UNIZIK Journal of STM Education

Preliminary Page

Prof. N. N. Achufusi-Aka — 2024-10-04

The UNIZIK Journal of STM Education publishes reports of empirical research in Science, Technology; Engineering and Mathematics (STEM) Education as well as related studies in education generally. The publication constitutes a critical medium of communicating well researched works for the science community as well as a forum for communication and cooperation among STEM teachers, policy makers, educators and other educational practitioners across the globe. This seventh edition of the journal contains nineteen (19) articles that have passed through the peer - review by professionals. The opinions expressed are not necessarily those of the editorial board but of individual authors. These papers are very informative, educative and instructive and I therefore invite the readers to enjoy reading the contributions. The editorial board of UNIZIK Journal of STM Education appreciates those who subscribe to the journal, reviewers and the consulting editors for their contributions

SCIENCE AND MATHEMATICS TEACHERS’ COMPETENCY IN EVALUATING STUDENTS’ AFFECTIVE AND PSYCHOMOTOR DOMAINS OF SENIOR SECONDARY CLASSROOM INSTRUCTION IN BENUE STATE

Felix Sesugh Kpiranyam — 2024-10-04

This was a study on science and Mathematics teachers’ competency in evaluating students’ affective and psychomotor domains of senior secondary classroom instruction in Benue State. Four research questions and four null hypotheses were formulated to guide the study. Descriptive survey design was used. Population comprised all Science and Mathematics teachers in Makurdi LGA of Benue State. Sample consisted of 104 (78 Science and 26 Mathematics) teachers in 26 senior secondary schools obtained using multi-stage sampling. Validated Science and Mathematics Teachers Competence in Evaluating Classroom Instruction Questionnaire (SMTCECIQ) constructed by the researchers had reliability coefficient of 0.89 computed using Cronbach alpha. Data obtained were analyzed using mean and standard deviation to answer the research questions and Independent sample t- test to test the formulated null hypotheses at 0.05 level of significance. Results showed: significant difference in the mean ratings of science and Mathematics teachers’ competency to objectively evaluate science students’ affective area during classroom instruction; No significant difference in the mean ratings of science and Mathematics teachers’ competency to objectively evaluate science students’ psychomotor area during classroom instruction; No significant difference in the mean ratings of science and Mathematics teachers’ competency to objectively evaluate science students’ affective and psychomotor areas during Mathematics classroom instruction. The study recommended among others that, science teachers Association and Mathematics Association of Nigeria should frequently organise conferences, seminars and workshops and encourage teachers to attend in order to increase their knowledge and skills to objectively evaluate students’ affective and psychomotor areas.

UNDERGRADUATE CHEMSTRY EDUCATION STUDENTS’ ATTITUDE TOWARD USE OF COMPUTER AND INTERNET AND ITS INFLUENCE ON THEIR ACADEMIC ACHIEVEMENT IN KANO STATE.

Kasim Ibrahim Mohammed — 2024-10-04

This study investigated the influence of students’ attitudes towards the use of computer and internet resources on academic achievement among undergraduate chemistry students in Kano State. The study employed a correlational design, and a sample of 322 undergraduate chemistry students were selected using a proportionate stratified random sampling technique from four government-owned universities in Kano state, comprising 198 males and 124 females. The research instrument used was the Chemistry Undergraduates Attitude towards Computer and Internet Resources Questionnaire (CUATCIRQ). The reliability coefficients of the two sub-scales were 0.82 and 0.73 for items on utilization, and attitudes towards computer and internet resources, respectively, using Split Half method Cronbach Alpha was used to calculate the reliability index, for internal consistency. To measure academic achievement,
students’ first semester examinations GPAs were used. Frequency count, means, standard deviation, ppmc and point-biserial correlation were used to answer the research questions, while Point bi-serial and Pearson product-moment correlation were used to test the null hypotheses at the 0.05 level of significance using SPSS version 25. The findings showed that Undergraduate chemistry students in Kano state university have a positive attitude toward use of computer and internet, and also gender varies with attitude in opposite directions. Furthermore there was no significant relationship between undergraduate chemistry students’ attitudes towards the use of computer and their academic achievement, as well as attitude towards internet resources and their academic achievement. Based on the study's findings, it is recommended that federal and state ministries of education should provide adequate provisions for computers, internet facilities, and overhead projectors, as well as a regular supply of electricity in schools. This will enhance attitudes towards the use of computer system and also internet resources and improve the academic achievement of undergraduate chemistry students.

PERCEIVED IMPACTS OF EXAMINATION MISCONDUCT ON ACADEMIC ACHIEVEMENT OF BIOLOGY STUDENTS’ IN AJAOKUTA LOCAL GOVERNMENT AREA OF KOGI STATE

Dr. Regina, I. Enebechi — 2024-10-04

This study investigated perceived impacts of Examination Misconduct on Academic Achievement of Biology Students’ in Ajaokuta Local Government Area of Kogi State. Three research questions directed the investigation. Descriptive survey research design was used to carry out this study. The population for the study comprised 3756 SS 11 biology students from the twenty one senior secondary schools in Ajaokuta Local Government Area of Kogi State within 2022/2023 academic session. Simple random sampling techniques were used to select twelve senior secondary schools offering Biology. Consequently, a sample of 306 SS 11 Biology students was used for the study. Structured questionnaire named Perceived Impacts of examination misconduct on academic Achievement of Biology students. (PIEMOAABS) was the instrument used. Reliability was carried out using Cronbach alpha. Reliability Coefficient of 0.86 was obtained. The data collected was analysed using mean and standard deviation to answer the research questions. Results revealed that the causes of examination misconduct among biology students include lack of seriousness among the students and teachers, overloaded biology syllabus, fear of examination failure among others. The impacts among others are rendering the goal of education
invalid, production of half-baked graduates and irreversible loss of credibility. It was suggested, among other things, that our children be properly raised with strong moral principles, that parents should stop encouraging their kids to cheat on exams, Once more, only trustworthy individuals should be involved in exam management.

EFFECT OF METACOGNITIVE INSTRUCTIONAL STRATEGY ON SECONDARY SCHOOL STUDENTS ACADEMIC ACHIEVEMENT IN GEOMETRY IN IDEMILI NORTH LOCAL GOVERNMENT AREA

Festus Afamefuna Agwu — 2024-10-04

The study investigated the effect of metacognitive instructional strategy (MIS) on secondary school students’ academic achievement in geometry in Idemili North Local Government Area of Anambra State. Two research questions and three null hypotheses tested at 0.05 level of significance guided the study. The study adopted a quasi-experimental pre-test post-test nonrandomized control group design. Ninetyeight (98) senior secondary one (SS1) students from two co-educational government owned secondary schools in Idemili North were sampled from a population of 3363 using purposive and simple random sampling techniques formed the sample for the research. Achievement Test on Geometry (ATOG) constructed by the researcher containing 50 multiple choice questions was used to collect data on students’ academic achievement in geometry. The ATOG and lesson plans were validated by three experts, one from measurement and evaluation and two from science education all from Nnamdi Azikiwe University, Awka. Kudder-Richardson Formula 20 was used to establish a reliability coefficient of 0.80. Treatment procedure mean, standard deviation and analysis of covariance were used for data analysis. The findings revealed that MIS specifically the regulatory self questioning strategy (RSQS) significantly enhanced the achievement of SS1 students in geometry more than the conventional method. Also there is no significant difference on the effect of RSQS on male and female students’ academic achievement in geometry. Based on the findings of the study, it was recommended among others that; Mathematics teachers should adopt RSQS when planning their lessons to enhance students’ interaction with each other and the learning materials to facilitate effective learning.

COGNITIVE GROWTH IN DUAL CULTURE: IMPLICATION FOR THE DEVELOPMENT OF CRITICAL THINKING FOR PROBLEM SOLVING IN SCIENCE, TECHNOLOGY AND MATHEMATICS EDUCATION

Aminu Umar Yabo (PhD) — 2024-10-04

There is shift from what occurs in the mind alone to what occurs in the mind and its social environment. Piagetian and neo-Piagetian structural theory account for the former while Vygotsky functionalist theory account for the later. Thinking isolated from practice is a purely scholastic question. Practice provides the first step in human cognition, and that, too, must be its conclusion and orientation.
Teaching and learning of science in nonwestern country exposes the learner to (Dual) two different cognitively cultural schema. Science as social activity is culture laden, how science is done largely depends on the culture in which it is practice. Due to the recognition of the cultural background of learners there is need to change from traditional instruction in science education to enhance cognitive abilities in critical thinking for effective problem solving. Science Technology Engineering and Mathematics (STEM) is an interdisciplinary instructional approach aim to develop the cognitive abilities in problem solving and critical thinking for the survival of 21st century generation. This paper argued that without culturally relevant pedagogy and instructional congruency both problem based instruction and interdisciplinary approach, may not be sufficient to develop the critical thinking and analytic problem solving abilities of nonwestern students. Conversely, may even serve to challenge students cultural ways of knowing due to the differences in cultural schema of student and instructional representation of western science. This conceptual paper recommends that frame switching should be adopted for reform effort in science education to reach all learners in their cognitive niches.

INFLUENCE OF GOOD STUDY HABITS ON THE ACADEMIC PERFORMANCE OF STUDENTS IN MATHEMATICS IN SENIOR SECONDARY SCHOOLS IN OGUN STATE, NIGERIA

Abiodun Taiwo O — 2024-10-04

Study habits play a very important role in academic life of students. Academic success or failures of students depend on their study habits. This study examines the influence of good study habits on the academic performance of students in mathematics in senior secondary schools in Ogun state, Nigeria.

EFFECT OF PRACTICAL ACTIVITIES ON ACADEMIC ACHIEVEMENT OF SENIOR SECONDARY SCHOOL STUDENTS IN BIOLOGY IN OYE LOCAL GOVERNMENT AREA, EKITI STATE

Folasade Oluyemisi OLAYINKA, Ph.D — 2024-10-04

This study investigates the effect of practical activities on the academic performance of senior secondary school biology students in Oye Local Government Area, Ekiti State. The study adopted the quasi-experimental pre-test and post-test research design. The population of the study comprised all the 1,455 biology students in public senior secondary schools in Oye Local Government Area, Ekiti State.The purposive sampling technique was employed to 2select two (2) schools in Oye local government area. A sample of 50 students with 25 each for the two groups was selected purposefully. Biology Performance Test (BPT) was used to collect data for the study.The instrument was subjected to face and content validity by the researcher's supervisor and experts in the field of biology education. The test-retest method was used to determine the reliability of the instrument and a reliability coefficient of 0.84 was computed using Pearson Product Moment Correlation. The data was analyzed using descriptive and inferential statistics. The descriptive statistics of frequency counts, percentages, mean and standard deviation were used to answer the research questions, while the inferential statistics involving t-test analysis, was used to test the hypotheses. All the hypotheses were tested at a 0.05 level
of significance.The study revealed that there is a significant difference in the performance mean scores of male students taught using intensive practical strategy compared to their counterparts taught using conventional teaching strategy. The difference favours the male students in the experimental group having a higher performance means score than their counterparts in the control group. Also, there is a significant difference in the performance mean scores of female students taught using intensive practical strategy compared to their counterparts taught using conventional teaching strategy. The difference favours the female students in the experimental group, having a higher performance means score than their counterparts in the control group. Based on the findings, it was recommended among others, that government and school administrator should encourage teachers to engage in professional developments that would ensure the use of intensive practical strategy in schools. Also, teacher should carry both gender (male and female) along during practical class so that both genders would develop the intensive practical strategy. Teachers should adopt intensive practical strategy for biology and other science instruction in secondary school.

STUDENT’S PERSONALITY TYPE AND GENDER AS DETERMINANTS OF SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN QUANTITATIVE ANALYSIS IN AKURE, NIGERIA

Idika, Mabel Ihuoma, PhD — 2024-10-04

The main purpose of this study was to determine the influence of personality types and gender on students’ achievement in quantitative analysis. For this descriptive survey research, two research questions and two hypotheses were generated. Using two well-validated instruments (Students’ Achievement Test in Quantitative Analysis (SATQA), and Student’s Personality Type Questionnaire (SPTQ), the data was collected from 600 chemistry students from 5 randomly selected schools in Akure South Local Government, Ondo State. This was analyzed using frequency counts, mean, percentage, Analysis of Variance (ANOVA), and t-test. The results are that most of the respondents (72.5%) had low achievement in quantitative analysis in chemistry. Also, regarding students’ personality types, agreeableness was ranked highest based on the mean score, followed by openness, conscientiousness, extraversion, and neuroticism, implying that agreeableness is the most predominant personality. It was
found that there was no significant difference in students’ achievement in quantitative analysis based on personality type (F (4, 595) = 0.76; p>0.05). There was also no significant difference in male and female students’ achievement in quantitative analysis in senior schools’ chemistry (t = 0.07; p>0.05). We concluded that both personality types and gender had no impact on students’ achievement in Quantitative Analysis in chemistry. However, it is recommended that teachers make efforts to create chemistry learning environments with consideration for the differences relating to students’ personality types and gender.

EFFECT OF ACTIVITY-BASED INSTRUCTIONAL METHOD ON SECONDARY SCHOOL STUDENTS' ACADEMIC ACHIEVEMENT IN ECOLOGICAL CONCEPTS IN ASABA EDUCATION ZONE

Chinonso Maureen AZODE — 2024-10-04

The study explored the effect of activity-based instructional method (ABIM) on secondary school students’ academic achievementin ecological concepts. The study is a quasi-experimental studyadopting the non-randomized control group design. 82 (39 males and 43 females) senior secondary year one (SS1) students drawn fromthe 6922 SS1 students in the zone, using multi-stage sampling procedure, constituted the sample size. The sampled students who were in two intact classes were randomly assigned to experimental and control groups using a flip of a coin. The instrument for data collection was an Ecology Achievement Test (ECAT), adapted by the researcher, from compiled biology past questions. ECATwas validated by three expertsand its reliability,which yielded 0.86 reliability coefficient,was that of internal consistency, established using Kuder-Richardson 20. Mean and standard deviation were used in answering the research questions while analysis of covariance (ANCOVA) was used to test the null hypotheses at 0.05 alpha levels. The findings of the study revealed
that, irrespective of gender, ABIM enhanced students’ academic achievement in learning ecological concepts more than conventional lecture method. Also, there was no interaction effect of gender and teaching methods on students’ academic achievement in ecology. Based on the findings, the study concluded that ABIM is a gender friendly approach that enhances students' academic achievement in ecology and recommended among others that ABIM should be adopted by biology teachers in schools to improve students’ academic achievement in ecology.

INVESTIGATING CHALLENGES AND ETHICS IN ONLINE TEACHING: IMPACTS ON CHEMISTRY EDUCATION AND STUDENTS’ INTEREST

Dr. Juliana Nkiru Nnoli — 2024-10-04

This research delved into the intricacies of online teaching ethics and their impact on students' interest in learning chemistry at Nnamdi Azikiwe University, Awka, Anambra State. The design of the study was descriptive survey design. The study encompassed 140 students enrolled in the Department of Science Education with a specialization in chemistry. All the population of Science Education students, chemistry option, in the department of science education, Nnamdi Azikiwe University, Awka, was used for the sample. Utilizing a structured questionnaire, the research addressed five key inquiries, guided by the overarching goal of understanding the challenges posed by online teaching and their repercussions on students' engagement with chemistry education. Expert validation and a reliability coefficient of 0.75 ensured the instrument's robustness. Descriptive statistics was applied in data analysis while mean scores and standard deviation illuminated critical insights. Notably, study identified the imperative of upholding academic integrity and curbing dishonest practices as foundational ethics in online teaching. Foremost among the challenges hindering students' interest in learning chemistry online was the lack of access to requisite computer apparatus and equipment. However, despite these hurdles, students exhibited a willingness to embrace online platforms,
particularly in the context of their lectures and project work. Furthermore, the study advocated for the implementation of modern online networks to enhance the efficacy of online teaching in chemistry education. Recommendations emphasized the accurate representation of chemical concepts, and ensuring accessibility of online chemistry courses and materials for effective chemistry education in the digital age.

EFFECT OF COLLABORATIVE LEARNING STYLE ON SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENT IN BIOLOGY IN ORUMBA SOUTH LOCAL GOVERNMENT AREA

Anazodo Onyinye Stella — 2024-10-04

The study investigated on effect of collaborative learning style on secondary school students’ academic achievement in orumba south local government. Two research questions guided the study and three hypotheses were tested at 0.05 level of significance. Quasi- experimental design was used. Population of the study was 936 Senior Secondary school II students offering Biology in orumba south local government area. A sample of 87 SSII Biology students from two schools was obtained using simple random sampling technique. The instrument used for data collection was Biology Achievement Test (BAT), validated by two lecturers from Departments of Science Education and one lecturer from Educational Foundations all from Nnamdi Azikiwe University, Awka. Reliability was established using Kuder Richardson 20(KR-20) for BAT which yielded coefficient of 0.86. The data collected were analysed using mean and standard deviation for research questions while analysis of covariance was used to test the null hypotheses. Results indicated that collaborative learning improves secondary students' achievement and interest in Biology compared to conventional learning styles. Collaborative learning significantly influences achievement scores and interest levels, with no notable gender differences. While females show a greater increase in interest with collaborative learning, there is no
significant interaction effect, suggesting universal benefits. These findings support a wider adoption of collaborative learning to enhance educational outcomes in Biology for all students.

EFFECTIVENESS OF GUIDED-INQUIRY AND FLIPPED-LEARNING METHODS ON SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENT IN ECOLOGY IN ONITSHA EDUCATIONAL ZONE

Chinwe Anne Moneke — 2024-10-04

The study investigated on the effectiveness of Guided-inquiry and Flipped-learning methods on
secondary school students’ academic achievement in Onitsha Education Zone. Three purposes of studies, two research questions and three hypotheses tested at 0.05alpha level guided the study. A quasi-experimental design using was adopted, specifically the pretest-posttest non-randomized sample was used. Population of the study was 3787 SeniorSecondary students (SS1). A sample of 120 SS1 students from two schools was obtained using multi-stage sampling technique. The instrument used for data collection was Ecological Concepts Achievement Test (ECAT), validated by two lecturers from Departments of Science Education and one lecturer from Educational Foundations all from NnamdiAzikiwe University, Awka. Reliability was established using Kuder Richardson 21(KR21) for ECAT which yielded coefficient of 0.81. The experimental group 1 was taught Ecological concepts using guided-inquiry method while the experimental group 2 was taught using Flippedlearning method. This treatment lasted for four weeks. The students were given pretest and post-s test. The data collected were analysed using mean and standard deviation for research questions while analysis of covariance was used to test the null hypotheses. Results indicated that flipped –learning method significantly
improves secondary students' achievement in Ecology compared to Guidedinquirymethod.Also there was a significant gender difference in academic achievement with the females outperforming the males. The findings revealed that there is no significant interaction effect of gender and teaching methods on students’ academic achievement. It was recommended therefore that Flipped-learning method be adopted for teaching ecology since it uses the language of todays’ students who are used to the web and social media for information and interaction.

THE EFFECT OF USING CONSTRUCTIVIST APPROACH OF INSTRUCTION IN DEVELOPING CRITICAL THINKING SKILL OF ESTIMATION AMONG SECONDARY SCHOOL STUDENTS

Albert Tobechukwu Nwamaradi — 2024-10-04

This quasi-experimental study was adopted to investigate the impact of a constructivist instructional approach on the development of critical thinking skill of estimation among secondary school students. The research aimed to determine whether the constructivist method could enhance students' estimation abilities more effectively than traditional instructional methods. The study involved two groups: an experimental group receiving constructivist-based instruction and a control group experiencing traditional teaching methods. Pre- and post-tests were administered to both groups to measure estimation skill. Results indicated that students in the experimental group showed significantly greater improvement in estimation skills compared to those in the control group. Additionally, the analysis
revealed no significant interaction between gender and the effectiveness of the constructivist approach, suggesting that the intervention benefits both male and female students equally. These findings support the adoption of constructivist instructional methods in secondary education to foster better estimation skill among students. Further research is recommended to explore the long-term effects and potential applications of constructivist approaches across different mathematical domains.

PEER-LED AND TEACHER-LED GUIDED INQUIRY TEACHING APPROACHES ON STUDENTS’ ACADEMIC PERFORMANCE IN CHEMISTRY

Umanah, F. I. — 2024-10-04

The study was carried out to examine the effect of peer-led and teacher-led guided inquiry teaching approaches on students’ academic performance in Chemistry in Uyo Local Government Area. Three research questions and three hypotheses were formulated to guide the study. The design for the study was a quasi-experimental pretest-posttest design. The population for the study consisted of all the 2625 senior secondary two chemistry students in fifteen (15) public co-educational secondary schools in Uyo Local Government Area. A sample size of 97 SS 2 Chemistry students was used for the study. A simple random sampling technique was used in selecting two public co-educational secondary schools in the study area. In each selected school, one intact class of SS 2 Chemistry students was used for the study. The instrument used for data collection was the Chemistry Performance Test on Stoichiometry (CPTS).
Two measurement and evaluation experts and a chemistry education lecturer subjected the instrument to face and content validation. A reliability coefficient of 0.85 was obtained using Kuder-Richardson formula-20 (KR-20). Mean and standard deviation were used to answer the research questions while Analysis of Covariance was used to test the hypotheses at a 0.05 level of significance. The findings
showed that students taught the concept of stoichiometry using a peer-led guided inquiry teaching approach performed better than students taught using a teacher-led guided inquiry teaching approach. The finding also showed no significant difference in the mean performance scores between male and female students taught the concept of stoichiometry using peerled and teacher-led guided inquiry approaches. Based on the study's findings, it was concluded that the peer-led guided inquiry approach enhanced students’ academic performance in Chemistry than the teacher-led guided inquiry approach in Uyo Local Government Area. It is recommended among others that a peer-led guided inquiry approach should be adopted by Chemistry teachers in the teaching and learning of stoichiometry and other Chemistry concepts.

APPRAISAL OF THE IMPLEMENTATION OF COMPUTER STUDIES CURRICULUM IN UPPER BASIC EDUCATION SCHOOLS IN ANAMBRA STATE

Joy Uzoamaka Ifionu — 2024-10-04

The Study appraised the implementation of Computer Studies Curriculum in Anambra State.
Descriptive survey research design was used for the study. The population of this study comprised 310 computer/ICT teachers and 5753 UBE2 students. The sample size for the study comprised 34 Computer Studies teachers and 574 UBE students obtained through multi-stage sampling procedure. Data were collected using ‘Adequacy of Teachers for the Implementation of Computer Studies Checklist (ADTICSC), questionnaire on ‘Computer Studies Teachers’ Qualification Questionnaire’ (CSTQQ)’ and Classroom Observation Schedule (COS). The instrument was validated by three experts its reliability was established using Kuder-Richardson-20 formular. Coefficient values of 0.86 and 0.80 were obtained2 which was considered high enough to confirm the instrument as reliable. Data were analyzed using frequency counts, percentages and means. The findings revealed that majority of the
sampled schools do not have adequate Computer Studies teachers for the implementation of Computer Studies curriculum. The finding of the study also revealed Computer Studies teachers are qualified for the implementation of Computer Studies curriculum and that lecture method was the most utilized teaching method for the implementation of Computer Studies curriculum and that computer studies teachers are adequate. It was concluded that implementation of Computer Studies Curriculum in Upper Basic Education schools is done to a low extent. It was recommended among others that government should provide the schools with adequate computer studies teacher for effective implementation of the computer studies curriculum.

EFFECTIVENESS OF USING INSTRUCTIONAL MATERIALS IN GUIDING YOUNG SCHOOL CHILDREN IN MATHEMATICS INSTRUCTION

Okeke Eucharia Nneka — 2024-10-04

This study examined the effectiveness of using instructional materials in guiding school children in mathematics instruction. The study was guided by four (4) research questions. A descriptive survey design was adopted to carry out the study. The population of the study was five hundred and eightysix (586) teachers. Simple random sampling technique was used to draw a sample of one hundred (100) primary school teachers from the population. The questionnaire developed for the study contained twenty (20) items which was used as an instrument for data collection. The validation of the instrument was done by three lecturers, one from Early Childhood and Primary Education and two from Education Foundation. The reliability of the instrument was determined using Person Product Moment Correlation
Coefficient which gives a reliability index of 0.75. The analysis of the data collected was done using statistical mean. The result of the analyzed data revealed that the utilization of instructional materials in teaching Mathematics to children help to catch their attention span. Furthermore, among others, it was revealed that the usage of these materials tend to enhance the performance of school children in Mathematics as it makes the abstract concepts in mathematics easier to understand. Recommendation were made that teachers should incorporate or involve instructional materials in their Mathematics lessons to enable them achieve their lesson objectives as well as to help their pupils learn the intended
lesson objectives. Furthermore, educational administrators should train and retain teachers on the use of instructional materials in teaching and to lay down guidelines for mathematic instruction.

REMEDIATION OF COMMON PROCESS ERRORS IN GEOMETRY AMONG SENIOR SECONDARY SCHOOL STUDENTS IN AWKA EDUCATION ZONE, ANAMBRA STATE, NIGERIA

Benson C. Ezeanyi — 2024-10-04

Remediation of common process errors committed by senior secondary three (SS3) students in geometry was investigated. Four research questions and three null hypotheses tested at .05 alpha level guided the study. A mixed design involving the descriptive survey, instrumentation and quasiexperimental designs was used. A sample of 297 and 144 SS3 students for initial identification and final treatment with developed package respectively participated in the study. The sample was drawn from a population of 6,265 SS3 students from coeducational secondary schools in Awka Education Zone, Anambra State using multistage sampling procedure. The Mathematics Diagnostic Test (MDT) and Mathematics Remediation Package (MRP) were used as instrument for data collection and instructional tools respectively which were validated by three experts. The reliability of MDT was determined using interrater method. The scores obtained from five independent raters were analysed using Kendalls coefficient of concordance (W) which yielded reliability index of .88. The MDT was used to identify the common process errors committed by students before and after the treatment with MRP. Data obtained were analysed using frequency, percentage, Mann Whitney U test and Wilcoxon signed rank
test. The findings revealed among others that five (5) common process errors identified were factual (42.7%), accuracy (23%), diagrammatic (15%), blunder (10.9%) and algorithm (8.4%); the use of MRP was effective in reducing the errors committed by the students and the developed remediation package was gender friendly. Based on the findings, it was recommended that Mathematics teachers should use MDT to identify students’ common process errors in Geometry and MRP to reduce the incidence of common process errors in the subject for improved performance in internal and external examinations.

ASSESSMENT OF DISCIPLINARY PROBLEMS OF STUDENTS AND MEASURES ADOPTED BY TEACHERS IN CURBING INDISCIPLINE IN NIGERIAN SECONDARY SCHOOLS

Ihendinihu, Uchechi Ezinwanyi — 2024-10-04

The study assessed the perception of teachers on the disciplinary problems faced by secondary school students and the measures adopted by teachers in disciplining erring students. Research design adopted was descriptive survey. Participants of the study consists of 684 teachers (189 males and 495 females) from public secondary schools in Enugu state of Nigeria selected through disproportionate stratified and simple random sampling techniques. The researcher used self-constructed questionnaire captioned disciplinary problems and measures of secondary school students (DPMSSS) to collect data for the study. Three experts validated the instrument. Reliability co-efficient of the instrument is .79, obtained using Cronbach alpha method. Data collected were analyzed using mean and standard deviation.Result indicated that disciplinary problems of students in secondary schools are examination malpractice,
stealing, lateness to school, absenteeism, and bullying/fighting, wrong use of cell phones, vandalism, truancy, sexual harassments and insulting of teachers. The disciplinary measures adopted by teachers in secondary schools include verbal warning, referral to principal, referral to disciplinary committee, written warning, and suspension, loss of privileges, manual labour, counseling/therapy, and flogging, discussion, kneeling down and reporting to parents. Gender of the teacher influences disciplinary measures adopted in secondary schools. Whereas the male teachers adopt verbal warning, manual labour and flogging to a very high extent, the female teachers adopt counselling to a very high extent. The research recommends that teachers should adopt a combination of the above measures, melt appropriate and commensurate punishment out to erring students to serve as deterrent to other students.

EFFECT OF BLENDED LEARNING APPROACH ON SECONDARY SCHOOL STUDENTS’ INTEREST IN BIOLOGY IN AWKA EDUCATION ZONE

Nwankwo, Madeleine Chinyere — 2024-10-04

This study investigated the effect of blended learning approach on secondary school students’ interest in Awka Education Zone. Two research questions guided the study and three hypotheses were tested. The research adopted quasi-experimental non randomized pre-test post-test control group design. The population consisted of 1842 (810 males and 1032 females) Senior Secondary II Biology students from four intact classes of two public co- educational secondary schools inAwka Education Zone of Anambra State. The sample for the study consisted 103 SS II Biology students (42 males and 61 females) obtained through multi stage sampling procedure Students' interest in Biology Questionnaire (SIBQ) was the instrument for data collection. This instrument was validated and tested for reliability with reliability
coefficient being 0.83, using Cronbach Alpha method. The research questions were answered using mean and standard deviation while the hypotheses were tested at 0.05 level of significance using Analysis of Covariance (ANCOVA). The findings of the study showed significance effect of Blended Learning Approach on Students’ interest in Biology. This implies that blended learning approach is capable of enhancing interest in Biology. However, result showed gender influence on Students interest in Biology when blended learning approach was used as a method of instruction but there was no significant interaction between instructional approach and gender on interest. It was recommended among others that blended learning approach should be incorporated in teaching of sciences especially Biology in senior secondary schools.