Senior Secondary Class Research Articles

Comparative Effects of Two Modes of Computer-Assisted Instructional Packages on Solid Geometry Achievement

The study examined the effects of two modes of computer-assisted instructional package on solid geometry achievement amongst senior secondary school students in Minna, Niger State, Nigeria. Also, the influence of gender on the performance of students exposed to CAI(AT) and CAI(AN) packages were examined. This study adopted a pretest-posttest experimental design with 3 x 2 factorial design and a sample of 120 Senior Secondary class Two (SSII) students (60 male and 60 female). Computer-Assisted Instructional package of two modes; Animation with Text (AT), and Animation with Narration (AN) were employed as treatment instruments and a Solid Geometry Achievement Test (SGAT) was used as test instrument. A trial test was carried out and a reliability coefficient of 0.78 was obtained using the KR-21. Analysis of Variance (ANOVA) and t-test was used in analysing data collected. The study revealed that, there were significant differences in the post-test mean scores of CAI(AT), CAI(AN) and the control group (F = 11.468, df = 119, p 0.05) and CAI(AN) (t=1.455, df = 38, p>0.05). Based on these findings, it was therefore recommended that mathematics teachers should be encouraged to use CAI(AN) for meaningful and effective teaching and learning of

Attitude of Junior and Senior Post-primary School Students in Ado-odo/Ota Local Government Area of Ogun State to The Use of Library and Library Materials and The Successes They Achieve in Examinations

The research focused on the use of libraries by students of post-primary schools in Ado-Ota Local government Area of Ogun State with particular reference to private and public schools. The study was limited to the students in the senior classes. It is inevitable to say that the foundation giving as regards the process of teaching/ learning goes a long way in the formulations of the students both for the now and the future. This study was carried out to investigate if the use of library and its materials contribute in the success that the students achieve? Only one hypothesis was formed to set the pace for this study: “the attitudes and success of Junior and Senior post-primary school students are not significantly influenced by the use of the library” 100 students of the Junior Secondary III who are moving up into the Senior Secondary Class and 100 of the out-going SS III students, which brings a total of 200 students were investigated. Chi-square technique was used as a means of testing the hypotheses at the level of 0.5. Hypothesis was accepted and vital recommen-dations were made.

The Students’ Perception of Teachers’ Classroom Effectiveness on Their Self-Concepts in Lagos Metropolis

The study determined the difference between the students' perceptions of their teachers' classroom behaviour and their self-concepts, and examined gender difference in the students' perceptions of their teachers' behaviour. It also investigated the difference between the students' perceptions of their academic performance in school and their self-concepts. These were with a view to improving the quality of teacher-student interaction in the classroom. The study adopted a descriptive survey design. The population of the study consisted of all adolescent boys and girls in senior secondary classes in all public/government secondary schools in Lagos metropolis. The sample consisted of 240 male and female senior secondary school adolescent students who were randomly drawn and categorized into the three levels of perception of teachers' classroom effectiveness based on their responses on highly structured Students' Perception of the Teachers' Behaviour (SPTB) (Ibrahim, 1996) questionnaire. As a measure of self- concept of students' perception of teachers' classroom behavior, a slight modification of the adapted Purdue Rating Scale (PRS) (Good, 1976) for instructors was used. Data were analysed using One-Way Analysis of Variance (ANOVA) and Fisher's protected t- test statistical techniques. The findings revealed that a significant difference existed between students' perception of teachers' classroom effectiveness and their self-concept. Further, there is significant gender difference in the students' perceptions of their teachers' behaviour. Also, there was a significant difference between students' perception of their academic performance and their self-concept. It was concluded that the kinds of roles the teachers assume have profound effects on the perceptions of students toward them and their self-concepts.

Perception Of In-school Teenagers On Teenage Pregnancy

Background : Teenage pregnancy is a major medical and socioeconomic burden in both the developed and developing countries. One third of the abortions performed yearly and 80% of abortion-related complications in Nigeria occur in adolescents. This study was conducted to assess the perception of teenagers in secondary school on teenage pregnancy. Methods: The study is a descriptive cross sectional study involving teenagers in senior secondary classes of Ikeja High School, Ikeja, Lagos State. Results: A total of 250 teenagers were recruited. The mean age was 15.1±0.4 years while the mean age of sexual debut was 15.4 years. Majority of participants were aware of teenage pregnancy and felt that lack of parental guidance was the major predisposing factor to teenage pregnancy. About 73% of the respondents were sexually active. Although majority were aware of the modern contraceptive methods, only 9.9% of the sexually active teenagers used contraceptives consistently. The fear of making others aware of their sexual activities was the major reason for the non-utilization of contraceptives. Conclusion: There is a need for strong parental support and the establishment of more youth-friendly services in Lagos State. Keywords : Teenagers, adolescent, Contraceptive, Teenage Pregnancy

‘I guess it scares us’ – Teachers discuss the teaching of poetry in Senior Secondary English

This article reports on a participant‐centred research project with English teachers in a senior secondary college in Melbourne, Australia. It builds on previous research (Weaven and Clark 2009, 2011), which showed a low take‐up of the opportunities to teach poetry in Victoria's senior secondary English curriculum. This study explores the reasons why teachers of English are unwilling to use poetry texts in their senior classes.The teachers who participated in this study discussed and documented their attitudes towards the teaching of poetry and explored with each other the pedagogical challenges associated with teaching poetry. Their discussions – an analysis of which forms the empirical core of this article – reveal a range of explanations for teachers' reservations about offering poetry to their students. Importantly, these teachers were able to use professional discussion as a means to consider what changes in teaching practice could be successfully developed to facilitate more time spent on the teaching of poetry in senior secondary classes.

Effects of Problem-Based and Discovery-Based Instructional Strategies on Students’ Academic Achievement in Chemistry

The study investigated effect of Problem-based and Discovery-based instructional strategies on students’ Achievement in Chemistry in Agbani Education Zone of Enugu State. The research adopted a quasi-experimental pre-test, post-test, non-equivalent control group design involving two experimental and one control groups. The sample comprised 375 senior secondary class two Chemistry students from three intact classes randomly drawn from a clustered sample of three senior secondary schools in Agbani Education Zone. The classes were assigned randomly to experimental and control groups. Experimental groups were taught selected topic in Chemistry using problem-based and discovery-based strategies. Control groups were taught the same topic using expository method. Pre-test was administered to both groups before the commencement of the treatment. Treatment was administered for a period of 6 weeks after which a post-test was administered. Data was collected using two instruments, pre and post-achievement tests in Chemistry duly validated and a reliability co-efficient of .71 obtained using Kuder Richardson 20 (KR – 20) formular. Data were analyzed using mean and standard deviation to answer the research questions while analysis of Coveriance (ANCOVA) tested hypotheses at .05 significance level. It was revealed among others that problem-based strategy significantly enhanced students’ achievement in Chemistry more than the discovery-based and the expository strategies. DOI: 10.5901/jesr.2013.v3n6p105

Comparative Effectiveness of Hierarchical, Flowchart and Spider Concept Mapping Strategies on Students’ Performance in Chemistry

This study investigated the relative effectiveness of three types of concept maps (hierarchy, flowchart and spider) on the performance of students in Chemistry. This is with a view to find out which of the concept mapping types is more superior in enhancing students’ performance in the numerical aspect of Chemistry. The pre-test, post-test experimental design was used for the study. The population for the study comprised of all the Chemistry students in Senior Secondary School in Osun State of Nigeria. Students in Senior Secondary class two (SSII) in their intact classes from three schools in Ife-Central local government area of the state formed the sample of the study. The three schools were randomly assigned to the hierarchical, flowchart and spider concept mapping strategies. The instrument used for data collection was the Problem Solving Achievement Test in Chemistry (PSATC). Students in the three groups were taught using the three kinds of concept maps separately. The experiment lasted for five weeks after which a post-test was administered. The result of the study indicated that there was no significant difference in the performances of the students in the three groups with respect to the kind of concept map used. (F = 1.088; p > 0.05). This implies that the concept mapping strategies were not all that different in their superiority. They all produced a similar effect on the students with respect to their performance in Chemistry. However, it was found out that they enhanced the performance of students in their problem solving skills in Chemistry as already reported by research studies.

Re-Branding Mathematics: An Approach to Enhancing Students’ Performance in Mathematics in Anambra State, Nigeria

This study investigated the effect of Re-branding Mathematics Approach (RMA) on students' achievement in probability. Two research questions and three null hypotheses guided the study. A quasi - experimental design, specifically the non- randomised control group pre-test post-test non-equivalent design was used for the study. The sample consisted of 189 senior secondary class two (SSII) students located in four secondary schools in Onitsha Metropolis of Anambra state, Nigeria. Four intact classes were randomly drawn, one each from each of the four schools. The instrument for the study Probability Achievement Test (PAT) was developed by the researchers to measure students' achievement. The experimental group was taught probability using re-branding mathematics approach (RMA) while the control group was taught the same topics using Conventional lecture Approach. The study lasted for four weeks. Mean and standard deviation were used to answer the research questions while the null hypotheses were analysed using analysis of covariance (ANCOVA). The study revealed that re-branding mathematics approach was more statistically significant, (F1,188=6.282, p<.05) in enhancing students' achievement than the Conventional Approach. The result also indicated that Re-branding Mathematics Approach was very effective in teaching male and female student probability, (F1, 188=6.989,p<.05). To attain scientific and technological development in the year 20:2020, it was recommended among others , that Re-branding Mathematics Approach be made use of in Nigerian school system for the teaching and learning of mathematics.

Relationship Between Parenting Style and Adolescents’ Alcohol Consumption in Enugu State, Nigeria: Implications For Counselling

The crime rate in Nigeria, especially in states within the South-East zone, is very high and most of these crimes and anti-social behaviours were carried out by adolescents or youths. Many Nigerian adolescents indulge in such anti-social behaviour and crimes under the influence of alcohol. A person’s behaviour is the resultant effect of a combination of factors and as such the behaviour of Nigerian adolescents that engage in alcohol consumption with reckless abandon calls to question the parental influence on their children’s behaviour. One is then bound to wonder if this problem of alcohol indulgence originates from the kind of parenting in their various homes. The purpose of this paper was therefore to find out if the parenting style adopted in families can be linked with the youths’ drinking habits with a view to directing counselling services to their homes. This was a survey research with a sample of 1200 adolescents, drawn from senior secondary classes and tertiary institutions in Enugu State of Nigeria. The instrument for the study was questionnaire, designed by the researcher. Two research questions were answered while one hypothesis was tested using a chi square. It was found that adolescents from authoritarian and authoritative families had less inclination to alcohol consumption as against those from permissive and indifferent families. It was also found that adolescents in urban cities take to alcohol more than those in rural areas. It was therefore, concluded that the parenting style adopted in families has significant relationship with the children’s alcohol consumption.

Depression and physical activity in a sample of nigerian adolescents: levels, relationships and predictors

BackgroundPhysical inactivity is related to many morbidities but the evidence of its link with depression in adolescents needs further investigation in view of the existing conflicting reports.MethodsThe data for this cross-sectional study were collected from 1,100 Nigerian adolescents aged 12-17 years. Depressive symptomatology and physical activity were assessed using the Children's Depression Inventory (CDI) and the Physical Activity Questionnaire-Adolescent version (PAQ-A) respectively. Independent t tests, Pearson's Moment Correlation and Multi-level logistic regression analyses for individual and school area influences were carried out on the data at p < 0.05.ResultsThe mean age of the participants was 15.20 ± 1.435 years. The prevalence of mild to moderate depression was 23.8%, definite depression was 5.7% and low physical activity was 53.8%. More severe depressive symptoms were linked with lower levels of physical activity (r = -0.82, p < 0.001) and moderate physical activity was linked with reduced risk of depressive symptoms (OR = 0.42, 95% CI = 0.29-0.71). The odds of having depressive symptoms were higher in older adolescents (OR = 2.16, 95% CI = 1.81-3.44) and in females (OR = 2.92, 95% CI = 1.82-3.54). Females had a higher risk of low physical activity than male adolescents (OR = 2.91, 95% CI = 1.51-4.26). Being in Senior Secondary class three was a significant predictor of depressive symptoms (OR = 3.4, 95% CI = 2.55-4.37) and low physical activity.ConclusionsA sizable burden of depression and low physical activity existed among the studied adolescents and these were linked to both individual and school factors. Future studies should examine the effects of physical activity among clinical samples of adolescents with depression.

AGE AT MENARCHE AND MENSTRUAL PATTERN IN SECONDARY SCHOOLGIRLS IN SAGAMU

Menarche is the first menstruation in the life of a woman. Menstrual pattern involves the length of bleeding, the length of the cycle and other associated events such as pain ( ). Dysmenorrhoea has been identified as a reason for school absenteeismin girls. To determine the mean age at menarche and pattern of menstruation in the sub-urban district of Southwestern Nigeria and to demonstrate the influence of pre-menarcheal education on the attitude of the respondents. Students in senior secondary classes were randomly selected from seven Secondary Schools in the town. The tool was a self administered simple questionnaire and analysis was done using SPSS 11.0 statistical package. The mean age at menarche was 13.8 (±1.3) and the range were 10 to 18 years. The mean length of the cyclewas 26.9 (±3.7) and the range was from 14 days to 32 days. The duration of flow ranged from 1 day to 13 days with a mean of 4.6 (± 1.2) days. Fifty three point four percent of the respondents had varying severity of dysmenorrhoea. There is a better perception of dysmenorrhoea in girls who had pre-menarcheal education (p=0.000). Mean menarcheal age of 13.8 (±1.3) days compared favourably with findings in recent studies and also agree with declining trends over the past decades. Pre-menarcheal education will improve perception of dysmenorrhoea and thus reduce school absenteeismresulting fromit. Keywords : Menarche,Menstrual Pattern, Schoolgirls, Sagamu

Identification and Initial Characterization of Prominent Air Pollution Sources and Respiratory Health at Secondary Schools in Ibadan, Nigeria

Objective. Research on air quality in and around schools, and the associated vulnerability of school-age children, is limited in less developed countries (LDCs), particularly Africa. The main objective of this study was to conduct an initial assessment of sources of air pollution in and around schools as a surrogate for air quality and report adverse health effects among students at selected secondary schools in urban Ibadan, Nigeria. Methods. The study was a descriptive cross-sectional survey involving eight secondary schools selected purposively, defined with eight acronyms (listed alphabetically): ABHS, AGS, BOHS, CDSS, IGS, LC, MGS, and OAHS. We used pre-tested, self-administered questionnaires, observational checklists to assess certain environmental health indicators, and interviews. The questionnaire was divided into five sections including environmental and health conditions. A total of 400 students from senior secondary classes, 50 from each school, were selected through stratified random sampling. Results. The school's location, especially if close to high traffic roadways, contributed to reported perceived poor air quality of school environments. The majority of students believed air pollution sources in the school environment were mainly refuse burning and car emissions from nearby roadways. Cough and asthma were the most frequently reported adverse health outcomes. The highest prevalence of reported recent asthma episodes (symptoms) were recorded at BOHS (84%) and at CDSS (62%); furthermore, at ABHS it was nearly 1-in-2 students and at OAHS about 1-in-5 students. BOHS and OAHS each reported over 10% for prevalence of bronchitis. Conclusions. Proximity of study schools to certain sources and activities such as refuse burning and major roadways seemed to present substantial risk factors for reported respiratory morbidity among secondary students in urban Ibadan, Nigeria. Future research should quantify source emissions and exposure and further characterize frequency and severity of respiratory symptoms, among other parameters, at schools in Nigeria and other sprawling urban areas of Africa.

Strategic Improvement of Mathematical Problem-Solving Performance of Secondary School Students Using Procedural and Conceptual Learning Strategies.

The paper examined the possibility of finding out if improvements in students’ problem solving performance in simultaneous linear equation will be recorded with the use of procedural and conceptual learning strategies and in addition to find out which of the strategies will be more effective. The study adopted a pretest, post test control group design. A total of 166 science students drawn from four schools in four local government Areas in Osun state of south-western Nigeria were involved in the study. The students were in Senior Secondary Class Two. These students were assigned to four groups of Conceptual Learning Strategy (CLS), Procedural Learning Strategy (PLS) and Conventional Method (CM) while the fourth group was not taught at all. The first two groups were the experimental groups and the control groups were the last two groups. Treatment was administered for a period of eight weeks. A mathematical achievement test was used as pretest and posttest after validation and was found to have reliability coefficient of 0.76 and item difficulty level ranging between 0.42 and 0.46. Three mathematics teachers who were university graduates were engaged to administer the treatment. The study recorded a significant difference between the problem-solving performance of students in the CLS group and those in the CM group (X1=30.71, X2 = 15.66, df =78, t = 16.56, p<0.05).Significant difference in performance was also recorded between PLS group and CM group (X1 = 24.07, X2 = 15.66, df =80, t = 10.95, p<0.05). Likewise performance of students in CLS group and those in PLS group differed significantly (X1=30.71, X2 = 24.07, df = 84, t = 7.98, p< 0.05). The study therefore concluded that both CLS and PLS were effective in enhancing students problem-solving performance and that conceptual learning strategy was more effective. Key words: Procedural Learning Strategy,conceptual learning strategy, mathematimatical problem-solving performance.

Comparing Three Instruments for Assessing Biology Teachers’ Effectiveness in the Instructional Process in Edo State, Nigeria

KEYWORDS Instruments; assessment; biology teachers; effectiveness and instructional process ABSTRACT The study assessed biology teachers' effectiveness in the instructional process using two instruments and classroom observation, with a view to determining the most objective and appropriate one. The instruments were: Student Assessment of Teacher Effectiveness Instrument (SATEI), Teacher Assessment of Teacher Effectiveness Instrument (TATEI) and classroom observation by the researchers. One hundred and eighty (180) Senior Secondary Class Two (SS2) biology students and six biology teachers selected from six secondary schools in Edo State of Nigeria, were involved in the study. Mean assessment of biology teachers' effectiveness using the instruments were compared through Analysis of Variance (ANOVA). The result of the study showed that there was a strong agreement in the assessment of biology teachers' effectiveness by students and the researchers, indicating high degree of objectivity in their assessments. Besides, biology teachers were biased on their self-assessment of teaching effectiveness.

The Role of Everyday Contexts in Learner‐centred Teaching: The practice in Namibian secondary schools

This paper reports on the use of out‐of‐school everyday contexts in Namibian science classrooms. This use is portrayed against the backdrop of an explicit educational philosophy of learner‐centred teaching. Data were collected through audio‐taped teacher–learner interactions and non‐participant field notes in 29 junior and senior science classes taught by 12 teachers in six schools. An existing typology was applied to classify episodes of use of everyday contexts and identify teachers’ pedagogic strategies for their use. The results show that more everyday contexts are used in junior secondary than in senior secondary classes, that only a limited range of types of everyday contexts are used at both levels, and that their use often follows theoretical exposition or teacher questioning. These findings are related to three interpretations of learner‐centred teaching. Recommendations for a fuller implementation of learner‐centred teaching are made.

Effects of Enhanced Laboratory Instructional Technique on Senior Secondary Students' Attitude Toward Chemistry in Oyo Township, Oyo State, Nigeria

The study examined the effect of supplementing laboratory instruction with problem solving strategy and or practical skills teaching on students' attitude toward chemistry. A total of 286 senior secondary class II students (145 males and 141 females) drawn from four local government areas in Oyo township in Oyo state, Nigeria, took part in the study. A pretest–posttest nonrandomized control group in a quasi-experimental setting using a 4× 2× 2 factorial representation formed the design of the study. Data analysis was done by the use of analysis of covariance but Scheffe post hoc analysis was carried out in the case of significant main effect of the treatment and also in the occasion of significant interaction effect. Graphical illustrations were however used to further explain the interaction effects. The results revealed that the use of enhanced laboratory instructional strategy significantly improved the attitudes of students toward chemistry. The results underscore the need for secondary school chemistry teachers to adopt the use of enhanced laboratory instructional strategy in order to promote good attitude on the part of the students toward learning of chemistry.

Teachers' Use of Textbooks: Practice in Namibian science classrooms

Incidences of prescribed textbook usage in science classrooms in Namibia have been analysed using an approach adapted from linguistic analysis. Aspects of pedagogic purpose, text genre, and the social interactions between teachers and learners were used to characterise teacher and learner engagement with textbooks, and thus categorise their usage in relation to a national policy of learner-centred education. Results indicate a teacher dominated textbook use and a low frequency and restricted range of textbook references per lesson, with some 40% of the Senior Secondary classes observed making no use of their textbook in class. The major uses of textbooks in class were for diagrams and data, and to verify factual information. Occasionally, questions in textbooks were used as homework to test and/or consolidate knowledge. Pupils rarely initiated a reference to a textbook. It is suggested that if learners are to benefit fully from the investment in textbooks then their teachers need to be helped to use the resource in more constructive ways.

The phenomenon of studying while working in Nigerian universities: preliminary report on NCE teachers

This study examined the phenomenon of studying while working (SWW) as curriculum development programmes in three Nigerian universities. The three universities which were randomly selected are among those which admit Nigeria Certificate in Education (NGE) teachers as direct entrants to study for their first degrees (BScEd, BAEd, or BEd). The research design used was the Analytical Survey type. All the final‐year sandwich‐degree education students in the three universities for the 1992‐93 vacation period formed the population for the study. The research instrument was Questionnaire for Studying While Working (QSWW). Constructed and validated by the author, the instrument exhibited a reliability coefficient of 0.74 at the 0.05 level of significance. Five hundred randomly selected participants were used for the analysis. This figure was made up of 340 males and 160 females from science and non‐science disciplines. In descending order of magnitude, reasons which prompt people to choose to study while they work are 85.43 % for improvement of academic qualifications, > 76.25 % for accomplishing self‐actualisation, > 68.16% for usefulness to the society, > 58.44% for effective performance of teaching job, > 57.0% for mental and social development, > 53.50% for job security, > 52.08% for overcoming inferiority complex, etc. Findings also show that NCE holders teach more courses in senior secondary school classes than they teach in junior secondary school. This is especially so in Science and Mathematics. Andragogical and pedagogical problems as encountered and reported by the sandwich students came mainly from courses handled by lecturers who are not professionally qualified. Suggestions for further research point to those areas which need more clarification in order to elucidate some facts and variables connected with current issues in SWW.