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.
Keywords: Gender, Performance, instructional conversation
Gender, Feedback with Remediation and Students’ Attitude towards Mathematics (Published)
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.
Keywords: Attitude Towards Mathematics, Feedback, Formative Test, Gender, Remediation
Gender Factor in Public Secondary School Teacher’s Job Satisfaction in Nakuru County, Kenya (Published)
The teaching profession in Kenya has witnessed various manifestations of teacher dissatisfaction more specifically in the last ten years. These include industrial disharmony, teacher turnover and disciplinary cases relating to teacher absenteeism and desertion of duty. Teachers’ job satisfaction has a direct impact on students’ achievement and their future careers. This implies that, while a satisfied teacher is less likely to desert his/her teaching responsibilities, a dissatisfied one has higher chances of being less committed to his/her students thereby minimizing their chances of making positive learning gains among learners. In view of the importance of teacher job satisfaction, this study investigated the influence of gender on job satisfaction among public secondary school teachers in Nakuru County, Kenya. Using ex-post facto research design, data was collected from 341 teachers through a self-delivered questionnaire. Validity of the research instrument was ascertained through a pilot study carried out in the neighbouring Nyandarua County. The internal and external reliability coefficients for the teachers’ questionnaire as estimated through Cronbach’s alpha coefficient and split-half technique stood at r= .945 and r= .905 respectively. Data was analyzed using t-test. The study found that gender had a statistically significant influence (p<.05) on teacher satisfaction, with the male teachers recording a higher satisfaction than their female counterparts. The study offers useful insights to the teacher managers in Kenya, specifically the Teacher Service Commission (TSC) and Boards of Management (BoMs) in secondary schools on how to address the needs of female teachers. This will go a long way in enhancing their level of job satisfaction.
Keywords: Gender, Job Satisfaction, Kenya, Nakuru County, Teachers
Interaction Effect of Facebook and Simulation Instructional Strategies on Students’ Attitude and Achievement in Biology in Senior Secondary Schools in FCT-Abuja (Published)
Interaction effect of facebook and simulation instructional strategies on students’ attitude and achievement in senior secondary Biology was investigated. Quasi-experimental design was adopted with population of 12719 and a sample of 247 senior secondary two biology students. Data were generated using Germination Achievement Test (GAT) and Student’ Attitude to Biology Questionnaire (SABQ). GAT and SABQ were subjected to reliability analysis using Kuder-Richardson formula 21 and Cronbach Alpha formula yielding coefficients of 0.75 and 0.68 respectively. Data were analyzed using graphs and Analysis of Covariance for testing the hypotheses. The results revealed no significant interaction effect of strategies and gender on mean attitude ratings of students towards seed germination; there is significant interaction effect of strategies and gender on mean achievement of students in seed germination. It was recommended that teachers should involve male and female students in learning activities to avoid gender stereotyping and create equal opportunities for male and female learners.
Keywords: Facebook instructional strategy, Gender, Seed Germination, Simulation instructional strategy, achievement in biology, attitude towards biology, interaction effect.
Influence of Gender and Location on Students Conceptions of Heat Energy in Senior Secondary School Physics (Published)
The study determined the influence of gender and location on students’ conceptions of heat energy in senior secondary school physics. Two research questions and two null hypotheses guided the study. The study adopted ex-post facto research design. 6,270 senior secondary school two (SSS2) physics students in all the government owned educational secondary schools in Onitsha Education Zone of Anambra State, Nigeria; during 2018/2019 academic session comprised the population. The sample size of 357 senior secondary two (SS2) students drawn from the population was used for the study. Multi-stage sampling procedure was used in composing the sample. Heat Energy Conception Test (HECT) with 16 theory items was adapted by the researchers to measure students’ conception of heat energy. The instrument was validated by three experts from the Department of Science Education, University of Nigeria, Nsukka. The internal consistency index of the instrument was calculated to be 0.747 using Cronbach Alpha formula (α). Frequency and percentage was used to answer all the research questions. Chi-square was used in testing the two null hypotheses of the study. The study revealed that gender and location has no significant influence on students’ conceptions of heat energy in senior secondary school physics. In light of the findings, recommendations were made by the researchers.
Keywords: Energy, Gender, Location, heat, students’ conceptions
Fostering Senior Secondary Students’ Attitude and Achievement in Biology in FCT-Abuja Using Facebook Instructional Strategy (Published)
The study investigated how Facebook Instructional Strategy could be used to foster Senior Secondary Students’ Attitude and Achievement in Biology in FCT-Abuja. A quasi-experimental research design was adopted. The population comprised 12719 senior secondary two biology students. The sample consisted of 247 SSII biology students selected from six government schools in the study area using purposive sampling technique. Data were generated using Germination Achievement Test (GAT) and Students’ Attitude to Biology Questionnaire (SABQ). The GAT and SABQ were validated and subjected to reliability analysis using Kuder-Richardson formula 21 (K-R21) and Cronbach Alpha formula which yielded coefficients of 0.75 and 0.68 respectively. Six research questions guided the study, while six hypotheses were formulated. Data collected were analyzed using mean and standard deviations to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The findings of the study revealed that there is significant difference in the mean achievement score of students taught seed germination using facebook instructional strategy and those taught using the lecture method; there is significant difference in the mean achievement scores of male and female students taught seed germination using facebook instructional strategy. There is no significant difference in the mean attitude ratings of students taught seed germination using facebook instructional strategy and those taught using lecture method; There is no significant difference in the mean attitude ratings of male and female students taught seed germination using facebook instructional strategy. Based on the findings, it was recommended amongst others that biology teachers-trainees should be trained on the use of facebook instructional strategy in teaching biology.
Keywords: Achievement, Biology, Facebook instructional strategy, Gender, Seed Germination, attitude
Preliminary Evaluation of Student Approaches to Learning in Moroccan Context (Published)
One of the main factors influencing the quality of learning and therefore the success of students are the Student Approaches to Learning (SALs). They are the why (the motivation) and the how (the strategy) of learning. This transversal study was conducted for the first time in a Moroccan open access university context. Using our validated Arabic version of the revised two-Factor Study process questionnaire (R-SPQ-2F), the aim of this study was first, examining the overall SALs (Deep Approach, DA and Surface Approach, SA) among a tertiary context in Morocco. Second, assessing and examining the variance of DA and SA scores when related to two personal factors, namely gender and study levels. This study was conducted within the Faculty of Science Dhar El Mahraz (FSDM) belonging to the University Sidi Mohammed Ben Abdellah – (Fez- Morocco) among 300 Moroccan students (138 females) enrolled in different programs across three levels of study (2ed, 4th and 6th Semester). An ANOVA and a t-test were performed. The results showed a significant difference between the two factors. In conclusion, the use of SALS in teaching evaluation is important for the university community to promote the factors influencing deeper learning. Other factors must therefore be explored.
Keywords: Deep Approach, Gender, SAL, Surface Approach, study level.
Student Variables and Choice of Christian Religious Knowledge among senior secondary School Students in cross River State, Nigeria (Published)
This study assessed student variables and choice of Christian Religious Knowledge among secondary school students in Cross River State. To achieve this purpose, two research questions were put forward and transformed into two null hypotheses. A review of related literature was carried out to examine what has already been documented on the phenomenon under study. The ex-post facto research design was considered most suitable for achieving the purpose of this study. The simple random sampling technique and proportionate sampling technique were used in selecting the sample used for the study. A structured questionnaire titled student variables and choice of Christian religious knowledge questionnaire (SVCCRKQ) was the instrument used for collection of data in the study. The reliability of the research instrument was established through the Cronbach Alpha reliability method. Chi-square statistical tool was used for data analysis. The findings obtained from analysis of data and hypotheses testing revealed that there is a significant influence of gender and interest on students’ choice of Christian Religious Knowledge in the study area. It was concluded that the gender of students cannot be a barrier when it comes to making choice of subject. Based on these findings it was recommended among others that students with low interest in Christian Religious Knowledge should be encouraged to see the subject as an important tool for developing good behaviour and peaceful co-existence.
Keywords: Christian religious knowledge, Gender, Interest, choice of subject
Validity of Lesson Plan (RPP) Thematic Learning Model Based on Gender and Diversity (Kebhinekaan) (Published)
This study aims to determine the validity of the lesson plan on the thematic learning model based on gender and diversity values for grade IV students in Primary Schools in Aceh Barat District, Aceh. This research embraces research and development with stages 1) preliminary study, 2) design and development stage 3) testing phase. Validity test data obtained from the validation results by experts using a questionnaire instrument. The data obtained were analyzed using a Likert scale. The results obtained from this validity test showed a validity value of 90% with a very valid category.
Keywords: Diversity, Gender, Lesson Plan, validity
Gender Differences in English Language and Science Related Subjects in the Context of Higher Education in Thailand (Published)
This study was conducted at a university in the surrounding areas of Bangkok to cross-compare academic performances between female (n = 406) and male (n = 496) students in both English language skills and GPA scores in science-based subjects. 902 second-year students were selected from four separate faculties to examine the interaction of the gender variable across a broader spectrum of academic backgrounds; faculty subgroups were clustered accordingly: business studies (n = 315), engineering (n = 317), computer science (n = 178) and veterinary medicine (n = 92). T-tests calculations indicated that female students’ level of attainment was significantly higher in both academic spheres: English (females: 56.85, males: 47.87; [sig: p = <0.05]); GPA (females: 70.5, males; 63.75; [sig: p = <0.05]). Furthermore, according to faculty subgroup comparisons, females consistently outperformed their male counterparts in both English language and science related subjects, and also outnumbered their male peers in the top-100 achievers in both domains.
Keywords: English proficiency, Gender, Performance, Science, variability