Senior Secondary School Students Research Articles

Effects of Mastery Learning Approach on Interest and Performance in Trigonometry among Senior Secondary School Students, Katsina State, Nigeria.

The study investigated the effects of mastery learning approach on interest and performance in trigonometry. It employs quasi-experimental design using pretest, post-test and control groups. The population of the study consists of all SS2 students in Katsina state. Four research objectives, research questions and null -hypothesis were posed and tested in the study. Four education zones were purposively sampled and four secondary schools were randomly selected from the four education zones. Multi-staged sampling technique was employed. The instruments used for the study were Trigonometric Interest Scale (TIS) and Trigonometric Performance Test (TPT). TPT and TIS were validated by experts from the department of psychology/counseling and department of mathematics Federal College of Education, Katsina. The reliability of both TPT and TIS were 0.63 and 0.73 using Pearson Product Moment Correlation Coefficient (PPMCC) and Cronbach alpha coefficient respectively. The data were analyzed using mean, standard deviation, Independent t-test, Mann Whitney U-test and ANCOVA. The four Null –hypotheses were tested at .05 level of significance and the study revealed that there was a significant difference between the interest mean level of students taught trigonometric concepts (MRe=181.95; MRc=139.05; Z (319) = 4.152 ; p=.00< .05) using MLA and those using conventional method; there was a significant difference between performance mean score of students taught trigonometric concepts using MLA (F(319) = 225.2; P=0.000£ .05) and those taught using conventional method; there was no significant difference between the interest mean level of boys (Mr =78.6, Z (319)=556 , p = 0.53 > 0.05) and girls (Mr = 82.5) and there was no significant difference between the learning mean performances of boys and girls taught trigonometric concepts using MLA (Mm =61.6; Mf =62.7; Sdm=9.6; Sdf=7.9; t(158)=0.74 and p=0.46>.05). By promoting an inclusive and supportive environment, MLA ensures that all students, regardless of gender, can achieve mastery and develop a sustained interest in mathematics. Adopting MLA can thus be a pivotal step towards improving educational outcomes and fostering a more equitable academic landscape. The study recommended that teachers should apply the Mastery Learning Approach (MLA) in classroom settings to stimulate students interest in mathematics. This method will help students thoroughly master the content of any given concept taught, leading to improved academic performance.

Effects of Mayer’s Problem Solving Instructional Model with Visual Representation Component on Student’s Academic Performance and Retention in Algebra among Senior Secondary School Students in Katsina Central Senatorial District of Katsina State.

Effects of Mayer’s Problem Solving Instructional Model with Visual Representation Component on Student’s Academic Performance and Retention in Algebra among Senior Secondary School Students in Katsina Central Senatorial District of Katsina State.

EFFECT OF INSTRUCTIONAL COMPUTER ANIMATION ON SECONDARY SCHOOL STUDENTS ACHIEVEMENT IN CELL BIOLOGY CONCEPT IN OYO TOWN

This Study adopted a pretest-posttest, control group, quasi-experimental design. The research study covered four purposively selected secondary schools from two local government areas in Oyo town, One hundred and ten students of both gender(male and female) were inclusive and the topics covered was Cell Biology in the Senior Secondary Biology Curriculum was taught using the conventional method of teaching and computer animation. Three instruments were used for the study: Biology Achievement Test (r=0.78) this reliability index was obtained using kuder-Richardson Analysis. Three hypotheses were tested at 0.05 level of significance. Data were analyzed using Analysis of Covariance. The result revealed that there is a significant main effect of treatment on students’ achievement in Biology(F(1,109) = 8.47; p< 0.05, partial η2 = 0.77) the students exposed to Instructional Computer animation performed better with the higher adjusted post- biology achievement test mean score (19.88) while the Control group had the least adjusted post- biology achievement Test mean scores (17.99). It was found that gender had no significant main effect on students’ achievement in biology, so the null hypothesis was accepted. Based on the result of the study, it was recommended that schools should adopt Instructional Computer Animation in teaching to make learning more effective, real and to improve the achievement of senior secondary school students’ in Biology.

Investigation of the Extent of ICT Integration in the Teaching and Learning Process in Nasarawa State

A quantitative study using survey method to investigate the extent of ICT integration in the teaching and learning process in Nasarawa state. The total population comprised 71,471 Senior Secondary School (SSS) students and, 4, 56 SSS teachers from both private and public secondary schools in the State. The stratified random sampling was used to obtain a strata from the population while the simple random sampling technique was used to obtain a sample of 377 teachers and 397 students. The Taro Yamane’s formula was used to determine the sample size. The instrument for data collection were two sets of researchers’ made questionnaires and observation schedule which were thoroughly validated by experts in Test, Measurement and Evaluation, and ICT respectively. The test-retest approach was used to determine the reliability of the instruments. The validity of the instrument was determined using the Pearson product Moment Correlation Coefficient and, the values obtained were 0.91 (for teacher questionnaire) and 0.95 (for students’ questionnaire). The descriptive statistics such as mean, frequency, percentage and Standard deviation were used to analyse the quantitative data using SPSS 23. The findings revealed that, the extent of ICT integration in the teaching and learning process by teachers and students in secondary schools in the State is very low. Moreover, the study found that, majority of the schools lack ICT facilities. Furthermore, the study revealed that, the rate of digital illiteracy among the students is very high and their perception of ICT in education is very shallow. The study recommended among others that, ICT facilities should be provided for the schools to facilitate ICT integration in the teaching and learning process. It also recommended that, secondary school teachers should be regularly trained on the use and application of ICTs in education.

School Factors as Determinant of Reading Achievement of Senior Secondary School Students in Ogun State, Nigeria

School Factors as Determinant of Reading Achievement of Senior Secondary School Students in Ogun State, Nigeria

Relationship between motivation and biology achievement of senior secondary school students in Chanchaga Local Government Area of Niger State, Nigeria

The study examined the relationship between motivation and biology achievement of secondary school students in Chanchaga Local Government Area of Niger State, Nigeria. The study employed descriptive survey design and stratified and simple random sampling techniques were used for selecting 320 senior secondary students. A Motivational Scale was used as instrument for data. Two research objectives guided the study. Pearson‟s Product Moment Correlation and t-test statistics were used to test the null hypotheses at .05 levels of significance. The finding of the study showed that there was a significant relationship between motivation and students‟ biology achievement in secondary schools in Chanchaga Local Government Area. The finding also revealed that there was a significant difference in biology achievement of male and female senior secondary school students. The study concluded that the higher the motivation the better the achievement of students in Biology. It was recommended that both human and material resources should be well and adequately provided and utilized to ensure high motivation of both male and female students for better biology achievement in secondary schools.

Management of Agricultural Education Teachers as a Correlate for Students’ Learning Outcome in Ekiti State Secondary Schools

This study examined the management of agricultural education teachers as a correlate for students’ learning outcome in Ekiti State secondary schools. The study specifically investigated Teachers’ Management Characteristics and Agricultural Science students’ learning outcome in Ekiti State secondary schools. The study also examined the relationship between Agricultural Science teachers’ management characteristics and students’ learning outcome in secondary schools in Ekiti State. It equally investigated students’ interest in studying Agricultural Science in Ekiti State secondary schools and determined the relationship between the secondary school location and students’ learning outcome. The study adopted the descriptive research design of the survey type. The population of the study comprised all the 607 teachers of agricultural science and 41,478 senior secondary school students of Agricultural Science in the 203 public secondary schools in Ekiti State. The sample for this study was 576 respondents, comprising Ninety-Six (96) Agricultural Science teachers and Four Hundred and Eighty (480) Agricultural Science students from twenty-four (24) secondary schools in Ekiti State. Multi stage procedure which involved purposive, simple random and stratified sampling techniques was used to select the sample for the study. Two set of instruments tagged “Teachers’ Management Characteristics Questionnaire (TMCQ)” and “Proforma on Students’ Learning Outcome (PSLO)” were used for the study. The three instruments were validated by experts. TMCQ had a reliability coefficient of 0.85. The data were analysed using descriptive and inferential statistics. The descriptive statistics of Frequency Counts, Percentages, Mean and Standard Deviation were used to answer the research questions while the inferential statistics involving Pearson Product Moment were used to test the hypotheses at 0.05 level of significance. The findings of the study revealed that the predominant management characteristics of Agricultural Science teachers in Ekiti State secondary schools were qualifications, teaching experience, teaching methods, gender, marital status and age. The study showed that the level of students’ learning outcome in Agricultural Science as well as students’ interest in studying Agricultural Science in Ekiti State secondary schools were moderate. Also, it was found that there was significant relationship between Agricultural Science teachers’ management characteristics and students’ learning outcome in Ekiti State secondary schools. Based on the findings of this study, it was concluded that management characteristics of Agricultural Science teachers were important factors that influenced students’ learning outcome in Agricultural Science in Ekiti State secondary schools. Teachers’ qualifications were the best predictor of students’ learning outcome in Agricultural Science in Ekiti State secondary schools among others. Qualified and experienced teachers should be employed to teach Agricultural Science at both junior and senior secondary schools levels. The veteran and experienced teachers should serve as mentor for the beginning teachers so as to ensure expected students’ learning outcome is achieved.

Impact of social media on the reading habits of government senior secondary school students in North district of Directorate of Education, Delhi

Impact of social media on the reading habits of government senior secondary school students in North district of Directorate of Education, Delhi

Assessment and Analysis of Incidence of Urinary Schistosomiasis and Socio-Economic Status Among Secondary Schools Students in Kano State Metropolis

The objective of this study was to determine the incidence of urogenital schistosomiasis in relation to the socio-economic status of senior secondary school students in urban areas of Kano State. A cross-sectional research design was used. Three hundred and eight (308) students were randomly selected, of which one hundred and thirty-six (136) were male and one hundred and seventy-two (172) were female. A self-developed questionnaire and a standard urine filtration technique were used to collect data. The questionnaire was validated by experts from public health, Murtala Muhammad Specialist Hospital and Aminu Kano Teaching Hospital with a validity index of 0.89. Urine samples from 308 randomly selected students aged 12->20 years were collected and examined for the presence of Schistosoma haematobium egg(s) in the urine using standard filtration techniques. 126 (40.90%) students were found to be Schistosoma haematobium positive with a mean egg intensity (S.D) of 50.69 (44.57) eggs per 10 milliliter of the urine. Students infected with S. haematobium were found to be from both poor and well socio-economic background. It is recommended that government and all stake holders concern should ensure appropriate measures of preventing incidence of Schistosoma haematobium.

Self-esteem, peer pressure and the incidence of deviant behaviour among secondary school Students in Delta State

This study explored the relationship among self-esteem, peer pressure and the incidence of deviant behaviour among secondary school students in Delta State. A total of 2 research questions and 2 hypotheses guided the study. The correlational research design was adopted. The population comprised 72,854 senior secondary school students A sample size comprising of 1,045 students was selected through a multistage sampling procedure. Questionnaire (opinion poll) is the instrument was used for the study. The validity and reliability of the opinion poll was ascertained. The PPMCC of determination was used to answer the phrased research questions while regression was used to test the hypotheses at 0.05 level of significant. The answer of the study revealed that a major relationship exists between self-esteem (S.E) and deviant behaviour (DB) among secondary school students and that a significant relationship exists between peer pressure and deviant behaviour among secondary school students in Delta State. The researcher recommended that stake holders such as parents, educators and policy makers should do their part to ensure that the self-esteem of the adolescents be consciously enhanced to reduce deviant behaviour among secondary school students.

Enhancing Senior Secondary School Students Success: Dynamics Of School Climate

Enhancing Senior Secondary School Students Success: Dynamics Of School Climate

دراسة قلق الكتابة لدى طلاب المرحلة الثانوية في مادة اللغة الإنجليزية بوصفها لغة أجنبية

يهدف البحث إلى تحديد مستوى الشعور بقلق الكتابة لدى طلاب المرحلة الثانوية في مادة اللغة الإنجليزية كلغة أجنبية، وما إذا كان هناك فرق ذو دلالة إحصائية بين الطلاب والطالبات في الشعور بقلق الكتابة. علاوة على ذلك يهدف البحث إلى التعرف على ما إذا كان هناك فروق ذات دلالة إحصائية بين الطلاب ذوي الكفاءة المنخفضة والعالية من حيث قلق الكتابة، وكذلك التعرف على نوع العلاقة الارتباطية بين كفاءة الطلبة وقلق الكتابة. تم اختيار مجموعة مكونة من (160) طالب وطالبة من طلاب الصف السادس بشكل عشوائي من أربع مدارس ثانوية حكومية كعينة للدراسة. تم استعمال مقياس ليكرت المكون من 3 بدائل والذي يتكون من (20) فقرة صممها تشينغ (2004) وتتراوح من "ينطبق تماماً" إلى "لا ينطبق أبدًا " كأداة لجمع البيانات المطلوبة. تم استعمال إصدار SPSS (23) لتحليل البيانات التي تم جمعها والتي تضمنت: اختبار (ت) العينة الواحدة، اختبار (ت) للعينة المستقلة، ومعامل ارتباط بيرسون . كشفت نتائج الدراسة أن طلبة المدارس الثانوية العراقية يعانون من قلق الكتابة بشكل إيجابي بمستوى متوسط في عملية تعلم اللغة الإنجليزية. لا توجد فروق ذات دلالة إحصائية بين الطلاب والطالبات في متغير قلق الكتابة. لا توجد فروق ذات دلالة إحصائية بين الطلاب ذوي الكفاءة المنخفضة والعالية من حيث قلق الكتابة. أخيرًا، كشفت النتائج عن وجود علاقة سلبية (r= -.012-) بين كفاءة الطلبة وقلق الكتابة، وهذا يعني أنه كلما قل إتقان الطالب للغة أجنبية، زاد قلقه من الكتابة.

Influence of principals' use of management information system in managing public senior secondary schools in Central Senatorial Zone, Kaduna State, Nigeria

The study assessed principals’ use of management information systems (MIS) in managing public secondary schools in Central Senatorial Zone, Kaduna State. The study was guided by three research questions with corresponding 3 objectives and 3 null hypotheses. The research design used for this study was descriptive survey research design. The total population of the study consisted of 168 principals and vice principals drawn from all 168 public senior secondary schools in the central senatorial zone of Kaduna State. The sample size of the study consisted of 84 respondents drawn from 84 secondary schools using a simple random sampling technique. The researcher’s self-developed instrument which consisted of 24 items was used for data collection. The instrument was validated and it yielded 0.63 as the logical validity index. The instrument was pilot tested on 20 principal and vice principal and the coefficient of internal consistency of 0.72 was obtained. Descriptive statistics of mean and standard deviation were used to answer the research questions while Pearson product moment correlation was used to test all the hypotheses at a 0.05 level of significance. The major findings of the study indicated that MIS is effective in managing various aspects of staff and students' records and shows a significant relationship between MIS use and the management of students’ records, administrative competence, and teachers’ computer skills in recording students’ scores in public senior secondary schools in Central Senatorial Zone of Kaduna State. This implies that no meaningful records management process can ignore the impact of MIS in effective records management since it is clear that information creation, storage and retrieval have gone from pictorial representations on the walls of caves and artefacts to the invention of writing and computers. The study recommends that efforts should be intensified by government and stakeholders in education in collaboration with the School Based Management Committee (SBMC) to introduce and ensure its implementation of the use of modern technology such as Education Management Information System (MIS) for improved method of record management of students in public senior secondary schools of Central Senatorial Zone, Kaduna State.

Emotional intelligence, self-esteem and gender as correlate of secondary school students’ academic achievement in Anambra State, Nigeria

This study investigated emotional intelligence, self-esteem and gender as correlate of secondary school students’ academic achievement in Anambra State. Three research questions and two null hypotheses tested at 0.05 level of significance guided the study. The study was carried out in Onitsha, and Awka education zones of Anambra State, Nigeria. The design adopted for this study was correlational research designs. The population of the study comprised all the year two senior secondary school (SSS2) students in the 263 public secondary schools in Anambra state. The sample for the study consists of 1,028 students obtained through non-proportionate stratified random sampling technique from 18 secondary schools in Onitsha, and Awka education zones. The instruments for data collection include a structured questionnaire that was used to collect data on the student’s emotional intelligence called Emotional Intelligence Questionnaire (EIQ), a Self-Esteem Inventory (SEI) and Mathematics and English Language Achievement Test (MEAT). The instrument was face and content validated by two experts. The research questions were analysed using Pearson Product Moment Correlation Coefficient (Pearson r) while hypothesis was tested using multiple regression. Results of the research showed that there was a significant relationship between emotional intelligence, self-esteem and gender with academic achievement of secondary school students in mathematics and English language. Based on the findings of this study, recommendations were made. One of the recommendations is that government should organize seminar and workshop for teachers to enable them to understand the concepts of emotional intelligence and self-esteem in order to build their own emotions and that oftheir students.

ANALYSIS OF DIFFERENTIAL ITEM FUNCTIONING OF NATIONAL EXAMINATIONS COUNCIL AGRICULTURAL SCIENCE MULTIPLE CHOICE TEST ITEMS IN SOUTH EAST, NIGERIA

The study examined the differential item functioning of National Examinations Council (NECO) Agricultural Science multiple choice test items (2015-2017) in South East Zone. The study adopted descriptive survey research design and ex-Post-Facto research design. Two null hypotheses were formulated and test in the study. The population of the study consisted of 10, 194 Agricultural Science students. Sample size of 728 Agricultural Science Senior Secondary School students (SSS III) were proportionately drawn from the 72 selected secondary schools that constituted the sample size of the study. A multi-stage sampling technique was used for the study. The instrument used for data collection was NECO paper III questions constructed in 2015-2017.The instrument was re-validated by experts in Educational Measurement and Evaluation and Agricultural Extension Education. The data obtained was analysed using Kuder Richardson Formular 20 with reliability indices of 0.76. Data obtained for the study were analyzed using the Scheuneman modified Chi-square statistic to analyze all the research questions and chi-square statistic was employed in testing the null hypotheses. Results showed that that Agricultural Science multiple-choice test items used in NECO 2015-2017, contain test items that significantlyfunctioned differentially for testees on the basis of gender and that there was no significant difference between male and female students on the percentage of items which functioned differentially in the 2015-2017 NECO Agricultural Science multiple choice test examination. It was thus recommended among others that test experts and developers should consider the use of Scheuneman modified chi-square in determining differential item functioning.

Exploring the Acceptance of Instructional Videos to Bridge Knowledge Gaps in Physical Geography among Senior Secondary School Students in Oyo State Nigeria

The integration of videos in the instructional process has become increasingly prevalent, offering a dynamic approach to enhancing students’ learning experiences. Specifically, this study focuses on factors influencing the acceptance of instructional videos, emphasising internet self-efficacy and access to mobile/digital devices as critical variables. While previous studies have examined the effectiveness of video in students’ learning outcomes in geography, this research fills a gap by investigating its acceptance, with a view to harnessing the potential of instructional videos for a more immersive learning experience in physical geography classrooms. The study adopted a descriptive survey research design. The participants comprised 302 students randomly selected across six senior secondary schools in all three senatorial districts in Oyo State, Nigeria. The results showed that the level of acceptance of instructional videos and internet self-efficacy among senior secondary school students were high with weighted averages of 3.0 and 2.8 respectively, suggesting reasonable dispositions to accept and utilise these learning resources to facilitate learning. The Analysis of Variance (ANOVA) further shed light on the critical roles of internet self-efficacy and access to devices in determining the level of acceptance of instructional videos in physical geography education. The p-values of 0.000 indicated that there were significant effects of internet self-efficacy and access to mobile/digital devices on the level of acceptance of instructional videos. The results, therefore, underscore the critical impact of internet self-efficacy and access to devices on the extent to which students accept the use of instructional videos in physical geography classrooms.

A Study of Achievement Motivation in Relation to Locality and Academic Stream of Senior Secondary School Students of Bareilly District

The present study investigated the achievement motivation of senior secondary school students in relation to their locality and academic stream. A total of 200 students comprised of 100 rural (50 Science & 50 commerce) and 100 urban (50 Science & 50 commerce) students selected randomly from ten senior secondary schools of Bareilly district. Achievement Motivation Test (Ach.MT) developed by Dr. V.P. Bhargava (2009) was administered on the sample to assess the achievement motivation. Two way ANOVA was used to analyse the data. The results revealed that locality and academic stream of students had highly significant effect on achievement motivation, but there was no significant interaction effect of locality and academic stream on achievement motivation of senior secondary school students.

Counselling implications of school climate and learning outcomes of students in senior secondary schools in Delta State, Southern Nigeria

School climate from studies over the last two decades has been shown to affect students and the process of learning. The purpose of this study, therefore, was to explore the school climate of some selected schools and also to determine the relationship between students' and teachers' perceptions of school climate and students' performance in mini WAEC tests. It is a cross-sectional survey of 664 randomly selected SSS 3 (three) students and 90 teachers in nine secondary schools in the 3 Senatorial districts in Delta State. Two sets of instruments were used to collect data for this study: School Climate Questionnaires (SCQs) and past WAEC objective questions in three subjects (English Language, Mathematics and Biology). The data collected were analyzed using descriptive and inferential statistics. The findings revealed that most students perceived their school's social and academic environment as being poor. A significant difference was found in the physical environment of the school and the performance of the students in Biology. It is recommended that workshops and seminars be organized for school heads and teachers to enhance the positive school climate.

Effect of Class-Wide Peer Tutoring on Senior Secondary School Students’ Achievement in Chemistry

Effect of Class-Wide Peer Tutoring on Senior Secondary School Students’ Achievement in Chemistry

Effects of Cognitively Guided Instruction on Senior Secondary School Students’ Attitude towards Physics

In an effort to achieve educational goals and improve students' enthusiasm for Physics, it is important to take into account the prior experiences that students bring with them to the classroom. Teachers' exploration of these prior experiences is crucial when implementing the constructivist approach to classroom instruction, as it helps in achieving the desired objectives. Consequently, this research aimed to investigate how the application of cognitively guided instruction influences the attitudes of senior secondary school students towards Physics. The study employed a pretest-posttest control group quasi-experimental design and utilized multilevel linear models for data analysis, considering the hierarchical structure of the data with participants nested at both classroom and school levels. Students’ Attitude to Physics Questionnaire was used to collect data during the study. The study's findings revealed a significant positive impact of cognitively guided instructional strategy (CGIS) on students' attitudes towards Physics, and a significant difference in the post-attitude mean scores of students in the CGIS and the conventional teacher-centred instructional groups. Thus, cognitively guided instruction holds substantial promise as an effective pedagogical strategy for teaching Physics. In conclusion, this research underscores the importance of contextualizing instruction, as it actively engages students in the learning process and significantly enhances their attitudes towards the subject of Physics. The instructional structure which CGIS provides enables the validation of students’ knowledge-creation ability.