Effects of Brain Based Learning (BBL) On Students’ Academic Achievement and Retention in Mathematics Word Problem in Akwa Ibom State-Nigeria (Published)
The study seeks to determine the effects of Brain Based Learning (BBL) on students’ academic achievement and retention in mathematics word problem in Akwa Ibom State Nigeria. Three research questions were asked, and three corresponding null hypotheses were formulated to guide the study. The non-equivalent control group pre-test post-test quasi-experimental research design was adopted. The proportionate and stratified random sampling techniques were used to select a sample of two hundred (200) senior secondary one (SS 1) students drawn from intact classes from four (4) selected schools in Etinan Education Zone from the population of comprising of 3610 SS I students with 2400 male and 1210 female students as at 2024/2025 academic year. The instrument used for data collection was a researcher-developed Achievement Test on Brain Based Learning on Word Problem (ATBBLWP) a 30 items 4 options multiple choice test after determining its validity and reliability indices. Spilt half method was used to determine the reliability index of the instrument, which was 0.87. The null hypotheses were all tested at the .05 alpha level using the Analysis of Covariance (ANCOVA), statistical techniques. Findings revealed that Brain based instruction enhances students’ academic achievement and retention in word problem than the conventional teaching method. Brain based instruction equally promotes gender equality in the classroom. The instruction favors male and female students equally in enhancing academic achievement in word problem. Brain based instruction also promotes rural and urban parity in classroom mathematics instruction and understanding. It favors both urban and rural students’ locations equally in enhancing academic achievement in word problem. It was recommended, among other things, that teachers should adopt brain-based instruction to enhance students’ mathematics academic achievement and retention, irrespective of students’ gender.
Keywords: Akwa Ibom, Brain Based Learning (BBL), Nigeria, Retention, Students’ Academic Achievement, mathematics word problem
School Based Management Committee System, Principal Leadership Style, Effective Communication System and Public Secondary Schools Students’ Academic Achievement in Oyo State (Published)
The downward trend in the academic achievement of public secondary schools’ students in Oyo State has been a subject of debate among stakeholders in recent times. This study investigated school based management committee system, principal leadership style, effective communication system and public secondary schools’ students’ academic achievement in Oyo State. The study adopted the descriptive survey research design. The study population consisted of all students in public secondary schools in Oyo State. Multistage sampling techniques were employed to select 180 respondents, constituting the study’s sample. Three hypotheses were formulated at 0.05 level of significance to achieve the objectives of the study. Data were collected using four instruments: School Based Management Committee System Questionnaire (r = 0.82), Principal Leadership Style Questionnaire (r = 0.74), Effective Communication System Questionnaire (r = 0.81) and Student Achievement Test. The instruments were subjected to thorough scrutiny by experts in measurement and evaluation to establish the face validity. Pearson Product Moment Correlation and Multiple Regression Analysis were utilised to assess the null hypotheses at significance level of 0.05. The study found out that there was significant positive relationship among school based management committee system, leadership style of the principal, effective communication system and public secondary schools’ students’ academic achievement (school based management committee system, r = 0.78, p<0.05, principal leadership style, r = 0.67, p<0.05, and effective communication system, r = 0.59, p<0.05). The result showed that school based management committee system, principal leadership style and effective communication system jointly contributed to public secondary schools students’ academic achievement (F(2,168) = 16.17, p<0.05). Also, it is indicated that school based management committee system (β = 5.186; T = 3.216), principal leadership style (β = 3.846; T = 2.314; p<0.05) and effective communication system (β = 2.421; T = 1.832; p<0.05) relatively contributed to public secondary schools’ students’ academic achievement, while SBMCS had the highest potency. The research acknowledges the importance of these elements in molding the educational landscape and their capacity to influence students’ academic performance
Keywords: Students’ Academic Achievement, effective communication system, principal leadership style, school based management committee system
Relationship between Teachers’ Working Conditions and Students’ Academic Performance in Public Day Secondary Schools in Nyando Sub-County, Kenya (Published)
The purpose of the study was to investigate the relationship between teachers’ working conditions and students’ academic performance in public day secondary schools in Nyando Sub-County. This was in the light of the concern that most public day secondary schools in Nyando Sub County had been posting poor grades between 2011 and 2015. The study adopted a correlational research design. The target population was all public day secondary schools in Nyando Sub-County. A sample of fourteen schools, which comprised 50% of the total population, was used in the study. Stratified random sampling was used to allow full participation of the schools. Four teachers were randomly sampled in each sampled school to fill the questionnaire, which was the data collection instrument. Descriptive and inferential statistics were used to present the results of the study. This involved tabulating, graphing and describing data. Linear regression was used to taste the hypothesis. The study findings revealed that there is a significant relationship between teachers’ working conditions and students’ academic performance. It was further revealed that poor working conditions and inadequate teaching and learning materials were the major de-motivators of teachers towards good students’ academic performance. Therefore, the study recommended that the government distributes teaching and learning materials equitably to schools to support good performance in all schools in Kenya.
Keywords: Students’ Academic Achievement, Teachers Working Conditions