The poor secondary school students' academic achievement in Physics as shown in the literature over the past decades has been attributed to poor acquisition of mathematical competencies that can enable them to do well in practical Physics. The need to examine mathematical competencies as determinants of Physics achievement becomes necessary for sustainable education. The study which adopted an ex-post facto research design was carried out in Nsukka education zone of Enugu state during the 2021/2022 academic session. The sample size for the study was 388 senior secondary school I Physics students in 6 randomly sampled single-sex secondary schools. Trained research assistants used interview results to fill the mathematical competency in practical Physics questionnaire (MCPPQ) for each student. Grades spreadsheet was used to collect students' senior secondary certificate examination result in Physics. Cronbach's alpha, which yielded a value of.85 was used to measure the internal consistency reliability of MCPPQ. Beta-weight was used to answer all the research questions while Chi-square statistic was used to test the hypotheses at.05 level of significance and 425 degrees of freedom. The result of the study as perceived by the students indicated that basic practical Physics mathematical operations, graphing skills, generation of readings from equations derived from experimental setup and deductions from the graph in decreasing magnitude positively influenced Physics achievement in external examination. Male and female students' models were similar in terms of path coefficients in the model. Hence, it was recommended that Physics teachers should improve upon students' mathematical competencies in practical Physics to boost their Physics achievement.
The students' consistent low performance in internal and external examinations undermined the efficacy of chemistry teachers' methods of instruction. Thus, the purpose of the research is to find out how inquiry-based learning can impact students' academic achievement in stereochemistry in Enugu education zone. The study was guided by two research questions and three research hypotheses. The study employed a pretest-posttest non-equivalent control group design. 4,532 SS2 Chemistry students made up the study's population. A combination of random and purposive sampling procedure was used to select 96 students. While the control group received instruction via lectures, the experimental group was taught using an inquiry-based teaching strategy. The Chemistry Achievement Test (CAT) was the instrument used for data collection, and its reliability index was evaluated using Kuder-Richardson's formula-20 which yielded coefficient of 0.84. The mean, standard deviation, and analysis of covariance were used to analyze the data. The findings demonstrated that students exposed to the inquiry-based teaching strategy outperformed their peers who received instruction via lectures. For improved students' achievement, it was recommended that Chemistry teachers should use inquiry based teaching strategy when teaching chemistry.
The study investigated social competence and gender as predictors of junior secondary school students' academic achievement in basic science in Enugu state. Three research questions and three null hypotheses guided the study. The predictive correlation design was adopted for the study. The population of the study was 9,192 upperbasic science students in Enugu state. The sample size for the study was 1000 students drawn using multi-faceted sampling procedure involving purposive and random sampling techniques. The instrument for data collection was Students ' Social Competence Scale. The students' achievement scores in Basic science were obtained from the teachers' score folder. Data generated from the study was analysed using simple and multiple linear regressions. The findings of the study revealed among others that 1.6% and 1.1% of the variance in achievement in Basic science was attributed to social competence and gender of Basic science students' respectively. Also, achievement scores in Basic science were significantly predicted by social competence and gender, individually and jointly. It was recommended that basic science teachers should ensure that the atmosphere within the classroom is gender friendly enough, making sure that both male and female students have a conducive social atmosphere to be actively involved in learning Basic science.
Abigail C. Obodo, Mercy I. Ani, Olasoji V. Omosowon
Technologies are ubiquitous in the 21st century, and educators need to integrate relevant technologies into their teaching practices to meet expectations and keep abreast with the education profession's advancement. A descriptive survey research design was used in this study. Three research questions and one null hypothesis guided the study. The population of the study comprised all the 24 Integrated Science lecturers (10 males and 14 females) in both private and public tertiary institutions in Enugu State, Nigeria. The population was manageable and as a result no sample was carried out for the study. An instrument titled "Questionnaire on Emerging Technologies in Teaching and Learning" (QETTL). Three experts validated the instrument while the reliability of the instrument was estimated using Cronbach Alpha formula with reliability indices of 0.76. Frequency, percentage, mean and standard deviation were used to answer the research questions while Chi square statistics was used to test the null hypothesis. Findings revealed that some of the challenges hindering Basic Science teachers from utilizing technologies in teaching and learning are lack of internet access and in-service training among others. Based on the findings, it was recommended among others that in-service training of lecturers on the usage of 21st century technologies and provision of internet connectivity should be prioritize by government and the university management to enable lecturers maximize effectively 215 century technologies during teaching and learning.
This study focused on teachers' academic self-concept and academic stress as predictors of academic achievement of Biology students' in Enugu Education Zone. Six (6) null hypotheses were postulated for the study. The study adopted ex-post-facto research design. The population of study comprised 74 Biology teachers in 33 public secondary schools in Enugu Education Zone with SS 2 biology students' population of 4,737. The sample consisted of all the Biology teachers' in the Zone and a sample of 10% of the students' were sampled from the Biology teachers' classroom. The instrument used for data collection were three (3) Marsh teachers' academic self-concept scale, Balamurugau and Kumaran academic stress scale and Students' scores from their promotion examination 2022/2023 academic year were used to measure their academic achievement in Biology. The instruments were validated by three experts and the internal consistency reliability was determined though Cronbach Alpha method. The teachers' self-concept scale yielded a reliability index of 0.92 while teachers' academic stress scale yielded an index of 0.88 coefficients. The data collected were analysed using Simple and multiple regression analysis with Statistical Package for Social Sciences (SPSS) version 22. The findings of the study showed that: Teacher academic self-concept significantly and positively predicted students' academic achievement in Biology in Enugu Education Zone; likewise, teachers' academic stress significantly and negatively predicted students' academic achievement in Biology in Enugu Education Zone. Based on these findings it was recommended amongst others that Biology teachers should arrange learning activities, in such a way that it will help students to be self-directed in their learning in order to have significantly positive achievement in Biology.
The purpose of the study was to ascertain the effect of immediate and delayed feedback modes of assessments on students' Achievement in Chemistry. Four research questions and four null hypotheses guided the study. Pretest-posttest non-equivalent control group quasi-experimental research design was adopted for the study. The population for the study comprised of 2,296 senior secondary class two (SS II) students offering chemistry in 21 co- educational secondary schools of Enugu Education Zone in Enugu State. A sample of 144 SSII students drawn from 3 public secondary schools in the zone was used for the study. A purposive sampling method and simple random sampling techniques were employed in the study. The instrument for data collection was chemistry achievement test (CAT) which consisted 40 test items. The instrument was validated by three experts; one expert in Measurement and Evaluation and the other two in Science Education. The reliability of was determined using Kuder-Richardson's formula-20 (K-R20) and the reliability coefficient obtain was 0.82. The instrument was administered as pretest and posttest. Mean and standard deviation were used to answer the research questions while the Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The Statistical Package for Social Science (SPSS) was used for all the analyses. The result of the analysis revealed that students who received immediate and delayed feedback modes of assessments achieved better than students who did not receive feedback. It was also revealed that students who received delayed feedback had higher achievement scores than students who received immediate feedback. Moreover the result showed that gender had no significant effect on students who received immediate feedback. The study recommended that chemistry teachers should ensure that students are given delayed feedback to enhance their achievement in chemistry.
The study sought to measure the effect of integrated approach on academic achievement of senior secondary school Chemistry students. Two (2) research questions and 2 research hypotheses guided the study. The study employed quasi-experimental design. The sample comprised 160 SS 72 males and 77 females chemistry students drawn from 1062 population (563 male and 499 female) in 60 public co-educational school in Nsukka education zone of Enugu State Nigeria. The experimental groups were exposed to integrated approach while control group were expose to lecture. Data was collected using electrochemistry achievement test which was validated by three experts and reliability index of 0.707 were obtained using Kuder-Richardson's formula 20. The research questions were answered using mean and standard deviation while the hypotheses were tested at 5% level of significance, using analysis by covariance. The findings revealed that integrated approach was more effective in enhancing students' achievement and retention in chemistry than lecture method. Also, there was no significance different in male and female student's achievement in chemistry. Based on the findings the research recommends, among others, that chemistry teachers should teach chemistry with integrated approach to encourage active engagement, self-motivation and retention among learners to enhanced academic achievement.
Students' continuous underachievement in physics has underpinned the efficacy of non-cognitive variables like students attitude in physics. Therefore, the purpose of the study was to investigate attitude as predictor of academic achievement of secondary school Physics students in Agbani Education Zone of Enugu State. An Ex-post-facto and correlational survey research design was adopted for the study. The population of the study was 2752 SS II Physics students' in Agbani education zone from 44 public schools. Purposive sampling procedure was used in selecting 275 Physics students comprising 144 males and 131 females from twelve selected schools in the Zone. Physics Attitude Scale (PAS) adapted from Sumeyye and Oktay (2020) and Students' Achievement Scores obtained from their promotion examination results of 2022/2023 academic session from the schools used were used for data collection. The instrument (PAS) was face validated by three experts and tested for reliability using Cronbach's alpha with the reliability index of 0.82. Data were analyzed using simple regressions. The results indicated that attitude relatively and significantly contributed 39% to the prediction of academic achievement of secondary school Physics. Based on these findings, it was recommended that students should develop positive attitude in physics. Teachers should adopt teaching strategies that would stimulate students positive attitude in teaching Physics.
The problem of poor achievement in Physics in external examinations by students in Ebonyi State, Nigeria warranted the study. The need to use of a cutting-edge individualized instruction rooted in artificial intelligence to measure its potency in curbing the menace of poor achievement becomes necessary. The study examined the effect of self -regulated learning strategy through chat-generative-pretrained-transformer model4 (ChatGPT4) on senior secondary school students' achievement in projectile motion concepts. The study was guided by 2 research questions and 2 hypotheses. The design of the study was none- equivalent control groups quasi-experimental. The population for the study was 10,679 senior secondary school two Physics students in the thirty -one secondary schools for 2017/2018 academic session in Ohaukwu Local Government Area of Ebonyi state, Nigeria. The s ample size for the study was 316 se nior secondary school two Physics students in 4 sampled co-educational secondary schools in Ohaukwu. Projectile motion achievement test (PMAT) was the instrument used for data collection. Kuder-Richardson's formula-20 was used to determine the internal consistency reliability of P MAT. The coefficient was 0.88. Mean and standard deviations were used in answering the research questions while 2× 2 analysis of covariance was used to test the hypotheses at.05 level of significance. The result of the study showed that the students who learnt Physics using self- regulated individualized learning s trategy: ChatGPT model4 achieved better than th eir counterparts, who learnt Projectile motion using expository method. The result of the study also showed that there was no significant difference between the mean achievement scores of male and female students who learnt projectile motion concepts using ChatGPT model4. Hence, it was recommended that Physics students should use ChatGPT model 4 which is gender-friendly to enhance their self-learning in Physics concepts.
This study investigated the effect of Reciprocal peer tutoring (RPT) strategy on senior secondary school students' achievement in Physics in Enugu Education Zone, Enugu State. The influence of gender on the achievement of students was explored. The study adopted a pretest, posttest, non -equivalent control group quasi -experimental research design. The sample for the study comprised of 167 Senior Secondary One Physics stude nts selected using the purposive sampling from two co -educational schools located within the education zone. Data were collected using Physics Achievement Test constructed by the researchers and validated by experts in measurement and evaluation to ascerta in the validity of the instrument. The reliability of the test was ascertained using the Kuder - Richardson (K -R) 20 formula and a reliability coefficient of 0.76 was obtained. Data collected were analyzed using mean and standard deviation and analysis of covariance at 0.05 probability level. Result of the study indicated that students taught Physics using Reciprocal peer tutoring strategy performed better than their counterparts taught Physics using the lecture method. Based on these findings, it was recommended that RPT strategy should be adopted by Physics teachers at secondary school level in order to enhance students' academic achievement.
The study investigated the effect of audio -visual materials (AVM) on senior secondary school students' achievement in Chemistry in Agbani education zone, Enugu State. Two research questions and two null hypotheses guided the study. Quasi -experimental non- equivalent control group design was adopted for the study. The sample size for the study was a total of 148 SS II chemistry students, (75 male and 73 female). On e instrument, Chemistry Achievement Test (CAT) was developed, validated and reliability coefficient (.82) before using it for data collection. The research questions were answered using mean and standard deviation. The null hypotheses were tested at (P < 0.05) using analysis of covariance. The result of data analysis showed that there is a significant difference between the mean achievement scores of students taught using AVM and their counterparts taught without AVM; the students taught using AVM achieved more. Also there is a significant difference on the mean achievement scores of male and females taught using AVM. The female achieved higher than their male counterparts. Among the educational implications of the findings is that since use of AVM increased the achievement levels of students in chemistry, chemistry teachers should integrate its use in the teaching of chemistry. Among the recommendations made based on the findings is that in -service training's in the form of seminars and workshops should be organized by government and relevant professional bodies like STAN to educate and sensitize the teachers on the use of AVM for their lesson delivery
Secondary school students' achievement in chemistry has been deteriorating over the immediate past years. The rate at which students 'achievement in chemistry is decreasing coupled with its negative effect on technology should be a matter of concern to Nigerians, including the world of science. This was attributed to lack of fundamental k nowledge in chemistry known as Organic Chemical N omenclature (OCN). O ne of the major reasons why students lack such relevant knowledge was as a result of poor achievement due to use of ineffective method of teaching known as Expository Method of Instruction (EMI). It was based on that backdrop that the study determined to study the effect of Computer – Aided Instruction (CAI) on secondary school students' achievement in OCN. Quasi-experimental design was adopted for the study. Pretest-Posttest, non- equivalent contr ol group was used. 8 intact classes, 4 of which were randomly assigned to experimental and other 4 to control groups were used for the study. Sample of the study consist of 122 males and 186 females (308) senior secondary one (S S1) chemistry students from 4 government owned secondary schools in Enugu Educ ation Zone of Enugu State. 2 research questions and 2 hypotheses guided the study. Teacher made organic chemical nomenclature achievement test (TEMOCNAT) was used for data collection. TEMOCNAT was constructed by the researcher and validated by 5 research experts. 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). Experimental group was ta ught using CAI while control group wa s taught the same topic using EMI. The major findings of the study revealed that students taug ht OCN with CAI achieved higher than those taught with EMI. There was no significant interaction effect on CAI and gender, males and females achievement were almost the same. It was recommended that chemistry teachers should employ CAI in teaching OCN to improve students' achievement and promote gender equality.
The dearth of studies on the predictive power o f non-cognitive variables like academic self-regulation and locus of control as predictors of academic achievement of Physics students in the Department of Science Education, Technology, Enugu State, Nigeria necessitated the study. Three null hypotheses tested at.05 level of significance guided the study. An ex-post-facto research design was adopted for the study. Purposive sampling procedure was used in selecting 139 Physics Education students comprising 75 males and 64 fe males from Physics programme, Department of Science Education. Three instruments were used for data collections. Academic self - regulation scale was adapted from Akhatar and Mahmood (2013). A cademic locus of control scale was adapted from Trice (1985) and Physics academic Achievement sc ores were extracted from the students' semester examination of 2020/2021 academic session, conducted by the university, (ESUT). The reliability of the instruments were tested using Cronbach's alpha which yielded indices of 0.87and 0.76 respectively. Data were analyzed using multiple regression. The results indicated that academic self-regulation and locus of control relatively and jointly contributed significantly to the prediction of academic achievement of Physics Ed ucation students. There was no variati on in relative and joint prediction of achievement in Physics based on gender. Based on the findings, it was recommended that lecturers should adopt teaching strategies that should stimulate Physics students' gender-friendly academic self -regulation and locus of con trol in order to increase students' achievement in Physics.
This study looks at the level of scientific literacy possessed by senior secondary three science students in Ebonyi State. Three research questions and three null hypotheses were formulated for the study. The population composed of 3462 SS3 science student s from Abakaliki Education Zone. A sample of 346 science students making 10% of the population was selected. The instrument for data collection was a Test of Levels of Scientific Literacy (TOLSL) adapted by the researcher and validated by experts. A reliability estimate of 0.73 was obtained using Kuder Richardson KR -20 formula. Friedman Chi-Square (χ2) test of the mean and mean rank was used for answering research question 1 and analyzing hypothesis 1. Mann Whitney (U and Z) test was also used for answering research questions 2 and 3 as well as analyzing hypotheses 2 and 3. It was found that the SS 3 science students possessed more of nominal scientific literacy, less of functional and least of structural scientific literacy. Gender was significant in the acquisition of scientific literacy because, males possessed more of nominal while females possessed more of functional and structural scientific literacy. Location was also significant as science students in the urban schools possessed more scientific literacy than their counterparts in schools located in the rural areas. It was recommended that science teachers should adopt better methods and strategies for teaching science in order to increase the possession of scientific literacy among students.
The poor state of secondary school students' achievement relative to policy expectation in Physics triggered the study. At the level of instrument quality, the scoring pattern in West African Senior School Certificate Examination's (WASSCE) Physics essay m arking scheme, difficulty -parameter level of the items and differential item functioning were sought. Instrumentation research design was adopted. One hundred and sixty senior secondary III Physics students consisting of 63 female and 97 male students form ed the sample. The 2018 WASSCE Physics essay with its marking scheme formed the instrument used to collect data. The internal consistency reliability of the instrument sought using Kuder-Richardson's formula 21 had value of 0.81. Three research questions and one null hypothesis guided the study. Research questions were answered using frequencies, mean infit/outfit statistic, mean item difficulty and mean standard error. The null hypothesis was tested at.05 level of significance using Mantel -Haenszel's Chi-square probability value. The result indicated that fractional-polarization scoring was adopted for two items. 25 in 28 items fit the partial credit model. The items were moderately difficult and did not exhibit gender-based differential item functioning. It is recommended that West African Examinations Council should remove fractional -dichotomization scoring and breakup marks allocated to an item into more than two groups for all items in future Physics essay marking scheme.
This study investigated the interaction effects of teaching method and gender on students' academic achievement and interest in Basic Science in upper Basic Education. Quasi Experimental design was adopted for this study. Population of the study consisted of all the 6,325 junior secondary school year two (JS 2) Basic Science students in the 26 government secondary schools in Enugu education zone. The sample consisted of 186 JSS 2 students selected from 4 government owned junior secondary schools. Two of the schools were randomly assigned to experimental group while the other two were assigned to control group and used to investigate the interaction effect of teaching method (CAI) and gender on academic achievement and intere st of students' in Basic Science. Two hypotheses were formulated to guide the study. The instruments were validated by experts. The internal reliability coefficient of BSAT was established to be 0.72 using Kuder Richardson (KR-20) while reliability coefficient of BSII was established to be 0.78 using Cronbach's alpha. The BSAT and the BSII were administered to the students as pretest and posttest for data collection. Mean and standard deviation were used to answer the research questions while ANCOVA was us ed to test the null hypotheses at 0.05 level of significance. The result revealed that there was no significant interaction effect of teaching method and gender on the mean interest scores of students in Basic Science. However, no significant interaction e ffect of teaching method and gender was found on the mean achievement scores of students' in Basic Science. The researchers recommended that teachers should ensure constant and effective utilization of CAI for instruction in Basic Science and science rela ted subjects to enhance academic achievement and interest of students
