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
Investigation into Secondary School Students Attitude to Science in North Central, Nigeria (Published)
This study is an investigation into the attitudes secondary school students towards Science in the North Central Geo-political Zone, Nigeria. In this study, One thousand, six hundred and sixty three (1,663) students consisting of 963 Males and 700 Females, 900 Christians and 763 Moslems were selected from 6 states in the North Central Geopolitical Zone. A stratified random sampling method was adopted in arriving at the sample. The researchers through this method ensured that both urban and rural schools were represented, as well as single sex and co-educational schools to take care of the gender variable. The study was guided by a research question and hypothesis and the findings showed that 84.25% of the students has a positive attitude towards science and that gender has no influence on students’ attitude towards science in the north central, geopolitical Zone, Nigeria. The educational implications based on the findings were discussed and a number of recommendations were presented.
Keywords: Attitudes, Science, secondary school students
Investigation into Secondary School Students Attitude to Science in North Central, Nigeria (Published)
This study is an investigation into the attitudes secondary school students towards Science in the North Central Geo-political Zone, Nigeria. In this study, One thousand, six hundred and sixty three (1,663) students consisting of 963 Males and 700 Females, 900 Christians and 763 Moslems were selected from 6 states in the North Central Geopolitical Zone. A stratified random sampling method was adopted in arriving at the sample. The researchers through this method ensured that both urban and rural schools were represented, as well as single sex and co-educational schools to take care of the gender variable. The study was guided by a research question and hypothesis and the findings showed that 84.25% of the students has a positive attitude towards science and that gender has no influence on students’ attitude towards science in the north central, geopolitical Zone, Nigeria. The educational implications based on the findings were discussed and a number of recommendations were presented.
Keywords: Attitudes, Science, secondary school students
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
Evaluation of the Impact of Science, Technology and Modernisation in Social Studies Curriculum on University Students (Published)
This study was designed to evaluate the impact of Social Studies course – “Science, Technology and Modernisation”, how it can be best delivered and learnt by university students. The novelty research was devised to ascertain how effective out-of-door activities and classroom interactive teaching and learning will have on students learning performance. The course is meant to develop in learners an attitude of re-examining society from the point of view of developments in science, technology and modernity. Four hundred students were involved in the study. Students were asked to answer pre-instructional, instructional and post instructional course questions. Unstructured interviews were also used for clarification of issues raised by students. The pre-instructional course questions were: (1) what do you know about “Science”, “Technology” and “Modernisation”?; and (2) what are the ideal teaching and learning techniques you will wished to be adopted in the classroom? The instructional course questions were: (1) what are your prospects for the course of study; and (1) what are the challenges you encountered during teaching and learning?. The post instructional course questions were: (1) what are the strengths of the teacher and the learners?; and (2) what are the achievements from the course of study?. These processes were employed to elicit responses from the students. Interpretative analytical approach was adopted to analyse the data collected. It was concluded that there was a strong consensus among students that the ideal participatory teaching and learning method, techniques and strategies they suggested to be used were later precluded by them. It was also revealed that majority of students were not in tune with the purely interactive and participatory lesson delivery approach. Based on the findings, the study recommended that favourable classroom atmosphere must be created, coupled with enforced cooperative teaching and learning techniques to enhance participation of students. Also, in order to ensure effective retention of concepts taught, students must be exposed to concrete and technological materials to practicalised the teaching of Social Studies. Educational / field trip should be incorporated in the teaching of Social Studies, especially when teaching the concepts “Science and Technology”. This will help students probe into issues concerning science and technology by using their observational, manipulative and investigative skills.
Keywords: Curriculum, Evaluation, Modernisation, Science, Social Studies, Students, Technology, University
Taking Proactive National Development In Its Strides: A Speculative Peep At Emerging Trends In Science And Technology Education As A Sure Panacea (Published)
This paper seek to make a brief account on the nature of Basic Science and Technology, it equally has interest in a systematic exposition of selected issues in integration in order to shed light into dangerous and treacherous concepts and solicit support for the reasons not beyond “a productive and reliable science and technology for national development”.
Keywords: Education, Emerging Trends, National Development, Science, Technology