Mean Achievement Scores Research Articles

Influence Of Metamemory Maturity On Arabic Vocabulary Size Achievement Of Pre-University Student In Selangor/ تأثير نضج ما وراء الذاكراة على تحصيل حجم المفردات العربية لدى طلبة ما قبل الجامعة في سلانجور

The research investigates the relationship between metamemory maturity and achievement of Arabic vocabulary size among STAM students in Selangor. The research sample consisted of 185 male and female students of Sijil Tinggi Agama Malaysia (STAM) in different government-assisted religious schools (SABK) in Selangor. This study uses a survey design of 271 students in Selangor. A total of 185 students were selected as respondents through the proportional strata sampling technique. The study utilized a survey design and employed descriptive and inferential analyses. Two instruments were used: a questionnaire on metamemory maturity and a test on knowledge of Arabic vocabulary size. Findings revealed a medium level of metamemory maturity (mean score: 3.79) and Arabic vocabulary size achievement (mean score: 77.7). A significant correlation (r = 0.18) was found between metamemory maturity and vocabulary size achievement. Regression analysis indicated that metamemory maturity contributes significantly (β=0.184, t=2.538, p=0.012), explaining 3.4% of the variance in Arabic vocabulary size mastery. The study suggests that metamemory maturity influences students' Arabic vocabulary size mastery.

The Effect of Scaffolding Teaching Strategy on the Achievement and Retention of Lower Basic 5 Special Needs Pupils in Abia State, Nigeria

The study investigated effect of Scaffolding Teaching Strategy on the Achievement and Retention of Lower Basic Five Pupils' in Special Needs Schools in Abia State, Nigeria. The study was a quasi-experimental research design. The study determined the difference in the mean achievement and retention scores of lower basic five male and female students taught Home Economics using scaffolding teaching strategy and those taught using lecture method. Three research questions and three null hypotheses guided the study. The sample consisted of 40 lower basic five pupils drawn from the population of 309 special needs pupils, using stratified simple random sampling technique. Home Economics Achievement Test (HEAT) which contained 34 multiple-choice questions and four options: three distractors and one correct answer, with stability of reliability index of 0.81 was used for data collection. The data collected from the pupils were analyzed using mean and standard deviation to answer the three research questions that guided the study, while the Analysis of Covariance (ANCOVA) was used to test the null-hypotheses at 0.05 level of significance. The results revealed that scaffolding teaching strategy independently had increasing effect on the pupils’ academic achievement and retention in Home Economics respectively, having recorded higher mean gain than those in control group. It also showed that scaffolding teaching strategy independently had more increasing effect on the male pupils’ academic achievements and retention in Home Economics respectively than on the female pupils.

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

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

Effect of Computer Graphics Instructional Mode on SS2 Secondary School Students’: A Study of Agbani Education Zone of Enugu State

There is a perceived trend of poor academic achievement and interest of students in Computer Studies in Secondary schools in Agbani Education Zone of Enugu State. This situation has been attributed to many factors one of which is poor method of teaching. The research design was quasi – experimental. Two groups (one experimental and one control) made up of 135 senior secondary one (SS two) students were drawn from a population of 2,608 SS two students. Two instruments were used for data collection namely Computer Graphics Interest Scale (CGIS) andComputer Graphics Achievement Test (CGAT).Analysis of Co-variance (ANCOVA) was used to test the null hypotheses. The findings revealed that computer graphics instructional mode had significant effect on the mean interest and achievement scores of students in computer Studies. Based on the findings, it was recommended among others that Computer Scienceteachers should adopt computer graphics in the teaching of Computer Studies in order to enhance the interest and performance of students in Computer Studies. Enugu State Government and Agbani Education Zone.

Improving Word Recognition Skills of Children Learning to Read in a Second Language Through Podcasts

<p style="text-align:justify">Failure in visual word recognition brings about frustration and failure in reading which impinge on the achievement and reading progress of learners. In order to contribute towards assisting every child to achieve minimum proficiency in reading, this investigation examined the impact of podcasts on the abilities of second language learners in sight word recognition. The study which is quasi-experimental, made use of the pre-test post-test nonequivalent groups method. The study participants who were purposively sampled from a privately owned primary school in Enugu urban, South East, Nigeria comprise thirty elementary two learners. Pre-and post-tests were administered to the participants who were grouped into intervention and control groups. The intervention group listened to podcasts in word recognition skills while the control group learned word recognition through the usual method. Statistical tools such as means, standard deviation and analysis of covariance (ANCOVA) were utilized to analyze the data collected. The research question was answered through Standard Deviation and the learners’ mean achievement scores, while the hypothesis, which was set at <0.05 level of significance, was tested with the ANCOVA. The results of the investigation showed that podcasts facilitated improvement in the word recognition skills of English as a second language (ESL) learners. The study concluded that the use of podcast proves to be an efficient instructional media capable of promoting achievement in word recognition skills of learners in an ESL classroom. On the basis of the results, exploring the use of podcasts in the teaching of word recognition skills among ESL learners was recommended.</p>

Effect of Training in Creative Thinking Skills on Educational Psychology to Achievement of Tertiary Education Students

This study investigated the effect of training in creative thinking skills on Educational Psychology II achievement of tertiary education students. The study adopted a pre-test, posttest and control design. Four research questions and two hypotheses guided the study. The undergraduate Creative Thinking Questionnaire (UNCTQ) was employed in data collection. The instrument was developed by the researchers and it had two items bordering on creativity and critical thinking. It has a ceiling point of 100%. Undergraduates who scores less than 50% were selected through randomization for the study. The objective of selecting them was to teach them creative thinking skills. The UNCTQ was used at pre-test before the training exercise. UNCTQ-1 which was reshuffled after the six weeks training on creative thinking was the second instrument which served as a post-test instrument. The instrument was validated by specialists and was determined to have reliability coefficients of 0.71 and 0.80. Data collected was analyzed in two domains: Descriptive statistics was employed in answering the research questions whereas analysis of co-variance (ANCOVA) was employed in testing the hypotheses formulated. The study found that participants in convergent treatment group had improved achievement mean score at posttest assessment; those in divergent thinking treatment group improved and higher achievement mean score at posttest and that those in inspirational thinking skill group obtained a higher achievement mean score at posttest. The study therefore recommends as follows: that training in creative thinking be encouraged in all tiers of education in Nigeria, using the techniques of convergent, divergent and inspirational thinking skills etc.

The Effect of Improvised Computer-Based Software Package on Secondary School Students’ Achievement and Attitude Towards Mathematics

The study was conducted to determine the effect of improvised computer-based software on the achievement and attitude of senior secondary school students towards mathematics. Fifteen secondary school mathematics teachers were trained to produce a computer-based software package and use the package to teach ‘graphical solution to quadratic equations’ to senior secondary class one (SSCI) students. A total sample of 1487 SSCI students was used in the study: 745 students in the 15 secondary schools purposively selected on the rationale of their closeness to a computer center, used as the experimental group, and 742 students from the 15 schools randomly selected for use as the control group. Pre-test, post-test, and quasi-experimental research designs were used to conduct the study. Fifteen intact classes were simultaneously used for treatment in the experimental and control groups. The experimental groups were taught with computers using the computer-based software package on teaching graphical solutions to quadratics equations produced by their teacher, while the control groups were taught using the conventional strategy. The result reveals a significant difference in academic achievement between students taught with improvised computer-based software packages and those taught using the conventional strategy. The mean achievement score of 73% and standard deviation of 9% was obtained from the experimental group, while the control group had a mean achievement of 57% and standard deviation of 5%. Similarly, the experimental group had an attitude test score of 82% and a standard deviation of 6%, while the control group had a mean attitude test score of 59% and a standard deviation of 11%. This gave the calculated value of the t-test as t = 42.3 for achievement and t = 50.1 for attitude, showing a significant difference in achievement and attitude between the experimental and control groups. Thus, an improvised computer-based software package is more effective in teaching mathematics than the conventional strategy. Hence, improvising computer-based software for teaching and learning is highly recommended.

Exploring the Influence of Students' Anxiety on English Language Learning in Online Integrated Instruction

This research explores the influence of online integrated learning on students’ anxiety within the English Language Education Program at Muhammadiyah University of East Kalimantan (UMKT). The study investigates the impact of online integrated learning in the English General Course on students' anxiety levels. It examines significant differences in anxiety levels between students actively using online platforms and those who do not. The sample consisted of 117 freshmen, with data collected via questionnaires assessing comfort with technology, perceptions of its effectiveness, and its impact on anxiety levels. Statistical analyses, including descriptive statistics, the One-Sample Kolmogorov-Smirnov Test, ANOVA, and Bonferroni multiple comparisons, were employed to provide a comprehensive understanding of the findings. Key results indicate a mean anxiety score of 41.55 and a mean achievement score of 78.21, reflecting moderate anxiety and relatively high academic performance. The One-Sample Kolmogorov-Smirnov Test confirmed the normal distribution of the data (p > 0.05), justifying the use of parametric methods. ANOVA results showed significant differences in anxiety levels and English scores based on online integrated learning (F = 166.159, p < 0.001). Bonferroni multiple comparisons revealed that lower anxiety was associated with higher English scores, with significant mean differences observed between low, medium, and high anxiety groups (p < 0.001). These findings suggest that online integrated learning significantly impacts students' anxiety levels, which in turn affects their academic performance. The study provides valuable insights for educators and policymakers on the importance of creating supportive and anxiety-reducing learning environments in technology-enhanced settings

The effect of hands-on activity and problem-based learning on achievement of biology students in Enugu state

The research researched the impact of problem-based learning and hands-on activity on the students' academic performance in biology. The study implemented a quasi-experimental design, specifically a non-equivalent control group design with a pre-and post-test design. The study's population consisted of 2691 students from 32 public secondary schools in the Nsukka. We used a multi-stage sampling procedure to sample 85 SS II students from two intact classes. The researchers developed the "Biology Achievement Test (BAT)" as an instrument for data collection. We used the mean and standard deviation to answer the research question and used the ANCOVA to test the null hypotheses. The study's findings revealed that there is a significant difference in the mean achievement scores of secondary school students taught biology using the hand-on activity method and problem-based learning. According to the study, biology teachers should always use hands-on activities when teaching biology to students. Based on the findings, we recommend training biology teachers through workshops, orientation courses, and seminars on adopting hands-on activities in teaching to enhance students' academic achievement in biology. The study concluded that using hands-on activities in teaching biology is more effective in enhancing students' biology achievement.

The Role of Using Chunks on Iraqi EFL University Students' Performance in Conversation

The current study aims at investigating the role of using chunks on EFL university students performance in conversation and sentential level in posttest and finding out whether there is any significant difference between the achievement of the experimental group in the pre and post-test. This study is hypothesized that ,there is no statistically significant difference between the mean score of the experimental group which taught according to chunks activity and control group which is taught by the conventional method in the post-test. The second hypothesis is that there is no statistical significant difference among the mean scores of the experimental group in post-test. The third hypothesis is that there is no significant difference between the mean scores of students' experimental group achievement in the pre and posttest. The sample of the current study consists of (120) students of third class. They are derived from Collage for Woman in Tikrit University during academic year (2022-2023). They are divided into two groups. Group A which has been randomly chosen as an experimental group and B have been chosen as a control group, each group consists of 60 students. Both groups have been equalized in many variables which are fathers and mothers' educational level, their age, their scores at the previous year, and pretest for both groups. Both groups have been equalized in many variables which are fathers and mothers' educational level, Pupils age, their scores at the previous year, and pretest for both groups. The experiment has lasted for six weeks and the researcher has taught the two groups in the first course of the year(2022-2023)to analyze data that obtained from students' posttests. To fulfill the aims of this study, an experiment has been designed. The two groups have been taught the same instructional material , for a period of six weeks. The experimental group has been taught according to chunks activity while the control group has been taught according to the traditional way. An achievement test has been constructed , validated, and applied to the two involved groups .The required data has been collected and analyzed statistically . Results indicate that there is a statistical significance difference in mean scores of the experimental group who taught according to chunks activity and the control group who is taught by using traditional method. This indicates that using chunks effective than using traditional method. Finally, the study ends with some conclusions, recommendation and suggestions for further studies..

Effect of Two Instructional Strategies on Students’ Achievement at Selected Abstract Concepts

This study determined the effects of two instructional strategies (Project and Inquiry) on students’ achievement in selected abstract concepts of Biology. The study adopted the pretest-posttest control group, a quasi-experimental design. 120 SS II Biology students from six co-educational schools in two Local Government Areas (LGAs) of Kwara state were randomly selected. Participants were randomly assigned to treatment groups. The instruments used were: the Biology Student Achievement Test (r=0.88) and Teachers Instructional guides on Project and Inquiry strategies. Two hypotheses were formulated and tested at a 0.05 level of significance. The data collected were analyzed using analysis of covariance, the treatment had a significant main effect on students’ achievement on some selected abstract concepts in Biology(F(2, 107) =12.061; p<0.05, partial η2 = 0.184). Project strategy (PS) treatment group 1 has the highest adjusted mean achievement scores (x ̅=23.21) than those in the Inquiry Strategy (IS) treatment group11 (x ̅=17.81) and the students in the Conventional Strategy (CS) control group have the lowest adjusted mean achievement scores (x ̅=17.20). This order is represented as PS >IS > CS. The male students showed greater improvements in mean gain of achievement scores by 21.94 and female students by 17.13. Based on the findings Project and Inquiry strategies should be adopted for the improvement of students’ achievement in abstract concepts in biology.

Effect of blended learning approach on secondary school learners’ mathematics achievement and retention

AbstractThe study investigated how blended learning affected secondary school students’ achievement and retention in mathematics. The study used a non-equivalent control group pre-test-post-test quasi-experimental design. The participants in the study were learners drawn from two secondary schools purposively chosen. Using a simple random sampling technique, the SS 1 classes from each school were then divided into experimental and control groups. Learners in the experimental group utilised the blended learning approach, whereas those in the control group utilized the conventional method. The groups received a pretest in week 1, followed by a 4-week intervention period. A posttest was administered in week 6, and a retention test (post-post-test) occurred 4 weeks after the posttest. The Mathematics Achievement Test (MAT), which has a reliability score of 0.86, was used for data collection. Data were analysed and the study questions were reported using the mean and standard deviation, and the hypotheses were tested using analysis of covariance. Results revealed that learners tutored mathematics utilising blended learning improved their mathematics achievement and retention scores more than learners tutored utilising the conventional means. Results indicated no significant gender disparity in the mean achievement scores of learners tutored mathematics utilising blended learning. Results also showed a significant gender difference in the mean retention scores of learners who learnt mathematics using blended learning, favouring female students. Based on the findings, recommendations were made.

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.

Effect of blended learning on mathematical achievement and anxiety: A context-based technology integration for meaningful learning

Ethiopia has envisioned becoming a middle-income country in the year 2030. To achieve this vision, several initiatives including the ESDP (I-VI), GQIP, and the education development Roadmap have been undertaken to improve the quality of education at all levels. Apart from those initiatives, it is equally important to rethink of a pedagogical approach that suits the contemporary technological advancement and cultural contexts. Currently, our world is experiencing scientific and technological changes, but the customary methods are relatively unable to cope with these changes. It is no longer viable to rely on one-size-fits-all curriculum. So far, the impact of instructional technology on students learning is not consistent and lacks specific context of students’ environment. This indicates that there is a need for intensive investigation to make learning more meaningful and interactive. This study aimed to restructure the existing mathematics course in Ethiopian higher education so as to produce a pedagogically enhanced learning environment. To achieve the goal of the study, a pedagogical intervention with a time series design was made at Wolkite University, Ethiopia. The repeated measures ANOVA show significant difference between students’ mean scores of course achievement measured before, during and after the intervention (F (2.182, 52.358) = 8.354, p < .05, ƞ2 = 0.258). The multiple comparison test further shows a significant improvement of students’ mathematical achievement. It was also found that when technology was used as a tool to enhance students learning, it can overcome the math anxiety caused by the cognitive failure. Therefore, blended learning could be a good approach to enhance students’ mathematics achievement. This might also be extended at lower levels. Additional imperative implications for practice and future research are forwarded.

Effects on visual basic programming instructional delivery using web-based tools for students’ interest and academic achievement in universities, Nigeria

AbstractThis research work ascertained the effect of Visual Basic (VBasic) Programming Instructional Delivery using Web-Based Tools on Students’ Interest and Academic Achievement in Universities in Nigeria. The purpose of the study is to determine the effect of Visual Basic (VBasic) Programming Instructional Delivery using Web-Based Tools on Students’ Interest and Academic Achievement in Universities in Nigeria. The study embraced a quasi-experimental research design. The respondent for this study comprised 74 students in year two of Alex Ekwueme Federal University, Ndu-ufu Alike and Ebonyi State University, Abakaliki. For the fact that the population is small and manageable, the entire population were studied. Researchers used VBasic Programming Achievement Test (VBPAT) instrument developed to collect data. Visual Basic Achievement Test contained 50-item questions with letter A to D options for each interest scale were used for data collection. The reliability was tested using Cronbach’s Alpha. To ensure consistency and integrity, lecturers in the study area. The researchers trained the lecturers on how to distribute the instrument for both the experiment and control groups in order to ensure homogeneous instruction. The lecturers taught the experimental group using the utilization of a web-based approach and the control group using the conventional approach. Scores generated from the experimental test using Visual Basic programming Achievement Test (V + B + PAT), were analysed using mean and analysis of covariance (ANCOVA) for answering research questions and to test hypotheses respectively at 0.5 level of significance with the aid of statistical package for social science (SPSS) version 20. The outcome of this study on research question on influence of location on the students’ academic achievement mean gain in Vbasic programming language when taught using web-based tool, showed that with the use of web-based tool in the instructional delivery of VBasic programming language brought about better improvement in students’ academic achievement. Furthermore, the outcomes of hypothesis tested showed that location is significant source of different in mean achievement scores for students taught with Visual Basic Programming language using web-based approach and visual basic programming using conventional approach. This study has implications for facilitators, learners, curriculum planners, ministries in Education among others. This study found out among others that the facilitators use web-based tools in distance education for quiz, assessment, examinations, and instructional delivery of Vbasic programming language to a less extent in Nigerian Universities. It was concluded therefore, that conventional method is less effective than web-based approach in improving student’s achievement in Visual Basic Programming. Hence Nigerian Universities should adopt the use of web-based approach in computer programming lecturers.

Understanding Intercultural Competence in Moroccan EFL Education: Perspectives and Practices

In an era of increasingly diverse educational landscapes, understanding how EFL teachers perceive intercultural competence is crucial for fostering inclusive and effective language learning environments. This mixed-methods study unveils the varied range of perspectives among Moroccan EFL educators affiliated with different Moroccan educational institutions. The sample ensured gender balance and exhibited a range of teaching experiences, spanning from 3 to 15 years. Additionally, the participants covered various teaching levels, contributing to the study's demographic diversity. The quantitative findings reveal strong agreement on its importance (Mean Score: 4.42) and active integration into teaching practices (Mean Score: 4.58), with a positive impact on student achievement (Mean Score: 4.62). Notably, the slight variability in training perceptions (Variance: 0.075) underscores the need for tailored support. Complementing these, qualitative insights delve into individual experiences and challenges, emphasizing the importance of personalized training. This article seeks to contribute to a better understanding of intercultural competence in Moroccan EFL education, providing valuable insights for educators, policymakers, and researchers aiming to enhance language learning experiences in diverse cultural contexts. In the wake of overwhelming agreement regarding the pivotal role of intercultural competence, this study champions the call for targeted professional development opportunities. Therefore, by tailoring interventions to address specific needs related to training and resources, we envision a future where educators feel not only empowered but also well-equipped to adeptly traverse the complexities of diverse cultural terrains, fostering a shared commitment to excellence in education.

USE OF FLIPPED CLASSROOM INSTRUCTIONAL STRATEGY FOR IMPROVING STUDENTS’ ACADEMIC ACHIEVEMENT IN COLLEGES OF EDUCATION

The increasing use of social media by students in tertiary institutions is posing challenges to the effectiveness of traditional lecture methods and students’ learning outcomes. Students nowadays have become socially diversified and spend more time on social media at the expense of individual learning. Hence, there is a need for the incorporation of the internet-based means of communication into the teaching-learning process. Therefore, this study integrated social-media platforms into teaching-learning activities in the college of education through the use of flipped classrooms with the specific aim of determining its effect on students’ academic achievement. The study adopted a quasi–experimental research design and a sample of 262 Economics students from two Colleges of Education was used. The experimental group was exposed to flipped classroom instruction while the control group was taught using the conventional lecture method. Data were collected with the use of an achievement test while descriptive statistics, t-test, and ANCOVA were used to analyze data. Findings from the study revealed a significant difference between the mean achievement scores of students taught Economics using flipped classroom instruction and those taught using conventional lecture methods (p = 0.00 0.05). Also, the ability was found to have a significant effect on the academic achievement (p = 0.00 0.05) of students in the flipped class. However, the study revealed that the effect of gender on the academic achievement of students taught with a flipped classroom instructional strategy was not significant (p = 0.765 0.05). Thus, it was concluded that flipped classroom instruction enhanced students’ academic achievement more than the conventional lecture method based on these findings. Therefore, the study recommended the use of flipped classrooms in colleges of education for the improvement of students’ academic achievement.

Influence Of Administrator Of Institutions On Students’ Academic Achievement In General Mathematics Between Mission – Government Partnered And Sole Government Administered Secondary Schools: Nigeria Perspective

The purpose of this research is to ascertain the mean achievement score of the students in mathematics who wrote Senior Secondary Certificate Examination (SSCE) in mission – government partnered and sole government administered secondary schools; to determine the influence of administrator of institution. The population of the study is 2,982, which are the total students who wrote Senior Secondary Certificate Examination (SSCE) mathematics for the period between 2018 and 2020 for both mission – government partnered and sole government administered secondary schools in the study area. The sample size is 298. Three (3) research questions were prepared. Null and alternate hypothesis were developed. The data collected was obtained by the researcher from the exam body - The Post Primary Schools Management Board (PPSMB) Enugu, as well as, the different senior secondary schools involved in this research that are located in Enugu South Local Government Area of Enugu State, Agbani Zone. The data was analyzed using descriptive statistics (mean, for research questions) and T-test for the hypothesis. For Distinction and Credit HA is accepted and for Pass HA is rejected. In conclusion, in order to function in a mathematically literate way in the future, students must have a strong foundation in mathematics in their elementary school years. It is highly recommended that Mathematics should be taught by teachers who have a strong knowledge of mathematical content and pedagogy.

Effects of Guided Discovery Method On Students’ Attitude to and Achievement in Social Studies in Nigerian Schools

This study was carried out on the effects of guided discovery method on student’s attitude to and achievement in social studies in College of Education (Pre-service) students in Nigeria. Three research questions were raised and three null hypotheses were formulated. The research design was quasi-experimental non-equivalent control group. The study was carried out in four randomly selected Colleges of Education in Ekiti, Edo, Ondo and Ogun State in Nigeria. The sample size was 240 students from four randomly selected intact classes in the sampled school were used. The instruments for data collection were Social studies Achievement Test (SSAT) and Social studies Attitude Questionnaire SSAQ. Descriptive statistics were used to answer the research questions while T-test was used to test the null hypotheses. The results of the analysis showed that these was significant difference between the mean achievement scores of experimental group and control group. The study also revealed that there was no significant difference between the mean achievement scores of males and females’ students in the experimental group. There was a significant difference between the mean attitude scores of males and females students in the experimental group. Based on this study it was concluded that guided discovery method has positive effects on student’s achievement as well as improving their attitude towards Social studies and it is gender friendly. Based on the findings, it was recommended that among others seminars, workshops and conferences should be held for Social studies teachers to acquaint them with the knowledge of