SS2 Students Research Articles

Students’ Academic Self-Concept and Their Academic Achievement in Mathematics in Bekwarra Local Government Area of Cross River State

The study looked into the relationship between senior secondary two (SS2) students' academic self-concept and their mathematics achievement in Bekwarra Local Government Area of Cross River State. This study was directed by three research questions and three matching null hypotheses. A sample of 318 senior secondary two (SS2) students offering Mathematics which comprised two hundred (200) female and one hundred and eighteen (118) male SS 2 students drawn from six (6) secondary schools from a population of 1544 SS2 students offering Mathematics in Bekwarra Local Government Area, Cross River State using Taro Yamane's sample size formula and A simple random selection method was employed, namely by balloting. Two instruments were used for data collection titled; Academic Self-Concept Scale (ASCS) and Mathematics Achievement Test (MAT) used for data collection. Cronbach Alpha (∝) method was used to determine the internal consistency of the Academic Self-Concept Scale (ASCS). The reliability coefficient of the Academic Self-Concept Scale (ASCS) was 0.81. Kuder-Richardson 20 formula method was used to determine the reliability coefficients for the Mathematics Achievement Test (MAT). The reliability coefficients obtained was 0.91 for BAT. The research questions and all null hypotheses were answered and tested using simple linear regression at 0.05 level of significant. Results of the study revealed that: % variation in academic achievement of male students in mathematics was due to their self-concept, and that the academic achievement of male students in mathematics is not significantly correlated with their self-concept. On the other hand, 17% variation in the academic achievement of female students in mathematics was due to their self-concept, and the academic achievement of female students in mathematics is significantly correlated with their self-concept. Finally, students’ self-concept accounted for 23% variation in their academic achievement in Mathematics, and that students’ self-concept significantly relate with their academic Achievement in Mathematics in Bekwarra Local Government Area. The researcher recommended among other things, that parents should help their children have a positive self-concept in mathematics from an early age.

Investigating Socio-Economic and Academic Consequences of Insecurity and Kidnapping in Senior Secondary Schools in Anambra State

The study investigates the socio-economic and academic consequences of kidnapping in senior secondary schools in Anambra State. Two research questions and two research hypotheses were formulated for the study. The scope was restricted to the extent to which kidnapping influence academic performance and socio-economic development of students. Relevant literatures were reviewed on conceptual framework, theoretical framework, empirical studies and summary of reviewed literature. The design of the study was a descriptive survey design. The study was carried out in Anambra State. The study population was public SS 2 students in Anambra State. The sample of the study consisted of 400 SS2 students. The instrument for the study was a questionnaire consisting of 10 items. The instrument was validated by 3 experts – two experts in measurement and evaluation and one expert in administration. The reliability of the instrument was done using Pearson Product Moment Correlation (r) yielding a value of 0.86. Data analysis was conducted using mean and standard deviation for research question and t-test statistic was used to test the research hypotheses. The results of the study were as follows: there is a significant difference between the mean ratings to which kidnapping influence academic performance of SS2 students in senior secondary schools and there is a significant difference between the mean ratings to which kidnapping influence socio-economic development of SS2 students in senior secondary schools. The study recommended among others that government and traditional rulers should encourage dialogue and conflict resolution mechanisms at the community level to address underlying grievances and prevent conflicts from escalating into violence.

Parental Guidance, Peer Association As Correlate Of Preventive Measures Against Sexually Transmitted Diseases Among Secondary School Students In Ekwusigo Local Government Area In Anambra State, Nigeria

This study adopted correlational survey design to established the relationship between parental guidance. peer association and preventive measures against sexually transmitted diseases among secondary school students in Ekwusigo Local Government Area in Anambra State, Nigeria. It was guided by two research questions and two null hypotheses. A sample of 266 SS2 students in six public secondary schools in the study area were selected using simple random sampling technique. One instrument titled “Source of preventive measures against sexually transmitted diseases (SPMSTQ) was developed by the researchers with the help of experts and used for data collection. The reliability of the questionnaire, established using Cronbach Alpha which ranges from 81 to .86. The hypotheses were tested using Pearson Product Moment correlation Coefficient at .05 level of significance. The findings of the study revealed that parental guidance and peer association individually significantly relate to the preventive measure against sexually transmitted diseases among secondary school students in Ekwusigo Iocal government area of Anambra State, Nigeria. it was concluded that preventive measures against sexually transmitted diseases among secondary school students depend on effective parental guidance and positive peer association. Based on the findings and conclusion of this study, it was recommended amongst others that Schools and communities should encourage parents to engage in open discussions about sexual health with their children. This would help to minimize the rate of sexually transmitted diseases among secondary school students

Effect of Gender on Students’ Attention and Academic Performance in Analytical Chemistry Using Collaborative-Predict-Explain-Observe-Explain (CPEOE)

This research investigated the possibility of enhancing senior secondary school students’ academic performance irrespective of gender in analytical chemistry concept using Collaborative-Predict-Explain-Observe-Explain (CPEOE). The study adopted a quasi-experimental research design. Analytical Chemistry Attention Inventory (ACAI) and Analytical Chemistry Performance Test (ACPT) were the instruments used for data collection. Cronbach Alpha was used to ascertain the reliability index of ACAI which gave reliability value of 0.87. The internal consistency of ACPT was tested using Kuder-Richardson (KR-21) formula which yielded a reliability value of 0.96. The population was 7,152 SS2 students offering chemistry in Makurdi, Benue State, Nigeria. A sample of 157 students drawn from 3 schools in Makurdi Local Government Area of Benue State, Nigeria was selected using multi-stage sampling techniques. Four research questions and four null hypotheses guided the study. The research questions were answered using Mean and Standard Deviation scores while the null hypotheses were tested at 0.05 level of significance using results from Analysis of Covariance (ANCOVA). The study revealed among others, that there was no significant difference between the mean attention rating of male and female students taught analytical chemistry {F1, 78 = 1.020, P>0.05}. It was also revealed that that there is no significant difference between the mean academic performance of male and female students taught analytical chemistry using CPEOE {F1, 78 = 4.890, P>0.05}. It was recommended among others that since CPEOE is not gender sensitive. Hence, both male and female students should be involved in CPEOE classroom to enhance their attention and academic performance in analytical chemistry. Serving teachers should be encouraged to use CPEOE in teaching analytical chemistry concepts.

Demonstration and discussion teaching methods on attitude and retention of urban and rural students in senior school biology in Yenagoa and Ogbia local government areas of Bayelsa state

The purpose of the study was to investigate effects of demonstration and discussion teaching methods on attitude and retention of urban and rural students in senior school biology in Yenagoa and Ogbia Local Government Areas. Quasi-experimental research design was employed. The population of the study was 6,988 Senior School Two Biology students in Bayelsa State. The sample consisted of 323 Senior School Two students from 23 Senior Secondary Schools in the above Local Government Areas of Bayelsa State. Two research questions and two hypotheses guided the study. Three validated and reliable instructional guides namely Instructional Guide on Demonstration Teaching Method (IGDTM), Discussion Teaching Method Guide (DTMG) and Guide on Lecture Teaching Method (GLTM) were used in training teachers to use the methods of teaching. Standardized Biology Achievement Test (SBAT) was used as a reliable instrument for data collection. Data were analyzed using percentage, mean, standard deviation and z-test statistics. The findings of the study showed no significant difference in retention mean scores of SS2 students in urban and rural schools when taught with demonstration and discussion methods. Also, there was slight increase in attitude of students in pretest and posttest in all the groups but when subjected to z-test analysis, it showed statistically not significant in all the groups. These implied that adequate consideration to teaching methods in biology is crucial to enhancing attitude and retention of students during lessons as school type does not affect students’ attitude nor improve academic achievement.

Highlighting the Best English Teaching Method for Katsina State Secondary Schools: Communicative Versus Traditional

This study was undertaken to highlight the best English teaching method in Katsina state secondary schools by comparing communicative method (CLT) against traditional method (GTM) to ascertain the best approach for teaching grammar, vocabulary, written composition, oral composition, and oral English. The study population comprised all 2023/2024 SS2 students of public secondary schools in Katsina State. It deploys experimental design which involves gathering quantitative data from the students’ post-tests to assess their mastery of these language skills. In order to analyze the collected data, the researchers utilized the SPSS (IBM Statistical Processor Version 25) for precise and efficient processing, generating various necessary outputs to draw meaningful conclusions. Based on the findings, with the exception of teaching grammar which revealed no significant difference as the p-value was.003 which is below .05, CLT proved to be more impactful compared to traditional methods in teaching the other four subjects. To this end, the researchers recommend full implementation of the CLT method at Senior Secondary Schools in Katsina State. Similarly, it is suggested that CLT and GTM should be blended in teaching grammar in order to help students to learn the grammatical structures of English and use them in a meaningful and engaging way.

Possibility of Enhancing Students’ Academic Performance in Electrolysis Using Collaborative-Predict-Observe-Explain-Write (CPOEW) and 3E’s Learning Models

This research investigated the possibility of enhancing senior secondary school students’ academic performance in electrolysis using Collaborative-Predict-Observe-Explain-Write (CPOEW) and Exploration, Explanation and Evaluation (3E’s) learning models. The study adopted a quasi-experimental research design. Electrolysis Performance Test (EPT) was the instrument used for data collection. Kuder-Richardson (KR-21) formula was used to test the internal consistency of EPT which yielded a reliability value of 0.91. The population was 7,152 SS2 students offering chemistry in Makurdi, Benue State, Nigeria. A sample of 143 students drawn from 3 schools in Makurdi Local Government Area of Benue State, Nigeria was selected using multi-stage sampling techniques. Two research questions and two null hypotheses guided the study. The research questions were answered using Mean and Standard Deviation scores while the null hypotheses were tested at 0.05 level of significance using results from Analysis of Covariance (ANCOVA). The study revealed that there was significant difference in the mean academic performance of students taught Electrolysis using CPOEW, 3E’s model and discussion method [F2, 140=1943.116, P<0.05]. The study revealed that there was no significant interaction effect of treatments and gender on the mean academic performance scores of students in electrolysis [F2, 140=114.340, P<0.05]. It was recommended among others that to enhance students’ academic performance in electrolysis, serving teachers should be encouraged to use CPOEW and 3E’s learning models in teaching electrolysis.

Strategies for Controlling Aggression among Secondary School Students in Bayelsa State

The study evaluated the strategies for controlling aggression among secondary school students in Bayelsa State. A descriptive survey design was adopted for the study. Three research questions and corresponding hypotheses were raised to guide the study. The population of the study was all students and teachers in the 192 public secondary schools in Bayelsa state. A sample of 567 comprising of 100 teachers and 467 SS3 students were randomly selected from the population. The instrument for data collection was a “Strategies for Controlling Students’ Aggression Questionnaire (SCSAQ)” developed by the researcher and validated by experts. The reliability of the instrument was established using Cronbach Alpha formula and a coefficient of 0.87 was obtained which was considered appropriate for the study. The research questions were answered using mean and standard deviation while the hypotheses were tested using t-test statistic at 0.05 level of significance. It was revealed that the extent of implementation of strategies for controlling students aggression in secondary schools was low. It was recommended amongst others that the school management should be encouraged to implement the strategies for controlling students’ aggression in secondary schools in Bayelsa state.

Effect of Brain-Based Learning on Conceptual Change in Acid, Base and Salt among Chemistry Students of Varied Cognitive Ability in Onitsha Education Zone

The study investigated the effect of brain-based learning on conceptual change in acid, base and salt among chemistry students of varied cognitive ability in Onitsha Education Zone. Three research questions guided the study and five hypotheses were tested at 0.05 alpha level. Quasi-experimental design was used in the study, specifically, the pretest-posttest non-equivalent control group design. The study population comprised 3, 103 SS2 students offering chemistry in Onitsha Education Zone, out which 108 students were selected using random and purposive sampling techniques. The instruments used for data collection were Test of Logical Thinking (TOLT) adopted from Tobin and Capie (1981) and Chemistry Students’ Conceptual Change Test (CSCCT) adopted from Zudonu (2013). Data was generated for the study by administering the instruments as pretest and posttest. Research questions were answered using mean and standard deviation while analysis of covariance was used to test the null hypotheses. The findings of the study showed that students taught acid, base and salt chemistry using brain-based learning had significantly higher mean conceptual change scores than those taught using lecture method. Also, there was a significant influence of cognitive ability level and gender on students’ conceptual change. It was recommended that seminars and workshop should be organized for chemistry teachers by school administrators to acquaint them with the effective ways of integrating brain-based learning into the teaching process of chemistry.

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 Team Teaching and Lecture Method on the Retention of Physics Students in Secondary Schools in Delta State

This study investigated the effects of 5E-guided inquiry, team teaching, and lecture methods on physics students’ retention in Delta State. To guide the study, two research questions and two hypotheses were raised and tested at a 0.05 level of significance. The study used the quasi-experimental non-randomized pre-test, post-test, and delayed post-test planned variation group design. The population consisted of all mixed public secondary school (SS2) Physics students in Delta State with a population of 476 secondary schools and 31,711 SS2 students. A sample of six (6) secondary schools and 326 students were used for the study. The six (6) schools used for the study were selected using a stratified random sampling technique. The Physics Achievement Test (PAT) was used for data collection. Mean and Standard Deviation were used in answering all the research questions, and collected data were analyzed using analysis of variance (ANOVA) and analysis of covariance (ANCOVA). The results obtained indicated that students taught with the team-teaching method performed better than those taught using the 5E-guided inquiry and lecture method. Furthermore, the result showed that there is no significant effect of interaction between sex and method on the retention of physics students. Based on these findings, it was concluded that students taught with the team-teaching method achieved significantly better than students taught with the 5E-guided inquiry method and lecture method. Results from the study led to many recommendations, that teachers should expose physics students to team teaching methods so as to promote effective and active learning among students.

Exploratory Study of Alternative Procedures for Embedded Assessment in Secondary School Geography in Ilorin, Kwara State, Nigeria

The need for school accountability accompanied by demands that teachers must take responsibility for improving students’ performance on standardized test made educators to search for new ways to teach. Assessment is a key process in education and an essential ingredient of accountability. This study explored the effect of embedded assessment on secondary school students’ performance in geography. A set of embedded assessment procedures was developed and used among SS1 students. The objective of this study was to find out whether embedded assessment will be effective in the teaching and learning of geography among SS1 students. The pretest, posttest quasi-experimental research design was used for the study. Two public senior secondary schools were randomly selected from a total of 27 public senior secondary schools in Ilorin-west local government area of Kwara state. Instrument used were practical exercises, tests and quizzes as well as projects assignment were developed and embedded into classroom instructions in geography for experimental group while the regular continuous assessment was used in the control group. Analysis of Covariance was used to test the hypotheses formulated. A significant difference was observed between the performance of geography students exposed to embedded assessment and those exposed to the traditional assessment method. This was because the mean performance of experimental group was 31.06 while the mean performance of control group was 20.33. The implication for this study is that embedded assessment brings about better understanding of the subject content and assessment is done as the instruction takes place.

Family psychological wealth, peer pressure, and corruption tendencies of adolescent students in Calabar Metropolis, Cross River State, Nigeria

The study investigated the relationship between family psychological wealth, peer pressure, and corruption tendencies of adolescent Senior Secondary Two (SS2) students in Calabar Metropolis of Cross River State, Nigeria. The influence of gender on the corruption tendencies of these adolescent students was also investigated. The sample was made up of 814 respondents from 22 public and private secondary schools in Calabar Metropolis. A questionnaire with the following title was the tool used to gather the data: “Family Psychological Wealth, Peer Pressure and Corruption Tendencies Questionnaire” (FPWPPCTQ). This was constructed by the researchers and validated by Educational Psychologists and experts in Test, Measurement, and Evaluation. The reliability coefficient obtained by using the Cronbach reliability coefficient method was 0.76. Three hypotheses were formulated to direct the study and were tested with the aid of the Mann–Whitney U-test and Spearman’s rank correlation. The outcome revealed a significant difference between the corruption tendencies of male and female students with male students showing a greater tendency towards corruption. A significant negative relationship was obtained between family psychological wealth and corruption tendencies among adolescent SS2 students in Calabar Metropolis. Peer pressure and students’ corruption tendencies were found to be significantly and positively correlated. Family psychological wealth could, therefore, be explored to check Nigeria’s endemic corruption which persists despite the establishment of anti-corruption institutions. Non-governmental organizations should be encouraged to empower the boy child through counselling, mentorship, and educational assistance to reduce their tendency to corruption.

Effect of Computer Assisted Instructional (Cai) Package on Senior Secondary School Students’ Achievement in Mathematics: A Post- Covid Sustainable Development in Nigeria.

Purpose: This study investigated the effects of Computer Assisted Instructional (CAI) Package on senior secondary school students’ achievement in Mathematics: A post-Covid Sustainable Development in Nigeria.
 Methodology: The research design adopted was quasi-experimental research design. The sampling technique was multi stage sampling techniques. One hundred and seventy-eight (178) SS2 students comprising 90 male and 88 female students served as sample size. The research instrument was Mathematics Achievement Test (MAT). The reliability of the test instrument was determined using the Pearson product moment correlation analysis formula. A correlation coefficient of 0.86 was obtained which was considered high and suitable for gathering data. The instrument was certified to have face and content validity by expert opinion. Descriptive statistic such as Mean and Standard deviation were used to answer research questions, while t-test was used to test hypotheses at 0.05 significant levels.
 Findings: The findings among others revealed that students taught mathematics using Computer Assisted Instructional (CAI) Package achieved more than that taught mathematics using the conventional method of teaching.
 Unique contribution to theory, policy and practice: This study recommended that the use of CAI enhances Achievement of Students in Mathematics especially during post COVID era; therefore, teachers should be discouraged from the use of conventional method of teaching Mathematics but rather to embrace teaching Mathematics using Computer Assisted Instructional (CAI) package on Senior Secondary School Students’ Achievement in Mathematics and Post- COVID Sustainable Development in Nigeria.

Comparative Analysis of Three Data Mining Tools in the Allocation of Senior Secondary Students into Departments for Career Path

Abstract: Choosing a career path in life begins with studying the right subject combination at the secondary school level. The Nigerian educational system of 6-3-3-4 which makes a student to spend 6 years in pry education, 3 years in junior secondary school, 3 years in senior secondary school and 4 years in the university makes it mandatory for such a student to choose a department of study at the point of entry into the senior secondary school (SSS). It is at this point that a decision is made consciously or unconsciously by the students about life career as the choice of department determines the choice of course of study at the university level later. Students and their parents/guardians often take this decision without any scientific guide which in most cases leads to a wrong choice of career path. In this study, three data mining tools, WEKA, RapidMiner and Orange were employed with three algorithms each to determine the most appropriate tool with the best result in the allocation of senior secondary school (SSS) students to various departments of study. The best algorithm methodology that classified the dataset in WEKA was Random Forest with an accuracy of 100% predicting 308 students correctly. In RapidMiner the best algorithm methodology was Naïve Bayes with an accuracy of 82.9% correctly predicting 73 students. Thereafter, Orange gave the best algorithm methodology to be Random Forest at 98.7333% predicting 304 students accurately. Our study shows that the optimum algorithm suited for the application software implementation to allocate SS1 Students into Department was Random Forest, having highest rates in the Accuracy. Though Orange has additional feature of being able to visualize the output of all the three results in one interface at a glance, and also shows outcome visualizations in various plots and graphs, WEKA’s highest predictive measure of 100% places it above all and makes it the tool of choice with Random Forest being the best algorithm.

Fostering Secondary School Students' interest in Biology Using Numbered Heads Together Cooperative Instructional Strategy

The study investigated the effect of numbered heads together cooperative instructional strategy (NHT) on secondary school students’ interest in biology in Awka Education Zone. Two research questions and three null hypotheses tested at 0.05 level of significance guided the study. The study is quasi-experimental research, adopting specifically the pretest posttest non-randomized control group of 2x2 factorial research design. 4755 senior secondary year two (SS2) students constituted the population. Multi-stage sampling procedure was employed to compose the sample size of 64 (21 males and 43 females) SS2 students. The sampled students who were in two intact classes were randomly assigned to experimental (23 girls and 10 boys) and control (20 girls and 11 boys) groups using a flip of a coin. A 20-item Biology students interest scale (BSIS), with five response options, developed by the researchers was used for data collection. The biology students interest scale was validated by three experts and with reliability index of 0.77 established using Cronbach alpha. Students in the experimental group was taught selected concepts in biology using NHT while those in the control group was taught the same concepts using Conventional Lecture Method (CLM). Mean and Standard deviation were used in answering the research questions while Analysis of Covariance (ANCOVA) was used to test the null hypotheses at 0.05 alpha level. The findings of the study revealed that NHT is more effective in fostering students’ interest in biology than CLM. Gender had no significant influence on students’ interest in biology. Also, there was no interaction effect of teaching methods and gender on students’ interest in biology. The study therefore concluded that NHT is a gender friendly approach that fosters students’ interest in biology as it involves the group working together and every member of the team taking accountability of the group. Based on the findings, recommendations were made among which include that NHT should be adopted by biology teachers in schools to foster students’ interest in biology.

Effect of Collaborative Learning Strategy on Senior Secondary School Students’ Anxiety and Achievement in Geometrical Construction in Abuja

The study researched on the effect of collaborative learning strategy (CLS) on senior secondary school students’ anxiety and achievement in geometrical construction (GC) in Abuja. Three research question and three corresponding hypotheses were answered and tested respectively. It was a Quasi-experimental design of the pre-test, post-test, non-randomized and non-equivalent control group type involving one experimental and one control group. A total of 157 (71 males and 86 females) SS1 students were involved in the study, 74 (33 males and 41 females) students for the experimental group and 83 (38 males and 45 females) students for the control group. 4-stage sampling technique involving stratified, simple random sampling and intact class techniques were used to arrive at the samples. Two research instruments, Mathematics Achievement Test (MAT) and Mathematics Anxiety Questionnaire (MAQ) were employed for data collection. Descriptive statistics and percentages were used to answer the research questions while the hypotheses were tested using Analysis of Covariance (ANCOVA) at the level of 0.05 level of significance. The findings of the study were that i. students taught GC using CLS had lower Anxiety Mean Score than those taught without the method, ii. students taught GC using CLS had higher Achievement Mean Score than those taught without the method iii. male students scored higher in the achievement test than their female counterparts when taught GC using CLS iv. there was significant difference between the Anxiety Mean Score of students taught GC using CLS and those taught without the method v. there was significant difference between the Achievement Mean Score of students taught GC using CLS and those taught without the method, and vi. there was significant difference between male and female students’ Achievement Mean Scores when taught GC using CLS. The study recommended that all education stakeholders should endeavor to provide all necessary support to allow mathematics teachers make use of CLS in mathematics classrooms.

Effect of Assessment Supported Instructional Model on Secondary School Students’ Interest in Mathematics in Onitsha Education Zone

The study investigated the effect of Assessment supported instructional model (ASIM) on students’ interest in mathematics in Onitsha Education zone of Anambra state. Two questions guided the study while three hypotheses were tested. Quasi-experimental research design was adopted for the study. The population was made up of 6,257 senior secondary two student (SS2) offering mathematics. Purposive and random sampling techniques were used to draw a sample of 130 SS2 students offering mathematics from 19 co-educational schools in the Zone. Students’ Mathematics Interest Rating Scale (SMIRS) was used to collect data for the study. The instruments was validated by three experts and the reliability coefficient of 0.81 was obtained for SMIRS using Cronbach Alpha. Data were collected by administering the instruments as pretest and posttest. Mean and standard deviation were used to answer the research questions while Analysis of Covariance was used to test the null hypotheses at 0.05 alpha level. Findings of the study showed that assessment supported instructional model (ASIM) significantly improved students’ interest in mathematics more than Conventional System of Instruction (CSI). Also, ASIM enhanced interest of students in Mathematics equally irrespective of gender. Based on the findings, it recommended that ASIM should be used in teaching and learning of mathematics in secondary school by mathematics teachers

Comparative Effects of Futures-wheel and Story-telling Methods of Teaching on Students’ Interest in History in Delta State, Nigeria

Objective: The study investigated the comparative effects of futures-wheel and story-telling methods of teaching on students’ interests in history. Methods: The study adopted quasi-experimental design involving non-equivalent pre-test, post-test, control and experimental groups. Two research questions were raised and two hypotheses were tested. The study population comprised of 450 SS1-3 students, with a sample size of 120 SS1 students (50 males/70 females) selected from two schools in the Sapele Education Zone of Delta State. Two intact classes were utilized, with one class assigned to the control group and taught with story-telling, while the other class was assigned to the experimental group and taught with the futures-wheel method. Data were collected using History Interest Scale and analyzed using IBM SPSS version 25. Results: The results indicated that students taught with the futures-wheel method exhibited a greater interest in history than those taught with the story-telling method; and female students showed a greater interest in history than male students. Additionally, the futures-wheel is an innovative teaching method that can effectively motivate and sustain students' interest in history, and thereby preventing the subject from becoming extinct in secondary schools because studying history catalyzes national unity and development. The results also showed that futures-wheel method can facilitate and motivate students to brainstorm, think critically, perceive insights about problems, and proffer solutions. Conclusion: The study's implications suggest that continued use of the futures-wheel method in teaching history can enhance students' interest in the subject, preventing its decline in secondary schools. The researchers suggested that the futures-wheel method should be integrated into history teaching in secondary schools.

Effect of genre-based approach on secondary school students’ achievement in English narrative writing in Toro LGA, Bauchi State

This study was designed to determine the effects of genre-based approach on secondary school students’ achievement in narrative composition writing in Toro LGA, Bauchi State. The study adopted quasi-experimental research design consisting of two groups of SS 2 students, experimental and control. All conditions were similar in the two groups except that the students of the experimental group were exposed to the treatment of genre-based approach. Purposive sampling techniques of 79 SS2 students ware used. Narrative test instruction was adopted from past WAEC narrative questions which were administered at the end of series of narrative composition writing lessons. Data collected were analyzed using t-test statistics observed at 0.05 level of significance. The null hypotheses of no significant difference were tested and rejected while the alternate hypotheses were accepted. The result revealed that experimental group performed significantly better than the control group. This means that genre-based approach has a significant effect when taught narrative composition writing. It is therefore recommended that genre-based approach should be adopted in order to improve SS2 students’ achievement in narrative writing.