Moses Orshio Adasu University, Makurdi
BSU Journal of Science, Mathematics and Computer Education (BSU-JSMCE) Vol 4 No 2
TABLE OF CONTENTS
EFFECT OF PEER-BRAINSTORMING INSTRUCTIONAL STRATEGY ON SENIOR SECONDARY STUDENTS’ PSYCHOMOTOR SKILLS IN BIOLOGY
Authors: Felix Sesugh Kpiranyam | Joy Okache Omaga | Peter Ogbu Agogo
Article Type: Research Article
Abstract: This study examined the effect of peer-brainstorming instructional strategy on senior secondary students’ psychomotor skills in Biology in Makurdi Metropolis of Benue State, Nigeria. It was guided by two research questions, while two null hypotheses were formulated and tested. Quasi-experimental design, specifically the pre-test, post-test non-equivalent control group design was adopted. The population consisted of 2,647 (1,545 male and 1,102 female) Senior Secondary II students out of which 77 (49 male and 28 female) Senior Secondary II students offering Biology in two intact classes from two schools were sampled using multi-stage sampling procedure. Biology Psychomotor Skills Test (BPST) constructed by the researchers was validated by three research experts and its internal consistency was determined using Pearson Product Moment Correlation Coefficient. The reliability coefficient was 0.84. The duration of the study was seven weeks. Two trained research assistants taught the groups using the lesson plans prepared by the researchers. For data analysis, mean and standard deviation were used to answer the research questions, while the hypotheses were tested at 0.05 level of significance using Analysis of Covariance (ANCOVA). Findings revealed significant difference between the mean psychomotor skills scores of students taught Biology using Peer-Brainstorming Instructional Strategy and Demonstration Strategy (F1,74=188.418; P=0.000 < 0.05). Findings revealed no significant difference between the mean psychomotor skills scores of male and female students taught Biology using peer-brainstorming instructional strategy (F1,33 = 3.333, P = 0.077 > 0.05). Based on the findings of this study, principals, Science Teachers Association of Nigeria and National Teachers Institute should encourage Biology teachers’ usage of peer-brainstorming instructional strategy to help male and female students acquire psychomotor skills.
Keywords: Peer-Brainstorm, Instructional Strategy, Senior Secondary, Students' Psychomotor, Skills, Biology.
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Article Type: Research Article
Abstract: This study examined the effect of peer-brainstorming instructional strategy on senior secondary students’ psychomotor skills in Biology in Makurdi Metropolis of Benue State, Nigeria. It was guided by two research questions, while two null hypotheses were formulated and tested. Quasi-experimental design, specifically the pre-test, post-test non-equivalent control group design was adopted. The population consisted of 2,647 (1,545 male and 1,102 female) Senior Secondary II students out of which 77 (49 male and 28 female) Senior Secondary II students offering Biology in two intact classes from two schools were sampled using multi-stage sampling procedure. Biology Psychomotor Skills Test (BPST) constructed by the researchers was validated by three research experts and its internal consistency was determined using Pearson Product Moment Correlation Coefficient. The reliability coefficient was 0.84. The duration of the study was seven weeks. Two trained research assistants taught the groups using the lesson plans prepared by the researchers. For data analysis, mean and standard deviation were used to answer the research questions, while the hypotheses were tested at 0.05 level of significance using Analysis of Covariance (ANCOVA). Findings revealed significant difference between the mean psychomotor skills scores of students taught Biology using Peer-Brainstorming Instructional Strategy and Demonstration Strategy (F1,74=188.418; P=0.000 < 0.05). Findings revealed no significant difference between the mean psychomotor skills scores of male and female students taught Biology using peer-brainstorming instructional strategy (F1,33 = 3.333, P = 0.077 > 0.05). Based on the findings of this study, principals, Science Teachers Association of Nigeria and National Teachers Institute should encourage Biology teachers’ usage of peer-brainstorming instructional strategy to help male and female students acquire psychomotor skills.
Keywords: Peer-Brainstorm, Instructional Strategy, Senior Secondary, Students' Psychomotor, Skills, Biology.
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UTILIZING PEER ASSESSMENT STRATEGY WITH FEEDBACK AND REMEDIATION TO IMPROVE STUDENTS WITH SPECIAL NEEDS’ ACADEMIC PERFORMANCE IN ALGEBRA
Authors: Sharon M. Abaver - Asula | Jerry Ebere Omenka | Solomon Ogebe Aligba
Article Type: Research Article
Abstract: This study investigated utilizing peer assessment strategy with feedback and remediation to improve students with special needs’ academic performance in algebra in Benue State, Nigeria. The study was guided by two research questions, while two hypotheses were tested. Quasi-experimental research design, specifically the pre-test and post-test non-equivalent research design, was adopted for the study. The population of this study comprised 77 upper-basic one students with special needs (SSN) in the six special needs secondary schools in Benue State in the 2023/2024 academic session. A sample size of 37 (23 males and 14 females) SSNs in upper-basic one in two intact classes in Benue State, were selected from the population using a multi-stage sampling procedure. The instrument used for the study was Word Problems Performance Test (WPPT), with a reliability coefficient of 0.97 obtained using KuderRichardson-20 Formula. Data collected were analyzed using mean and standard deviation to answer the research questions and Analysis of Covariance (ANCOVA) to test the null hypotheses at the 0.05 level of significance. Findings revealed a significant difference between the mean academic performance scores of students with special needs taught algebra using PASFR and those taught using CAS (F (1, 34) = 24.827, p = 0.00 < 0.05). Also, there is no significant difference in mean academic performance scores between male and female students with special needs taught algebra when PASFR is used (F (1, 29) = 2.354; p = 0.136 ˃ 0.05). Based on the findings, it was concluded that the use of feedback and remediation in peer assessment strategy enhances SSN academic performance in algebra compared to CAS. The study recommended, among others, that Mathematics curriculum planners and authors of Mathematics textbooks should be encouraged to incorporate peer assessment strategy with feedback and remediation into Mathematics curricula and textbooks in order to enhance the academic performance of students with special needs.
Keywords: peer assessment strategy, feedback, remediation, academic performance, algebra, special needs students. Complete Article: Access Now
Article Type: Research Article
Abstract: This study investigated utilizing peer assessment strategy with feedback and remediation to improve students with special needs’ academic performance in algebra in Benue State, Nigeria. The study was guided by two research questions, while two hypotheses were tested. Quasi-experimental research design, specifically the pre-test and post-test non-equivalent research design, was adopted for the study. The population of this study comprised 77 upper-basic one students with special needs (SSN) in the six special needs secondary schools in Benue State in the 2023/2024 academic session. A sample size of 37 (23 males and 14 females) SSNs in upper-basic one in two intact classes in Benue State, were selected from the population using a multi-stage sampling procedure. The instrument used for the study was Word Problems Performance Test (WPPT), with a reliability coefficient of 0.97 obtained using KuderRichardson-20 Formula. Data collected were analyzed using mean and standard deviation to answer the research questions and Analysis of Covariance (ANCOVA) to test the null hypotheses at the 0.05 level of significance. Findings revealed a significant difference between the mean academic performance scores of students with special needs taught algebra using PASFR and those taught using CAS (F (1, 34) = 24.827, p = 0.00 < 0.05). Also, there is no significant difference in mean academic performance scores between male and female students with special needs taught algebra when PASFR is used (F (1, 29) = 2.354; p = 0.136 ˃ 0.05). Based on the findings, it was concluded that the use of feedback and remediation in peer assessment strategy enhances SSN academic performance in algebra compared to CAS. The study recommended, among others, that Mathematics curriculum planners and authors of Mathematics textbooks should be encouraged to incorporate peer assessment strategy with feedback and remediation into Mathematics curricula and textbooks in order to enhance the academic performance of students with special needs.
Keywords: peer assessment strategy, feedback, remediation, academic performance, algebra, special needs students. Complete Article: Access Now
EFFECTS OF MODEL-LEAD-TEST AND BLENDED LEARNING INSTRUCTIONAL STRATEGIES ON UPPER BASIC STUDENTS’ INTEREST IN ALGEBRA
Authors: Ephraim Mdeve Uzenda | Benjamin Iortswam Imoko | Micheal Vershima Atovigba
Article Type: Research Article
Abstract: This study was conducted to ascertain the effect of model-lead-test and blended learning instructional strategies on upper basic students’ interest in algebra in North-West Senatorial District, Benue State, Nigeria. Two research questions were generated and two null hypotheses were formulated and tested at 0.05 level significance. The study employed pretest-posttest experimental control group design. The study population was 16,093(7,350 male and 8,743 female) at the Upper Basic 2 level. A sample of 118 students was drawn using multi-stage sampling. The sampling includes purposive sampling and simple random sampling procedures. The sample consisted of 118 Upper Basic 2 students (53 males and 65 females) from two classes in the two sampled schools. Instrument used for data collection was Students' Algebra Interest Inventory (SAII) consisted of 30 items. The instrument was constructed by the researchers and face validated by the specialists in the field of mathematics Education, Measurement and evaluation, Benue State University, Makurdi. The SAII was administered to students as pre-test and post-test. The data obtained were analyzed using descriptive statistics of mean and standard deviation to answer the research questions and inferential statistics of Analysis of Covariance (ANCOVA) to test the null hypotheses. The findings showed that there is significant difference in the mean interest ratings of upper basic 2 students taught algebra using model-lead-test, blended-learning instructional strategies and discussion method (F2,114 = 6.525; p = 0.002 < 0.05). It was also found that there is no significant difference in the mean interest ratings between male and female upper basic 2 students taught algebra using model-lead-test strategy (F1,30 = 0.001; p = 0.975 > 0.05). Based on the findings, it was recommended among others that model-lead-test and blended learning strategies should be encouraged for teaching and learning algebrain schools.
Keywords: Model-lead-test, Blended Learning, Interest, Algebra and Gender.
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Article Type: Research Article
Abstract: This study was conducted to ascertain the effect of model-lead-test and blended learning instructional strategies on upper basic students’ interest in algebra in North-West Senatorial District, Benue State, Nigeria. Two research questions were generated and two null hypotheses were formulated and tested at 0.05 level significance. The study employed pretest-posttest experimental control group design. The study population was 16,093(7,350 male and 8,743 female) at the Upper Basic 2 level. A sample of 118 students was drawn using multi-stage sampling. The sampling includes purposive sampling and simple random sampling procedures. The sample consisted of 118 Upper Basic 2 students (53 males and 65 females) from two classes in the two sampled schools. Instrument used for data collection was Students' Algebra Interest Inventory (SAII) consisted of 30 items. The instrument was constructed by the researchers and face validated by the specialists in the field of mathematics Education, Measurement and evaluation, Benue State University, Makurdi. The SAII was administered to students as pre-test and post-test. The data obtained were analyzed using descriptive statistics of mean and standard deviation to answer the research questions and inferential statistics of Analysis of Covariance (ANCOVA) to test the null hypotheses. The findings showed that there is significant difference in the mean interest ratings of upper basic 2 students taught algebra using model-lead-test, blended-learning instructional strategies and discussion method (F2,114 = 6.525; p = 0.002 < 0.05). It was also found that there is no significant difference in the mean interest ratings between male and female upper basic 2 students taught algebra using model-lead-test strategy (F1,30 = 0.001; p = 0.975 > 0.05). Based on the findings, it was recommended among others that model-lead-test and blended learning strategies should be encouraged for teaching and learning algebrain schools.
Keywords: Model-lead-test, Blended Learning, Interest, Algebra and Gender.
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ACADEMIC PERFORMANCE IN SENIOR SECONDARY SCHOOL MATHEMATICS AMONG STUDENTS WITH HIGH, MEDIUM AND LOW ABILITY LEVELS
Authors: Idris Ibrahim Omeiza | Umar Aminu Ginga
Article Type: Research Article
Abstract: The study compared academic achievement in mathematics of high, medium, and low ability levels of senior secondary school III students in homogeneous and heterogeneous ability groupings in Kogi Central, Kogi State. Survey research design was used. One research question and three hypotheses were formulated to direct the study. The sample consisted of one hundred and eighty (180) SS III students from four classes in two schools selected via cluster sampling technique. Mathematics Achievement Test (MAT) was used for data collection. Data collected were analyzed using t-test, at p ≤0.05. The result indicated no significant difference in mean achievement scores in mathematics between high ability level students in homogeneous and heterogeneous ability groupings and between medium ability level students in homogeneous and heterogeneous ability groupings. Though, there is significant difference in the mean achievement score in mathematics between low ability level students in homogeneous and heterogeneous ability groupings. It was concluded that the high and medium ability level students were comfortable in the two grouping systems in terms of achievement in mathematics while the low ability level students excel academically higher in heterogeneous ability grouping as they performed significantly better in the grouping mode than in homogeneous ability groupings. It is therefore recommended among others that mathematics teachers in secondary schools should use more of heterogeneous ability mode of grouping for teaching mathematics to enhance low ability level students’ achievement.
Keywords: Academic Achievement, Ability levels, Homogeneous Ability Grouping, Heterogeneous Ability Grouping and Mathematics.
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Article Type: Research Article
Abstract: The study compared academic achievement in mathematics of high, medium, and low ability levels of senior secondary school III students in homogeneous and heterogeneous ability groupings in Kogi Central, Kogi State. Survey research design was used. One research question and three hypotheses were formulated to direct the study. The sample consisted of one hundred and eighty (180) SS III students from four classes in two schools selected via cluster sampling technique. Mathematics Achievement Test (MAT) was used for data collection. Data collected were analyzed using t-test, at p ≤0.05. The result indicated no significant difference in mean achievement scores in mathematics between high ability level students in homogeneous and heterogeneous ability groupings and between medium ability level students in homogeneous and heterogeneous ability groupings. Though, there is significant difference in the mean achievement score in mathematics between low ability level students in homogeneous and heterogeneous ability groupings. It was concluded that the high and medium ability level students were comfortable in the two grouping systems in terms of achievement in mathematics while the low ability level students excel academically higher in heterogeneous ability grouping as they performed significantly better in the grouping mode than in homogeneous ability groupings. It is therefore recommended among others that mathematics teachers in secondary schools should use more of heterogeneous ability mode of grouping for teaching mathematics to enhance low ability level students’ achievement.
Keywords: Academic Achievement, Ability levels, Homogeneous Ability Grouping, Heterogeneous Ability Grouping and Mathematics.
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COMPUTER-ASSISTED INSTRUCTION AND SECONDARY SCHOOL STUDENTS’ ACADEMIC PERFORMANCE IN STATISTICS IN AKURE, NIGERIA
Authors: Samuel Sardauna Sule
Article Type: Research Article
Abstract: This study investigated the effect of Computer-Assisted Instruction (CAI) on Senior Secondary School Students’ academic performance in Statistics in Akure Metropolis, Ondo State, Nigeria. Two research questions were generated and two null hypotheses were formulated and tested at 0.05 level significance. The study employed pretest-posttest experimental control group design. The population for the study was made up of 135 senior secondary one (SS1) students offering Statistics concept of mathematics in Akure Metropolis, Ondo State. A sample size of 30 students found in the intact classes of two from two senior secondary schools using simple random sampling procedure were used. Instrument used for data collection was Statistics Performance Test (SPT) consisted of 50 items multiple-choice objective type. The SPT was constructed by the researcher and face validated by two experts in the field of mathematics Education and one in Measurement and evaluation, while its reliability coefficient was established as 0.88 using Pearson Product Moment Correlation Coefficient (PPMC) method. The Statistics performance Test (SPT) was administered to students as pre-test and post-test. The data obtained were analyzed using descriptive statistics of mean and standard deviation to answer the research questions and inferential statistics of Analysis of Covariance (ANCOVA) to test the null hypotheses. The findings showed that; there was significant difference between the mean performance scores of students taught Statistics using Computer-Assisted Instruction (CAI) and those taught using the Lecture Method (LM) (p=0.00< α = 0.05. It was also found that there was significant difference between the post-test performance scores of male and female students taught using CAI (p = 0.003 < α = 0.05). Based on these findings, it was recommended among others that; Computer-Assisted Instruction (CAI) be encouraged for teaching and learning Statistics and other concepts of mathematics in schools.
Keywords: Computer Assisted Instruction; Statistics; Lecture Method; Gender.
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Article Type: Research Article
Abstract: This study investigated the effect of Computer-Assisted Instruction (CAI) on Senior Secondary School Students’ academic performance in Statistics in Akure Metropolis, Ondo State, Nigeria. Two research questions were generated and two null hypotheses were formulated and tested at 0.05 level significance. The study employed pretest-posttest experimental control group design. The population for the study was made up of 135 senior secondary one (SS1) students offering Statistics concept of mathematics in Akure Metropolis, Ondo State. A sample size of 30 students found in the intact classes of two from two senior secondary schools using simple random sampling procedure were used. Instrument used for data collection was Statistics Performance Test (SPT) consisted of 50 items multiple-choice objective type. The SPT was constructed by the researcher and face validated by two experts in the field of mathematics Education and one in Measurement and evaluation, while its reliability coefficient was established as 0.88 using Pearson Product Moment Correlation Coefficient (PPMC) method. The Statistics performance Test (SPT) was administered to students as pre-test and post-test. The data obtained were analyzed using descriptive statistics of mean and standard deviation to answer the research questions and inferential statistics of Analysis of Covariance (ANCOVA) to test the null hypotheses. The findings showed that; there was significant difference between the mean performance scores of students taught Statistics using Computer-Assisted Instruction (CAI) and those taught using the Lecture Method (LM) (p=0.00< α = 0.05. It was also found that there was significant difference between the post-test performance scores of male and female students taught using CAI (p = 0.003 < α = 0.05). Based on these findings, it was recommended among others that; Computer-Assisted Instruction (CAI) be encouraged for teaching and learning Statistics and other concepts of mathematics in schools.
Keywords: Computer Assisted Instruction; Statistics; Lecture Method; Gender.
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STATISTICAL ANALYSIS OF THE INTERRELATIONSHIP AMONG SOME MONETARY POLICY INDICATORS IN NIGERIA
Authors: Ikughur, Jonathan Atsua, | Nwaosu, Sylvester Chigozie | Amara, Ngozika Gloria
Article Type: Research Article
Abstract: In this study, the interrelationship among Nigeria’s monetary policy indicators namely, inflation rate, foreign exchange rate, money supply and treasury bill rate in Nigeria is investigated using the Augumented Dickey Fuller (ADF) test, Co-integration and Vector Autoregressive Regression (VAR) modelling and Granger causality test criteria. Annual data on inflation, exchange rate, treasury bill rate and money supply for the period 1981-2022 was collected from the National Bureau of Statistics and Central Bank of Nigeria (cbn.gov.ng). ADF unit root tests suggested that the variables are all non-stationary at level but stationary at first difference while the Johansen co-integration test suggested absence of co-integration among the variable. The Vector Autoregressive (VAR) model showed that inflation and foreign exchange rates are only influenced by their lag 1 values while money supply is visibly influenced by lag 1 values of inflation, exchange rate, money supply and treasury bill rate with exchange rate and treasury bill rates exerting significant negative impact on money supply. Similarly, treasury bill rate is positively and significantly influenced by inflation rate and lag1 values of treasury bill rate while money supply has significant negative impact on current treasury bill rate. These results opens up avenue for monetary policy operators to introduce measures for tuning the economic indicators to ensure stability.
Keywords: Monetary Policy Indicators, Interrelationship, Co-integration, Short-run
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Article Type: Research Article
Abstract: In this study, the interrelationship among Nigeria’s monetary policy indicators namely, inflation rate, foreign exchange rate, money supply and treasury bill rate in Nigeria is investigated using the Augumented Dickey Fuller (ADF) test, Co-integration and Vector Autoregressive Regression (VAR) modelling and Granger causality test criteria. Annual data on inflation, exchange rate, treasury bill rate and money supply for the period 1981-2022 was collected from the National Bureau of Statistics and Central Bank of Nigeria (cbn.gov.ng). ADF unit root tests suggested that the variables are all non-stationary at level but stationary at first difference while the Johansen co-integration test suggested absence of co-integration among the variable. The Vector Autoregressive (VAR) model showed that inflation and foreign exchange rates are only influenced by their lag 1 values while money supply is visibly influenced by lag 1 values of inflation, exchange rate, money supply and treasury bill rate with exchange rate and treasury bill rates exerting significant negative impact on money supply. Similarly, treasury bill rate is positively and significantly influenced by inflation rate and lag1 values of treasury bill rate while money supply has significant negative impact on current treasury bill rate. These results opens up avenue for monetary policy operators to introduce measures for tuning the economic indicators to ensure stability.
Keywords: Monetary Policy Indicators, Interrelationship, Co-integration, Short-run
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INFLUENCE OF TEACHERS’ PEDAGOGICAL CONTENT KNOWLEDGE ON SENIOR SECONDARY STUDENTS’ INTEREST AND PERFORMANCE IN ALGEBRA
Authors: Utegi, Nguveren Eunice | John Iorhemen Kyeleve | Ebere Jerry Omenka
Article Type: Research Article
Abstract: This study examined influence of Mathematics teachers’ pedagogical Content Knowledge (PCK) on Senior Secondary Students’ interest and Performance in Algebra in Benue State, Nigeria. Three research questions and three null hypotheses guided the study. Eclectic approach design was adopted where various research approaches blended together were used individually or collectively focusing on some aspects of the research. A sample of six Mathematics teachers were drawn out of 48 Mathematics teachers from senior secondary schools using multistage sampling technique while 200 SSI students were drawn from the intact classes found under the six mathematics teachers. Data were collected from the six mathematics teachers using Mathematics Teachers Algebra Lesson Plan Protocol Rating Scale (MTALPPRS), Mathematics Teachers Algebra Pedagogical Content Knowledge Classroom Observation Rating Scale (MTAPCKCORS) and Mathematics Teachers Algebra Teaching Questionnaire (MTATQ). Other instruments include; SSI Mathematics Curriculum, Textbooks and scheme of work which were analysed to ascertain the level of Teachers’ Pedagogical Content Knowledge. Data from students were derived using Students’ Algebra Interest Questionnaire (SAIQ) and Students’ Algebra Performance Test (SAPT). The reliability coefficient of SAIQ 0.89 was realized using Cronbach alpha while SAPT 0.92 was realized using Pearson moment Correlation. Mean and standard deviation were used for answering the research questions, while Analysis of Covariance (ANCOVA)was used for testing the hypotheses. The results revealed that there is significant difference in the mean interest rates of SSI students taught algebra by Mathematics teachers with high and low level PCK in favour of those taught algebra by mathematics teachers with high PCK. However, there is no significant difference in the mean performance scores of SSI students taught algebra by mathematics teachers with high and low level PCK. Findings on gender revealed no significant difference in the mean performance scores of male and female SSI students taught algebra by mathematics teachers with high and low level PCK. Based on the findings, it was recommended among other things that Mathematics teachers should aspire to have high level pedagogical content knowledge to be able to generate and sustain students’ interest in algebra. Mathematics teachers should strive to possess the required pedagogical content knowledge to enhance students’ high performance in algebra.
Keywords: Teachers’ Pedagogical Content Knowledge, Students, Interest, Performance, Algebra
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Article Type: Research Article
Abstract: This study examined influence of Mathematics teachers’ pedagogical Content Knowledge (PCK) on Senior Secondary Students’ interest and Performance in Algebra in Benue State, Nigeria. Three research questions and three null hypotheses guided the study. Eclectic approach design was adopted where various research approaches blended together were used individually or collectively focusing on some aspects of the research. A sample of six Mathematics teachers were drawn out of 48 Mathematics teachers from senior secondary schools using multistage sampling technique while 200 SSI students were drawn from the intact classes found under the six mathematics teachers. Data were collected from the six mathematics teachers using Mathematics Teachers Algebra Lesson Plan Protocol Rating Scale (MTALPPRS), Mathematics Teachers Algebra Pedagogical Content Knowledge Classroom Observation Rating Scale (MTAPCKCORS) and Mathematics Teachers Algebra Teaching Questionnaire (MTATQ). Other instruments include; SSI Mathematics Curriculum, Textbooks and scheme of work which were analysed to ascertain the level of Teachers’ Pedagogical Content Knowledge. Data from students were derived using Students’ Algebra Interest Questionnaire (SAIQ) and Students’ Algebra Performance Test (SAPT). The reliability coefficient of SAIQ 0.89 was realized using Cronbach alpha while SAPT 0.92 was realized using Pearson moment Correlation. Mean and standard deviation were used for answering the research questions, while Analysis of Covariance (ANCOVA)was used for testing the hypotheses. The results revealed that there is significant difference in the mean interest rates of SSI students taught algebra by Mathematics teachers with high and low level PCK in favour of those taught algebra by mathematics teachers with high PCK. However, there is no significant difference in the mean performance scores of SSI students taught algebra by mathematics teachers with high and low level PCK. Findings on gender revealed no significant difference in the mean performance scores of male and female SSI students taught algebra by mathematics teachers with high and low level PCK. Based on the findings, it was recommended among other things that Mathematics teachers should aspire to have high level pedagogical content knowledge to be able to generate and sustain students’ interest in algebra. Mathematics teachers should strive to possess the required pedagogical content knowledge to enhance students’ high performance in algebra.
Keywords: Teachers’ Pedagogical Content Knowledge, Students, Interest, Performance, Algebra
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ESTIMATION OF POPULATION IN A TWO-STAGE SAMPLING WITH APPLICATION TO NUTRITION SURVEYS
Authors: Emmanuel Umoh | Ikughur, Jonathan Atsua Ikughur | Tersoo Uba | Anthony Ekpo
Article Type: Research Article
Abstract: In this study, the problem of estimation of population proportion in nutrition survey using two-stage cluster sampling is performed. Data used in this study were obtained using the Displacement Tracking Matrix (DTM) datasets from different locations of Internally Displaced Persons (IDPs) camps in Borno State, North-Eastern Region of Nigeria. The IDP camps formed the clusters of unequal sizes. The study population was children of ages 0-5 years that were affected by insurgency in the North East Nigeria. Efficiency of the estimator was investigated for six different set of samples using the Mean Square Error (MSE), Standard Error (SE) and Coefficient of Variation (CV). Results showed that as sample size increased, the estimator became more efficient and that the proportion of children aged 0 - 5 years with severe acute malnutrition is approximately 35%.
Keywords: Multistage sampling, Population proportion, Severe acute malnutrition, Clusters, Estimation.
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Article Type: Research Article
Abstract: In this study, the problem of estimation of population proportion in nutrition survey using two-stage cluster sampling is performed. Data used in this study were obtained using the Displacement Tracking Matrix (DTM) datasets from different locations of Internally Displaced Persons (IDPs) camps in Borno State, North-Eastern Region of Nigeria. The IDP camps formed the clusters of unequal sizes. The study population was children of ages 0-5 years that were affected by insurgency in the North East Nigeria. Efficiency of the estimator was investigated for six different set of samples using the Mean Square Error (MSE), Standard Error (SE) and Coefficient of Variation (CV). Results showed that as sample size increased, the estimator became more efficient and that the proportion of children aged 0 - 5 years with severe acute malnutrition is approximately 35%.
Keywords: Multistage sampling, Population proportion, Severe acute malnutrition, Clusters, Estimation.
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EFFECTS OF WAVE-MODEL INSTRUCTIONAL MATERIALS ON PHYSICS STUDENTS’ PERFORMANCE IN COLLEGES OF EDUCATION, PLATEAU STATE, NIGERIA
Authors: Macmillan Mafulul Josiah | Damian Longpet Dilip
Article Type: Research Article
Abstract: This study investigated the effects of wave-model instructional materials on Physics students’ performance in Colleges of Education, Plateau State, Nigeria. Three research questions and three null hypotheses were respectively raised and formulated for the study. True experimental pre-test, post-test research design was used for the study. The population comprised 170 Nigerian Certificate in Education two (NCE II) students (100 male and 70 female) offering Physics from two colleges of education in the state. The two schools were purposively selected on the basis of government-owned and Nigerian Certificate in Education (NCE) awarding institutions in Physics. One hundred NCE II students (73 male and 27 female) from the two colleges of education were used as sample for the study. The instrument used for data collection was Physics Performance Test (PPT) which was validated by two experts from the University of Jos. The test-retest method was employed to obtain the reliability of PAT and its coefficient was computed as 0.80 using Kuder- Richardson Formula 20. The research questions were answered using the mean and standard deviation, while the hypotheses were tested at 0.05 level of significance using the independent t- test of difference. The findings revealed that students who were taught wave concepts using wave-model instructional materials performed significantly higher than those who were taught without the use of the instructional materials (p < 0.05). It was also revealed that that there was no significant difference between the performance of male and female students who were exposed to learning using wave-model instructional materials (p>0.05). Another finding was that there was no significant deference between the performance of students from state-owned and those from federal-owned Colleges of Education who were exposed to waves using wave-models instructional materials (p>0.05). Based on the findings of the study, it was recommendations, amongst others, that curriculum planners should encourage the use of wave-model instructional materials in schools at all levels of education in order to help improve students’ performance in wave concepts.
Keywords: Instructional Materials, Physics, Students’ Performance, Students’ Gender, School Type, Wave-model
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Article Type: Research Article
Abstract: This study investigated the effects of wave-model instructional materials on Physics students’ performance in Colleges of Education, Plateau State, Nigeria. Three research questions and three null hypotheses were respectively raised and formulated for the study. True experimental pre-test, post-test research design was used for the study. The population comprised 170 Nigerian Certificate in Education two (NCE II) students (100 male and 70 female) offering Physics from two colleges of education in the state. The two schools were purposively selected on the basis of government-owned and Nigerian Certificate in Education (NCE) awarding institutions in Physics. One hundred NCE II students (73 male and 27 female) from the two colleges of education were used as sample for the study. The instrument used for data collection was Physics Performance Test (PPT) which was validated by two experts from the University of Jos. The test-retest method was employed to obtain the reliability of PAT and its coefficient was computed as 0.80 using Kuder- Richardson Formula 20. The research questions were answered using the mean and standard deviation, while the hypotheses were tested at 0.05 level of significance using the independent t- test of difference. The findings revealed that students who were taught wave concepts using wave-model instructional materials performed significantly higher than those who were taught without the use of the instructional materials (p < 0.05). It was also revealed that that there was no significant difference between the performance of male and female students who were exposed to learning using wave-model instructional materials (p>0.05). Another finding was that there was no significant deference between the performance of students from state-owned and those from federal-owned Colleges of Education who were exposed to waves using wave-models instructional materials (p>0.05). Based on the findings of the study, it was recommendations, amongst others, that curriculum planners should encourage the use of wave-model instructional materials in schools at all levels of education in order to help improve students’ performance in wave concepts.
Keywords: Instructional Materials, Physics, Students’ Performance, Students’ Gender, School Type, Wave-model
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THE IMPACT OF COVID-19 ON NURSERY AND PRIMARY SCHOOL TEACHERS IN YALA LOCAL GOVERNMENT AREA, OF CROSS RIVER STATE
Authors: Joseph Olaiya Fatoki | Michael Terfa Angura | Helen Ogah | Veronica Enemarie
Article Type: Research Article
Abstract: The study investigated the impact of COVID-19 on nursery and primary school teachers in Yala Local Government Area, of Cross River state. Two research questions were raised for the study and two hypotheses formulated and tested at 0.05 α-level. The study used descriptive survey design. The sample for this study consisted of 100 teachers; 50 from the Nursery and 50 from the Primary sections from 10 schools selected in the study area. Multistage sampling method was used to draw the sample based on school ownership. The data collected were analyzed using mean and standard deviation for the research questions while the hypotheses were tested using t-test. Nursery and Primary School Teachers Welfare Checklist (NPSTWC) was used for data collection. The instrument was validated by three experts, two in Science Education and one in Test and Measurement from Benue State University Makurdi. The reliability coefficient of the instrument was determined using Cronbach alpha and internal consistency of instrument was obtained as 0.86. The findings revealed no significant difference on the extent to which salaries are not paid to both nursery and primary school teachers in Yala LGA (p=0.060>0.05). Similarly, findings also showed no significant difference between the special loans provided by government to nursery and primary school teachers in Yala LGA (p=0.070>0.05). It was recommended based on the findings that; the government through the Cross River State Ministry of Education (MOE), State Universal Basic Education Boards (SUBEB), Private School Owners and other relevant agencies should ensure that; Salaries, promotions, allowances, arrears and all the entitlements of nursery and primary are duly paid to alleviate the hardships faced by teachers even after the COVID-19 pandemic. Housing, transportation, wardrobe and other special loan facilities should be granted to nursery and primary school teachers to cushion the aftermath of COVID-19 pandemic hardship.
Keywords: Covid-19, Nursery, Primary, Teachers and Impact.
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Article Type: Research Article
Abstract: The study investigated the impact of COVID-19 on nursery and primary school teachers in Yala Local Government Area, of Cross River state. Two research questions were raised for the study and two hypotheses formulated and tested at 0.05 α-level. The study used descriptive survey design. The sample for this study consisted of 100 teachers; 50 from the Nursery and 50 from the Primary sections from 10 schools selected in the study area. Multistage sampling method was used to draw the sample based on school ownership. The data collected were analyzed using mean and standard deviation for the research questions while the hypotheses were tested using t-test. Nursery and Primary School Teachers Welfare Checklist (NPSTWC) was used for data collection. The instrument was validated by three experts, two in Science Education and one in Test and Measurement from Benue State University Makurdi. The reliability coefficient of the instrument was determined using Cronbach alpha and internal consistency of instrument was obtained as 0.86. The findings revealed no significant difference on the extent to which salaries are not paid to both nursery and primary school teachers in Yala LGA (p=0.060>0.05). Similarly, findings also showed no significant difference between the special loans provided by government to nursery and primary school teachers in Yala LGA (p=0.070>0.05). It was recommended based on the findings that; the government through the Cross River State Ministry of Education (MOE), State Universal Basic Education Boards (SUBEB), Private School Owners and other relevant agencies should ensure that; Salaries, promotions, allowances, arrears and all the entitlements of nursery and primary are duly paid to alleviate the hardships faced by teachers even after the COVID-19 pandemic. Housing, transportation, wardrobe and other special loan facilities should be granted to nursery and primary school teachers to cushion the aftermath of COVID-19 pandemic hardship.
Keywords: Covid-19, Nursery, Primary, Teachers and Impact.
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