Mean Achievement Scores Of Students Research Articles

Effect of Computer Assisted Instruction on Mathematics achievement among Secondary School Students in Delta State, Nigeria

The study investigated the effect of computer assisted instruction in Mathematics achievement among secondary school students in Delta State. Two research questions were raised and two hypotheses were tested at 0.05 level of significance. The study adopted the pre-test, post-test, non-randomized control group design and the population of the study comprised of 1337 senior secondary school students in Aniocha South Local Government Area Delta State. Purposive sampling technique was used to select two public and two private schools to give a sample size of 141 students. The research instrument was the Mathematics Achievement Test (MAT). The. Kuder-Richardson Formula- 20 yielded a reliability coefficient of 0.80. Data were analyzed using mean, standard deviation, t-test and ANCOVA statistics. The study revealed, that there was a significant difference between the mean achievement scores of students taught mathematics with computer Assisted Instruction (CAI) method and those taught using the lecture method. A significant difference was found in the mean scores of Mathematics students taught with computer assisted instruction based on their gender. It was concluded that computer assisted instruction method is an effective method for improving students’ mathematics achievement in secondary school students in Aniocha South Local Government Area of Delta State. It is therefore recommended that computer assisted instruction should be applied in the teaching of Mathematics in senior secondary schools in Delta State to improve academic achievements. Keywords: Mathematics Academic Achievement, Computer Assisted Instruction, Academic Abilities, High Academic Ability, Low Academic Ability

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.

Effects of Computer-Based Test (CBT) and Paper-And-Pencil Test (PPT) on Academic Achievement and Test Anxiety of Tertiary Institution Students in Educational Research in Delta State

This study examined effects of Computer-Based Test (CBT) and Paper and Pencil Test (PPT) on academic performance and test anxiety of tertiary institution students in educational research in Delta State. Six research questions guided this study. Eight null hypotheses were formulated and tested at .05 level of significance. The study utilized pretest-posttest non-randomized control group design involving experimental and control groups. The population of this study comprised final year students who offered Educational research in all tertiary institutions in Delta State. The sample consisted 113 final year students who offered Educational research in tertiary institution in Delta State. Educational Research Achievement Test (ERAT) and Test Anxiety Inventory (TAI) were used as instruments for data collection. The instrument were validated by experts in Educational Measurement and Evaluation. The reliability coefficient of ERAT was 0.86. Mean statistics was used to analyze the research questions while analysis of covariance was used to test the null hypotheses at .05 level of significance. The findings revealed among others that the mean achievement scores of students exposed to PPT is higher than those exposed to CBT and the difference in their mean achievement scores was significant. The mean achievement scores of male students exposed to CBT is slightly higher than that of female students exposed to CBT but the difference in their mean achievement scores was not significant. Students exposed to PPT were more test anxious than those exposed to CBT yet the difference in their mean test anxiety scores was not significant. The interaction effect between gender and test mode with respect to either achievement or test anxiety was not significant. Based on the findings, the study recommended among others that tertiary institutions authorities and other stake holders in education should adopt both CBT and PPT as forms of students’ assessment in various tertiary institutions’ examinations. The government should provide tertiary institutions in the country with adequate computers and internet facilities to make students have enough CBT practical sessions.

The Effect of Flipped Instructional Model on Business Education Students’ Interest and Achievement in Word Processing

The study investigated the effect of the flipped instructional model (FIM) on business education students’ interest and achievement in Word Processing. The research design used in the study was the quasi-experimental design which required no randomization as the groups (treatment and control) were used intact. The population of the study comprised 117 final year business education students offering Word Processing from seven public Universities in South East, Nigeria. Four Universities were selected through the purposive sampling technique. The selected schools were further subjected to a simple random sampling technique to assign them into groups of two schools each. One group was selected as the treatment and the other as the control group. The treatment group comprised 33 male and female students and the control group comprised 35 male and female students, making the total sample size 68 business education students offering Word Processing as a course. Data were collected with the aid of two instruments, the Word Processing Achievement Test (WPAT) and the Word Processing Interest Inventory (WPII). Kuder-Richardson Estimate (K-R 20) was used in testing WPAT and it yielded a reliability index of 0.97, while Cronbach alpha of 0.72 was obtained from the reliability testing of WPII. Two research questions and two null hypotheses were developed to guide the study. Research questions were answered using mean and standard deviation while hypotheses were tested at an alpha level of 0.05 using ANCOVA. The results revealed that flipped instructional model was more effective than the conventional instructional model in enhancing students’ interest and achievement in Word Processing. Again, there is a significant difference in the mean interest scores and in the mean achievement scores of students taught word processing using FIM compared to those taught using the conventional model.

Effect of Audio-Visual Technology on Students Academic Achievement and Interest in Electrical Installation and Maintenance Works in Technical Colleges in Anambra State

This study was conducted to determine the effect of audio-visual technology on students’ academic achievement and interest in electrical installation and maintenance works in Technical Colleges in Anambra State. The design of the study was quasi-experimental design involving pretest, posttest non-randomized control groups. The study was carried out in technical colleges in Anambra State. The population of the study was 316 (150 males and 166 females) students purposively sampled from two technical colleges that have male and female students in the state. The instrument for data collection was electrical installation and maintenance works achievement test (EIMWAIT) and interest scale adapted by the researchers from the NABTEB past questions between 2010 and 2020. Due to the fact that the instrument was standardized (past examination questions), no further validation was made. Reliability of the instrument was determined using Kuder-Richardson Formula 21 with a reliability coefficient of 0.77 was obtained. Data collected were analyzed using mean scores to answer the research questions and Analysis of Covariance (ANCOVA) to test the null hypotheses at 0.05 level of significance and appropriate degree of freedom. The study revealed among others that students in experimental group achieved higher than those in control group. There is a significant difference in the mean achievement scores of students taught electrical installation and maintenance works with audio-visual technology as compared to those taught with conventional method. Thus, it was recommended that there should be a regulatory policy to encourage absorbance of female students into electrical installation and maintenance works trade.

Improving Students Skill in Writing Descriptive Text by Using Think-Talk-Write and Clustering Techniques

The research was aimed at investigating: 1) To find out the students’ achievement in their descriptive text writing using Think-Talk-Write and Clustering Technique. 2) To find out the students’ interest in the implementation of the Think-Talk-Write and Clustering Technique in writing descriptive text. This study was a quasi-experimental research with two groups. The population of this research was the 4th and 6th semester of the English Department in the Faculty of Teacher Training and Education at Iqra Buru University. Directed took cluster random as the sample. As a result, the 22 students were selected as the experimental group and the 20 students as the control group. The data were obtained from the pretest and posttest. Then, the data were analyzed by using an independent sample t-test. The mean achievement scores of the experimental group were 64.68 bigger than the mean achievement scores of the control group was 53.05. In the pretest, the t-test for Equality of Means in the Sig. (2-tailed) was bigger than Sig. (2-tailed) in the posttest. Because The result of this research revealed that the mean achievement scores of the students in the experimental group are greater than the mean achievement scores of the students in the control group. So, there was a significant difference in correlation between the mean achievement scores of students taught using Think-Talk-Write and using the clustering technique. This suggests that the Think-Talk-Write technique facilitates the students to improve their writing achievement.

Comparative Effectiveness of Inductive and Deductive Teaching of Indices in Secondary Schools in Bamenda Municipality-Cameroon

The purpose of the study was to compare the mean achievement scores of students taught indices using the inductive and the deductive methods and to ascertain which of these two methods could minimise gender inequality in the learning of indices. The study adopted the quasi-experimental research design where two Form Three intact classes were sampled using both the purposive and the simple random sampling techniques. A pre-test and a post-test were administered to the two intact classes to determine their cognitive levels before and after the experiment respectively. Two equivalent forms of a Mathematics Achievement Test (MAT) in indices were used to achieve this purpose. The findings of the study revealed that students taught indices using the inductive method performed significantly better than those taught using the deductive teaching method. The findings also showed that female students performed better than their male counterparts when taught indices using the inductive teaching method, while the male students performed better than their female counterparts when taught indices using the deductive teaching method. It was recommended that mathematics teachers in Bamenda municipality should adopt the inductive method in teaching indices. Seminars could be organised to build their capacities in relation to the use of this teaching method. Lastly, if education stakeholders in Bamenda municipality are interested in maintaining gender equality in the learning of mathematics and specifically in the learning of indices, then the inductive teaching method is strongly recommended.

Effect of assessment for learning method on students’ academic achievement in carpentry and joinery in technical colleges

The problem of the study. The conventional assessment methods used in evaluating the academic achievement of students have been saddled with deficiencies. Research methods. This study examined the effect of assessment for learning method on students’ academic achievement in carpentry and joinery works in technical colleges in Edo and Delta States, Nigeria using quasi-experimental research design. The population for this study comprised of 430 students and the sample size was 68 vocational II carpentry and joinery students from two intact classes randomly drawn from the 12 technical colleges in Edo and Delta States. The instrument used for data collection was Carpentry and Joinery Works Achievement Test (CJWAT) developed by the researcher from NBTE curriculum. The instrument was tested by three experts. The reliability of CJWAT was calculated using Kuder Richardson formulae 21 (KR-21) and a reliability coefficient of .78 was achieved. Mean and standard deviation were used to address study questions whereas one-way and two-way Covariance Analysis (ANCOVA) were used to evaluate hypotheses at a .05 level of significance. Results. The study's findings revealed that the learning method assessment (9.43) had a higher achievement score than the traditional method of assessment (5.25), indicating that the learning method assessment had a greater impact on student achievement in carpentry and carpentry than the traditional method of assessment. One-way ANCOVA result, F(1,77) = 56.75, p = .000 indicates a significant difference between the two assessment methods with regards to students’ achievement in carpentry and joinery trade. Female students (9.34) find the Assessment for Learning Method to be marginally more effective than male students (9.30). On the other hand, the Two-way ANCOVA result, F(1,75) = 1.83, p = .180 shows no significant difference between the academic achievement scores in carpentry and joinery trade of the students’ based on gender. It is therefore concluded that there is a significant difference between the mean achievement scores of students assessed with Assessment for Learning method and those assesses with the conventional assessment method in favour of assessment for learning method and no significant difference between the mean achievement scores of male and female students assessed with assessment for learning method at post-test. Conclusion. It was proposed, among other items, that the government and all stakeholders organize and fund seminars, conferences and workshops for technical teachers on a regular basis to attend and learn how to adopt assessment for learning method in educational institutions through the application of rubrics and portfolios.

BALANCING GENDER ACHIEVEMENT AND KNOWLEDGE RETENTION IN MATHEMATICS USING COMPUTER ANIMATION INSTRUCTIONAL PACKAGE (CAIP)

The study was carried out to investigate the effectiveness of Computer Animation Instructional Package on balancing gender achievement and knowledge retention in mathematics in secondary schools. The study was a quasi-experimental type adopting the pre-test, posttest non-equivalent control design type. The population of the study comprised of all senior secondary 1(SS1) students of Government owned secondary schools in Owerri North Local Government Area of Imo State. The sample for the study was 225 students from two purposively selected secondary schools consisting of 127 females and 98 males. The instrument for data collection was a researcher made 30-item objective test questions titled “Mathematics achievement Test (MAT)”. It had reliability coefficient of 0.91 determined using Kuder-Richardson (KR21.). The experiment group was taught Surface area and volume of solids using Computer Animation Instructional Package (CAIP) while, the control group was taught the same concept using traditional approach. The data generated was analyzed using mean and standard deviation to answer research questions while the hypotheses were tested at 0.05 level of significance using Analysis of Covariance (ANCOVA). The result of the study revealed that Computer Animation Instructional Package (CAIP) reduced gender disparity associated with mathematics achievement as there was no significant difference between the mean achievement scores of male and female students taught mathematics using Computer Animation Instructional Package (CAIP). Also there was no significant difference between the posttest and delayed posttest mean achievement scores of students taught mathematics using Computer Animation Instructional Package(CAIP). Based on the result it was recommended that, Mathematics teachers should use Computer Animation Instructional Package (CAIP) to teach mathematics as to reduce gender disparity in mathematics achievement and enhance knowledge retention in secondary schools.

Effect of Differentiated Instruction on Students’ Achievement in Geometry

This study determined the effect of differentiated instruction on students’ achievement in geometry. Two research questions and two hypotheses tested at 0.05 alpha levels guided the study. The study employed pre-test post-test quasi-experimental research design. The population of the study consisted of 1603 Senior Secondary two (SSII) students in Onitsha North Local Government of Anambra State and a sample of 224 SSII students were randomly selected from two co-education secondary schools from the population. Geometry Achievement Test (GAT) which contained 30 items was face and content validated by three experts. Reliability of the instrument was estimated at 0.78 using split-half reliability method. Research questions were answered using mean and standard deviation, while the hypotheses were tested using z-test and t -test at 5% level of significance. The findings of the study showed that students that were taught geometry with differentiated instruction achieved better than those taught with conventional method. Both male and female students achieved high in geometry with the use of differentiated instruction. There is a statistically significant difference between the mean achievement scores of students taught geometry with differentiated instruction and those taught with conventional method. Again, there is no statistically significant difference between the mean achievement scores of male and female students taught geometry with differentiated instruction. It was recommended among others that Mathematics teachers and educators should adopt the use of differentiated instruction while teaching and learning mathematics. Also curriculum developers should incorporate the use of differentiated instruction in the mathematics curriculum.

Effect of Multiple Intelligences Instructional Strategy on Achievement and Retention in Mole Concept Among Chemistry Students in Abuja, Nigeria

This study examined the Effect of Multiple Intelligences Instructional Strategy (MIIS) on Achievement and Retention in Mole Concept among Chemistry Students in Abuja, Nigeria. Quasi experimental, pre-test, post-test, and post post-test control group design was adopted for this study. Two research questions guided the study and two hypotheses were tested at 0.05 level of significance. The population of the study was senior secondary school chemistry students in Abuja, Nigeria. The sample for the study was two co-educational schools. One served as the experimental group and the other served as the control group. Mole Concept Achievement Test (MCAT) (KR-21 = 0.70) was used for data collection. Descriptive statistics of mean and standard deviation was used to answer the research question, while null hypotheses were tested using ANCOVA at 0.05 level of significance. The result of the study reveals that, there was significant difference between the mean achievement scores of students taught the mole concept using multiple intelligences instructional strategy (MIIS) and those taught using lecture method. There was a significant difference between the mean retention scores of chemistry students taught the mole concept using MIIS and conventional method. Based on the findings of this study, the following recommendations have been made; there is a need for curriculum developers to develop appropriate curriculum that will make provision for the teacher to adopt various activities that will appeal to each students’ learning style or intelligence to enable them learn effectively

Investigating the Effect of Mobile Apps on Student’s Motivation and Achievement in Motor Vehicle Mechanic Work

Purpose: The study was carried out to investigate the effect of mobile apps on students’ achievement in petrol engine maintenance work in technical colleges in Enugu State, Nigeria. Approach/Methodology/Design: The study adopted quasi-experimental design and was carried out in Enugu State, Nigeria. The population for the study was 170 NTC II students. The sample size for the study was 40 motor vehicle mechanics work NTC II students who have any mobile technologies (Smart phones) participated in the experimental group and were selected using purposive sampling technique. The instrument for data collection was motor vehicle mechanic work achievement test (MWMWAT). The data collected were analyzed using mean, to answer the research questions while ANCOVA was used to test the hypothesis. Three research questions were answered, while one null hypothesis formulated were tested at 0.05 level of significance. Findings: The study revealed that students taught petrol vehicle maintenance works with mobile apps had a higher mean achievement score than those students taught using conventional teaching aids in the achievement test. There was a significant difference between the mean achievement scores of students taught with mobile apps and those taught with conventional teaching aids in motor vehicle mechanics work trade. Practical Implications: The study will contribute positively to the understanding of using mobile apps to increase students’ motivation and academic achievement. Originality/value: This study innovates in examining the use of mobile apps by motor vehicle mechanic work teachers in improving the motivation and academic achievement of students.

Effects of Kumo Teaching Strategy on Students’ Achievement in Electrical/Electronics in Technical Colleges in Niger State

The study investigated the effects of kumon teaching strategy methods on students’ achievement in electrical/electronic in technical colleges in Niger State. The study adopted a pretest-posttest quasi-experimental design with non-equivalent control group. The sample for the study consisted of 122 technical college III electrical/electronic students. Purposive sampling was used to select four schools in Minna education zone. The instrument used for the study is the Electrical/Electronic Achievement Test (EAT) designed by the researcher. Section A of the instrument contained 20 multiple-choice items, section B contained 2 essay questions all for the measurement of students’ achievement in electrical/electronic. Four research questions and four hypotheses were formulated to guide the study. The hypotheses were tested at 0.05 level of significance. The data collected were analyzed using mean and standard deviation and ANCOVA statistical tools. The results showed that ability level of students significantly influence achievement in electrical/electronic. The high ability students outperformed their medium and low ability students. Gender was not a significant factor. The interaction effect of gender and method was not statistically significant. There was a significant difference in the mean achievement scores of students taught electrical/electronic using problem-solving and those taught using discussion teaching methods. Finally it was recommended that teachers of electrical/electronic should adopt the use of kumon teaching strategy. This will go a long way in improving problem-solving skills of students no matter their ability level.

Effect of Brainstorming strategy on Senior Secondary School Students’ Academic Achievement in Chemistry in Rivers State, Nigeria

The paradigm shift of modern teaching and learning of Chemistry tilt towards activity oriented strategies that focus on creative thinking and team work to build new ideas. Hence, the main purpose of this study was to determine the effect of brainstorming strategy on senior secondary school student’s academic achievement in chemistry. This study adopted quasi experimental research design. A sample of (200) SS2 Chemistry students who were obtained by simple random sampling by balloting participated in the study. The data collected were analyzed by using mean and standard deviation to answer the research questions while Analysis of co-variance (ANCOVA) was used for testing the hypotheses at 05 level of significance. The study found that brainstorming had significant effect P < .05 on students mean achievement score in Chemistry. There was significant difference between the mean achievement scores of students exposed to brainstorming strategy in Chemistry P < .05 and those of lecture method in favor of brainstorming strategy. Gender does not have significant effect P > .05 on students taught Chemistry by use of brainstorming strategy. Hence, it becomes necessary for chemistry teachers to use brainstorming strategy in order to boost the academic achievement of students in chemistry.

Effects of Mastery-Based Learning Approach on Pre-service Mathematics Teachers’ Geometry Performance in Volta Region Colleges of Education, Ghana

This study investigated the effect of mastery-based learning approach on pre-service mathematics teachers’ performance in geometry in Volta Region Colleges of Education, Ghana. Two research questions and two hypotheses, evaluated at the level of.05 alpha, guided the analysis. The study had adopted a quasi-experimental approach for testing. Two colleges were sampled on purpose. Participated in this study was a group of 87 first years of the four year bachelor of education pre-service mathematics teachers program. Data was collected for the research before and after the treatment using multiple choice test items. The validated instrument had a reliability of 0.80. Data analysis was carried out using descriptive statistics (mean and standard deviation) and Covariance Analysis (ANCOVA). The study found that the use of mastery-based learning approach had a positive effect on the learning achievement of pre-service teachers as compared with the traditional method of teaching geometry and there was a slightly higher mean achievement scores in favor of the male. There was a significant disparity between the mean achievement scores of students exposed to mastery-based learning approach and traditional approach of teaching elementary geometry, both pre- and post-test. Also, the achievement score of male and female pre-service teachers taught using mastery-based learning methodology was not significantly different. The study recommended among others the adoption of mastery-based learning approach in teaching geometry, since it has proven to aid improved pre-service teachers’ learning achievement in geometry.

Enhancing Voter Education Knowledge of Adolescents Through Social Interaction Instructional Models

The study determined the effects of group investigation and jurisprudential inquiry of social interaction instructional models on adolescents’ knowledge of voter education related contents in senior secondary school Government curriculum. The ultimate aim was to curb voter apathy among young citizens. The design was Quasi-experimental non-equivalent pre-test, post-test control group design. The sample for the study consisted of 165 SS II students drawn from public secondary schools in Nsukka Local Government Area of Enugu state Nigeria. Using a multi-stage sampling technique, the intact classes from the schools were assigned to the two experimental groups. Data collected using Multiple Choice Government Achievement Test (MCGAT) were analyzed employing mean and standard deviation for the research questions and ANCOVA for testing the hypothesis at P < 0.05 level of significance. The findings showed that group investigation and jurisprudential inquiry models enhanced students’ acquisition of knowledge in voter education related contents; although group investigation seemed more efficacious. There was also a statistical difference in the mean achievement scores of students with group investigation performing significantly better. These findings were exhaustively discussed with the far-reaching recommendations on how to improve voter education knowledge and potentials of young ones as future adult citizens.

Effects of Two Peer Instructional Strategies on Secondary School Students’ Achievement in Science

This research titled Effects of two peer instructional strategies on secondary school students’ achievement in science was aimed at determining the relative effects of the Jigsaw and Peer Tutoring instructional strategies on secondary school students’ achievement in science. Three research questions and three null hypotheses at 0.05 level of significance guided the study. Quasi-experimental design was adopted. The population of the study comprised all SS 2 science students in Abakaliki Education Zone of Ebonyi State Nigeria. The sample for the study was 202 science student. A 30-item instrument, Science Achievement Test was used for data collection. The instrument was face validated and the reliability coefficient tests gave 0.83 and 0.95 using Product Moment Correlation and KR-20 respectively. Permanent teachers of the sample classes taught chemical equilibrium and administered the pretest and posttest. Mean and standard deviation were used to answer the research questions. ANCOVA was used to test HO1 while t-test was used to test HO2 and HO3. The findings include that secondary school students taught science using Jigsaw instructional strategy had higher achievement mean score than students taught using the Peer Tutoring strategy, male students in the jigsaw group achieved higher than male students in peer tutoring group, female students taught science using the Jigsaw IV instructional strategy had significantly higher achievement mean score than female students taught using the Peer Tutoring instructional strategy and there was significant difference between the mean achievement scores of students taught science using Jigsaw instructional strategy and those taught using Peer Tutoring. The findings implied that jigsaw instructional strategy yields greater achievement. It was recommended among others that science teachers should make use of the Jigsaw instructional strategy to enhance students’ achievement in science.

Effects of Computer Assisted Instruction on Computer Science Students’ Achievement and Performance Using Qbasic Web-Quest Package in A Nigerian Secondary School

The purpose of this study was to explore the effect of Web-Quest package as an instructional tool on the academic achievement of senior secondary school students learning QBASIC programming language. The study adopted a pretest-posttest quasi-experimental design involving 80 students of senior school II computer science students. The independent variable was Web-Quest instruction package on one level (lecture method) as the control group. Data were collected using QBasic achievement test (QBAST). Analysis of variance (ANOVA) and analysis of covariance (ANCOVA) was used for analyzing the obtained data. Our findings on mean achievement scores of students exposed to QBASICWQ showed that there are no significant differences in the mean achievement scores of students exposed to QBASICWQP, Post-test (61.78) and Pre-test (53.83). Findings on effects of Web-Quest package to that of lecture methods on SSII students' achievement scores in learning programming (QBASIC) showed significant effects (f-cal= 3.341, df= 79, significant level = 0.00, P < 0.05). Finding based on the achievement level of the respondents was significant (High (70.63), Medium (54.60), and Low (39.00)). This showed that 50% of the students scored higher, which implies that WebQuest had an effect on students' performance level because a large number of students performed better. Finding between male and female students' performance after being exposed to (QBASICWQP) showed significant difference (F-cal= 51.550, df= 39, sig. level = 0.000, P < 0.05) in favour of the male students. Based on the findings, it was recommended that curriculum planners should work hand in hand with teachers to develop and evaluate the use of WebQuests for teaching QBasic programming language among others.

Effect of Peer Collaboration Learning Strategy on Basic Science and Technology Students’ Achievement in Nasarawa State, Nigeria

This study examined the effect of peer collaboration learning strategy on Basic Science and technology students’ achievement in Nasarawa state, Nigeria. The study employed non-equivalent group pre-test, post-test quasi experimental design. The population of the study was 638 upper basic school levels. A simple random sampling technique was used to sample 128 students from six co-educational schools within Lafia Local Government Area of Nasarawa State, Nigeria. Two research questions with two correspondent hypotheses guided the study. The instrument used for data collection was Basic Science and Technology Achievement Test (BSTAT) which was pilot tested using Kuder-Richardson (K-R, 20) formula to determine its reliability coefficient and this was found to be 0.99. Descriptive statistics of means and standard deviations were used to answer the research questions and inferential statistics of Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 significant level. The results of the study showed that, Peer Collaboration Learning Strategy enhanced students’ achievement in Basic Science better than Demonstration method. There was a significant difference between the mean achievement scores of students taught Basic Science using peer collaborative learning strategy and those taught using demonstration methods and there was no significant difference between the mean achievement scores of male and female students taught Basic Science and Technology using peer-collaborative learning strategy. The study, therefore, recommended among others that Basic Science and Technology teachers should not only use peer collaborative strategy to teach students the subject matter but should also allow them to interact with one another, so that the students can take charge of how they learn.

Effect of Self-Regulated Learning Strategy on students’ achievement in Basic Science in Makurdi Local Government, Benue State, Nigeria

This study examined the effects of self-regulated learning instructional strategy on students’ achievement in basic science among Upper Basic 2 in Makurdi Local Government Area of Benue State. The study employed non-equivalent group pre-test-post-test quasi experimental design. The population of the study was 638 upper basic school levels. The sample for this study was 128 students from six co-educational schools within Makurdi Local Government Area of Benue State. Two research questions and two hypotheses guided the study. The instrument used for data collection was Basic Science Achievement Test (BSAT) and was trial tested using Kuder-Richardson (K-R, 20) formula to determine the reliability coefficient of BSAT which was found to be 0.99. Descriptive statistics of means and standard deviation were used to answer all the research questions and inferential statistics of Analysis of Covariance (ANCOVA) was used to test all the hypotheses at 0.05 significant level. The results of the study showed that demonstration method enhanced students’ achievement in basic science better than self-regulated strategy. There is no significant difference between the mean achievement score of students taught basic science using self-regulated learning strategy and those taught using demonstration method. There was no significant difference between the mean achievement scores of male and female students taught basic science using self-regulate learning strategy. Basic science Teachers should not only use demonstration method to teach but also allow the student to actively participate in the learning. This can foster confidence in the students and enhance better achievement in basic science.