Junior Secondary School Students Research Articles

Chinese adolescents’ socioeconomic status and English achievement: the mediating role of parental emotional support

Family socioeconomic status (SES) is one of the key indicators of academic achievement, including language achievement. Further investigation of SES’s mechanisms of influence and potential mediators is essential due to the concern regarding the disparities caused by SES in language achievement. This study examines the relation between SES and Chinese adolescents’ English achievement, emphasizing the role of parenting as a conduit for socioeconomic impacts on children and adolescents. The mechanism through which SES influences English achievement was examined in a sample of 1634 junior secondary school students in an urban city in mainland China. A unified model with solid fit indices, comprising both SES and parenting components, was identified through structural equation modeling. As expected, socio-economic disparities appeared to be largely associated with students’ English achievement, and this connection was partially mediated by parental emotional support. Parental emotional support, however, had varied mediating effects that affected the developmental course and shaped achievement outcomes across different SES groups. This study offers valuable insights into the joint contribution of distal SES factors and proximal interactions to achievement outcomes. Intervention efforts and future research implications are discussed.

Psycho-Social Predictors of Parental Involvement in Academic Activities of Junior Secondary School Students in Port Harcourt Metropolis

This study investigated psycho-social predictors of parental involvement in the academic activities of junior secondary school students in Port Harcourt Metropolis. The study was guided by four research questions and their corresponding null hypotheses. The design for the study was correlational research design. The population of the study consisted of 16,835 parents of 24,343 JSS3 students (Source: School Board, 2024) from 278 public secondary school students in Port Harcourt Metropolis (Post Primary Education Board, 2024). A sample of 689 parents who are alive and can read and write, as reported by their children (The JSS3 students) was used for the study. Multi-stage sampling procedure was used in drawing the sample. Four instruments were used for the study. They are, Self-efficacy Scale (SES), Locus of Control Scale (LCS) Family Conflict Scale (FCS) and Parental Involvement Scale (PIS). The validity of the instruments were done by two experts in Educational Psychology. To ensure the reliability of the instruments Cronbach alpha () technique was used. The alpha coefficients of 0.75, 0.82, 0.67 and 0.76 were obtained for family conflict, self-efficacy, locus of control and parental involvement scale respectively. Multiple regression, simple regression and ANOVA were used for data analysis. Research questions 1 and 3 were answered using simple regression, research question 2 and 4 were answered using multiple regression. Hypotheses I and 3 were tested using ANOVA associated with simple regression while hypotheses 2 and 4 were tested using ANOVA associated with multiple regression. All analyses were done at 0.05 alpha level. Results revealed among others that self-efficacy did not significantly predict parental involvement in the academic activities of junior secondary school students in Port Harcourt Metropolis while locus of control and family conflict significantly predicted parental involvement in the academic activities of junior secondary school students in Port Harcourt Metropolis. It was recommended amongst others that parents should always make effort to exhibit internal locus of control as this will help them get better involved in the academic activities of their children.

Effect Of Audio-Visual Intervention and Cooperative Learning on Keyboard Mastery in Computer Studies Among Junior School Students in Ede, Osun State

This study examined the effect of audio-visual intervention and cooperative learning on keyboard mastery in computer studies among junior school students in Ede, Osun State. Three, hypotheses guided the study, and a 3×3 factorial quasi-experimental design was adopted which involved pre-test, post-test, non-randomized control and non-equivalent intact groups. The population for the study was all the students in Government Junior Secondary School Two in Ede South Local Government Area, Osun State, Nigeria, which at the time of this study was 965. The sample for the study was 261 from three intact classes; two experimental classes and one control class. Research Instruments consisted of: (i) computer keyboard mastery (CKM), (ii) Video Tutorials, (iii) Interactive Keyboard Simulator (iv) Typing Games and (v) a lesson plan structure provided to facilitate the teaching of computer keyboard mastery. The Computer Keyboard Mastery (CKM) was validated and pilot tested for reliability using Kuder Richardson 20 (KR-20) formula with a result of 0.75 value. Using ANCOVA to test the hypotheses generated for the study, the results revealed that there is a significant main effect of audio-visual intervention on Junior Secondary School Students’ Keyboard mastery level in computer studies in Ede, Osun State (F (1,177) =1137.406, p<0.05, η2=0.865). A significant main effect of cooperative learning exists on Junior Secondary School Students’ Keyboard mastery level in computer studies in Ede, Osun State (F (1,180) =1124.769, p<0.05, η2=0.862). There is a significant interactive effect of audio-visual and cooperative learning intervention on Junior Secondary School Students’ Keyboard mastery level in computer studies in Ede, Osun State (F (1,128) =0.057, p<0.05, η2=0.830). It was recommended that: (i) audio-visual intervention and (ii) cooperative learning should be adopted independently and (iii) in combination of both audio-visual intervention and cooperative learning should be adopted in teaching and learning of computer keyboard mastery at the Junior Secondary Schools for effectiveness.

Effect of Kinesthetic Learning on Students’ Interest and Achievement in Mathematics

One of the pertinent reasons for poor academic achievement in Mathematics is fundamentally linked to the application of ineffective teaching methods by teachers to impact knowledge to learners. This study adopts a quasi-experimental pre-test post-test research design to examine the efficacy of kinesthetic learning on interest and achievement in Mathematics. Four research questions were raised to guide the study and four hypotheses were formulated and tested at 0.05 level of significance. The sample comprises 101 Junior Secondary School students drawn from two secondary schools in Bekwarra Local Government Area of Cross River State, Nigeria. Two intact classes were randomly selected from each school and assigned to experimental and control group. Data for the study were sourced using a modified Mathematics Interest Inventory (MII) and mathematics achievement test designed by the researchers tagged Students’ Mathematics Achievement Test (SMAT). Data collected were analyzed using mean, standard deviation and Analysis of Covariance (ANCOVA). The findings revealed a high post-test interest cluster mean of 3.10 (above the decision benchmark of 2.50) and also a higher post-test mean achievement score with (Mean = 20.82; Standard Deviation = 3.63) for students in the experimental group compared to the control group. The result also indicated that both male and female students taught mathematics using kinesthetic learning in the experimental group had positive interest and achievement after exposure to the treatment. The test of the hypotheses indicated that there is significant difference in interest and achievement between students taught mathematics using kinesthetic learning and conventional method, whereas there is no significant difference on the interest and achievement of male and female students taught mathematics using kinesthetic learning. The study concluded that kinesthetic learning has a positive effect on interest and achievement in mathematics; and that gender is not a sole determinant of good academic performance or interest in mathematics but teaching method. The study recommended that mathematics teachers should adopt kinesthetic learning or play way method in teaching because of its relevance in improving learners’ interest and achievement.

A single-session growth mindset intervention among Chinese junior secondary school students.

Brief, low-cost growth mindset interventions improving academic-related outcomes can be valuable. However, less is known regarding their effectiveness on learning motivation, behaviors, and academic performance in non-Western cultures like China. This study aimed to examine the effects of a single-session growth mindset intervention on Chinese junior secondary students during the COVID-19 pandemic. We recruited 618 Chinese junior secondary school students from two schools and cluster-randomly assigned them to be the intervention school (n = 311) or the control school (n = 307). Data was collected during the fall semester of 2019 and the spring semester of 2020. Compared with the control school, students in the intervention school reported stronger growth mindset (partial η2 = 0.02, p < .001), academic self-efficacy (partial η2 = 0.02, p < .001), study engagement (partial η2 = 0.01, p = .041), and improved Chinese performance (partial η2 = 0.07, p < .001), with lower helpless attributions (partial η2 = 0.03, p < .001) over time. The intervention had direct and indirect effects (i.e., via the growth mindset) on helpless attributions and academic self-efficacy, with an indirect effect on study engagement.The results support the effectiveness of the brief growth mindset intervention.

Students’ self-regulatory processes in content and language integrated learning: a vignette-based microanalytic study

ABSTRACT Despite the global adoption of Content and Language Integrated Learning (CLIL) and extensive research on the effectiveness (product-oriented) and classroom interactions (process-oriented) of CLIL, existing studies have overlooked the motivational beliefs and metacognitive strategies of CLIL students. Hence, there is a need for a participant-oriented approach to better understand students’ perspectives and enhance CLIL’s success. Drawing on the social cognitive model of self-regulated learning (SRL), this study aimed to explore how students plan, monitor, and evaluate their learning in CLIL contexts by employing a novel vignette-based microanalytic assessment approach to empirically capture students’ SRL processes. Participants were 108 junior secondary school students from three schools in Hong Kong. Data were analysed using structuring qualitative content analysis. Findings revealed that students employed diverse strategies to manage the demands of language and content learning, with variations in self-efficacy beliefs influencing their approaches. Furthermore, some learners faced challenges in maintaining effective self-regulation. This study argues that improving self-regulatory processes and enhancing CLIL’s success requires prioritising assessment, considering the state of ‘others’, and fostering deeper learning beyond CLIL. This study contributes to the empirical, methodological, and pedagogical understanding of students’ SRL in CLIL settings and informs future research on student-focused aspects in CLIL.

Teachers’ Variables as Predictors of Junior Secondary School Students’ Academic Performance in Osun West, Nigeria

This study examined the teachers’ variables as predictors of junior secondary school students’ academic performance in Osun West Senatorial District, Nigeria. The target population comprised Islamic Studies teachers and students in junior secondary schools across the ten (10) local government areas in Osun West Senatorial District. Purposive sampling was adopted in selecting 125 Islamic Studies teachers in all the 132 public junior schools in the district and a simple random sampling technique was adopted in selecting 20 Islamic Studies students from each of the 10 Local Government Areas, therefore, 325 respondents were engaged in the study. The questionnaire was employed to collect relevant information from the respondents. Data were analyzed using Percentage, Mean Range, Standard Deviation, and Regression analysis. The study found that factors like teacher confidence, interest in the subject, qualifications, and experience all significantly predicted student performance. It was concluded from the findings of the study that teachers’ variables positively improved students’ understanding of Islamic Studies and predicted their performance. In line with the findings of the study, it was recommended that teachers should be supported through incentives and professional development. The teachers should have a change of attitude towards the teaching of Islamic Studies so that the achievement of universal basic education will not be hindered, those without required teaching qualifications or non-professionals among the Islamic Studies teachers should strive to pursue professional qualifications. Teachers of the subject should improve their pedagogical skills through seminars, Post Graduate Diploma Courses in Education, and workshops.

An efficient, reliable and valid assessment for affective states during online learning

The current study aims to develop an efficient, reliable and valid assessment, the affective states for online learning scale (ASOLS), for measuring learners’ affective states during online learning using a sample of 173 young learners. The assessment consists of 15 items which assess five affective states, including concentration, motivation, perseverance, engagement, and self-initiative. To improve efficiency, five items (one for each affective state) are randomly selected and presented every 30 min during online learning. In addition, 14 among the participants were further invited to perform on-site online learning, and their affective states were validated by observations conducted by two psychologists. The ASOLS was found to be reliable and valid, with high internal consistency reliabilities and good construct, convergent and criterion validity. Confirmatory factor analyses showed that the hypothesized five-factor structure demonstrated a satisfactory fit to the data. Moreover, engagement was found to be positively associated with learning performance. Our findings suggest that the ASOLS provides a useful tool for teachers to identify students in upper primary and junior secondary schools with deficits in affective states and offer appropriate remedy or support. It can also be used to evaluate the effectiveness of interventions aimed at enhancing students’ affective states during online learning.

Ultrasonography Analysis and Incidence of Urinary Schistosomiasis among some Selected Junior Secondary School Students in Rigachikun, Igabi Local Government Area, Kaduna State, Nigeria

Study’s Excerpt/Novelty This study assesses urinary schistosomiasis prevalence and associated ultrasonographic abnormalities among school-aged children in Rigachikun, Igabi Local Government Area of Kaduna State. By combining urine sample analysis and ultrasound examination, the research identifies a significant infection rate (5.00%) and highlights the presence of urinary tract abnormalities in 70% of infected subjects. The findings underscore the ongoing disease burden of schistosomiasis in the region and advocate for expanded research on adult populations and snail intermediate hosts to inform targeted intervention strategies. Full Abstract This study evaluated urinary schistosomiasis and ultrasonography incidence among school-aged children in Rigachikun, Igabi Local Government Area of Kaduna State. Three hundred urine samples were collected from students within 5-16 years from 3 selected schools. The samples were tested for urinary schistosomiasis, and information was gathered using a standardized questionnaire. The weight and height of the samples were measured using an electronic scale (9201 SV3R) and a portable stadiometer (ADE MZ10042). 5.29% of males and 3.70% of females tested positive for urinary schistosomiasis. Ultrasound examination was performed on ten positive and one negative subjects for confirmation. The mean age was 11.00±5.72 years. Seven out of ten (70%) subjects showed urinary tract abnormalities. The ultrasound findings revealed two out of ten (20%) had bladder wall thickening, four out of ten (40%) had an irregular shape of the bladder wall, and ureteric dilatation was observed in one out of ten (10%) among the subjects. Ultrasound is a useful tool for identifying the morbidity of S. haematobium. Schistosomiasis infection amongst schools in Rigachikun was established at 5.00%. This has confirmed that schistosomiasis is still a disease burden amongst school-aged students in Rigachikun and, by extension, all the study area's inhabitants. It can be recommended that further studies need to be carried out on adults and snail intermediate hosts.

Effect of Gamification Element on Students Academic Performance In Mathematics In Basic Schools In Kwara State

Gamification elements are excellent tools for promoting specific behaviors and enhancing academic performance. Method: The study used a non-equivalent group design using a 2x2x2 factorial, quasi-experimental pre-test-post-test format. The population for this study were all junior secondary students in Kwara State. The target population for this study was all junior secondary students in basic 2 (J.i.S 2) in Kwara-North. Two junior secondary schools in Kwara-North L.G.A. were chosen using a purposive sample technique because they have functional and well-equipped computer labs. School B was the control group, whereas School A was the experimental group. The two groups were intact classes. The instruments used for data collection were: The Mathematics Concepts Performance Test (MCPT) and the Quizalize gamification application. To ensure the reliability of the instrument, a pilot study was carried out the acquired results were tested using split-half Reliability coefficients, and a value of .89 was obtained. The findings of the study revealed that the adoption of gamification element has an impact on junior secondary school students’ mathematics performance, female students performed better than male students after the treatment was administered. It was recommended among others that the gamification element is successful in lowering the level of abstractness connected with the teaching and learning of some mathematical concepts at the junior secondary school level of education, mathematics teachers should incorporate it into the classroom.

Evaluation of the nexus between student attitude, teacher teaching methods, and achievement in junior secondary school mathematics

This study investigated the relationship among students’ attitudes, teachers’ teaching methods, and mathematics achievement in Lagos State, Nigeria. The study employed a correlational research design. The population consisted of all the public junior secondary school students in Lagos State. The stratified sampling technique was used to select 30 junior secondary schools across the six education districts in the state, and the simple random sampling technique was used to select 900 students from the selected schools. Participants completed standardised instruments: the Student Attitude Questionnaire (α=0.77), the Teacher Teaching Methods Questionnaire (α=0.92), and the Mathematics Achievement Test (α=0.89). The data collected were analysed using frequency, percentage, Pearson product moment correlation, and multiple regression at α=0.05. The majority of the respondents (75 %) were between 12 and 15 years old, of which 341 were boys and 342 were girls. There is a low positive significant relationship between students’ attitudes and students’ mathematics achievement (r=0.24) and between teachers’ teaching methods and students’ mathematics achievement (r=0.17). The multiple correlation coefficients (R) of all the variables were 0.25. The adjusted R2, which estimates the variance of the dependent variable measured, was 0.06. This implies that all the independent variables students’ attitudes and teachers’ teaching methods—made a 6 % contribution to the variance in students’ achievement in mathematics (F=29.029). It is recommended that students be motivated to have the right attitude towards mathematics and that appropriate teaching methods be employed throughout the teaching-learning process.

Assessing the impact of oppositional defiant disorder on academic performance in junior secondary students Ilorin, Nigeria

Objectives Oppositional Defiant Disorder (ODD) is a behavioural disorder that can significantly impact the academic performance and social dynamics of school-aged children. Understanding the extent of these effects, particularly in diverse socio-economic and educational settings, is crucial for developing effective intervention strategies. This study aimed to assess the impact of ODD on the academic performance of junior secondary school students in Ilorin, examining the role of comorbidities, social class, and school type in shaping educational outcomes. Material and Methods A cross-sectional study was conducted on 1078 junior secondary school students in Ilorin, including 41 students diagnosed with ODD. Data on academic performance across subjects (Reading, Mathematics, and Written Expression) were collected alongside information on comorbid conditions using the standardised Vanderbilt Attention-Deficit/Hyperactivity Disorder (ADHD) rating scale for ODD, conduct disorder, anxiety, and depression. At the same time, the social class was assessed using the Oyedeji classification and school type from the study proforma. Statistical analyses were performed to determine correlations and differences in academic performance between students with and without ODD. Results The study revealed a high prevalence of comorbidities such as ADHD and Conduct Disorder among students with ODD. A negative correlation was observed between ODD and academic performance across all subjects. Students with ODD from upper social classes and private schools performed relatively better, suggesting the influence of socioeconomic factors and educational environment. Conclusion Oppositional defiant disorder significantly affects academic performance in junior secondary school students. Comorbidities, socio-economic disparities, and differences in school types further compound these challenges. These findings underscore the need for tailored educational strategies and support systems, highlighting the importance of a multifaceted approach in addressing the academic needs of students with ODD.

English Language Teaching and Learning in Secondary Schools in Isoko North Local Government Area of Delta State: Problems and Prospects

This paper studied the problems of teaching and learning English as a second language in junior school certificate examination in Isoko North Local Government Area of Delta State. The study sought to establish the extent to which students in Junior Secondary School and teachers should value English as the language of instruction. The framework adopted is the behaviorist theory of bilingualism. The simple percentage method of data analysis was employed to analyze data. The population comprised students in junior secondary schools in Ozoro precisely the students of Opute Grammar School, Ozoro and Heroes Group of Schools, Ozoro both in Delta State of Nigeria. The sample size was 100, and the instrument for data collection was the questionnaire which was tested and retested on some other students to ensure that it was reliable. It was found out that the majority of the students consider the English language a difficult subject because of their inability to understand every aspect, which the English language entails. It was also found out among others that the level of infiltration of mother tongue into the respondents’ English is very high. This research recommended that good reading habits should be developed in the students and also well-equipped libraries should be provided in the schools and communities in order to improve better performance in their study of English language. It concluded that the problems of teaching and learning English as a second language is as a result of the impact of mother’s tongue, inadequate textbooks, poor language background and lack of professional growth and development of teachers. If these discovered factors are not checked there will be a drastic decline in standard of education.

Effectiveness of geometrical instructional teaching strategy on junior secondary school students’ Achievement, Gender and Attitude in Plane Geometry in Odeda Local Government, Ogun state, Nigeria

This research study was concerned with the effectiveness of Geometrical Instructional teaching strategy on Junior Secondary School Students’ achievement, gender and attitude in Plane geometry in Odeda Local Government, Ogun State, Nigeria. The research study compared the effect of using Geometrical Instructional Teaching Strategy(GITS) and the conventional teaching approach on the achievement, gender and attitude of Junior Secondary School Students in Plane Geometry. The research was a pre-test post-test quasi-experimental control group design. Four (4) Junior secondary schools were purposefully chosen because of the availability of computers in these schools. Stratified random sampling technique was used to select the sample of 240 students (120 males and 120 females) drawn from four schools within the local Government. Four intact classes were used by the researchers for both experimental and the control groups. The experimental group was taught using Geometrical Instructional Teaching strategy package while the control group was taught using conventional teaching approach method. The Geometry Achievement test (GAT) consisting of (15) multiple choice items with four options, and Attitude Inventory on Plane Geometry (IIPG) were administered to students as pre-test and post-test before and after the treatment. Data collected was analyzed using descriptive statistics of mean and standard deviation to answer the four (4) research questions while the hypotheses were tested using analysis of covariance(ANCOVA). Result of the study revealed that students taught plane geometry using Geometrical Instructional Teaching Strategy package achieved higher mean scores than those students taught using conventional method. The result also revealed non-significant difference in the mean achievement and the mean attitude scores of males and female’s students taught plane geometry using Geometrical Instructional package and those students taught using conventional method. Some recommendations were made among which are that mathematics teachers should include the use of Geometrical Instructional Teaching Strategy to teach plane geometry.

Assessment of the Impact of Guidance and Counselling on Academic Performance and Discipline among Junior Secondary School Students (A Study of Federal Capital Territory in Abuja)

This study utilised a quantitative research design that included experimental and control groups to investigate the impact of guidance and counselling on students’ discipline and academic performance. The researcher employed stratified random sampling to select 200 students and 50 teachers from diverse backgrounds for the study. Data was collected using a four-point Likert scale questionnaire, which demonstrated a high level of consistency (with a Cronbach alpha score of 0.87). The sample was split into 100 in the control groups and 100 in the experimental group. Over an academic year, only the experimental group participated in counselling sessions. Information on behavior changes was obtained through observation, while academic performance data was collected using the General Subject Performance Test (GSPT). Data from the survey was analyzed using mean and standard deviation to answer research questions. An analysis using a t-test was carried out to determine the impact of guidance and counselling services on students' academic performance using the General Subject Performance Test (GSPT). A linear regression test was analysed to compare the behavior ratings before and after the intervention to identify any potential relationship between the two variables and the result showed a statistically significant difference among the experimental group, this indicates that guidance and counselling services have a positive impact on students' academic performance and discipline. According to the findings, it was suggested that counselors should receive continuous training, ensure access to counselling services for all students based on their unique backgrounds and needs, and foster strong collaboration among counselors, teachers, administrators, and parents.

School Discipline And Academic Performance In Social Studies Among Secondary School Students In South South Educational Zone, Nigeria

The study investigated school discipline and academic performance in social studies among secondary school students in South South Educational Zone, Nigeria. The study tested three null hypotheses, collected data were analysed using descriptive statistics. The study adopted a descriptive survey research design. Purposive sampling technique was adopted to select a sample of 200 students, from a population of 4,320 junior secondary school students in the area. The instruments used for data collection was a questionnaire and social studies achievement test that were designed and administered by the researcher. The null hypotheses were tested at .05 level of significance using Independent t-test statistical technique. Findings from the study revealed that, time management, administration of punishment and administration or school rules and regulations significantly influence secondary school students’ academic performance in social studies in South South Educational Zone respectively. It was thus concluded that time management, administration of punishment and administration of school rules and regulations significantly influence secondary students’ academic performance in social studies. It was recommended that, secondary school students should endeavour to manage their time properly by developing a personal timetable that will incorporate all their domestic, school and leisure activities; and corporal punitive measures such as manual labour and use of cane should not be employed in administering punishment to students.

Effects Integrating Personalized Learning Environment On Students’ Achievement in Social Studies in Secondary Schools in Imo State

This study is aimed at determining the effects integrating Personalized Learning Environment on students’ achievement in social studies in secondary schools in Imo State, Nigeria. A Qusi-experimental research design with non-equivalent intact groups, pre-test and post- test was adopted in this study. The population of the study comprised the entireUpper Basic( Junior Secondary School) students of 94,963 with 47,481 male and 48,481 female in the 68 secondary schools in Owerri Zone 1 of Imo State. Purposive sampling technique was used as the sample techniques. 39 Jss 2 students (19 male and 20 female) in one school were in treatment one (personalised learning environment) group, while 43 Jss 2 students (21 male and 22 female in the school were in treatment two (lecture method) group. The instrument for data collection was Researcher Made Social Studies Achievement Test (RMSSAT). The items in the instrument were subjected to content and face validation by five specialists, three specialists from Educational Measurement and Evaluation and two from Educatonal technology. The reliability of the research instrument was established using Kuder-Richardson (K-20) and this gave a reliability coefficient of 0.86. Mean and standard deviation were used to answer the research questions while the hypotheses were tested using Analysis of Covariance (ANCOVA) F- test statistics at 0.05 level of significance was used to interpret the result. From data analysed, the findings from study are: Personal Learning environment is effective in the improvement of students’ academic achievement and also revealed that personal learning is more effective on the male students than on the female students. The study recommended among others that: since the use of personalized learning environment has been found to enhance achievement in social studies, teachers of social studies should employ this technologically enriched method to teach students in the classroom more ewspecially those abstract to topics.

Maps as instructional resources and scholarly performance of junior secondary school students in social studies

PurposeThe purpose of the research was to, first, investigate if the use of maps as instructional resources will boost scholarly performance and, second, examine if gender can moderate the effect of map usage on scholarly performance.Design/methodology/approachThe study was a quasi-experimental pre-test and post-test. A sample of 260 JSS II Students from 8 schools were selected through the purposive sampling technique. A Social Studies Scholarly Performance Test (SSSPT) with a reliability index of 0.79 was the instrument for data collection. The students were assigned into two groups: control and experimental. Both groups were pre-tested taught for a timeline of six weeks and thereafter post-tested.FindingsThe study reported a significant increase in the scholarly performance of students taught with maps; a significant difference occurred in the scholarly performance of both groups and gender did not moderate the effect of maps.Research limitations/implicationsThe social studies teachers used for the study did not have previous knowledge or map skills; this could have affected the outcome. Secondly, the treatment took place for just six weeks, and the time allotted for social studies in the school timetable was used. This may not have given the students enough time to master map interpretation.Practical implicationsA major implication of the study is that results will show that maps can promote the scholarly performance of students in social studies. Secondly, the fact that gender did not moderate the effect of maps suggests that maps are gender-friendly.Social implicationsThe results of the study, if implemented, would make social studies teachers to become inventive and resourceful in the use of maps as instructional resources for junior secondary students' scholarly performance in social studies without taking gender into consideration.Originality/valueThis study is a product of the researcher’s doctoral thesis; therefore, it is original and has value. The results are the product of a painstaking study carried out by the author for a period of three years on the effect of instructional resources on social studies students’ scholarly performance. Maps were one of the instructional resources studied for the award of a Ph.D. degree.

The Effect of Kahoot! On Junior Secondary School Students’ Vocabulary Mastery: An Experimental Study

The aimed of this research to investigate the significant effect of Kahoot application towards students vocabulary mastery at the eighth grade of MTs Al-Mu’min Cikeusik, Pandeglang academic year 2023/2024. This research was quantitative approach with quasi-experimental design. The research paper used the quantitative approach and quasi-experimental design. This research was conducted from July-august, The technique in choosing the sample is cluster random sampling; and the researcher has chosen two classes are a control class and an experimental class This research consisted of two variables namely Kahoot application media as independent variable and students vocabulary mastery as dependent variable, using pre-test and post-test control group design. The population of this research was eighth grade of MTs Al-Mu’min Cikeusik consisted of 42 students divided into two class. the sample of this research were VIII A (22 students) as experimental class and VIII B (20 students) as control class. In the Collecting data technique, the researcher gives pre-test and post-test. The score pre-test of control group are 1,210, the score pre-test of experimental class are 1,475. Then, the score post-test of control group are 1,405, the score post-test of experimental group are 1,850. To collect the data, the researcher used SPSS version 29. to know whether was any significant effect students’ vocabulary mastery, between the students who are taught by using Kahoot application as media and who are not. Therefore, From the explanation above, it can be concluded that Kahoot application an effective media for English teaching-learning. The result of this research showed that the students who were taught by using Kahoot! game got better score than the students who were taught by using traditional method. The researcher has found the result of Significant two-tailed = 0.001 &lt; α 0.05.

Reading motivation and learning strategies among Chinese EFL learners

AbstractGiven the preeminent role of students' reading motivation in their academic success in reading, which determines the quality and intensity of cognition and behaviors, it is important to investigate the predicative effects of different aspects of reading motivation on students' learning strategies particularly in a foreign language learning context where students usually learn the target language mainly through reading. This study investigated reading motivation and learning strategies as well as the relationships between them among junior and senior Chinese secondary school students. Data were gathered from 405 English as a foreign language (EFL) students from a junior and a senior secondary school in southern China who completed two questionnaires used to measure their reading motivation and learning strategies. Confirmatory factor analyses results supported the fit of the two questionnaires in assessing students' motivational and learning strategy processes in an EFL context. The study found that while the students were largely motivated to engage in English reading extrinsically, these students were also found to adopt control and elaboration strategies frequently in their learning, which somewhat contradicts the stereotypical view of Chinese students as rote learners in the literature. The study revealed significant differences in reading motivation and learning strategies between junior and senior secondary students, which can be interpreted in terms of a competitive and pragmatic learning culture where examinations play an essential role in determining student admission into higher education. Findings of this study contribute to the theoretical and pedagogical discussions on reading motivation and learning strategies in learning EFL.