Cognitive Disposition, Self-Determination and Attitude to Keyboarding as Determinants of Students’ Achievement in Word Processing in Colleges of Education, South-West, Nigeria (Published)
The declining trend in performance of Business Education students in word processing has become worrisome to stakeholders most especially business education lecturers. This study therefore examined cognitive disposition, self-determination, and attitude to keyboarding as determinants of students’ achievement in word processing in colleges of education in South-West, Nigeria.This study adopted a descriptive survey research design type. A sample of 1,346 students was selected through stratified random sampling technique from a population of 6,035 college of education students in South-West, Nigeria. Five research instruments were used for data collection. They are: Demographic Data Inventory, Cognitive Disposition Inventory (a=0.89), Self-Determination Scale (a=0.86), Attitude to Keyboarding Scale (a=0.76) and Word Processing Achievement Test (a=0.89). The null hypotheses were tested using Multiple Regression Analysis at 0.05 level of significance.The finding revealed that cognitive disposition, self-determination, and attitude to keyboarding significantly predict students’ academic achievement in Word Processing (F(3, 1342) = 31.807, p <.05). In the same vein, cognitive disposition (b= .317, t=21.605, p < .05), self-determination (b=.226, t=12.449, p < .05), and attitude to keyboarding (b=.208, t=10.194, p < .05) have relative contributions to the prediction of academic achievement in Word Processing among the students.It was therefore recommended, among others, that Business Education Lecturers in Colleges of Education should identify those strong cognitive disposition patterns in their classes and utilize fitting approaches to accommodate individual cognitive disposition preferences in their pedagogy. Educators should continually promote self-determination via both intrinsic and extrinsic motivation by helping learners to focus not only on the extrinsic rewards they gain after they accomplish tasks but to also inculcate the intrinsic value in their learning of Word Processing.
Citation: Abati, Olugbenga Adekunle and Olusanya, Omolara Oluwatoyin (2022) Cognitive Disposition, Self-Determination and Attitude to Keyboarding as Determinants of Students’ Achievement in Word Processing in Colleges of Education, South-West, Nigeria, International Journal of Education, Learning and Development, Vol. 10, No.8, pp.8-17
Keywords: Colleges Of Education, Nigeria, South-west, Students’ Achievement, attitude, cognitive disposition, self-determination, word processing
Incorporating Collaborative Learning Strategy as Part of an Integrated Approach in Teaching Physics in Secondary Schools (Published)
This study investigated the effects of collaborative, individualistic and demonstration Learning strategies on secondary school Physics Students’ Achievement in Coplanar forces in Port Harcourt Local Government Area. Quasi-experimental, pretest-post-test, non-equivalent design was adopted. The sample size was 155 Senior Secondary Two (SS2) Physics students. The data obtained was analyzed using the mean and standard deviation for the research question and t-test statistics and ANCOVA for testing the null hypotheses (Ho) at 0.05 level of significance. Findings from the study showed that students exposed to collaborative learning strategy had improved academic achievement scores than those in the individualistic or demonstration strategy groups comparatively. The implication is that collaborative learning strategy should be incorporated into the teaching of Physics along with the traditional strategies for enhanced learning outcomes.
Keywords: Collabortive Learning Strategy, Demonstartion Learning Strategy, Individualistic Learning Strategy, Students’ Achievement
Multiple Intelligences Development Approach (MIDA) and Students’ Interest and Achievement in Physics (Published)
The study sought to determine the effect of Multiple Intelligences Development Approach (MIDA) on students’ interest and achievement in physics. Two research hypotheses guided the study. The design adopted was a quasi-experimental, non-randomized control group pre-test-post-test design involving two groups (experimental and control). The sample comprised 100 senior secondary two (SS2) physics students in six intact classes from six secondary schools in Ukanafun Local Government Area of Akwa Ibom State selected through purposive sampling technique. In each of the six schools, a random stream was chosen. Three streams in the chosen schools were then randomly assigned to the experimental group and the control group respectively. Two instruments namely: the Haussler and Hoffman Interest Scale in Physics (HHISP) and the Achievement Test in Physics (ATP) were used in collecting the pertinent data. The experimental group was taught sound concepts in physics using the MIDA while the control group was taught the same concept using the conventional (expository) approach. The students were exposed to treatment for four weeks. Data generated were analyzed using the Analysis of Covariance (ANCOVA) and decision made at 0.05 level of significance. The results indicated that the MIDA was significantly more effective in promoting students’ interest and achievement in physics over the conventional approach. Based on these findings, conclusions are drawn and implications for educational practice suggested. Some recommendations were made, among which was that the use of MIDA should be encouraged in the teaching and learning of physics at the senior secondary school level.
Keywords: Multiple Intelligences Development Approach (MIDA), Students’ Achievement, Students’ Interest