International Journal of Education, Learning and Development (IJELD)

EA Journals

Basic Science

Effects of Environmental Variables on Students’ Academic Performance in Basic Science in Ekiti State (Published)

This study investigates the effect of environmental variables on students’ academic performance in basic science in junior Secondary School in three Senatorial district of Ekiti state Nigeria. This is a descriptive study of a survey type.  A Sample of 600 students was randomly selected, in which 200 students were selected from each senatorial district, while 10 schools were purposely selected from each senatorial district with 20 students per school which implied that the total 600 schools were selected from all the schools in the state for the study, therefore the target population comprises 141 junior secondary school in Ekiti state. The researcher distinctly designed 20 item questionnaires as an instrument for the study in which it was used to elicit response from the students to gather information to answer general question and hypothesis, while t-test statistic and, analysis of variance (ANOVA) were used to test the hypothesis at 0.5 level of significant. The result of the analysis show that: there were no significant differences existed between: the impact of school environment on academic performance of male and female student, between the impact of school location on academic performance in basic science, between the impact of school facilities on academic performance of student in basic sciences of different age group, therefore all the six (6) hypothesis are upheld at 0.5 level of significant. Hence the study recommends that the government and the private proprietors of schools should create enabling environment for the effectively academic activities in the junior secondary school to enhance better performance in basic science.

Keywords: : Academic Performance, Basic Science, Students, environmental variables

Use of Jigsaw 1 Cooperative Learning Strategy to Enhance Academic Performance of Students of Varying Cognitive Styles (Published)

The aim of this study was to determine the Use of Jigsaw 1 Cooperative Learning Strategy to enhance academic performance of students of varying Cognitive Styles. 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. Cognitive Style Test (CST) and Basic Science Academic Performance Test (BSAPT) were the instruments used for data collection. The instrument was adapted and validated by 5 experts. The Pearson-Product Moment Correlation Coefficient was used to determine the reliability coefficient of BSAPT. The reliability coefficients found was 0.81. Four research questions were raised and four null hypotheses were tested. Descriptive statistics of mean and standard deviation were used for answering the research questions. Inferential statistics of t-test independent was the statistical tool used for testing the hypotheses at p 0.05 level of significance. The findings among others revealed that: there was a significant difference between the mean academic performance scores of the experimental group and the control group in favour of the experimental group. Also Jigsaw 1 Cooperative Learning Strategy was gender friendly. It was therefore, recommended among others that Jigsaw 1 Cooperative Learning Strategy should be used to teach all students irrespective of cognitive and gender.

Citation: Tofi Msuur; Usman Alhaji Isah and Lakpini Mary Asibi (2022) Use of Jigsaw 1 Cooperative Learning Strategy to Enhance Academic Performance of Students of Varying Cognitive Styles, International Journal of Education, Learning and Development, Vol. 10, No.7, pp.39-51

Keywords: Basic Science, Performance, convergent, divergent and gender, jigsaw 1 cooperative learning strategy

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