Journal of Educational Research and Development

JERD 2023 Preliminary Page, Vol 10.

JERD ASSEREN — Tue, 17 Oct 2023 00:00:00 +0000

JERD 2023 Preliminary Page, Vol 10.

Effects of Problem-Based Learning Instructional Strategy on Academic Achievement of Senior Secondary School Students in Chemistry in Imo State, Nigeria

Cliff I. Okebanama, Catherine U. Ene , Roseline I. Ezechukwu — Tue, 17 Oct 2023 00:00:00 +0000

This study investigated the effect of Problem-Based Learning instructional strategy on academic achievement of secondary school students in chemistry. Pre-test post-test quasi experimental research design was adopted in the study. This study was carried out in Obowo L. G. A., Imo State. A sample of eighty nine (89) Senior Secondary two (SS II) students selected by simple random sampling technique from seven public co-educational secondary schools in Obowo LGA in Okigwe Education Zone II, Imo State took part in the study. The instrument for data collection was Chemistry Achievement Test (CAT) with a reliability index of 0.82. The reliability index was established using Kuder-Richardson Twenty formula (K-R₂₀) after a pilot study was conducted. Two research questions and two null hypotheses guided the study. Research questions were answered using mean and standard deviation while Analysis of Covariance (ANCOVA) was used in testing the two hypotheses at .05 level of significance. Findings showed that students who were taught chemistry using Problem-Based Learning Instructional Strategy achieved significantly better than the control group taught using lecture method. Furthermore, the findings of the study revealed that male students exposed to Problem-Based Learning Instructional Strategy achieved significantly higher than their female counterparts. Recommendations were made which include among others that chemistry teachers should adopt the use of Problem-Based Learning Instructional Strategy to improve academic achievement in secondary school chemistry.

Investigating Teacher Related Factors Affecting the Effective Implementation of Chemistry Curriculum in Secondary Schools

B. C. E. Oguguo, Godwin C. Asanga, S. U. Nwani, F. U. Azor, M. O. Ameh — Tue, 17 Oct 2023 00:00:00 +0000

This study investigated the factors affecting the effective implementation of Chemistry curriculum in secondary schools. The study adopted a causal comparative research design. Four research questions and four hypotheses guided the study. The population of the study consist of all the 186 (84 male, 102 females) public senior secondary school students in the Nsukka Education zone. Census sampling technique was used to select all the teachers used for the study. The Chemistry Curriculum Implementation Questionnaire (CCIQ) instrument comprising 20 items was used for data collection. Three experts in the field of education validated the instrument. An internal consistency reliability index of 0.89 was obtained using Cronbach alpha method. Mean and standard deviation were used to answer the research questions while the hypotheses were tested using t-test and ANOVA at 0.05 level of significance. The results of the study revealed that chemistry teachers` gender, school location, years of teaching experience and academic qualifications are not significant factors that affect the effective implementation of chemistry curriculum in senior secondary schools. Based on these findings, it was recommended among others that continuous efforts should be made by the government and relevant stakeholders to ensure continuous and strict compliance with the guidelines in chemistry curriculum to ensure its effective implementation.

Teachers’ and Students’ Perception of Mathematics Pedagogical Issues in Junior Secondary Schools in Ikorodu, Lagos State

Modupe A. Alawaye, Olufunmi Taiwo — Tue, 17 Oct 2023 00:00:00 +0000

The study examined teachers’ and students’ perception of pedagogy of mathematics in junior secondary schools Ikorodu, Lagos State. The population comprises of all the teachers and students in Ikorodu area of Lagos. The study adopted non-experimental design of descriptive research type. A total of 30 teachers and 130 students were randomly selected from the five junior secondary schools in Lagos State to take part in this study. Perception of teachers' and students' pedagogical issues in junior secondary was used for data collection. Validity of the instruments was 0.79 while a general reliability index of 0.96 was determined using Kuder Richardson formula 20 (KR20). The data obtained was analyzed using frequency and percentages and Pearson product moment correlation analysis. The results revealed that majority of the teachers and students had a positive perception of pedagogy of mathematics while a minority of teachers and students had a negative perception. Furthermore, the teachers and students agreed that pedagogy of mathematics promotes learning of mathematics while some few disagreed. It was also found that most (83%) of the teachers and students believed that teachers should make use of pedagogy of mathematics to effectively teach mathematics while only 17% disagreed. The Pearson’s correlations coefficient is show a strong strength at 0.605 between perception of students and teaching methods at 0.05 level of significance. Generally, the findings from this study suggest that teachers and students in junior secondary schools in Lagos State have a positive perception of pedagogy of mathematics and believe that it is an effective approach in teaching mathematics. It is therefore recommended that teachers in junior secondary schools in Lagos State should make use of pedagogy of mathematics in their teaching of mathematics to enhance the learning of mathematics.

Assessment Practices For Effective Rural Community Literacy Blended e-Learning Outcomes

Adams O. U. Onuka , Ijeoma S. Ladele — Tue, 17 Oct 2023 00:00:00 +0000

Education is a vital part of every sphere of life. Without education nothing can be realised. Education helps to build relationships. Education starts with literacy including numeracy. Education is the process of holistic development of the human capital. Thus, getting educated through whatever mode requires that knowledge and skills be acquired. As part of human capital development, rural community literacy (including numeracy) programme assists rural adult population to acquire knowledge and skills to fit into the world of work and so make meaningfully contribution to society. This may be done through blended (in-person and e-learning) mode. Literacy programme prepares the rural adult community members for small scale entrepreneurship for self-reliance and meaningful contribution to community and national development. Literacy education helps the unlettered rural adult to interact with other people profitably and also to transact business without much communication and computing constraints. In facilitating learning, learning must be seen to have actually taken place. Assessment is the means through which this is done. There are specific assessment practices that will promote community blended literacy programme. There are three domains of learning: cognitive (intellect), the affective (soft skills) and psycho-productive (the application) skills. These domains must be meaningful embedded in any learning situation. Consequently, any useful assessment practice must take cognisance of the three domains to engender effective learning. Therefore, this paper discussed assessment practices that can engender learning in in blended literacy and numeracy: portfolio assessment, peer-assessment which makes learners to learn together, self-assessment and teacher-guided peer-assessment. The paper proposed that when concurrent assessment practices are integrated into the modified blended community learning process, they would effectively engender learning outcomes.

Job Performance Between Professional Accountants of the Institute of Chartered Accountants of Nigeria (ICAN) and Association of National Accountants of Nigeria (ANAN)

Abiodun I. Agunbiade , Adams O. U. Onuka — Tue, 17 Oct 2023 00:00:00 +0000

The Institute of Chartered Accountants of Nigeria (ICAN) and Association of National Accountants of Nigeria (ANAN) are two major professional accounting bodies in Nigeria. However, there is a dearth of studies on the performance of their products in workplaces. This study aimed to compare the performance of professional accountants affiliated with ICAN and ANAN. Purposive, snowballing and convenient sampling techniques were employed in selecting the study area and 69 bosses of professional accountants respectively. Professional Accountants' Performance Rating Scale (PAPRAS) with reliability index of 0.80 was adapted from a study by Mustapha and Hassan (2012). Lawshe Content validity was used to revalidate the instrument and this yielded 0.95. The reliability of revalidated instrument was established using Cronbach Alpha and this yielded 0.88. Median and interquartile range was used to answer the two research questions, while an independent sample t-test was used to test the two hypotheses raised for the study. The findings of the study showed there was no significant mean difference in the rating of the bosses of the professional accountants on the professional job knowledge and quality of work of ICAN and ANAN members. There was a positive rating of the professional knowledge and quality of work of the professional accountants as rated by their bosses. The study recommended that recruiters and employers should employ professional accountants based on competence, without sentiments nor preference for a specific professional accounting body. Professional accounting bodies should continue to update their members with the necessary and current trends in the industry.

Assessment of Ability Estimate and Model Fit of Students in 2020 NECO Mathematics in Benue State, Nigeria

Onuh Omale, Gloria Adaku Dike , C. A. Chibundum — Tue, 17 Oct 2023 00:00:00 +0000

The basic aim of test development is to construct a test of desired quality by choosing the appropriate items through item analysis and ensuring their reliability and validity. In developing quality test items to effectively measure students’ achievement, it is pertinent that the best practices in test construction be employed by NECO. The study was guided by two research questions. The study adopts a non-experimental design. The study was carried out in the Benue State of Nigeria. The population for the study comprises 18,252 Senior Secondary School three (SSS3) student who registered and sat for the NECO Mathematics Examinations in 2020. The sample for this study consists of 1,825 students out of the 18,252 that registered and sat ‘for that Mathematics examination. The sample size was arrived at by taking 10% of the population. Data collected was analyzed using Ability Estimate and model fit statistics build in jmetrik for research questions, at 0.05 level of significance. The findings revealed that students’ ability ranges from 0.03 above while the data was fitted into 3prarmeter logistic model Based on the results of this study it was concluded that the test items are within the acceptable ranges of ability estimate and fitted to 3-PLM can be utilized in comparing students’ latent abilities for sound educational decision in our schools. And it was recommended that examination bodies, researchers that wish to use IRT in solving measurement problems.