Junior Secondary School Research Articles

Determinants of Oral Hygiene Status among Adolescents in Jember, Indonesia

Background: Oral health problems affected 55.6% of adolescents aged 10-14 in Indonesia. This can be prevented by maintaining oral hygiene. Many physical and psychological changes happen in the adolescent phase, and more attention is needed to maintain oral hygiene. Oral hygiene is influenced by various factors, including demographic and socioeconomic factors. Objectives: This study aimed to determine factors associated with oral hygiene among adolescents in Jember, Indonesia. Method: There were 409 students from eight different junior secondary schools in Jember Regency as participants in this study. The sample was obtained using the cluster random sampling method. Data on oral hygiene as a dependent variable was collected through the OHI-S examination. Data on sex, school, ethnicity, mother and father education, father and mother employment, monthly income, and number of children as independent variables was gathered from questionnaires and students' data from the school database. First, a univariate Spearmen test was run for all independent variables (p<0.05). The significant variables were then analyzed using multiple regression to determine factors associated with oral hygiene (p<0.05). Results: The average OHI-S score was 2.53, which was categorized as moderate. Multivariate analysis results showed that females were more likely to have better OHIS-S scores than males (B=-0.716; p=0.000); ethnic Javanese were more likely to have better OHI-S scores than Maduranese (B=0.293; p=0.004); and middle-income students more likely have better OHI-S than low-income students (B=-0.307; p=0.003). Conclusion: It can be concluded from this study that adolescents' socioeconomic background is associated with their oral hygiene. This suggests the need to give more attention to a new model of oral health promotion programs targeting gender, ethnicity, and lower-income groups.

Alcohol use among in-school adolescents in Sierra Leone

ObjectiveTo examine the prevalence of alcohol use and its associated factors among in-school adolescents in Sierra Leone.DesignData for the study was sourced from the 2017 Sierra Leone Global School-Based Student...

Impact of Principals' Managerial Strategies on Universal Basic Education in Junior Secondary Schools in Kaduna North Senatorial Zone, Kaduna State

This study investigated the impact of principals' managerial strategies on Universal Basic Education in Junior Secondary Schools in Kaduna North Senatorial Zone, Kaduna State. The study was guided by two research objectives and questions, employing a descriptive survey research design. The population under consideration comprised 5,593 respondents, from which a random sample of 375 individuals was selected. Data collection was conducted through the utilization of a questionnaire. Analysis of the research questions was performed using mean and standard deviation. The study findings unveiled a significant impact of funding on the practical implementation of the Universal Basic Education (UBE) program in junior secondary schools within Kaduna North Senatorial Zone, Kaduna State, among other discoveries. Based on the study's findings, several recommendations were proposed, including fostering synergy between government bodies and school authorities to ensure enhanced funding and adequate instructional materials to effectively implement the UBE program in the Kaduna North Senatorial Zone, Kaduna State.

Effect of Information and Communication Technology (ICT) on Teacher Education in Dutse Local Government Area, Jigawa State of Nigeria

Teacher Education is very vital and essential for effective, effective, and functional education which needs to be improved Information and communication technologies (ICTs) are globally assumed it enhance teaching and learning processes. It is a survey research design conducted in Dutse, Jigawa State of Nigeria, questionnaire and interview schedules were used for data collection, and the data collected was analyzed using simple percentages and mean. The population of the study was comprised of six hundred and seventy-one (671) teachers in the thirty-seven (37) Government Junior Secondary Schools in Dutse Local Government Area of Jigawa State. Based on the proportional sampling technique, one hundred and eleven (111) teachers were selected from the thirty-seven (37) schools in the State that is three (3) teachers were randomly selected from the 37 Junior Secondary Schools to constitute the sample for the study. The study has five objectives translated into five research questions and five hypotheses. The hypotheses were tested at 95% degree of freedom and 0.05 level of significance, all the stated alternate hypotheses were accepted based on the critical values being greater than the calculated value. It was concluded that ICT has an association with teacher education in Dutse Jigawa State, it was recommended that government and policymakers should invest more in terms of integrating ICT into Teacher Education to sustain the benefits of ICT to teacher education.

Impact of Gender and School Location on Correlate of Political Education Knowledge in Civic Education and Attitude to Political Participation

This study looked into how students’ attitudes toward political engagement in Edo State and their knowledge of political education concepts in civic education were correlated with their gender and the location of their school. The need for a true and unadulterated democratic process, a solid education that fosters critical and analytical thinking, and responsible and effective citizen engagement became essential for both meaningful development and good governance. There were three hypotheses developed to direct the investigation. For this investigation, a descriptive survey design was used. Using the multi-stage sampling technique, 840 students were selected among 74,440 public Junior Secondary School I-III students in the Edo South Senatorial District. The Knowledge of Political Education Test, an achievement test, and the Students’ Attitude to Political Participation Likert scale, which was intended to gather data from respondents, were the two tools utilized in the study. For the hypotheses, data was gathered and analyzed using Pearson’s “r” at the 0.05 level of significance. The study’s conclusions showed a strong correlation between students’ attitudes on voting, voter registration drives, the rule of law, and the electoral process and political education. It also showed that there are no appreciable differences between gender and school location in terms of students’ attitudes toward political engagement and their understanding of political education concepts. The study recommends amongst others that Civic Education curriculum contents be enhanced to accommodate more of political education concepts. Keywords: Gender, School Location, Political Education Knowledge, Civil Education, Attitude, Political Participation

Relationship between Political Education Concepts in Civic Education on Students’ Knowledge and Attitude to Political Participation in Edo State

The study looked into how well-versed pupils were in civic education concepts and how they felt about participating in politics in Edo State. Due to Nigeria’s ongoing election irregularities and several other electoral transgressions, which give the appearance that civic education has not had a significant influence, the study became imperative. Six research questions were posed, four of which were hypothesized, to help direct the investigation. For this investigation, a descriptive survey design was used. Using the multi-stage sampling technique, 840 students were selected among 74,440 public Junior Secondary School I-III students in the Edo South Senatorial district. Two instruments were used for the study, an achievement test titled, ‘Knowledge of Political Education Test’ and a Likert scale designed to collect information from the respondents on, ’Students’ Attitude to Political Participation’. For research questions 1 and 2, data was gathered and analyzed using the mean and standard deviation. For hypotheses 1 through 4, Pearson’s “r” was used to determine significance at the 0.05 level. The study’s conclusions showed that pupils have a strong understanding of political education ideas and a favorable outlook on getting involved in politics. It also showed tha’ t“e”e is a strong correlation between students' attitudes toward voting, voter registration exercise, the rule of law, a’d “h” electoral process and political education. The study recommends amongst others that Civic Education curriculum contents be enhanced to accommodate more of political education concepts. Keywords: Political Education, Civic Education, Students’ Knowledge, Political Participation

Exploring the Integration of ChatGPT in Inquiry-based Learning: Teacher Perspectives

ChatGPT, an AI-powered service known for its effective delivery of information and solutions, has the potential to transform education, scientific problem-solving, and student learning. However, to fully harness its advantages, understanding the pedagogical approach needed is essential. This study explores teachers' awareness of ChatGPT and the inquiry-based learning (IBL) 5E model, examines ChatGPT's effective use within IBL, and investigates teachers' perceptions and experiences when integrating ChatGPT into the IBL framework. Employing an exploratory qualitative approach, this research gains insight into teachers' perspectives on ChatGPT's integration into IBL. The study involves two distinct focus groups comprising Junior Secondary School (JSS) and Senior Secondary School (SSS) science teachers in Nigeria. The findings highlight that while some teachers have actively integrated ChatGPT into the IBL 5E model and are already experiencing its benefits, others are at varying stages of awareness and adoption. The interest and curiosity expressed by some teachers suggest a potential for broader adoption as educators become more familiar with ChatGPT's capabilities within the context of IBL. This aligns with the idea that technology integration often involves a phased approach, with early adopters paving the way for broader usage.

Effect of PowerPoint Instructional Package on Secondary School Students’ Academic Achievement in Social Studies in Njikoka LGA, Anambra State, Nigeria

Objective: Over the years, there has been a decline in academic achievement in social studies among students, both in external and internal examinations. This decline may be attributed to the continued reliance of social studies teachers on conventional teaching methods. Therefore, this study aimed to investigate the impact of PowerPoint Instructional Package (PIP) on the academic achievement of secondary school students in social studies in Njikoka Local Government Area (LGA), Anambra State, Nigeria. Methods: The study utilized a quasi-experimental design with a 2×2 factorial design. The sample consisted of 81 Junior Secondary School two students, including 42 males and 39 females, who were studying social studies in Njikoka LGA. A co-educational school was selected for the study, and intact classes were used. The data collection instrument, social studies Achievement Test, was validated by three experts, and its reliability coefficient was established as 0.78 using the Kuder-Richardson 20 method. Data analysis involved calculating means and conducting an Analysis of Covariance. Results: The result revealed a significant difference on the mean achievement scores of students taught social studies using PIP and those taught using conventional teaching favoring PowerPoint (PPT) group. Gender had no significant effect in the achievement of students in social studies, indicating that the use of PPT is gender-friendly. Additionally, there was a significant interaction effect between teaching method and gender on students’ achievement. Conclusion: The use of PIP had a positive impact on students’ achievement in social studies. As a recommendation, it is suggested that secondary school administratorsorganize seminars and workshops to train social studies teachers in the effective use of PIP for instructional delivery.

Alumni association’s participation in plant maintenance for effective implementation of universal basic education (UBE) programme in Kogi state

PurposeThe level of deterioration of educational facilities, such as leaking classroom roofs, inadequate good seats, obsolete offices, broken shutters and doors, outdated school buildings, power plants and office equipment like ICT media, laboratories, offices and workshops, despite the involvement of Alumni association in the maintenance of educational facilities for the effective actualization of school objectives was a worrisome nightmare in Kogi state. This, therefore, prompted the researchers to explore the Alumni’s participation in plant maintenance for effective implementation of the universal basic education (UBE) programme in public junior secondary schools in Kogi state. The purpose of this study was guided by the research question which stated that to what extent does the Alumni Association participate in plant maintenance for effective implementation of the UBE programme in public junior secondary schools in Kogi state?Design/methodology/approachA quantitative research approach using a descriptive survey was adopted for the study. The sample was drawn using a proportionate stratified sampling technique comprising 387 participants which consisted of 191 (49%) urban junior secondary school principals and 196 (51%) rural principals in selected UBE junior secondary schools. Alumni’s Participation in Plant Maintenance Questionnaire was used as an instrument for data collection. The data were analysed with the aid of mean and standard deviation for the research question and z-test statistics at 0.05 level of significance and the value of z-crit. of 1.96 was used to determine the rejection or otherwise of the hypotheses.FindingsThe descriptive analysis revealed that the average mean set of 2.64 pointed to the fact that the respondents averagely agreed that there was a high extent to which Alumni participate in plant maintenance in urban than rural areas for effective implementation of the UBE programme in public junior secondary schools in Kogi state. This indicates that Alumni contribute to the management of UBE schools in Kogi state, especially in the areas of funding, infrastructural facilities, discipline, politics and quality control. This finding also shows that the contributions of the alumni to educational institutions are still unclear if they have made contributions to education in some areas and none in other areas making their relevance to plant maintenance unclear.Research limitations/implicationsIn terms of practical implications, the study has contributed to knowledge in that it is the first of this form of a study carried out in Kogi state, and as such the findings of the research will make contributions to the physique of information on plant maintenance for the profitable implementation of the UBE programme in Kogi state. Besides, the degree of plant preservation for the implementation of the UBE programme among applicable stakeholders in Kogi state is nevertheless at a low extent.Originality/valueResearchers have conducted studies that show how non-state Alumni members contribute to the administration of education across different states. Some of these studies revealed that Alumni members have assisted schools in the provision of teaching and learning materials at the senior secondary or tertiary education level. There are no sufficient studies to show how these Alumni members have contributed to the implementation of the free education programme, especially in public junior secondary schools in Kogi state and this is the gap this study intends to fill.

The Impact of Educational Innovation on Teachers’ Pedagogical Practices: The Case of the ORELT Project in Kenya

This paper reports the findings of a pilot project, Open Resources for English Language Teaching (ORELT), that aimed to introduce open resources for teaching English in Kenyan junior secondary schools alongside the traditional textbooks that until now have been the only teaching resources available to teachers and learners. The ORELT materials, which consisted of open content in the form of DVDs, books, and online content were developed by the Commonwealth of Learning (CoL), Canada, for use throughout the Commonwealth of Nations. Before the rollout of these materials, English teachers from selected schools were enlisted for an in-service workshop where they were trained on the materials and the concept of open resources, and were given a hands-on familiarisation with the resources. Two ORELT workshops were conducted for four days each between 18–21 March 2013, and 6–9 May 2013 at the Kenyatta University Conference Centre (KUCC). Participants of the first workshop were drawn from secondary schools within the urban and peri-urban areas of Nairobi. Participants for the second workshop were drawn from rural schools. This article views the introduction of these open resources in Kenyan schools as an educational innovation and investigates the effects of such an innovation on teachers’ pedagogical practice. The study found that this innovation had a generally positive impact on the teachers’ pedagogical practice in terms of their pedagogical content knowledge and skills, teaching methodology, and professional growth.

Verification of Dichotomous Scored Junior Secondary Schools Certificate Examination in Mathematics Achievement Test Using Classical Test Theory

In educational assessment there are two major frameworks by which items contained in a test can be examined. These are classical test theory and item response theory. In this study, the author prove the applicability of the classical test theory to the assessment of the quality of multiple- choice junior secondary mathematics test items. Fifty multiple –choice general mathematics test items were administered to four hundred (400) students randomly selected from twenty (20) Junior Secondary schools three (JSS III) students. Ten (10) schools each were purposively selected from private and public schools in Ado local government area of Ekiti state, Nigeria. Three general questions were generated and answered, while two hypotheses were formulated and tested using t-test statistic at 0.05 level significant. Results showed that, out of the 50 items in the test on the basis of difficulty parameter, five (5) items (10%) failed to meet the set criteria for item qualify while on the basis of item discriminating index five items were of poor quality. However, 45 items based on the established standards were considered ‘good’ items. Finally on the basic of performance, there was no significant differences between students in private and public schools, and also between male and female students from the twenty schools considered for this study which led to the upholding of the two hypotheses formulated for the study at p < 0.0.5. It is recommended that, general mathematics papers, that are to be used to examine students’ learning outcomes in Junior School Certificate Examination should be properly validated.

Education for Sustainable Development: Encapsulating Government Efforts towards Implementation of Sustainable Development Goals in the Context of Junior Secondary Schools in Kenya

Education for Sustainable Development: Encapsulating Government Efforts towards Implementation of Sustainable Development Goals in the Context of Junior Secondary Schools in Kenya

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.

Which comes first? Modeling longitudinal associations among self-efficacy, motivation, and academic achievement

Past studies have predominantly focused on how self-efficacy and motivation facilitate academic achievement. However, the opposite might also hold with higher academic achievement catalyzing greater self-efficacy and motivation. This study aimed to uncover the reciprocal relationships among self-efficacy, motivation, and academic achievement. A total of 483 Chinese English as a foreign language (EFL) learners from junior secondary schools participated in our study. Surveys and tests were administered at three different time points over one semester. We adopted a cross-lagged analysis to analyze the data. Meanwhile, a series of multigroup analyses were conducted to explore whether their relationship was invariant across gender and socioeconomic status groups. Results showed that: (1) higher self-efficacy, autonomous motivation, and controlled motivation led to better academic achievement, (2) better academic achievement in turn catalyzed higher levels of self-efficacy and autonomous motivation but not controlled motivation; (3) these reciprocal effects held regardless of gender or socioeconomic status. The findings depict the dynamic interplay between self-efficacy, motivation, and academic achievement. Theoretical and pedagogical implications are discussed.

CHALLENGES IN FORMATIVE ASSESSMENT IMPLEMENTATION FOR ENGLISH LANGUAGE INSTRUCTION

We investigated how the Covid-19 pandemic affected formative assessment in English subjects in Indonesian junior and senior secondary schools in this study. Teachers' perceptions of their formative assessment practices at Indonesian schools is the main object of the study. This study studied formative assessment in English teaching in Indonesia in emergency remote teaching. Data was collected using open-ended questionnaires, which were then distributed via the WhatsApp group to 82 English teachers across the country. The respondents were English teachers from various Indonesian junior and secondary schools. This research was divided into four sections: (1) technique, (2) integrity, (3) media used, and (4) challenges. In this study, the majority of teachers believed that face-to-face instruction could provide better formative assessment than online learning. They could use more techniques, be more confident in the outcome, have more media, and face fewer challenges. Because of a lack of infrastructure and media, including internet access, in Indonesia, assessment practises during online learning had deteriorated. The findings suggested that the participating teachers found formative assessment via online learning to be distressing.

Influence of Social Media Usage on Science Students’ Academic Achievement and Behaviour in Two School-Types in Nigeria

Students’ achievements and behavior have continued to dwindle over the years and are getting worse in Nigeria with advancements in technology. Both Public and Private school students who have access to Android phones for social networking are spending less time studying after school. This paper was carried out to find out how the time spent on social media can influence the basic science achievement and behavior of secondary school students from two school types. The study sample consisted of 180 junior secondary schools three students of Delta State public and private schools who had access to an Android phone for social media activities after school. Four research hypotheses guided this study. The research instruments used were the social media time questionnaire (SMTQ) with a reliability coefficient of 0.66 and the 2020/2021 academic session results of the students. Access to their results made it possible to compare their basic science and behavioral achievements. The data contained no significant outliers (p=0.054 Kolmogorov-Smirnov- normality test). Data analysis was done using descriptive, t-test, and 2-way ANOVA statistics. Results showed differences in Basic science achievement in favor of private schools and differences in behavior assessment in favor of public schools but the differences were not significant (p= 0.242; p= 0.656). No significant interactions were found between social media usage time and school type on students’ behavior [p=0.470] and basic science achievement [p= 0.549]. Major recommendations are the emphasis on a reduction in social media usage times irrespective of the school type and an increase in study times.

Exploring Classroom Environment as a Predominant Factor Affecting Students' Academic Performance in Lagos State Junior Secondary Schools, Nigeria

This study was conducted to investigate the classroom environment as a predominant factor affecting students' academic performance in Lagos State junior secondary schools, Nigeria. A sample size of 250 students was drawn using both purposive and simple random sampling techniques. The instruments used for data collection were a questionnaire titled “Classroom Environment Questionnaire and tagged (CEQ),” whose reliability coefficient was found to be 0.85, and an achievement test to measure the students’ academic performance. Findings from the study revealed that there is a significant relationship between class size and students' academic performance in public junior secondary schools (r =.829), a significant relationship exists between instructional material usage and students' academic performance in public junior secondary schools (r =.745), a significant relationship exists between school climate and students' academic performance in public junior secondary schools (r =.775), and a significant relationship exists between classroom organization and students' academic performance in public junior secondary schools in Lagos State (r =.925). It was recommended that to ensure efficient service delivery, or the teaching-learning process, the government, through the Education Districts, pledge to supply junior secondary schools with economically improved and pertinent instructional resources, as this would enhance students’ academic performance in schools.

Exploring Classroom Environment as a Predominant Factor Affecting Students' Academic Performance in Lagos State Junior Secondary Schools, Nigeria

This study was conducted to investigate the classroom environment as a predominant factor affecting students' academic performance in Lagos State junior secondary schools, Nigeria. A sample size of 250 students was drawn using both purposive and simple random sampling techniques. The instruments used for data collection were a questionnaire titled “Classroom Environment Questionnaire and tagged (CEQ),” whose reliability coefficient was found to be 0.85, and an achievement test to measure the students’ academic performance. Findings from the study revealed that there is a significant relationship between class size and students' academic performance in public junior secondary schools (r =.829), a significant relationship exists between instructional material usage and students' academic performance in public junior secondary schools (r =.745), a significant relationship exists between school climate and students' academic performance in public junior secondary schools (r =.775), and a significant relationship exists between classroom organization and students' academic performance in public junior secondary schools in Lagos State (r =.925). It was recommended that to ensure efficient service delivery, or the teaching-learning process, the government, through the Education Districts, pledge to supply junior secondary schools with economically improved and pertinent instructional resources, as this would enhance students’ academic performance in schools.

The roots of demotivation in studying English: Sociocultural values among students in a rural area

This confessional ethnographic study strives to reveal the sociocultural values that are suspected as trigger factors of students’ demotivation in studying English. The study was conducted in a junior secondary school in the Miendogunu Village, Buton, Sulawesi, one of the rural areas in Indonesia. There were 32 participants in this study (21 students, nine parents, an English teacher, and the school principal). This research relied on data gathered through in-depth interviews and observation. The data analysis covered taxonomic analysis, componential analysis, and thematic analysis, specifically aimed at discerning inter-domain connections and how those connections relate to the larger cultural landscape. The results revealed three interrelated themes, namely: ethnocentric stereotype (the tendency to look down on English because it is a foreign culture), the skeptical view (doubt toward the worth of English), and slow living lifestyle (a lifestyle that encourages a slower approach to aspects of everyday life). These three sociocultural values are investigated as the trigger factors that have turned the EFL students’ halfhearted toward English. A complementary strategy focused on changing students’ mindsets is needed; they need to be aware that English, nowadays, is the language of technology and has become an added and preferable qualification for employability. To a certain degree, it is important to impart awareness to the villagers regarding the significance of preserving their indigenous culture. However, a cautious approach is necessary, as isolating themselves entirely from external cultural influences may be deemed an unwise course of action.

NAVIGATING CHALLENGES IN ARABIC PEDAGOGY: INTERROGATING THE ROLE OF SCIENCE AND TECHNOLOGY

Arabic plays a crucial role on the global stage, being deemed indispensable. Within the United Nations, three languages are officially recognised: Arabic, French, and English. However, unlike its counterparts, Arabic receives limited support from the Nigerian government. Despite being a subject offered at both Junior and Senior Secondary School levels, the approach to teaching Arabic needs enhancement to captivate and stimulate the learners' interest. This study delves into the traditional methods employed by Arabic teachers in the past, which have inadvertently discouraged students from selecting Arabic for their professional development. The paper explores how incorporating science and technology can serve as a remedy to make Arabic more appealing and interesting to students. Furthermore, the introduction of new ideas, innovations, techniques, and scientific and technological instructional materials is considered to be a potential solution for effective teaching and learning of Arabic literature