International Journal of Education, Learning and Development (IJELD)

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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

Influence of Gender on Career Choice and Academic Performance (Published)

The study aims to examine how gender affect students’ academic achievement and career targets or choices in Nigerian colleges. The sample of this study consisted of 261 final year students in various universities across Nigeria. Data was collected using questionnaires featuring questions on academic accomplishments and other pertinent information. The results of the study indicated that male students had a slightly higher overall CGPA score compare to the female students; and as regards career aspirations, more female students were inclined to study art and management related courses while more males were found in engineering and technology-based courses. The research found that gender difference does not significantly affect students’ academic success in Nigerian colleges. Instead, the research discovered that students’ perceptions of gender had a substantial influence on their career aspirations. The study recommends that promoting freedom in choosing careers is likely to steer students toward other professions that are completely at odds with their gender preferences

Keywords: Academic Achievement, Gender, Students, University, career aspirations

Investigating the link between Self-Concept and Job Performance of Agricultural Science Teachers in selected Secondary Schools in Namibia’s Zambezi Region (Published)

A teacher’s job performance is impacted by diverse components including, among others, the individual self-concept in teaching a particular school subject. The teacher’s self-concept is the perception or belief that he/she has about his/her psychological well-being and occupational satisfaction. The study investigated the job performance self-concept of Agricultural Science teachers in selected secondary schools in Zambezi Region of Namibia. A qualitative research design involving an individual face-to-face interview was used to collect data on teachers’ job performance self-concept from a sample of 12 participants. The study used purposive sampling to select the 12 participants made up of 6 male and 6 female Agricultural science teachers currently teaching in the study area. The results of the study revealed that the majority of the participants were proficient in both theory and practical skills, while a handful further indicated that they could identify the needs of the syllabus and that of the learners. These components were considered essential in nurturing learners’ achievement in Agricultural Science. The study further revealed that gender plays no significant role concerning teacher’s competencies in teaching Agricultural Science in the Zambezi region. However, it was found that the participants who had more years of Agricultural Science teaching experience were better equipped with subject content knowledge than their less experienced counterparts. 

Keywords: Agricultural Science, Competencies, Experience, Gender, Job Performance, Self-Concept

The Upshot of Mnemonics on Gender and Other Learning Outcomes of Senior Secondary School Students in Biology (Published)

Citation: Funmilayo Elizabeth Olu-Ajayi (2022) The Upshot of Mnemonics on Gender and Other Learning Outcomes of Senior Secondary School Students in Biology, International Journal of Education, Learning and Development, Vol. 10, No.3, pp.16-25

Abstract: This study investigated the effects of Mnemonics Instructional Strategy on Secondary School Students’ learning outcomes in Biology. Moderating effects of Gender was also examined. The study adopted the pretest-posttest control group, quasi experimental design with 2×2 factorial matrixes. One hundred and twenty students from six public Schools selected from three Senatorial Districts in Ekiti State, Nigeria, participated in the study. Two instruments were developed and used: ‘Students’ Biology Achievement Test’ (SBAT) and ‘Students’ Interest and Attitude towards Biology’ (SIAB).  The face and content validity of instruments was ensured by professional Biology teachers and experts in the field of Science Education. Reliability was done using test-retest method and adjudged to be reliable with results on Students’ Biology Achievement Test (r=0.82) and Students’ Interest and Attitude towards Biology (r=0.78). Also used were operational guides on Mnemonic Instructional Strategy, and Conventional Teaching Method. Three Null hypotheses were tested at 0.05 level of significant. Data collected was analyzed using Analysis of Covariance. The study revealed a significant effect of treatment on students’ performance in, interest and attitude towards Biology, Gender have no significant effect on students’ performance, interest and attitude towards Biology. The study recommends that, teachers should employ Mnemonics Strategy to create a Students’-centered  teaching and learning, which will enhance Students’ interest and attitude towards Biology, hence bring about an improved performance of Students in Biology.

Keywords: Biology, Gender, Learning Outcome, Students, mnemonics

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

Effect of Gender Factor on Teacher Trainee Students’ Attitudes towards the Study of Science in the Colleges of Education-Ghana (Published)

Students’ participation and performance in Science depend on the kind of attitude students’ show towards science. This kind of attitude exhibit by students’ is caused by some factors. This paper therefore seeks to investigate the effect of gender as a factor on teacher trainee students’ attitude towards the study of science and make recommendations for college authorities. The instrument used was a structured questionnaire which consisted of a four-point Likert scale items. Data for the study was obtained by administering 140 questionnaires to 140 students’ from five (5) public Colleges of Education. The respondents were sampled using stratified random sampling and purposive sampling techniques. Twenty-Eight (28) respondents from each of the colleges were selected to make up the total number of 140 respondents. All the questionnaires were fully answered and returned. The data obtained was analysed using frequency counts and percentages.

Keywords: Gender, Participation, Performance, attitude

Relationship Among Study Habits, Gender, Marital Status, Age, Parents’ Level of Education and Academic Performance of Nce Students in Kashim Ibrahim College of Education Maiduguri, Borno State, Nigeria (Published)

The study examined the relationship among study habits, gender, age, and parents’ level of education and academic performance of NCE Students in Kashim Ibrahim College of Education Maiduguri, Borno State, Nigeria. Five objectives were raised which include, to determining the relationship between study habits and academic performance of NCE students of Kashim Ibrahim College of education Maiduguri and relationship between gender, age, marial status and academic performance of NCE students.  In line with the objectives, five hypotheses were tested. The researchers adopted survey and correlational design for the study.A sample of 142 NCE 2 and 3 students was selected through simple random and stratified sampling techniques. That is, 20 NCE II and NCE III students’ (males 71 and females 71) were involved. The research instrument that was adopted for this study is “Study Habits and Examination Techniques Inventory (SHETI)” Form P, developed by Carew and Hamman-Tukur (1996). Data was analysed using descriptive statistics and Pearson product moment correlation. Results indicate that, there is significant relationship between gender and academic performance (r-value = .419, p value = .006 and P<0.05). However, the result revealed no statistically significant relationship between study habits and academic performance. From these findings, it is recommended that Since there was significant relationship between gender and academic performance, equal opportunity should be given to both males and females in schools and Colleges, particularly in terms of placing students into various courses; they should not be discriminated based on their sex. Married students should not be denied admission in all the schools and Colleges, because marital status is never abarrier to students’ academic performance. Though the result indicated that no significant relationship between study habits and academic performance, study habit patterns should be taught to students because it cannot be divorced from study.

Keywords: Age, Gender, Marital Status, Parents’ level of Education and Academic Performance, study habits

Adopting Jigsaw Instructional Strategy for Improving Students’ Interest in Mathematics (Published)

This study examined the adoption of jigsaw and individual personalization instructional strategies for improving the interest of senior secondary school students in mathematics. The moderating effects of students’ gender and socioeconomic status were also examined. The study adopted the pre-test-post-test, control group, quasi experimental design with a 3x3x2 factorial matrix. Two hundred and fifty senior secondary two students from six public schools purposively selected from three local educational districts in Lagos-Nigeria participated in the study. Three research questions were answered and two null hypotheses were tested at 0.05 significant level. Four instruments were developed, validated and used for data collection. Data were analysed using percentages, Bar-charts and Analysis of Covariance (ANCOVA). The findings showed that there were significant main effect of treatment, gender and Socio-economic-status (SES) on students’ interest in Mathematics F(2, 231)= 27.88; p<0.05; F(1, 231) = 10.64; p<0.05; F(2, 231) = 5.19; p<0.05 respectively. Students exposed to Jigsaw Strategy had the highest post interest score; males students were above their female counterparts in all groups, while those of high SES had the highest post interest score. It further revealed that the 3-way interactions showed no significant interaction effects of treatment, gender and SES on students’ interest in Mathematics F(4, 231) = 1.27; p>0.05.. It was recommended that Mathematics teachers should be trained to use both Jigsaw and conventional approaches in the classroom, since they were more effective in arousing and increasing students’ interest in Mathematics than the individual personalization instructional strategy.

Keywords: Gender, Jigsaw Instruction, SES, Students’ Interest in Mathematics

Analysis of the Attitude of College Students towards Mobile Phone Usage in Nigeria (Published)

This study was conducted to investigate the attitudes of college students toward mobile phone usage in Nigeria. Six hundred and forty randomly selected 300- and 400- level students of the University of Ibadan, Oyo State and the Federal Polytechnic, Ilaro, Ogun State were involved in the study. The study was conducted in a classroom environment during the schools’ continuous assessment (CA) week. After information was collected from the students, their test scores were obtained from their faculties. The test scores were compared to the scores obtained from the questionnaires. It was realized that the academic discipline of the college students as well as their area of residence do not make them perceive or use their mobile phones differently. Also, gender was found to be an important determinant of mobile phone usage among the students. In addition, no significant relationship was established between the mobile phone usage and their academic performance. It was then recommended that operational involvement and practical prevention programs, which would discourage mobile phone addiction in students, should be developed and configured in all cell phones. Also, management of colleges must constantly inform and reorient their students about the negative and positive effects of their mobile phone uses. In addition, authorities of the schools as well as policy makers must formulate rules for students to concentrate on their lectures totally without fiddling with their mobile phones during lectures

Keywords: Gender, Mobile Phone, Mobile Phone Addiction, Residence and Academic Performance., attitude

Gender influence on the attitudinal disposition of junior secondary school students toward Cooperative Learning Method in Port Harcourt, Nigeria (Published)

This study explored the impact of gender on the attitudinal disposition of junior secondary school students toward Cooperative Learning Method in Port Harcourt. The quasi-experimental design was adopted. A total of 240 JSS II students took part in the study. There was a total of 120 JSSII students in the experimental and control groups respectively which gave a total of 240 respondents. Only the result of 120 students in the experimental groups was presented in this study. A validated 10-item instrument, Students Attitude towards Cooperative Learning Method Scale (SATCLMS) was used for data collection. The test-retest method was used to determine the reliability of SATCLMS to obtain an index of r=0.78. One research question and one hypothesis guided the study. Mean and standard deviation were used to answer the research question whereas independent sample t-test was used to test the hypothesis. The findings of the study indicated that the attitude of the male students was slightly more positive than the attitude of the female students towards cooperative learning methods. However, the observed mean difference not statistically significant across sexes.    It was recommended among others that teachers of social studies should endeavour to adopt CLM to impact on the attitudes of students in social studies.

Keywords: Cooperative learning method, Gender, junior secondary students’ attitude

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