Teaching Strategies Employed By Teachers for Improving Students’ Learning in Business Education in Secondary Schools in Delta State (Published)
Citation: Onajite, G. O. (2022) Teaching Strategies Employed By Teachers for Improving Students’ Learning in Business Education in Secondary Schools in Delta State, British Journal of Education, Vol.10, Issue 3, pp., 85-100
Abstract:This study investigated teaching strategies employed by teachers for improving students’ learning in Business Education in secondary schools in Delta State. Four research questions guided the study. The descriptive survey research design was employed in the study. Population of the study consisted of all the 2,100 teachers teaching business education subjects in the 448 secondary schools in Delta State. Sample size of the study comprised 630 business education teachers from 224 secondary schools in Delta State selected using stratified random sampling technique. A 40-item researchers’ self-developed questionnaire titled “Teaching Strategies employed by Teachers for Improving Student’s Learning in Business Education Questionnaire (TSTISLBEQ)” arranged into four clusters, and structured on 4-point scale. The research instrument was validated by three experts and reliability determined through a pilot test which yielded an internal consistency reliability value of 0.74. Data collected were analyzed using the mean score and standard deviation. The findings of this study revealed among others that the teachers mostly employed the direct teaching strategies. All the other teaching strategies like the experimental, material/visual aids, interactive and the independent teaching strategies were largely not employed by the teachers in teaching business education in secondary schools in Delta State. From the findings, recommendations were made which include and among them were that principals in the secondary schools should encourage and support the teachers to employ other direct teaching strategies such as seminars, individualized instruction method, peer tutoring, team teaching and sharing students into different reading groups for improving students’ learning in business education in secondary schools in Delta State.
Keywords: Business Education, Improving, Learning, Strategies., Students, Teachers, Teaching
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.
Keywords: Chemistry, Computer Assisted Instruction (CAI), Gender, Students
Tone of School Discipline and Level of Morality among Secondary School Students in Calabar Education Zone of Cross River State, Nigeria and Need For Guidance and Counselling Interventions (Published)
The essence of this study was to investigate the influence of tone of school discipline and the level of morality among secondary school students in Calabar education zone of Cross River State, Nigeria. To guide the study, one hypothesis was formulated at 0.05 level of significance, using stratified and simple random sampling. The instrument used for data collection was questionnaire titled Tone of School Discipline and Level of Morality among Secondary School Students Questionnaire (TSDLMASSSQ). The instrument had a reliability indices ranging from 0.70 to 0.80, using Chrombach alpha reliability estimate. The study adopted ex-post facto research design and the statistical tool for data analysis were simple linear regression and t-test. The result revealed an R-squared value of .084, which means that about 8.4% of the total variation in the level of morality was explained by the variation in the tone of discipline in the school. The result revealed and F-value of 45.953 (P-value =.000). Thus, the null hypothesis was rejected in favour of the alternative. This means that there is significant influence of tone of discipline in the school on the level of morality among secondary school students. It was recommended that teachers should be counseled not to depend on the use of force, threat and punishment to foster discipline or morals as this may have adverse effect on the level of morality among student. But students should be encouraged to contact their guidance counsellor for professional counselling
Citation: Philip A. Okpechi and Ambor A. Ogar, (2022) Tone of School Discipline and Level of Morality among Secondary School Students in Calabar Education Zone of Cross River State, Nigeria and Need For Guidance and Counselling Interventions, British Journal of Education, Vol.10, Issue 1, pp. 64-72
Keywords: Discipline, Morality, Secondary School, Students
The Impact of Collaborative Writing on Kuwaiti High School Students’ Writing Development (Published)
This study investigates the frameworks in which Kuwaiti high school students studying English as a foreign language engaged in collaborative writing exercises to determine the impact on the content of their independent and collectively written texts. Participants included final year high school students with an intermediate level of English proficiency (i.e., upper-intermediate or B2 on the CEFR index). This research paper examines the mechanisms in which participants engaged as part of their collaborative writing exercises and the effect of such engagement on their independent and collective writing content. The research adopted quantitative methodology for data collection through holistic proficiency sources. Empirical ranking of participants’ scores led to two conclusions on how teamwork in small groups influenced the content of student texts produced collaboratively and independently. In addition, collaborative writing tended to increase output in both classes. Although both groups of students improved in various learning areas, they scored higher overall on the second writing challenge.
Keywords: Impact, Kuwaiti high school, Students, collaborative writing, writing development
Family type, family size and scholastic success of social studies students in Cross River State, Nigeria (Published)
This study was designed to ascertain the relationship between family size, family type and scholastic success of Social Studies students in Cross River State. To achieve the purpose of this study, two null hypotheses were formulated to be tested at .05 confidence level. An Ex-post facto design was adopted for the study. One thousand (1000) Social Studies students were selected for the study through proportionate stratified random sampling and simple random sampling techniques from a population of 19,169 junior secondary three students. Family type was categorized into two (monogamous and polygamous) while Family size was categorized into three (large, medium and small). The only instrument for the study was the Social Studies Academic Achievement Test (SOSAAT). The SOSAAT was paired with the categorized variables for data collection and trial tested using the split-half reliability estimate to establish reliability indexes of 0, 78 and 0.82 while the reliability coefficient for performance test was 0.79 respectively. The reliability test was conducted in one of the schools within the study population but not among the sampled schools for the main study. The data collected were duly coded and analyzed in consistent with the formulated hypotheses using the Analysis of Variance (ANOVA) test-statistics. The results revealed that students’ family size and family type are significantly related to students’ scholastic success in Social Studies. Based on these findings it was concluded that students’ scholastic success is dependent on family size and family type. The work recommended, inter alia, that since small size family has greater positive influence on scholastic success of students in Social Studies, parents should maintain small size families they can adequately nurture and positively impact on. Moreover, parents should endeavour to live together and maintain intact homes so that they can give children the warmth, nurture and encouragement to contribute to the development of the required academic excellence.
Keywords: Family Size, Social Studies, Students, family type, scholastic success
Constraints on Acquisition of Electrical Installation and Maintenance Work Skills among Students in Technical colleges in Akwa-Ibom State (Published)
The study sought to find out Constraints on Acquisition of Electrical Installation and Maintenance Work Skills Among Students in Technical colleges in Akwa-Ibom State,. Descriptive survey design was used in the design of the study. The population of the study consisted of a total of 332 respondents comprising 286 final year vocational III students and 46 teachers of VOCIII students from the five (5) government technical colleges in Akwa Ibom State. Simple random sampling technique was employed in the selections. For the teachers, all the 46 of the VOCIII teachers were used. A structured questionnaire titled ‘Constraints on Acquisition of Electrical Installation and Maintenance Work Skills Questionnaire was developed to elicit responses from the respondents after being validated by the supervisor and three other experts and reliability tested through the use of Pearson Product Moment Correlation Method to obtain an average reliability coefficient of 0.86. Mean was adopted for answering the research questions. The hypotheses were tested using z-test statistics. The result revealed that some of the factors that constitute as constraints on acquisition of electrical installation and maintenance work skills among students in technical colleges in Akwa Ibom State include: teaching methodology, and students’ associated factors. Based on the findings, it was recommended that special agency should be established for training and retraining of technical teachers and government should establish Agency for Attitudinal Change for technical colleges to take charge of students’ performance award, motivation, discipline and encouragement of in all the technical colleges.
Keywords: Akwa Ibom State, Electrical Installation, Maintenance, Students, Technical Colleges, work skills
Impact of early reading skills and teachers perceptions in English as a foreign language using ICT: Evidence from Vietnam (Published)
This study aimed to identify the early reading skills in English as a foreign language via information and communication technology in Vietnam as well as early childhood student teachers perception. Currently, information and communication technology and part of the teacher’s perception in the classroom practices performed an effective role in the learning aptitude of students and enhanced their reading skills in English as a foreign language. The nature of the study was cross-sectional and data were collected from 100 students and teachers from Hanoi National University of Education. The output of the study revealed that more students were agreed and had a positive perception towards the uses of information and communication technology in teaching reading in English as a foreign language. The results also indicated that teachers used the best skills and strategies to enhance children’s vocabulary in the classrooms. Lastly, findings indicated that students faced a lack of resources and technical support as significant barriers. Implications for early childhood pre-service teacher training and educational policy are discussed.
Keywords: Barriers, Early Childhood Education, Reading, Strategies., Students, Teachers’ Perception, Vietnam, and skills
The effect of active learning strategies on developing self-efficacy and academic achievement for seventh grade students in Jordan (Published)
The study aimed to investigate the impact of active education strategies on developing self-efficacy academic achievement. The number of the study members reached (59) students from the seventh primary grade. They were chosen from the seventh primary grade students. To achieve the goals of the study, a measure was used in the subjective effectiveness, and an achievement test in the subject of Islamic education. The results of the study revealed the presence of statistically significant differences between the results of students in the two groups in the study of self-efficacy and academic achievement, in favor of the experimental group. This study concluded with a number of proposals calling for concern to employ active learning strategies in the various subjects.
Keywords: Academic Achievement, Self-Efficacy, Students, active learning
The Effect of using concept maps to improve the level of academic achievement of students at the basic stage in Jordan (Published)
This study aimed at assessing the impact of conceptual maps on academic achievement in Islamic education for fifth-grade primary students at Fatima Al-Zahraa Elementary School in Ghour Al-Safi. The sample of this study consisted of two groups, each of which equals (21) students (experimental and controlling). The concept maps required for teaching Islamic education were constructed using the “concept maps” method, while the same content was taught to the control group by the traditional lecture method. The two study groups were pre-tested, and after a two-month teaching period they continued for two months. The two study groups were tested post-test. The results of the study showed that the achievement of the experimental group students was better than the achievement of the control group, and with statistical significance, how the study results showed that the method of concept maps can benefit students who are scholastic, and students who are less distinguished equally.
Keywords: Academic Achievement, Students, concept maps, improve
Cyber -Trolling, Cyber-Impersonation and Social Adjustment among Secondary School Students in Calabar Education Zone, Cross River State, Nigeria (Published)
This study is an investigation of cyber-trolling, cyber-impersonation and social adjustment among secondary school students in Calabar Education Zone of Cross River State, Nigeria. Two hypotheses were formulated to guide the discovery of the influence of cyber-trolling and cyber-impersonation on social adjustment of SS1 students which is the main purpose of the study. The research design adopted was the ex-post facto research design. 8829 public secondary school students formed the study population. A total sample of 579 students was selected through the purposive sampling technique. The instrument for data collection was the researcher-made Cyber bullying Assessment Questionnaire (CAQ), constructed on a four-point Likert scale of strongly agreed, agreed, disagreed and strongly disagreed. The Cronbach Alpha Reliability method was used to establish the reliability coefficient of the instrument with a range of 0.71 to 0.79. The statistical tool for data analysis was the One-way Analysis of Variance (ANOVA). The findings of the study revealed after the testing of the two hypotheses at 0.05 level of significance were that cyber-trolling and cyber-impersonation have negative influence on the social adjustment of secondary school students in Calabar Education Zone of Cross River State, Nigeria. Based on the findings, the need for the government to formulate policies to assist in effective eradication of harmful online communications was stressed. It was also recommended that Social Welfare Agencies should device means of implementing and consolidating effective cyber frame works that will protect students from being harassed.
Keywords: Adjustment, Social, Students, cyber, impersonation, trolling