Junior Secondary School Students Research Articles

Fostering science process skills through constructivist-based module among form two students of different cognitive levels

The present study was undertaken to investigate the 7E-inquiry integrated module (7E-IIM) effect in fostering form two junior secondary school students’ science process skills (SPS). This study employed pre-test, post-test, and delayed post-test quasi-experimental design. 73 students aged 12 years on average constitute the sample of this study. The science process skills test was used to measure the participants’ process skills; meanwhile, the Lawson classroom test of scientific reasoning was administered to classify the participants into the concrete and formal cognitive developmental levels. Repeated measure ANOVA and independent Mann-Whitney U test were used for data analysis. The repeated measure ANOVA findings indicated a significant mean difference between experimental and control groups (p<0.05). However, no significant difference existed in student’s SPS between concrete and formal cognitive levels in the experimental group (p>0.05). On the contrary, there is a significant difference in student’s SPS between concrete and formal cognitive levels in the control group (p<0.05). Overall, the 7E-IIM effectively promotes students’ SPS regardless of their cognitive developmental level. Instructors are therefore recommended to adopt the 7E-IIM in fostering students’ process skills to close the gap in students’ learning differences and difficulties.

Impact of Inductive and Problem-Solving Teaching Methods on Students’ Performance in Geometrical Concepts of Mathematics among Junior Secondary School Students in Katsina State, Nigeria

The study investigates the impact of Inductive Teaching Method (ITM) and Problem-Solving Teaching Method (PSTM) on the performance of Junior Secondary School two (JSS II) students in Geometry Concepts. The study applied a pre-test post-test experimental design. There are 12 Zonal Education Quality Assurance (ZEQA) zones with a total of 251 Junior Secondary Schools and a population of 300,125 Junior Secondary School year two (JSS II) students in Katsina state. The population comprises of 166,270 male students and 133,855 female students. The strata of 12 ZEQA zones were used and one school was randomly selected from each zone. In each selected school, 60 students were randomly selected for the three classes i.e. 20 students per class which were randomly assigned for traditional (control), problem-solving and inductive (experimental groups) methods. Consequently a total 720 JSS II students were selected for the experimental and control groups. The instrument used for the data collection for both pre-test and post-test was the Geometry Performance Test (GPT) with reliability coefficient of r=0.84. The arithmetic means, standard deviations and t-test were applied using Statistical Package for Social Sciences (SPSS) version 23 to test the three hypotheses at the 0.05 level of significance. The analysis showed that the problem-solving and inductive methods of teaching were more effective than the traditional method in the teaching of geometry concepts. However the result also showed that there is no significant difference in the performance of students taught with the inductive method of teaching and those taught with the problem-solving method of teaching. Given these discoveries, it was suggested that the utilization of both problem-solving and inductive teaching methods should be encouraged in teaching geometry concept and the necessary facilities and equipment needed for their effective use should be provided by the government and school authorities.

Assessment of the Association between Adverse Childhood Experiences and Self-Esteem in a Sample of Teenage Students in Nigeria

This study explored the association between adverse childhood experiences (ACEs) and the self-esteem of teenage students in Nigeria. The study was conducted using a correlational survey design. Using a purposive sampling procedure, 30 junior secondary school students were selected from four public junior schools in Nsukka Metropolis, Enugu State, Nigeria. A researcher-structured questionnaire was used to assess whether students in four schools in the metropolis had been exposed to ACEs. A 10-item instrument‑ the Adverse Childhood Experience Questionnaire (ACE‑Q) by Felitti et al. (1998) and a self-report scale‑ Rosenberg Self-Esteem Scale (RSES) (Rosenberg, 1965) were adopted to collect data on the students’ ACEs and self-esteem respectively. Results showed that there is a moderate negative relationship between adverse childhood experiences and students’ self-esteem (R=-.484). The coefficient of determination (.234) shows the variation in students’ self-esteem due to adverse childhood experiences. Furthermore, the results showed that gender has a low moderating effect on the association of ACEs with self-esteem among students (R=-.485). It was recommended, among others, that the government should ensure that policies are formulated to reduce the incidence of ACEs and the harms associated with ACEs when they occur. It is important that schools provide adequate counselling services to students who have low self-esteem as a result of ACEs. Teachers and school psychologists should also make a conscious effort to give adequate social and psychological support to children who are prone to low self-esteem as a result of prior exposure to ACEs.

Effects of Computer – Assisted Instruction on Retention of Junior Secondary School Students in Social Studies in Niger State, Nigeria

Effects of Computer – Assisted Instruction on Retention of Junior Secondary School Students in Social Studies in Niger State, Nigeria

Effect of Parenting Styles on Emotional Adjustment of Children in Secondary School in Nnewi South of Anambra State, Nigeria

This study looked into how parenting styles affected secondary school-aged children's emotional adjustment. It specifically referred to the senior and junior secondary schools in the Anambra state's Nnewi South LGA. Based on pertinent literature, two research questions were developed. The various parenting philosophies, as well as self-concept and emotional adjustment, were examined. Senior and junior secondary school students that responded to the survey. Six secondary schools were sampled, and the results were utilized to identify the responders. The questionnaires used as the investigation's tool received responses from 180 boys and girls. The survey asks for personal information like gender and details on parenting practices and emotional adjustment. The study's results also showed that there is only a tenuous connection between parental parenting practices and secondary school students' emotional adjustment. This indicates that changes in parenting practices are not connected to changes in the emotional adjustment of teenagers. Additionally, there is no statistically significant relationship between parenting styles and secondary school children's emotional adjustment. The study's recommendations for parents include making sure that the parenting style they employ for their youngsters will aid in the development of healthy emotional adjustment and allowing the school counselor to start a program that will assist students in creating positive emotional self-concept.

Validation of the Sleep Quality Questionnaire among senior students in Benin City, Nigeria.

The Sleep Quality Questionnaire (SQQ) is a short and easy-to-understand resourceful tool for measuring poor sleep quality; however, it remains to be validated. The focus of this study is to determine its reliability and validity among Nigerian adolescents. Four gender-mixed schools within Benin City, Nigeria were selected to participate in the study. Questionnaires containing the SQQ, the Sleep Condition Indicator (SCI), which is a validated scale, and the Hospital Anxiety and Depression Scale (HADS) from 377 students selected from the junior and senior secondary school students were analysed. The mean age calculated was 14.78 years for 174 male and 203 female students. Cronbach's alpha for the SQQ scale was 0.70. It correlated strongly with the SCI (rho = 0.93, p = 0.00), weakly with the HADS depression (rho = -0.19, p < 0.01) and anxiety (rho = -0.30, p < 0.01), but had no association with gender. Factor analysis revealed three factors with an eigenvalue greater than 1. Factors 1-3 accounted for 31.78%, 15.16% and 11.26% of the variance, respectively, totalling 58.2%. The reliability of each of the three factors was as follows: factor 1, 0.75; factor 2, 0.47; and factor 3, 0.62. The SQQ demonstrated good specificity and sensitivity at a cut-off point of 18. It is therefore recommended that the SQQ be included in the screening of sleep-related problems in adolescents, both in the primary and secondary care settings in Nigeria. The research shows that the Sleep Quality Questionnaire is both a reliable and valid screening tool among adolescents in Nigeria. Its brevity and simplicity further promote its use in clinical and non-clinical settings.

Language Barriers in Marriage: A Catalyst for Broken Homes and Students’ Poor Academic Performance

Purpose: The study examined language barriers in marriage as a catalyst for broken homes and students’ poor academic performance. The study aimed at finding solutions to the various causes of broken homes and its negative effects on students’ academic performance. The issue of broken homes has over the years created some bottlenecks in children education. This state of affair has gone a long way to affect negatively on the academic performance of the child in school especially junior and senior secondary school students. This is because the much needed supports for the child in school are always absent. In Nigeria today there are growing proportion of broken homes and poor academic performance of students at all levels in schools in Nigeria.&#x0D; Methodology: The research adopted a descriptive research design.&#x0D; Findings: Findings showed that language barriers, lack of time management, poverty, over reaction, parental or friends influence, health and infertility and lack of effective communication are the main causes of broken homes among couples; emotional and psychological trauma, anxiety, truancy and laziness to class work activities negatively affects students’ poor academic performance in schools.&#x0D; Conclusion: Consistent endurance, transparency, understanding, sympathy, sharing, caring, devotion and faithfulness are the major solution to broken homes.&#x0D; Recommendations: The study recommend homes reconciliation and forgiveness (there should be adequate reconciliation and forgiveness to foster unity, love and acceptance by couples) and the government, counsellors, teachers, religious leaders and humanitarian groups should encourage couples to cherish their cultural values, particularly religious norm to foster good relationship back home. Also, should exercise divine guidance to discourage divorce in the light of God’s word.

Perception of professional competence of business studies teachers and students’ academic performance in Nigeria: The industrial relations approach

The goal of this research was to investigate the professional competence of business educators as the determinant of academic performanceof junior secondary school students in Ijebu-North Local Government area of Ogun state, Nigeria. This study investigated the professionalcompetence of business educators as determinants of academic performance of selected junior secondary school students in Ijebu-North LocalGovernment Area of Ogun state, Nigeria. Two hypotheses were formulated and tested. The study was correlational in nature using surveyresearch design. Stratified random sampling technique was used to select twenty respondents from twenty schools, totaling 400 sample of thestudy. A structured questionnaire was used for data collection and it consisted of two (2) sections. Data were analysed using descriptive andinferential statistics. Pearson Correlation and independent t–test were used in analyzing the hypotheses. Findings revealed that there was asignificant relationship between teachers’ professional competence and students’ performance in business studies. Furthermore, there was nosignificant gender difference in the students’ perception of their teachers’ professional competence. Based on the findings, it was recommendedamong others that professional body (Association of Business Educators of Nigeria) should be bold enough to collaborate with employersof business educators to carryout performance audit in order to reduce the prevalence of below-standard teachers in this profession andstrengthening the roles of universities in the preparation of professional business studies teachers.

An Investigation into the Derivations of the English Language and the Ukwuani Language

This paper looked into the derivations in English and Ụkwụani. Since derivation is a morphological process, the paper started by explaining derivational morphemes. Types of derivations were also explained such as: derived nominals, derived verbals and adverbials. Derivation of one word-class to another word-class; and derivations from the same word-class were critically examined in the two languages. These include: derived nominal from verbals, derived nominal from nominals, derived adjectival from adverbial. Also, this paper went further to investigate the affixes use in derivation in both English and Ụkwụani languages. The affixes used in English derivations include: prefixes and suffixes while the Ụkwụani language used prefixes and inter-fixes to derive words. All the foregoing were carefully examined in this paper. The method of research for this paper is the interview technique. The researcher conducted an interview with the aid of a questionnaire administered to some students in junior secondary school through random sampling. This is done with L1 speaker of Ụkwụani, for a proper analysis of the paper. Our study explained vividly that differences abound in the derivations of English and Ụkwụani. For example suffixes in English are used for derivation while Ụkwụni suffixes are used for inflection only and the nominal are derived by adding prefix to the verbally. Also there are no addition of suffixes in the derivation of Ụkwụani plurals as in the case of English. There are no derivational suffixes for a change of word class in Ukwuani as in the English language.

The Influence of Parental Background on the Academic Performance of Junior Secondary School Students in Ankpa LGA of Kogi State

This study examined the influence of parental background on students’ academic performance in some public secondary schools in Ankpa Local Government Area (LGA) of Kogi state. The purpose of the study was to find out the parental variables that influence students’ academic performance and the extent of their influence on students in schools specifically junior secondary schools. Two research questions guided the study. An ex-post research design was adopted for the study. The Population consisted of 720 respondents. A sample size of 180 staff was randomly selected from 24 public secondary schools. Parental Background and Academic Performance Questionnaire (PBAPQ) was used as an instrument for data collection. The reliability of the instrument was estimated to be 0.82. Mean and standard deviation was used to analyze the data collected for the study. The results revealed that parental socioeconomic level, marital class, income status of parents, size of the family and parental level of education significantly influenced students’ academic performance in schools. Based on the findings, it was recommended that government should introduce programmes that will boost the socio-economic status of the citizenry, re-enact the policy of one wife with few children amongst the citizens of Nigeria, plan remuneration programmes for the family of one wife and four children and expose both parents and students to guidance and counselling unit of the school for proper orientation about the importance of education.

Effects of concept mapping strategy on sentence construction, paragraphing and editing in junior secondary schools students’ composition writing achievements

This study investigated the effects of concept mapping on sentence construction, paragraphing, and editing in composition writing achievement of secondary school students in Kafanchan Education Zone, Kaduna State Nigeria. The study answered three research questions and tested three hypotheses. Quasi-experimental (non-equivalent pre-test-post-test control group design) research design was employed for the study. The population of the study included all the 1,242 Junior Secondary School two (JS II) students in 35 public secondary schools in Kafanchan Education Zone of Kaduna State. Sample of 66 students from two intact classes (experimental group = 36, control group = 30) participated in the study. Students in the experimental group received 8-weeks of training on concept mapping instruction, while those in the control group were exposed to normal conventional teaching. Students’ composition writing achievement test (SCWAT, test-retest reliability = 0.78) was developed by the researcher to obtain baseline information and after-intervention information. Data were analyzed using descriptive statistics [means and standard deviation (SD)] and analysis of covariance (ANCOVA). Results indicated that students have the very low ability in sentence construction, paragraphing, and editing in composition writing achievement at baseline. Also, concept mapping instruction significantly improved students’ ability to construct a cohesive sentence, develop a paragraph, and edit composition writing. The study concluded that concept mapping strategy has significant effects on sentence construction, paragraphing, and editing in composition writing achievement skills of junior secondary school students. The study strongly recommended the use of a concept mapping strategy by teachers, students, and school administrators in Nigeria.

Relationship Among Public, Private Costs and Transition of Junior Secondary Students In Federal Capital Territory: Implications For Human Capital Development In Nigeria

This study investigated relationship among public, private costs and transition of Junior Secondary Schools (JSS) students in Federal Capital Territory (FCT) Abuja and its implications on human capital development in Nigeria.

Junior Secondary School Students Achievement in Computer Studies: A Closer Look at Modelling Instructional Approach

This study explored the effect of modelling instructional approach on junior secondary school students’ achievement in computer studies. The study adopted a pretest, post-test, non-equivalent control group design, three research questions and three null hypotheses guided the study. Four secondary schools were drawn for this study from co-educational secondary schools in Abakaliki Education zone was used for the study. Out of the four schools two were assigned to the treatment group while the remaining two were assigned to the control group through simple balloting. The treatment group was taught computer studies using modelling approach, while the control group was taught the same topics using the conventional approach. The instrument used for data collection is Computer Studies Achievement Test (CSAT). The instrument was subjected to face and content validation. It was also subjected to tests of internal consistency. A reliability index of 0.88 using Kuder-Richardson’s (K-R20) approach was obtained after pilot test of the instruments. The CSAT was further subjected to a test of stability using the test retest procedure which yielded a stability coefficient of 0.86. Research questions were answered using adjusted mean and standard deviation while the hypotheses were tested at 95% confidence level using the Analysis of Co-variance (ANCOVA). Summary of result reveals that modelling approach is superior to the conventional approach in enhancing students’ achievement in computer studies. There is no significant interaction between methods and gender on students mean achievement scores in computer studies. There is no significant difference in the mean computer studies achievement scores of male and female students who were taught computer studies using modelling approach Keywords: Modelling Instructions, Academic Achievement, gender, computer Studies DOI: 10.7176/JEP/13-26-07 Publication date: September 30 th 2022

INVESTIGATING THE EFFEECT OF CO-OPERATIVE LEARNING AND DEMONSTRATION METHODS ON THE ACHIEVEMENT OF JUNIOR SECONDARY BASIC SCIENCE STUDENTS IN ABUJA MUNICIPAL COUNCIL AREA

This study investigated the effect of Student Teams Achievement Division, STAD co-operative learning and demonstration methods of teaching on the academic achievement of Junior Secondary Basic Science School students in Abuja Municipal Council Area. A quasi experimental design with pre-test, post-test, experimental and control groups were used. The population of the study comprised all Junior Secondary Schools in Abuja Municipal Council Area. Three schools from which three intact classes of 191 students were randomly sampled from the 48 Junior Secondary Schools in Abuja Municipal Council Area. Basic Science Achievement Test (BASAT) which was the instrument used for data collection consists of 30 test items. Students in two experimental groups were taught using STAD cooperative learning and demonstration methods respectively while students in the control group were taught using the conventional method. Pre-test was administered to students in all groups before teaching commenced and after the teaching and experiment, a post-test was administered. Data obtained was used to analyze six research questions and hypotheses using mean, standard deviation and ANCOVA. The study revealed that students taught with STAD cooperative learning performed better in Basic science than those taught with the demonstration method. It also revealed that STAD cooperative learning method of teaching was more effective for both male and female students and for high and low ability students than the demonstration method of teaching. It was recommended among others that STAD cooperative learning be adopted in the teaching of Basic Science in Junior Secondary Schools. Keywords: Cooperative Learning, Demonstration method, Academic Achievement, Basic Science, Experimental group, Control group DOI: 10.7176/JEP/13-27-11 Publication date: September 30 th 2022

Evaluation of Moodle OER for Junior Course Business Subjects Students at Botswana Open University’s Centre for Open Schooling

The paper shares some of the challenges and lessons learnt during the COVID-19 pandemic in Botswana and how Botswana Open University stayed resiliently. Our focus is on various aspects of ODeL (students and tutors).The paper discuses MOOODLE portal which was piloted at Botswana Open University’s Centre for Open Schooling in 2021 for Junior Secondary School students of business subjects comprising Commerce, Accounting and Office Procedures. This paper drew inspiration from the fact that MOODLE OERs portal is a niche in Open Schools and the that Commonwealth of Learning (COL), among other objectives offers guidance on use of OER in Open Schools. A total of 50 students were selected randomly from BOU’s five regions and one class of 30 students from a conventional Junior School participated in the pilot which ran for six months from April 2021 September 2021. The portal assisted students to keep learning ongoing, as University needed response to Covid19. There was need and urgency at BOU to address the desperate situation Open Schooling found itself in without tangible eLearning infrastructure. The paper is based on the experiences of the piloting students and tutors, their observations, as well as the literature review and draws recommendations from aforesaid.

A Case Study: Student’s Anxiety in Learning English at the 7th Grade of SMP Negeri 3 Muara Bungo

This study was carried out to investigate foreign language anxiety of EFL junior secondary school students at the 7th grade of SMPN 3 Muara Bungo. Specifically, it sought to identify what factors that may contribute to anxiety in English learning environment based on the students’ perspectives. The method was used in this study was qualitative method with case study approach. Fifteen anxious students were selected as the participants. The data were gathered through structured interviews and classroom observations. The result of the study showed that speaking in front of the class, being laughed at by others, incomprehensible input, students’ beliefs about language learning, teacher personality, and lack of preparation were the six factors that may contribute to the students’ anxiety in learning English.

Information Literacy Skills and Library Use by JSS 111 Students in Sagamu Local Government, Ogun State, Nigeria

The library is an important infrastructure for enhancing leaning,teaching and research; as the hub of all academic activities,the library is dedicated to inspiring cognitive brilliance.The study investigated information literacy skills,and, library use by JSS III Students in Sagamu Local Government area, Ogun State, Nigeria. The study adopted the survey research design with a population consisting of 4283 Junior Secondary School Students (JssIII) in 11 private secondary schools in Sagamu local Government area in Ogun State. Sample size was 354copies of questionnaire and data collected were analyzed using descriptive and inferential (Multiple regression) statistics .The study concluded that information literacy skills is a good predictor of library use as it is important to have the necessary skills to be able to identify and locate relevant information sources and use them to satisfy one's information needs.

Influence of Teachers’ Qualifications On Junior Secondary School Students’ Performance in Mathematics and Basic Basic Science in Kaduna State, Nigeria

This study examined the influence of teachers’ qualifications on junior Secondary School students’ performance in Mathematics in Zaria metropolis of Kaduna State, Nigeria. The study employed ex-post facto research design. Multi-stage random sampling technique was applied to select twelve government junior Secondary Schools from the 23 government junior Secondary Schools in the area. The sample included twenty-four teachers and one thousand, six hundred and ten (1,610) students. Data gathered were the scores of students from the general MOCK examinations which was the pre terminal junior Secondary School external examination. The data was analysed using descriptive statistics i.e. mean and standard deviation to answer the four research questions raised. The findings were that 1. teachers’ qualifications have major influence on students’ performance in Mathematics.2. teachers’ qualifications have major influence on students’ performance in Basic Science 3. there is little or no difference in the influence of teachers’ qualifications on male and female performance in Mathematics &amp; 4. there is little or no difference in the influence of teachers’ qualifications on male and female performance in Basic Science. The study recommended among others that appropriate education authorities and stakeholders should ensure that qualified teachers with relevant qualifications only are those allowed to teach each subject and that teachers with lower qualifications should be made to further their education to obtain higher qualifications for higher teaching skills.

Effects of Language of Instruction on Junior Secondary Students’ Performance in Mathematics

This study investigated the Effects of Language of Instruction on Junior Secondary Students’ Performance and Terminology Achievement in Mathematics. A case study of Adavi Local Government Area of Kogi State, Nigeria. A total of eighty (80) students were drawn from two (2) schools. The study was guided by two (2) research questions and two (2) hypotheses. Mathematics Achievement Test (MAT) and Mathematics Terms Achievement Test (MTAT) were used as instruments for data collection. The students were taught the concepts of Algebra, Word Problem and Fraction for two weeks. The PRE-MAT and POST-MAT were administered to the students. Mathematics Terms Achievement Test (MTAT) was administered one week after the administration of POST-MAT. The students’ scripts were scored and the resulting data were subjected to data analysis. Research questions were answered using mean and standard deviation. Hypotheses were tested using Analysis of Variance (ANOVA). Major findings of the study showed that the experimental group achieved higher and retained more mathematical concepts than their counterparts in the control group. It is therefore recommended that teaching mathematics strictly in English should be de-emphasis to enable the mathematics teachers to explain in the mother tongue whenever they are teaching. Also, curriculum developers should take into consideration the language interference between English and the language of the environment in their planning for junior secondary school students.

THE IMPLEMENTATION OF SOCIO-AFFECTIVE STRATEGIES IN IMPROVING INDONESIAN JUNIOR SECONDARY SCHOOL STUDENTS’ SPEAKING ABILITY

The study aimed at finding out: (1) whether the implementation of socio-affective strategies could improve Indonesian junior secondary school students’ English speaking ability; and (2) the students’ perceptions on the implementation of socio-affective strategies in teaching and learning English speaking skill. The study employed quantitative research method. Pre-experimental research design was used to assess the improvement of the students’ English speaking ability and questionnaire was used to find out the students’ perception on socio-affective strategies in English speaking classroom. Thirty three (33) seven grade students of Public Islamic Junior Secondary School (MTs. Negeri) Gowa Regency South Sulawesi Province were taken as samples of the study by using cluster random sampling technique. The pre-test and post-test results were collected from the students’ speaking assessment then analyzed by using IBM Statistic SPSS 20 Software. Questionnaire responses were classified into sub-themes and then analyzed using percentage. The study found: (1) the t-test value of English speaking ability was greater than t-table (16.476&gt;1.693). Therefore, the alternative hypothesis (H1) was accepted and null hypothesis (H0) was rejected. It can be concluded that there was significant improvement on students’ English speaking ability by implementing socio-affective strategies at the seventh grade students of MTs Negeri Gowa Regency; (2) the result of questionnaire analysis showed that the students had positive responses to the implementation of socio-affective strategies in speaking class with the range score of 130-142. In addition, the students believed that socio-affective strategies have benefit to their interest and behavior toward language learning, and improved their English speaking ability. &#x0D;