Impact of ICT and Class Size On Academic Performance of Secondary School Students in Science Subject in Ekiti State (Published)
The study investigated the impact of ICT facility and class size on academic performance of secondary school students in science subjects in Ekiti. The purpose of the study was to investigate the impacts that both ICT facilities and class size have on the academic performance of secondary school students. The study adopted both descriptive research of the survey type and ex-post-facto designs. The sample included 110 science teachers and 2,444 students whose WASSCE were used. They were selected using multistage sampling procedure. The two research instruments used were ICT and class-size facilities questionnaires for teachers (ICTCSFQT) and Three Years Examination Result Template (TYERT). The face and content validity of the ICTCSFQT was done by experts in science Education and test, measurement and evaluation. Test-retest method was used to establish the reliability of ICTCSFQT and the coefficient of 0.76 was obtained. The other instrument (WASSCE Result) is a standardized result from WAEC. Data collected were analyzed using Pearson product moment correlation. The hypotheses raised were tested at 0.05 level of significance. The result showed that there was significant relationship between availability of ICT and academic performance in schools. The study also revealed that there is significant relationship between class-size and academic performance in schools. Based on the findings, it was concluded that ICT and class-size are crucial for better performance of students in science subjects. It was therefore recommended that teachers should be trained through various workshop and seminars on the use of ICT facilities, so also the significance of moderate class size for effective classroom management and control in order to improve students’ academic performance.
Keywords: : Academic Performance, class size, information and communication technology (ICT)., science subjects
Effect of Computer Assisted Instruction on the Academic Performance of Technical College Students in Electrical Installation and Maintenance Work in Enugu State (Published)
This study investigated effect of Computer Assisted Instruction on academic performance of technical college students in Electrical Installation and Maintenance Work in Enugu State. A research question and a null hypothesis guided the study. Quasi experimental research design was adopted for the study. The sample used for the study consisted of 22 NTC II students made up of 14 males and 8 females. Purposive sampling technique was used to select two schools from Udi and Enugu education zones. An intact class was used in each of the schools which were tagged experimental and control group respectively. The instrument used for data collection was a 50 objective questions developed by the researchers which was administered as pretest and posttest to the experimental and control groups respectively. Pearson correlation coefficient formula was used to establish the reliability of the instrument which yielded 0.81 coefficient reliability. The research question was answered using mean scores whereas the hypothesis was analyzed using ANCOVA. The mean scores and ANCOVA were calculated using SPSS version 20. The findings showed that CAI significantly impacted the students’ academic performance. In view of the finding, it was recommended among others that CAI should be formally adopted in technical colleges, secondary and vocational schools for instruction in Electrical Installation and Maintenance Work to improve academic performance of students.
Keywords: : Academic Performance, Computer Assisted Instruction, electrical installation and maintenance work.
Influence of Emotional Awareness and Accurate Self-Assessment on Students’ Academic Performance in State Colleges of Education in South-South, Nigeria (Published)
This study investigated the influence of Emotional Awareness and Accurate Self Assessment on Students’ Academic Performance in State Colleges of Education in South-South, Nigeria. Two specific objectives, two research questions and two null hypotheses guided the study. The ex-post facto research design was used for the study. The population of the study consisted of all the 674 students who were in their second and third year in two of the state owned Colleges of Education in South-South, Nigeria. A sample of 398 students (313 female and 85 male) from two intact years was selected for the study using stratified sampling technique. This sample size was statistically determined using Yaro Yamane formula. The validated instrument, Emotional Competency Inventory was used for data collection; an internal consistency reliability coefficient of 0.76 was obtained using Cronbach Alpha reliability technique. Mean and standard deviation were used to answer the research questions, while multiple regression analysis was used to test the null hypotheses at .05 level of significance. The result revealed that there was a significant influence of Emotional Awareness and Accurate Self Assessment on Students’ Academic Performance in State Colleges of Education in South-South, Nigeria. It is recommended, among others, that curriculum experts should develop an affective instructional curriculum that incorporates emotional intelligence skills with the objective of enhancing the academic performance of students.
Keywords: : Academic Performance, Emotional Awareness, Self-assessment, Students