Achievement

Effects Integrating Personalized Learning Environment On Students’ Achievement in Social Studies in Secondary Schools in Imo State. (Published)

This study is aimed at determining the effects integrating Personalized Learning Environment  on students’ achievement  in social studies in secondary schools in Imo State, Nigeria. A Qusi-experimental research design with non-equivalent intact groups, pre-test and post- test was adopted in this study. The population of the study comprised the entireUpper Basic( Junior Secondary School) students of 94,963 with 47,481 male and 48,481 female in the 68 secondary schools in Owerri Zone 1 of Imo State. Purposive sampling technique was used as the sample techniques. 39 Jss 2 students (19 male and 20 female) in one school were in treatment one (personalised learning environment) group, while 43 Jss 2 students (21 male and 22 female in the school were in treatment two (lecture method) group. The instrument for data collection was Researcher Made Social Studies Achievement Test (RMSSAT). The items in the instrument were subjected to content and face validation by five specialists, three specialists from Educational Measurement and Evaluation and   two from Educatonal technology. The reliability of the research instrument was established using Kuder-Richardson (K-20) and this gave a reliability coefficient  of 0.86. Mean and standard deviation were used to answer the research questions while the hypotheses were tested using Analysis of Covariance (ANCOVA) F- test statistics at 0.05 level of significance was used to interpret the result. From data analysed, the findings from study are: Personal Learning environment is effective in the improvement of students’ academic achievement and also revealed that personal learning is more effective on the male students than on the female students. The study recommended among others that: since the use of personalized learning environment has been found to enhance achievement  in social studies, teachers of social studies should employ this technologically enriched method to teach students in the classroom more ewspecially those abstract to topics.

Keywords: Achievement, Social Studies, personalized learning environment

Effects of Instructional Strategies and Gender on Junior Secondary School Students’ Achievement in Business Studies in Rivers State, Nigeria (Published)

Business Studies is offered in Junior Secondary Schools (JSS) as a subject meant to expose learners to commerce, office management, trade and book keeping. In spite of its importance, performance in the subject is below expectation in Rivers State. Previous studies revealed that brainstorming and field trip will improve learning outcomes but they are rarely used while teaching Business Studies. This study, therefore, determined the effects of brainstorming (BTM), field trip (FTTM), and conventional teaching methods (CM) and gender on secondary school students’ achievement in Business Studies. All the JSS 2 students (467) in the selected schools participated in the study. The treatment lasted for seven weeks. The instrument used was Business Studies Achievement Test (r=0.82), Data collected was analysed using Analysis of Covariance (ANCOVA) at 0.05 level of significance. There was a significant main effect of treatment on students’ achievement in Business Studies [F_(2,131)=26.70, partial η²=0.29]. Participants in FTTM had the highest mean (35.79), followed by BTM (35.71) and CM (27.54). Results revealed that gender did not have a significant main effect on students’ achievement in business studies [F_(1,131) =.315, P> .05]. Brainstorming and Field trip teaching methods influenced learning outcomes of students in Business studies in Rivers state but Field trip method was better. It is therefore suggested that teachers should use both methods during Business studies classes.

Keywords: Achievement, Gender, Instructional Strategies, Junior Secondary School Students, Nigeria, Rivers State, business studies

Learners’ Attitude and Senior Secondary School Students’ Achievement in Mathematics in Bayelsa State, Nigeria (Published)

The study was carried out to examine learners’ attitude and Senior Secondary School Students’ Achievement in Mathematics in Bayelsa State, Nigeria. Two research questions were posed and two corresponding hypotheses were equally formulated. The study adopted an ex-post-facto research design. The population of the study consisted of all the 10,818 S.S.2 students in the eight local government areas in Bayelsa State whereas the sample size of the study was 480 obtained through cluster random sampling techniques. Two instruments were used to obtain data for the study which include Mathematics Attitude Inventory (MAI) and Mathematics Achievement Test (MAT). The Mathematics Achievement Test was validated by two senior secondary school teachers while the reliability of the instrument was 0.77 obtained using alternate form reliability method. Other instrument was standardized instrument whose validation and reliability have been established over time. Mean, standard deviation and t-test statistics were used to answer the research questions and test the hypotheses respectively. Findings of the study revealed that there is a significant difference in the academic performance of students with positive and negative attitudes in mathematics in Bayelsa State secondary schools. The study recommended amongst others that Mathematics teachers should develop a very friendly attitudes to students during lesson, this could motivate students who possess low or no interest to mathematics.

Keywords: Achievement, Learners, Mathematics, Students, attitude

Student-Level, Classroom-Level and School-Level Factors as Predictors of Undergraduate Mathematics Students’ Achievement in Vector Analysis (Published)

This study investigates student-level, classroom-level, and school-level factors that predict students’ achievement scores in vector analysis, and determines the achievement score of students using the regression equation. A total of 243 third-year undergraduate mathematics students from a university in Ghana, participated in the study. The study adopted a correlational design with a multiple regression model, to identify significant predictors. For model 1, the student-level factors explained 56.0% of the variance (R²=.56, F (36,206) =133.06, p < .05), with fourteen significant predictors.  For model 2, the student-level and classroom-level factors explained 61.0% of the variance (R²=.61, F (39,203) =124.92, p <.05), with fifteen significant predictors. For model 3, the student-level, classroom-level and school-level factors explained 62.0% of the variance (R²=.62, F (41,201) =120.86, p <.05), with sixteen significant predictors. The study concludes that students whose parents’ educational level and socio-economic status are high, have a greater chance of improving their mathematics achievement scores.

Citation: Charles K. Assuah (2021) Student-Level, Classroom-Level and School-Level Factors as Predictors of Undergraduate Mathematics Students’ Achievement in Vector Analysis, International Journal of Education, Learning and Development, Vol. 9, No.7, pp.16-37

Keywords: Achievement, correlational design, predictors, variance

The Effect of Teaching the Art of Decoration According to the Habits of the Mind on Developing Positive Thinking Skills and Achievement Among Sixth Grade Students in the State of Kuwait (Published)

This study aimed to investigate the effect of teaching the art of decoration according to the habits of the mind on developing positive thinking skills and achievement among sixth grade students in the State of Kuwait. The study followed the quasi-experimental approach. In order to achieve the objectives of the study, a test consisting of (12) essay questions were prepared to measure the positive thinking skills of the sample members. A test was also prepared to measure the achievement of the sample members consisting of (20) objective questions. The study was applied to a sample of (48) students in “Ibn Zahr Al-Andalusi” School in Mubarak Al-Kabeer Governorate, and they were randomly assigned to two groups. Experimental and its members (25) students, control and its members (23) students. The study found a statistically significant effect of teaching using habits of mind in developing positive thinking skills and achievement among the members of the experimental group.

 

Citation: Adnan Said Ahmad AL-Husaini (2021) The Effect of Teaching the Art of Decoration According to the Habits of the Mind on Developing Positive Thinking Skills and Achievement Among Sixth Grade Students in the State of Kuwait, International Journal of Education, Learning and Development, Vol. 9, No.1, pp.42-54

Keywords: Achievement, art of decoration, habits of mind, positive thinking

Inclusive Education: Developments in Sub-Saharan Africa (Published)

The engagement of countries within Sub-Saharan Africa in various measures to raise and equalise enrolment of boys and girls in schools demonstrates their commitment to include. However, developments reflect the challenges some national education systems in the region encounter to practice inclusive education. Educators within the region appear to be grappling with the notion of inclusivity and that is having effects on the provisioning of education that is indeed for all primary age children in local community schools within the context. The insistence to preserve existing local cultures and emphasis on competence based curriculum constrains efforts of practitioners to ensure the mainstreaming of presence, participation and achievement of all pupils at school. Some pupils consequently leave school without positive outcomes. Inclusive education as an approach to reposition education for all implies the adoption of curriculum of differentiation to be able to reach out to all pupils, including those who feel dissatisfied with existing school practices as well as those who seem distant in the context.

Keywords: Achievement, Inclusion, Participation, Pupil, presence, sub-Saharan Africa

Effect of Cognitive Acceleration Training Programme on the Achievement of Upper Basic Two Students in Home Economics (Published)

This study examined the effect of cognitive Acceleration Training Programme on the Achievement of Upper Basic Students in Home Economics. The study adopted quasi- experimental design of non- randomized pre-test post-test control type. The sample consisted of 390 (196 males and 194 females) upper basic two Home Economics students drawn from eight schools, using purposive sampling technique. Cognitive Acceleration Training Programme (CATP) was used for the treatment, while Home Economics Achievement Test (HEAT) was used for pre- and post- test. Data collected were analyzed using mean and standard deviation to answer the research questions. Analysis of covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. Findings of the study revealed that students who were exposed to CATP, in addition to conventional method of teaching, exhibited higher achievement (1,379= 214.961, P=0.00< 0.05). It was also found out that the difference in the achievement score of male and female students exposed to CATP is not significant (1,212= .092, P=762>0.05). It was recommended that Cognitive Acceleration Training Programme be introduced into upper basic curriculum, so as to enhance academic achievement, especially in Home Economics.

 

Keywords: Achievement, Gender, Home Economics, cognitive acceleration

Digital Citizenship and its impact on the level of achievement motivation for students from the point of view of the coordinators and supervisors of digital transformation in the future gate of the Tabuk region (Published)

The aim of the present study was to identify the concept of digital citizenship and its effect on the level of achievement motivation for students from the point of view of the coordinators and supervisors of the digital transition in the future gate of the Tabuk region. To achieve this goal, the researcher followed the descriptive approach as one of the qualitative research methods, Was conducted with the general coordinator of the gate of the future and supervisors in the area of ​​Tabuk, and after the collection of data and analysis reached a number of results, the most important was that the emphasis was on the students’ understanding of the concept of digital citizenship through the courses and meetings that were held for students in advance and You will also be able to follow the school’s digital transformation officer and the portal coordinator in the region and technical support. The Future Gateway application transforms the traditional learning environment into an effective e-learning environment, helps eliminate the burdens of the paper environment and expands learning and learning processes The scope of the classroom and the school environment, as well as the absence of negative repercussions for the misuse of the application, through the existence of a special portal (username) for students and parents, as well as follow the official of the digital transformation in school and technical support for the initiative periodically and regularly, The study revealed a number of challenges in implementing the digital portal, the most important of which was the infrastructure, the mechanism of spreading digital culture, The argument of students to more devices as well as the lack of clear regulations for the work of the portal, and the lack of clarity of the relationship and organization between educational supervisors and teachers.

Keywords: Achievement, Digital Transformation, Digital citizenship, Motivation, future gate

Teachers Attitude towards Improvisation, Its Effects on the Study of Science at the Junior High Schools in Aowin Municipality-Ghana (Published)

Teaching science requires science teachers to provide enough materials to enable students to learn by using all their senses. Therefore, where the schools are isolated or inaccessible, materials can be improvised to enhance science teaching and learning.  This paper seeks to investigate the attitudes of teachers towards improvisation and its effects on the study of science and to suggest recommendations for school administrators. The instrument used was a structured questionnaire. Data for the study were obtained by administering 120 questionnaires to 120 teachers. Ten public Junior High Schools were selected. 12 teachers were sampled randomly from each Junior School making a total of 120. 120 questionnaires were fully answered and returned. The data were analyzed using frequency counts and percentages.  .

Keywords: Achievement, Improvisation, Learning, Perception, Teaching, attitude

The Effect of Using Metacognitive Strategies for Achievement and the Trend toward Social Studies for Intermediate Schools Students in Saudi Arabia (Published)

This study aims at determining the effect of metacognitive strategies in achievement and trend towards social studies for students of intermediate schools in Hafer Al Batin City in Saudi Arabia. In order to achieve the objectives of the study, the study uses sample consisting of (40) One-Grade male students selected by purposeful sampling In” tahfiidh al Quran School.” The sample of the study was divided into two groups such that the experimental group consisted of (20) students who studied using the traditional method. The results of the study showed statistically significant differences in the achievement and trend towards social studies. From the research findings, the study gives recommended actions that Hafer Al Batin City stakeholders should apply in order to achieve the best in their educational system

Keywords: Achievement, Metacognitive Strategies, Social Studies, the Trend