the JSS 2 students (467) in the selected schools participated in the study. Both the experimental and control groups were given students. Seven weeks were spent on the treatment. The Attitude to Business Studies Scale (=0.72) was the measure that was utilized. Analysis of Covariance (ANCOVA) was used to analyze the data at the 0.05 level of significance. There was significant effect of treatment on students’ attitude to Business studies, [F(2,131)=27.70, partial η2=0.29] with FTTM ( =94.94), BTM ( =88.00), and CM ( =84.90). Gender had no discernible main impact on students’ attitudes toward business studies. The impact of treatment and gender on students’ attitudes toward business studies was nonexistent. Students’ business studies learning outcomes in Rivers State were influenced by both brainstorming and field trips, but the field trip strategy was superio. Teachers should be encouraged to use both methods to motivate students’ attitude to Business studies.
Effects of Sexuality Education on Gender Among Secondary School Students In Ekiti State, Nigeria (Published)
The study investigated the effects of Sexuality Education on gender among senior secondary school students in Ekiti State, Nigeria. The study also examined the knowledge and attitude of students on Sexuality Education. It is a descriptive survey research with a population of 150 respondents drawn from three senatorial districts of the state; seventy-three (73) males and eighty-seven female students participated in the study. A self-constructed instrument titled the Sexuality Education questionnaire was used to obtain information from the students. In contrast, a multi-stage sampling technique was used to select students from three senior secondary schools in three state senatorial districts, using a self-constructed instrument titled Sexuality Education Questionnaire (SEQ). The reliability was ensured using the test-retest method. The study’s results showed that male students recorded a higher-mean gain in the achievement of Sexuality Education, while female students recorded a higher mean increase in attitude score. The result also revealed that students with low self-efficacy recorded higher mean- gain in achievement and attitude scores towards Sexuality Education. The study concluded that teaching Sexuality Education is improved in schools to achieve the curriculum objectives. It was, therefore, suggested that more emphasis be laid on the teaching of Sexuality issues in schools. Government should also organise seminars and workshops for teachers and students on Sexuality issues. In addition, curriculum developers should extend the teaching of Sexuality Education to the primary school level, informal and non-formal settings.
Effects of Computer-Assisted Instruction (CAI) On Students’ Academic Achievement in Chemistry among Boys and Girls in Public Secondary Schools in Ondo State, Nigeria (Published)
Citation: Ekundayo S. K. (2022) Effects of Computer-Assisted Instruction (CAI) On Students’ Academic Achievement in Chemistry among Boys and Girls in Public Secondary Schools in Ondo State, Nigeria, British Journal of Education, Vol.10, Issue 2, pp. 31-41
Abstract: This study investigated the effects of Computer-Assisted Instruction (CAI) on students’ achievement in Chemistry among boys and girls in public secondary schools in Ondo State. A quasi-experimental design was adopted for the study. The sample for the study consisted of 240 senior secondary school two (SSS II) intact class Chemistry students selected in stages using simple random sampling technique. Three schools were selected from three local government areas from the three senatorial districts in Ondo State. The students in the experimental groups were exposed to CAI while the control group was taught with the conventional teaching method. Chemistry Achievement Test (CAT) with a reliability coefficient of 0.81 was used to collect relevant data for the study. The experimental group was treated using CAI package while the control group was treated using the conventional classroom teaching. Analysis of Co-variance (ANCOVA) and t-test were used to test the research hypotheses at 0.05 level of significance. The result from the study showed that there was no significant difference between the achievement of male and female students in both the experimental and the control groups respectively. The results showed that when exposed to CAI, female students performed better than their counterparts. Based on the findings of the study, it could be concluded that the use of CAI has not shown any better effectiveness in the achievement of students. However, the method is a modern day of imparting knowledge. In another dimension, when both males and females are taught with the use of CAI, the method appeared to favour females than males. This suggests that the method us gender-biased. Based on the findings of the research, it is recommended that the potential of computer-assisted instruction should be utilised to enhance better achievement of the students in Chemistry, most especially among females while the male students also be encouraged to key into the use of the method for the flexibility of teaching and learning.
Use of E-Learning Strategies and Students’ Retention of Knowledge in Basic Science and Technology, (Published)
The study focused on enhancing students’ retention of knowledge using two e-learning strategies in Basic Science and Technology in Benue, Nigeria. A non-randomised control group, pretest-posttest quasi-experimental design was employed. The study population comprised 27367 Upper Basic II students where a sample of 202 was drawn using multistage sampling technique. Developed Machine-Assisted Learning (MAL) and Virtual Science Laboratory (VSL) apps by the researchers were used as pedagogical strategies. The instrument used for data collection was Basic Science and Performance Test (BSTPT) which was transformed to Basic Science and Technology Retention Test (BSTRT) through reshuffling. This was validated, trial-tested and subjected to reliability analysis using Kuder Richardson (KR)-21 which gave 0.94. Four research questions were stated and analysed using mean and standard deviation, and graphs while four hypotheses were stated and tested using Analysis of Covariance (ANCOVA) at 0.050 level of significance. The findings revealed that, there were significant differences in the mean retention scores [F2, 195 = 199.689, p = 0.000 < 0.050] among MAL, VSL and Expository groups. A follow up pair wise comparisons confirmed the hypothesis in all the three combinations: MAL and VSL (p = 0.000 < 0.05); MAL and Expository (p = 0.00 0< 0.05) and VSL and Expository (p = 0.000 < 0.05). The findings also revealed that, there was no significant gender disparity in the mean retention scores of the students in MAL [F1, 57 = 0.817, p = 0.370 > 0.050] and VSL [F1, 72 = 0.226, p = 0.636 > 0.050]. It was further found that, there was no significant interaction effect of strategies and gender on the students’ mean retention score [F2, 195 = 0.191, p =0.826 > 0.050]. The study concluded that the use of MAL and VSL apps have enhanced students’ knowledge retention in BST than expository strategy. Based on the findings, it was recommended among other things that, the government and teachers-trainees’ institutions should train teachers on the development and implementation of the MAL and VSL since they have greater effects on students’ durable memory.
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
Women Educational Empowerment and Sustainable Political Development of Nigeria: Akwa Ibom State in Perspective (Published)
The study examined women educational empowerment and the sustainable political development of Nigeria. The population consisted of female lecturers from three higher educational institutions in Akwa Ibom State. These include the University of Uyo, Akwa Ibom State University, Ikot Akpaden; and Akwa Ibom State College of Education, Afana Nsit.The cluster sampling technique was used in selecting a sample of 235 respondents out of a population of 2,351 targeted respondents.Two null hypotheses were formulated, based on the specific objectives of the study and tested at the .05 alpha level using Pearson Product Moment Correlation Analysis. Data collection was done with the use of a structured instrument, “Women Empowerment and Sustainable Political Development Questionnaire” (WESPDQ), which was duly validated by experts. The WESPDQ was tested for reliability using the Cronbach alpha approach, with a coefficient of .78 indicating that the instrument was internally consistent. Findings indicated a significant relationship between the two independent variables and the dependent variable respectively. It was, therefore, concluded that women educational empowerment has a significant relationship with the sustainable political development of Nigeria. It was recommended, among other things, that government at all levels (federal, state and local) should formulate policies that seek to empower women educationally to facilitate sustainable political development of the country.
Effect of Instructional Conversation Strategy on Secondary School Student’s Academic Performance in Chemistry (Published)
This study was conducted to investigate the effect of instructional conversation strategy on student’s academic performance in chemistry in Edo State, Nigeria. Three research questions and three corresponding hypothesis were raised and formulated to guide the study. The hypotheses were tested at 0.05 level of significance. The design used for this study is the pre-test post-test control group quasi-experimental design. The Chemistry Achievement Test was the instrument used for data collection The instruments’ validity and reliability were properly determined before they were used. The reliability of the CAT instrument was found to be 0.88 using Kunder-Richardson 21 formula. The sample consist of 60 science students drawn from two public schools in Egor Local Government Area of Edo State. Data collected were analyzed using statistic of the mean, standard deviations, student’s independent sample t-test and ANOVA. The major findings of the study included the following (i) instructional conversation strategy group students significantly performed better than the lecture method group students. (ii) the study showed a non-significant difference in the performance of male and female students taught with instructional conversation strategy. (iii) the study showed a non-significant interaction effect of method and sex on chemistry students’ achievement. Based on the findings of the study, it was therefore recommended that instructional strategy which encourages social interaction should be used in the teaching and learning of chemistry in this 21st century.
This study investigated the effects of feedback and remediation as instructional strategies and gender on junior secondary school students’ attitude towards mathematics. The sample for the study consisted of 237 junior secondary two (JSS II) students in intact classes of three co–educational schools purposively selected from Akure South Local Government Area of Ondo State. The study employed quasi–experimental design with treatment at three levels namely: Formative Test with Feedback and Remediation, Formative Test with Feedback only and Formative Test without feedback and remediation which served as control. The treatment levels were crossed with students’ gender (male and female). Four research instruments including three Mathematics Formative Tests I. II, III and Mathematics Attitude Scale (MAS) were constructed, validated, and used for the collection of all relevant data. The data collected were analyzed using Analysis of Covariance (ANCOVA) and Scheffe’s Post–Hoc Analysis. Result from the study shows a significant effect of treatment on students’ attitude towards mathematics. However, there was no significant effect of gender on students’ attitude towards mathematics.