BSU Journal of Science, Mathematics and Computer Education (BSU-JSMCE) , 2025
This study examined the relationship between science self-efficacy, meta-variables (meta-awarenes... more This study examined the relationship between science self-efficacy, meta-variables (meta-awareness, meta-regulation, meta-monitoring, and meta-evaluation), and students' critical thinking in Biology among secondary school students in Kogi East, Nigeria. Guided by 6 research questions, 6 null hypotheses were tested at a 0.05 significance level. The study adopted a correlational design. The population included 9001 Senior Secondary 2 students, with a sample of 382 students selected from five schools using a multistage sampling technique. Data were collected using the researcher-designed Biology Critical Thinking Test (BCTT), Biology Self-Efficacy Scale (BSES), and Biology Meta-Variable Scale (BMVS). These instruments were validated by experts in science education and measurement and evaluation and trial tested. The reliability coefficients of 0.80 (BCTT), 0.89 (BMVS), and 0.82 (BSES) were found. Regression analysis addressed research questions, while ANOVA tested the hypotheses. Results indicated that Science self-efficacy positively correlated with critical thinking (r = 0.124, R² = 0.015). Meta-awareness, meta-regulation, meta-monitoring, and meta-evaluation significantly correlated with critical thinking, with meta-evaluation showing the strongest relationship (r = 0.840, R² = 0.706). The combined influence of science self-efficacy and meta-variables on Biology critical thinking (r = 0.188, R² = 0.035) was also significant. Findings suggest that higher science self-efficacy enhances critical thinking in Biology. Meta-variables play a crucial role in shaping students' learning outcomes. The study recommends improving Biology instruction through active engagement methods such as problem-solving tasks, group discussions, and real-world applications. Encouraging critical thinking through case studies, debates, and scientific investigations, along with inquiry-based learning, can further enhance students' analytical abilities.
BSU Journal of Science, Mathematics and Computer Education (BSU-JSMCE) , 2025
This study examined the relationship between science self-efficacy, meta-variables (meta-awarenes... more This study examined the relationship between science self-efficacy, meta-variables (meta-awareness, meta-regulation, meta-monitoring, and meta-evaluation), and students' critical thinking in Biology among secondary school students in Kogi East, Nigeria. Guided by 6 research questions, 6 null hypotheses were tested at a 0.05 significance level. The study adopted a correlational design. The population included 9001 Senior Secondary 2 students, with a sample of 382 students selected from five schools using a multistage sampling technique. Data were collected using the researcher-designed Biology Critical Thinking Test (BCTT), Biology Self-Efficacy Scale (BSES), and Biology Meta-Variable Scale (BMVS). These instruments were validated by experts in science education and measurement and evaluation and trial tested. The reliability coefficients of 0.80 (BCTT), 0.89 (BMVS), and 0.82 (BSES) were found. Regression analysis addressed research questions, while ANOVA tested the hypotheses. Results indicated that Science self-efficacy positively correlated with critical thinking (r = 0.124, R² = 0.015). Meta-awareness, meta-regulation, metamonitoring, and meta-evaluation significantly correlated with critical thinking, with meta-evaluation showing the strongest relationship (r = 0.840, R² = 0.706). The combined influence of science self-efficacy and meta-variables on Biology critical thinking (r = 0.188, R² = 0.035) was also significant. Findings suggest that higher science self-efficacy enhances critical thinking in Biology. Meta-variables play a crucial role in shaping students' learning outcomes. The study recommends improving Biology instruction through active engagement methods such as problem-solving tasks, group discussions, and real-world applications. Encouraging critical thinking through case studies, debates, and scientific investigations, along with inquiry-based learning, can further enhance students' analytical abilities.
Asian Journal of Education and Social Studies, 2025
This study examined the impact of Higher Order Thinking Laboratory Strategy (HOTLS) and Inquiry S... more This study examined the impact of Higher Order Thinking Laboratory Strategy (HOTLS) and Inquiry Strategy (IS) in Senior Secondary School Students' Academic Performance in Chemical Kinetics in Makurdi metropolis of Benue State, Nigeria. Three research questions guided the study while three hypotheses were formulated and tested at 0.05 level of significance. The study employed non
JOURNAL OF MULTIDISCIPLINARY RESEARCH AND DEVELOPMENT, 2025
This study investigated impact of teachers' assessment practices on students' attitude and critic... more This study investigated impact of teachers' assessment practices on students' attitude and critical thinking in Basic Science using cross-sectional survey research design. A sample of 393 from a population of 20,885 students using multi-stage sampling procedure participated. Three instruments: Basic Science Critical Thinking Test (BSCTT), Basic Science Students' Attitude Scale (BSSAS), and Basic Science Teachers' Assessment Practices Observation Scale (BSTAPOS) with reliability coefficients of .60, .71 and .66 respectively aided data collection. Based on data analysis, it was found that a significant difference exists in the impact of teachers' low, moderate and high classroom assessment practices on the mean attitude ratings [F(2,392) = 71.483, p = .000 < .05], mean critical thinking scores [F(2,392) = 65.023, p = .000 < .05] of students in Basic Science. Male and female students do not differ significantly on the impact of teachers' low and moderate assessment practices but with high assessment practice on attitude, and also do not differ significantly regarding critical thinking scores in Basic Science. To reduce the incidence of Basic Science teachers' low and moderate assessment practices, teachers are encouraged to use high classroom assessment practices.
The study investigated teachers' communication skills in relation to students' classroom engageme... more The study investigated teachers' communication skills in relation to students' classroom engagement in mathematics learning. The study area is Makurdi Local Government Area in Benue State, Nigeria. This study adopted a cross-sectional research design. A sample of 34 teachers and 204 students were drawn from twenty schools. Two researcher-structured instruments were used for data collection: Mathematics Teacher's Communication Skills Questionnaire (MTCSQ) and Students' Engagement in Mathematics Questionnaire (SEMQ). Descriptive statistics, analysis of variance, and independent t-tests were used to address the research questions and test the hypotheses. It was found that there is significant difference among the mean ratings on behavioural, and emotional engagements of students in mathematics classes taught by teachers with poor, fair, and good communication skills. There is no significant difference among the mean ratings on combined and cognitive engagements of students in mathematics classes taught by teachers with poor, fair, and good communication skills. Equally found was that the differences between male and female students' mean engagement in mathematics for poor, fair, and good communication skill classes were not statistically significant. It was then recommended that teacher communication skills should be fashioned in ways to accommodate and strengthen each component of students' engagement.
Benue State Journal of Research in Science and Science Education (BJRSSE), 2024
The study sought to find out the topics in the National Senior Secondary School Biology Curriculu... more The study sought to find out the topics in the National Senior Secondary School Biology Curriculum that teachers and students at secondary school level have difficulties in teaching and learning respectively. Five research questions and three hypotheses guided the study. The cross sectional survey research design was adopted for the study and data were collected using a questionnaire. The population of the students was 9,748 students and 30 teachers. Difficult Biology Concepts Rating Scale (DBCRS) was administered to 384 students and 15 teachers in some selected secondary schools in Makurdi metropolis. Mean, Standard Deviation and t-test were used to analyze data collected. Findings revealed that both students and teachers perceived difficulty in major topics such as nutrient cycling in nature, ecological management and conservation of natural resources, pests and diseases of crops as well as reproductive system in plants. However, the study revealed that there was no significant difference in students' perceived difficult topics in Biology based on class level and gender of students and also teachers. Therefore, gender was not a variable to be considered when tackling the issues relating to difficulty levels of teaching and learning in Biology. It was recommended among others that there is a need to make the subject content of senior secondary school biology curriculum more contemporary, meaningful and interesting for the students, reflecting the current developments in the field and relating teaching-learning process with daily life issue.
Benue State Journal of Research in Science and Science Education (BJRSSE), 2024
This study examined how the use of group dynamics and visual cues as intervention strategies enha... more This study examined how the use of group dynamics and visual cues as intervention strategies enhanced performance of students in Physics at Secondary School (SS) II level in Benue State, Nigeria. One research question guided the study; while one hypothesis was tested. The study adopted quasi-experimental design of pre-test, post-test non-randomized control group type. The population comprised 815 SS II students in the 2022/2023 academic session from government approved secondary schools within the study area. A sample of 114 students was drawn from three secondary schools using multi-stage sampling procedure. The instrument used for data collection was Physics Performance Test (PPT) developed by the researchers. The reliability coefficient of 0.81 was obtained using K-R20. The data were analyzed using mean and standard deviation to answer the research question and ANCOVA to test the null hypothesis at 0.05 level of significance. The finding revealed that there is significant difference in the mean performance scores among students taught Physics using group dynamics, visual cue and demonstration strategies. It was concluded that Physics contents are better taught using group dynamics teaching strategy, followed by visual cues compared to demonstration strategy. The study recommended among others that teachers of Physics should use group dynamics and visual cues as teaching strategies in Physics classes to ensure effective teaching and to enhance academic performance of students in the subject. Workshops should be organized by school administrators to sensitize teachers of Physics on how to use the two strategies in Physics classes for optimal benefits among secondary school students.
Benue State Journal of Research in Science and Science Education (BJRSSE), 2024
The proximate composition, physical properties, vitamin and mineral content, microbiological load... more The proximate composition, physical properties, vitamin and mineral content, microbiological load as well as sensory properties of some selected brands of cookies sold in Makurdi metropolis was determined using standard methods of analysis. Five different brands of cookies (Next butter cookies, Fun cookies, Maryland cookies, CookieBite and Tifanny sugar free cookies) constituting sample GET, JFU, LGV, PHX and QRS respectively, were selected from different shops and supermarkets in Makurdi and used for the investigation. There were significant differences (P < 0.05) in proximate composition with values ranging from 9.20-11.31% (moisture), 9.32-13.24% (protein), 1.29-5.40% (fibre), 21.09-24.35% (crude fat), 1.00-3.32% (ash), 47.97-53.84% (carbohydrate) and 425.35-470.86kCal (caloric value), showing compliance with NAFDAC standards for cookies except for fats and ash whose values were slightly higher than the recommended limits. Results indicated that there were significant differences in the physical properties of the cookie samples. The values ranged between 41.43-70.50mm (diameter), 3.93-12.33mm (thickness), 57.18-138.62 (spread factor) and 9.37-28.07g (weight).There were significant differences in the mineral and vitamin content of the cookie samples. The range was between 29.72-58.34mg/100g (calcium), 16.53-83.45mg/100g (sodium), 39.78-103.03mg/100g (magnesium), 1.40-4.40mg/100g (iron), 1.28-2.36mg/100g (beta-carotene) and 0.00-4.37mg/100g (vitamin C).The microbiological analysis indicated that sample GET had the highest fungi count (2.0 × 10 1 /) which was within NAFDAC acceptable limits. From sensory results, sample JFU (8.33) was generally the most preferred, followed by GET (7.67), PHX (7.47), QRS (7.20) and LGV (7.00) in that order.
BSU Journal of Science, Mathematics and Computer Education (BSU-JSMCE) , 2025
The various approaches to imparting knowledge are generally termed teaching/learning strategies. ... more The various approaches to imparting knowledge are generally termed teaching/learning strategies. Students adopt different types of teaching strategies during the learning process to attain the learning objectives. Teaching strategy has a considerable effect when explaining science performance; this study investigated the effects of analogy, problem solving and concept mapping strategies on students’ performance in Physics. Two research questions and two hypotheses guided it. The study adopted a quasi-experimental design; it was specifically a non-equivalent control group design. The population of the study comprises 1060 SS II students in government senior secondary schools in Jalingo Education zone of Taraba state. The sample comprised 242 students (110 males & 132 females) from three intact classes in the study area. One instrument was used for data collection namely the Physics Performance Test (PAT) which was developed by the researchers. The validity and reliability of the instrument was established. The validity of PAT was established using face and content validity. The Kuder-Richardson formula 20 (K-R20) for PAT. Mean and standard deviation were used to provide answers for the research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. It was found that there was a significant difference among the mean performance scores of students in physics when taught with the analogy, problem-solving and concept-mapping strategies in the Taraba State (F, 234) = 20.53, p < 0.05). There was no significant difference between the mean performance of male and female students taught physics using analogy (F1, 82 = 0.28, p > 0.05; problem solving (F1, 71 = 0.66, p > 00.05) and concept mapping (F1, 79 = 80.53, p > 0.05). Based on these findings, the researchers among others recommended that Physics teachers should be encouraged to develop and adopt the use of analogy, problem solving and concept mapping strategies in teaching physics.
Journal of Research in Science and Mathematics Education (J-RSME), 2025
Purpose: This study investigated the efficacy of two blended learning approaches-Face-to-Face Lea... more Purpose: This study investigated the efficacy of two blended learning approaches-Face-to-Face Learning (FFL) and the Online Laboratory Strategy (OLS)-in improving the academic performance of Basic Eight students in Basic Science and Technology in Benue State, Nigeria. Methodology: Employing a quasi-experimental design, the research sampled 210 students from a target population of 27,457 across six secondary schools. Data were collected using the Basic Science and Technology Performance Test (BSTPT), which demonstrated strong internal consistency with a reliability coefficient of 0.88. Findings: Analysis of variance revealed a statistically significant difference in the mean performance scores of students exposed to FFL and OLS compared to those taught using traditional demonstration methods, F(2, 206) = 131.395, p < 0.001. However, no statistically significant gender differences were observed in performance under either FFL (F(1, 71) = 1.685, p = 0.198) or OLS (F(1, 68) = 0.048, p = 0.828), suggesting that the effectiveness of both strategies was independent of gender. These findings underscore the pedagogical value of FFL and OLS in enhancing science learning outcomes. Significance: Consequently, the study recommends that educational policymakers and teacher education institutions adopt and institutionalize these blended learning strategies within curriculum frameworks. Moreover, sustained investment in teacher training and resource provision is essential to maximize the instructional benefits of these approaches and promote equitable, high-quality science education.
The impact of problem-based learning and peer-tutoring strategies on the higherorder thinking per... more The impact of problem-based learning and peer-tutoring strategies on the higherorder thinking performance of grade ten students in redox reactions in Kogi State, Nigeria, was explored using a quasi-experimental design of pretest-posttest unequal group setting. The population comprised 795 grade 10 students from 33 coeducational schools, out of which 146 students (males = 69, females = 77) emerged as the sample. Data were collected using the Higher Order chemistry Performance Test (HOCPT) with a reliability coefficient of 0.83. Mean, SD, bar charts, and ANCOVA were deployed for analysis. Both problem-based learning and peer-tutoring strategies considerably enhanced students' academic performance at higher-order thinking levels in redox reactions. Gender was not a determining factor in the effectiveness of these strategies, and a considerable interaction effect was not observed between strategies and gender. These findings suggest that problem-based learning and peer tutoring are effective in improving students' HOTS performance in chemistry, regardless of gender. Organization of training workshops to help chemistry teachers with the skills needed to implement activity-based instructional strategies effectively was recommended.
International Centre for Science, Humanities & Education Research (ICSHER) Journal, 2024
The various ways of approaching learning are generally termed learning strategies. Students adopt... more The various ways of approaching learning are generally termed learning strategies. Students adopt different types of learning strategies during the learning process to attain the learning objectives. Learning strategy has a considerable effect when explaining science student attitude; this study investigated the effects of analogy, problem-solving and concept mapping strategies on students' attitude in Physics. It was guided by two research questions and two hypotheses. The study adopted a quasi-experimental design; it was specifically a non-equivalent control group design. The population of the study comprises 1060 senior secondary two (SS II) students in government senior secondary schools in Jalingo Education of Taraba state. The sample comprised of students from three intact classes in the study area. One instrument Physics Attitude Scale (PAS) was used for data collection. The validity and reliability of PAS established; construct validity was established using factor analysis while the reliability of the instruments was established using Cronbach Alpha and found to be 0.90. Mean and standard deviation were used to provide answers for the research questions while analysis of covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The result of the study among others revealed that problem-solving\, analogy and concept mapping strategies enhanced students' attitude in physics while Analogy and problem-solving strategies appear to be more beneficial for males, concept mapping appears to be more beneficial for females butt the differences were statistically significant for analogy and problem solving but not concept mapping. Based on these findings, the researcher among others recommended that Physics students should be encouraged to develop and adopt the use of analogy, problem solving and concept mapping strategies in learning physics but with caution in coeducational schools for analogy and problem solving that differ significantly due to gender. Also, the government should endeavor to organize regular workshops to train Physics teachers on the development and use of analogy, problem-solving and concept-mapping strategies.
International Journal of Education, Learning and Development, 2022
The study examined the effect of group dynamics and visual clue teaching strategies on the academ... more The study examined the effect of group dynamics and visual clue teaching strategies on the academic performance of students of different cognitive abilities in secondary school (SSII) physics in Benue State. The quasi-experimental research design was adopted. It was a pre-test, post-test non-equivalent control group design. The study population was 1,920 SSII Physics students from 48 Secondary Schools in Makurdi metropolis. The study sample of 157 was drawn from the population through purposive and simple random sampling techniques. Two research instruments named Physics Students’ Performance Test (PSPT) and Students’ Cognitive Ability Test (SCAT) were used for the study with reliability coefficients of 0.931 and 0.883, respectively. Data were obtained through the administration of pre-test and post-test on SSII students of the selected schools. Mean and standard deviations were used to answer the research questions. The null hypotheses were tested at 0.05 level of significance using Analysis of Covariance (ANCOVA). It is found that there is significant difference between the mean academic performance of students taught Physics using group dynamics strategy, visual strategy and conventional strategy; there is significant difference in the mean ability (i.e low, moderate and high) of students when group dynamics strategy was used in teaching Physics; there is significant difference in the mean ability (i.e low, moderate and high) of students when visual clue strategy was used in teaching Physics; and there is significant difference between the interaction effect of strategies and cognitive abilities on academic performance of students in Physics. On the basis of these findings, the study recommended among others that since the interaction effect of strategies and cognitive abilities on academic performance of students in Physics was not significant, the use of both strategies (group dynamics and visual clue) could be useful in fostering the academic performance of students with different cognitive abilities. The Physics teacher should therefore professionally use both strategies in teaching students in a manner that would enhance students’ performance.
This study examined how group dynamics and visual cues strategies can foster academic performance... more This study examined how group dynamics and visual cues strategies can foster academic performance of Senior Secondary II students of different cognitive abilities in Physics in Benue State, Nigeria. Specifically, the study determined which of the ability groups (i.e low, moderate and high) gained more when group dynamics and visual cues strategies were used in teaching Physics. The study adopted quasi-experimental design of pre-test, post-test non-randomized control group type. The population for this study comprised 815 SS II students offering Physics in public secondary schools in Makurdi Local Government Area in the 2023/2024 academic session, while a sample of 114 students was selected using multi-stage sampling procedure. The instruments for data collection are Physics Performance Test (PPT) and Student Cognitive Ability Test (SCAT). The PPT SCAT were validated by three experts. The reliability coefficient of the instruments were obtained using K-R20 and found to be 0.81 for PPT and 0.72 for SCAT. The collected data were analyzed using mean and standard deviation to answer research questions and ANCOVA to test the null hypotheses at 0.05 level of significance. Findings revealed that the mean gain in academic performance score of students taught Physics using group dynamics strategy was 22.75 for high, 18.47 for moderate and 3.45 for low ability students. There was significant difference in the mean academic performance scores of low, moderate and high cognitive ability students when group dynamics strategy was used in teaching Physics.The mean gain in academic performance score of students taught Physics using visual cues strategy was 22.79 for high, 15.72 for moderate and 3.22 for low ability students. There was significant difference in the mean academic performance scores of low, moderate and high cognitive ability students when visual cues strategy was used in teaching Physics. The study has established that for both experimental groups (that is, group dynamics and visual cues strategies) the performance of the students increases in the order of low ability →moderate ability → high ability. The study concludes that the effectiveness of the two strategies is dependent on cognitive abilities of the students. The high ability students benefited most, followed by the moderate ability students while the low ability students benefited the least from each of the strategies. It was therefore recommended that teachers of Physics should employ group dynamics and visual cues teaching strategies in Physics class to ensure effective teaching and enhance academic performance of students in the subject and to ensure successful teaching and learning of the subject for improved cognitive abilities of students in Physics, among others
International Centre for Science, Humanities & Education Research Journal, 2024
The study investigated the effect of face-to-face and on-line laboratory strategies on the emotio... more The study investigated the effect of face-to-face and on-line laboratory strategies on the emotional intelligence of students in Basic Science and Technology in Benue Education Zone A, Nigeria using a quasi-experimental research design. Four research questions and four hypotheses guided the study. The population of the study comprised 27457 students. The sample consisted of 136 students selected from six secondary schools. On-line laboratory strategy apps were adapted and used by the researcher as pedagogical domains. The reliability of Emotional Intelligent Rating Scale(EIRS) was 0.84 using Cronbach alpha. The research question was answered with mean and standard deviation while the hypothesis was tested using analysis of covariance (ANCOVA) at 0.05 level of significance. The findings revealed that, there is significant difference in the mean emotional intelligence level of the students taught BST concepts using face-to-face learning, online laboratory and those taught using demonstration strategies; F(2, 206) = 13.960; p = 0.000 < 0.05. The bivariate comparisons of the strategies of teaching BST and its effect on the mean emotional intelligence level of students at P = 0.000 < 0.05 for face-to-face learning strategy and online laboratory strategy; P = 0.000 < 0.05 for face-to-face learning strategy and demonstration strategy and P = 0.000 < 0.05 for online laboratory strategy and demonstration strategy. There is no significant difference between the mean emotional intelligence level of male and female students taught BST concepts using face-to-face learning; F(1,71) = 2.107; p = 0.151 > 0.05. There is significant difference between the mean emotional intelligence level of the male and female students taught BST concepts with online laboratory strategy, F(1, 68) = 21.412; p = 0.000 < 0.05. Interaction effect between teaching strategies and gender was not statistically significant [F(2,203) = 2.089; p = 0.127 < 0.05]. Based on the findings, it was recommended among others that, the government and teacher-training institutions should give attention to the development, integration and implementation of face-to-face and on-line laboratory strategies since both enhance students’ learning outcomes.
The purpose of this study is to examine impact of teachers' assessment practices on students' acq... more The purpose of this study is to examine impact of teachers' assessment practices on students' acquisition of process skills and performance in basic science in Kogi State, Nigeria, utilizing a crosssectional survey research design. The sample comprises 393 Basic Eight students from a population of 20,885 in the study area using the multi-stage sampling procedure. Ten Basic Science teachers were observed in class. Data collection instruments include the Basic Science Process Skill Acquisition Test (BSPSAT), the Basic Science Performance Test (BSPT), and the Basic Science Teachers' Assessment Practices Observation Scale (BSTAPOS). The reliability coefficients were 0.71 for BSPSAT, 0.86 for BSPT using Kuder-Richardson Formula 21, and the BSTAPOS value was 0.66 using Spearman's rank correlation. The descriptive statistics of mean and standard deviation as well as an independent t-test and analysis of variance (ANOVA) were used for analysis. Significant differences were found regarding the impact of teachers' low, moderate, and high classroom assessment practices on the mean process skills acquisition scores and the mean performance scores of students in basic science. Students' gender did not show a significant difference regarding the impact of teachers' low, moderate, and high assessment practices on process skills acquisition and performance scores in basic science. It is recommended that teachers of basic science should use assessment guides and workbooks to acquaint themselves with the appropriate assessment practices.
International Centre for Science, Humanities & Education Research (ICSHER) Journal, 2024
The search for a more effective strategy of teaching Physics for better performance has persisted... more The search for a more effective strategy of teaching Physics for better performance has persisted due persistent poor performance of candidates in external examinations. This study focused on fostering academic achievement in physics using context-based learning strategy among secondary students, Taraba State Nigeria. Two research questions and two hypotheses guided the study. The study adopted a quasi-experimental, specifically of the non-equivalent control group research design. Intact classes were assigned to both the experimental group (contextbased learning strategies) and control group (conventional strategy) using hat and draw simple random sampling technique and intact sampling technique. The sample for the study was 172 students comprising 113 males and 112 females drawn from secondary schools offering physics in Jalingo education zone. Data for the study were generated using Physics Achievement Test (PAT)). Kuder Richardson-20 (K-20) formula was used for the reliability of PAT and reliability index of 0.85 obtained. Mean and standard deviation were used to answer all research questions, while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. Based on the data collected and analyzed, the following findings were made: The mean score academic achievement in physics of students taught using context based learning strategy was higher than those taught using conventional strategy. There was significant difference in the mean score academic achievement in physics of students taught using contextbased learning strategy and those taught using the conventional strategy. There was no significant difference in the mean score academic achievement in physics of male and female students taught using context-based learning strategy. The following recommendations were made in the light of the findings of this study among others; Physics teachers should employ context-based learning in their interaction when teaching physics as the strategy has the capacity to enhance male and female students' academic achievement in physics. Physics teachers should regularly provide the structure and opportunity for students to employ contextbased strategies in their learning process. In-service training programs, seminars, workshops and symposia should be organised regularly.
International Online Journal of Primary Education , 2024
This research investigated teacher technological-creative fostering behaviour as determinant of t... more This research investigated teacher technological-creative fostering behaviour as determinant of teacher classroom practices in private primary schools in the Makurdi Local Government Area, Benue State, Nigeria. This study adopted the correlational research design. The population was all teachers in private primary schools in Makurdi. A sample of 70 mathematics teachers was drawn from 50 private primary schools. Two researcher-structured instruments were used for data collection, namely; the Mathematics Teacher Tech-Creativity Inventory (MTTI) and the Mathematics Teacher Classroom Practice Inventory (MTCPI). Correlation, scatterplots, and histograms were used to answer research questions, while analysis of variance was used to test the hypotheses at .05 level of significance. The following were the findings: the top three technological tools among others which mathematics teachers at the primary school level use most often to facilitate their teaching practices are, first interactive whiteboard, second, the calculator and third, internet surfing. Teacher tech-creativity fostering behaviour has a significant impact on teacher clarity, teacher classroom discussions, teacher feedback, teacher formative assessment and, teacher-teacher collaboration as teacher classroom practices. It was recommended that teachers of mathematics consider utilizing technology creatively during lessons as a catalyst to advance classroom teaching practices of teacher classroom clarity, class discussions, teacher feedback, formative assessment, and teacher-teacher collaboration.
Journal of Research in Science and Mathematics Education (J-RSME)
Purpose: This study aimed to investigate the perceived influence of test anxiety on the academic ... more Purpose: This study aimed to investigate the perceived influence of test anxiety on the academic performance of secondary school students in physics in Benue State, Nigeria. Methodology: The research utilized a descriptive survey design, with a target population of 15,060 students from government-approved secondary schools in the Obi Local Government Area of Benue State. A random sampling technique was employed to select 250 students from five secondary schools. The data collection instruments employed were the Mathematics Text Anxiety Questionnaire (MTAQ) and Mathematics Performance Text (MPT). The collected data were analyzed using measures such as means and standard deviation to address the research questions, while the analysis of variance was conducted to test the hypothesis at a significance level of 0.05. Findings: The findings indicated a significant difference in the influence of test anxiety levels exhibited by students on their average performance in physics within the se...
Uploads
Papers by Emmanuel Achor
measurement and evaluation and trial tested. The reliability coefficients of 0.80 (BCTT), 0.89 (BMVS), and 0.82 (BSES) were found. Regression analysis addressed research questions, while ANOVA tested the hypotheses. Results indicated that Science self-efficacy positively correlated with critical thinking (r = 0.124, R² = 0.015). Meta-awareness, meta-regulation, meta-monitoring, and meta-evaluation significantly correlated with critical thinking, with meta-evaluation showing the strongest relationship (r = 0.840, R² = 0.706). The combined influence of science self-efficacy and meta-variables on Biology critical thinking (r = 0.188, R² = 0.035) was also significant. Findings suggest that higher science self-efficacy enhances critical thinking in Biology. Meta-variables play a crucial role in shaping students' learning outcomes. The study recommends improving Biology instruction through active engagement methods such as problem-solving tasks, group discussions, and real-world applications. Encouraging critical thinking through case studies, debates, and scientific investigations, along with inquiry-based learning, can further enhance students' analytical abilities.
students from 48 Secondary Schools in Makurdi metropolis. The study sample of 157 was drawn from the population through purposive and simple random sampling techniques. Two research instruments named Physics Students’ Performance Test (PSPT) and Students’ Cognitive Ability Test (SCAT) were used for the study with reliability coefficients of 0.931 and 0.883, respectively. Data were obtained through the administration of pre-test and post-test on SSII students of the selected schools. Mean and standard deviations were used to answer the research questions. The null hypotheses were tested at 0.05 level of significance using Analysis of Covariance (ANCOVA). It is found that there is significant difference between the mean academic performance of students taught Physics using group dynamics strategy, visual strategy and conventional strategy; there is significant difference in the mean ability (i.e low, moderate and high) of students when group dynamics strategy was used in teaching Physics; there is significant difference in the mean ability (i.e low, moderate and high) of students when visual clue strategy was used in teaching Physics; and there is significant difference between the interaction effect of strategies and cognitive abilities
on academic performance of students in Physics. On the basis of these findings, the study recommended among others that since the interaction effect of strategies and cognitive abilities on academic performance of students in Physics was not significant, the use of both strategies
(group dynamics and visual clue) could be useful in fostering the academic performance of students with different cognitive abilities. The Physics teacher should therefore professionally use both strategies in teaching students in a manner that would enhance students’ performance.
of 114 students was selected using multi-stage sampling procedure. The instruments for data collection are Physics Performance Test (PPT) and Student Cognitive Ability Test (SCAT). The PPT SCAT were validated by three experts. The reliability coefficient of the instruments were obtained using K-R20 and found to be 0.81 for PPT and 0.72 for SCAT. The collected data were analyzed using mean and standard deviation to answer research questions and ANCOVA to test the null hypotheses at 0.05 level of significance. Findings revealed that the mean gain in academic performance score of
students taught Physics using group dynamics strategy was 22.75 for high, 18.47 for moderate and 3.45 for low ability students. There was significant difference in the mean academic performance scores of low, moderate and high cognitive ability students when group dynamics strategy was used in teaching Physics.The mean gain in academic performance score of students taught Physics using visual cues strategy was 22.79 for high, 15.72 for moderate and 3.22 for low ability students. There was significant difference in the mean academic performance scores of low, moderate and high cognitive ability students when visual cues strategy was used in teaching Physics. The study has established that for both experimental groups (that is, group dynamics and visual cues strategies) the performance of the students increases in the order of low ability →moderate ability → high ability. The study concludes that the effectiveness of the two strategies is dependent on cognitive abilities of the students. The high ability students benefited most, followed by the moderate ability students while the low ability students benefited the least from each of the strategies. It was therefore
recommended that teachers of Physics should employ group dynamics and visual cues teaching strategies in Physics class to ensure effective teaching and enhance academic performance of students in the subject and to ensure successful teaching and learning of the subject for improved cognitive abilities of students in Physics, among others