Integrated Science Students Research Articles

Gender Based Analysis of Students Performance in Nigeria Certificate in Education (Nce) In Integrated Science

The study determined gender differences in the performance of Integrated Science Students in Kogi State College of Education Ankpa. From 2012-2015 academic sessions. The study is a correlational design and was guided by three research questions and one hypothesis. A total of 225 (141 females and 84 males) final year students who had completed the programme of study in Integrated science made up the population of the study. This population formed the purposive sample of the study. The instrument for data collection was the final academic board approved results of the college, mean scores and percentages were used to answer the research questions and Ƶ-test was used to test the hypothesis. The findings of the study among others are; there is a significant difference in the grade mean scores of the female and male students which are 48.7 and 47.7 respectively which implies that gender gap in performance in integrated science is disappearing. This is source of hope for the country and the world in general where gender disparity in performance is prominent.

Effect of Bilingual Instruction-Mode on Pre-Service Integrated Science Teachers’ Cognitive and Practical Skill Achievements in Ecology

Nigeria is a multilingual country with diverse cultural background. The language (English) used when Nigeria was a British Colony is still the only official language and medium of instruction in the Nigerian schools. The purpose of this study therefore is to investigate the effect of bilingual (English and English-Yoruba) instruction-mode on cognitive achievement and practical skill achievements in ecology among colleges of education integrated science students in Lagos State, Nigeria. A 2x2 pretest posttest nonrandomised quasi-experimental design was adopted for the study. The sample comprised two hundred and eighty-five year two integrated science students from Adeniran Ogunsanya College of Education, Otto/Ijankin, Lagos and Federal College of Education (Technical), Akoka, Lagos. Ecology Cognitive Achievement Test (ECAT) and Ecology Practical Skills Achievement Test (EPSAT) were the two instruments used to collect data for the study. The two research questions and null hypotheses formulated were analysed with mean, standard deviation and t-test at 0.05 alpha level using Statistical Package for Social Science (Version 23.0). Results showed that there is statistical significant effect of the treatment (bilingual instruction-mode) on the cognitive achievement of students in ecology concepts [t(283)=9.583; p<.05]. Mean score of Bilingual teaching strategy is (=12.669) and control group scored the least (=9.683) in achievement in Ecology. Study finding also revealed statistical significant effect of the treatment on the practical skills achievement of students [t(283)=13.917; p<.05]. The study, therefore recommends, inter-alia, that integrated science teachers should utilize bilingual approach to support teaching of integrated science in Nigeria tertiary institutions to enhance students’ academic performance.

Performance of Biology Major and Minor Students of University of Education, Winneba in Two Biology Courses Compared

The study investigated the differences in performances of Biology major and minor students and determined the differences in performance of male and female students in levels 100 and 200 in two Biology courses in the University of Education, Winneba. Two hypotheses were tested using one factor analysis of variance and t-test. The design used was results analysis and comparison. The population was level 200 Biology major and minor students who were taught Cytology in level 100 and Introduction to Molecular Biology and Biotechnology in level 200. Two hundred and sixty eight students took Cytology in level 100, whereas 274 took Introduction to Molecular Biology and Biotechnology in level 200. Performances in the two biology courses were analysed and compared after the continuous assessment and examination scores were put together. In Cytology, Biology students performed best (64.94±1.2), followed by Chemistry (62.26±1.30 and Integrated Science (60.99±1) students. There were significant differences between the means of the students of the three programmes (F = 3.31; df = 2/267; P = 0.04 and α =0.05). Chemistry students performed best in Introduction to Molecular Biology and Biotechnology followed by Biology students and then Integrated Science students. However, there were no significant differences between the means for Introduction to Molecular Biology and Biotechnology (F = 2.16; df = 2/273; p = 0.12 and α =0.05). Furthermore, male and female students performed equally in the two courses. The recommendation is that the University should expand its Biology laboratories and procure more science equipment for its Biology students. Keywords: Cytology, Biology, Integrated Science, Chemistry, easy course, Biotechnology DOI: 10.7176/JEP/13-1-04 Publication date: January 31 st 2022

Teachers and Students Perception of the Low Academic Performance of Senior High School Students in Integrated Science in Ghana

The purpose of this study was to determine school and teacher-related factors affecting low academic performance of senior high school students in integrated science in some selected districts in western region of Ghana. The research design used in this study is descriptive cross-sectional survey. The population of the study was made up of students and science teachers in selected senior high schools in the study area which comprises three districts; Ellembele District, Jomoro District and Nzema-East Municipal. A Sample of 342 students and 18 teachers were used for this study. In carrying out the study, a questionnaire was used as the main instrument for the data collected which were analyzed using descriptive statistics. From the results, it was seen that school-related factors causing poor performance in Integrated Science among students include; the inadequacy of facilities, poor state of existing facilities, general disturbances in class and the ineffective supervision of teaching. Moreover, inadequate number of science teachers, inability to complete syllabi, poor teaching style and little time spent in teaching were among the teacher-related factors which caused low academic performance in Science.

Assessment of Scientific Literacy Skills of College of Education Students in Nigeria

The study randomly sampled one hundred and thirty-three integrated science students of a College of Education to assess their scientific literacy skills. The study was a survey design method. Data for the study was obtained through both qualitative and quantitative approaches. The research instruments were the Scientific Literacy Skills Test (SLST) and a semi-structured interview protocol. Eight skills were investigated which were grouped into three clusters. The study provided answers to three research questions. Data obtained were analyzed using the statistical tools of the t-test, descriptive statistics and thematic coding. Findings showed that students did not possess the scientific literacy skills required for them to function effectively after graduation in society. Besides, male students possessed more scientific literacy skills than their female counterparts in all three clusters of skills examined. Also, finding revealed that students used scientific literacy skills to solve real-life problems such as taking decisions and solving security problems. The paper made some recommendations for further study to enhance students’ scientific literacy skills.

Development and validation of integrated science students worksheet based on science process skills

This research was research and development which focuses to develop Student’s worksheet based on science process skills. The development model of the research refered to 4-D model by Thiagrajan which was solved only until defining, design, and development stages. This research aims to find out: (1) Students worksheet based on science process skill in respiratory system to junior high school validity, (2) students worksheet based on science process skill in respiratory system to junior high school practicality, and (3) students worksheet based on science process skill in respiratory system effectiveness to improve student’s science process skills. The product examination used one-group-pretest-posttest design and was held in 8th grade of SMPN 13 Makassar for second semester of academic year 2017/2018 with the number of subject was 29 students. The results showed that the instruments used fit the valid criteria, based on the student responses and science process skills tests are categorized as effective.

Needs analysis of teachers and students in the development of integrated science students books for curriculum 2013 integrated with 21st century learning process : case study in SMPN 1 solok

With the demands of a competitive era, 21st Century Learning must reflect 4C-based learning, namely critical thinking, creativity, communication, and collaboration. This Case Study is one of the preliminary analyzes of the Research and the Development of Integrated Science Student’s Books for 21st Century Learning with the theme of air pressure and the human respiratory system. The research method used is descriptive method which aims to find out the needs of teachers and students in the Integrated Science learning process at SMPN 1 Solok. Data collecting techniques use questionnaires filled by teachers and students. The questionnaire results show that the student’s books that have been available have not been able to guide the students in the integrated science learning process so that the students still has difficulty in integrating learning material. Meanwhile, students want fun learning and an explanation of the in-depth learning material from the teacher. By paying attention to the needs of teachers and students, it is expected that the development of Integrated Science Students Books can be integrated with 21st century learning.

The Use of Gadget for Science Students of Semarang State University in the Millenial Era

This study aims to determine whether there is a relationship between the intensity of using gadgets from the Integrated Science Department of Semarang State University with the e-learning platform during lectures. This study uses a descriptive method and tries to analyze how the use of gadgets in the classroom. The steps to obtain data in the field were carried out by interviewing and distributing questionnaires to 80 students. The intensity of gadget utilization by students in the Millennial Era is classified as frequently used with evidence of 92.5% of respondents stating that they often use gadgets in their daily lives. They use gadgets for social media and look for information related to lecturing materials. The use of gadget-based learning models can be used as a learning strategy to attract the attention of students. The e-learning platform that has been known by Integrated Science students of Semarang State University as the most prospective millennial generation educator is Edmodo.

Needs analysis in the development of natural science student books connected type integrated of local cultural wisdom

Science learning is packed with themes, so that students can see a meaningful relationship between the concepts of science subjects in a comprehensive and integrated manner, but there are still many teaching materials, especially books for science students that are not integrated or are still separated separately by subject. Needs analysis in developing student books for Integrated Science learning is important, because it can be a guideline for developing student books. This study aims to determine the need to develop a book of connected type connected science students integrated with local culture with a theme. The method used is descriptive, by using an instrument in the form of a questionnaire covering student analysis, material analysis, and task analysis. For data analysis techniques performed in the form of scoring using a Likert scale. Based on the results of the analysis concluded that the existing student books have not described the integration specifically and not yet contained local cultural wisdom, which should be developed. Therefore, the researchers concluded that the integrated science students’ book type connected integrated with local cultural wisdom needs to be developed for science materials that can be integrated.

Integrated science analysis of student text books with the theme of blood fluids using integrated connected type 21st century learning

In the Integrated Science learning, an integrated science textbook is needed according to 21st century learning demands. This study aims to analyze the books of integrated science students with the theme of blood fluids using the connected integrated type of 21st century learning. This research is a descriptive method with qualitative research. Research conducted using instruments, namely questionnaire. The analysis carried out is analyzing the books of Integrated Science students. Based on the results of the study obtained, the book analysis of Integrated Science students was developed so that a book of Integrated Science students with the theme of blood fluid using connected, integrated type 21st century learning was developed to encourage students to have 21st century learning skills.

Analysis of students to develop integrated junior high school student books with webbed models integrated with local potential

To implement optimal learning process, one component of a learning process that is student’s characteristic should be analyzed. This analysis must be considered in preparing teaching materials and learning resources. These characteristics concern in student’s interests and talents, learning styles, basic skills and background. Student analysis for book development is very necessary to know how the book will be developed based on the analysis result. This research is done by a combination method that is qualitative and quantitative. Based on the data obtained, the student’s initial competence that needs to be analyzed is in the attitude aspect, knowledge and skills. The result of this analysis showed that in the knowledge aspect, the score was 81.25%. This obtained a high score because students are happy with factual learning based on everyday life and facts that is close to students. In the skill aspect, the result is 81,02%, this value is included in category both because of reasoning indicator, students able to make a conclusion based on the result of practice. Good attitude aspects of the spiritual and social attitudes are in a good category, so this aspect is higher than other aspects. Results of this study are used to obtain the student’s data used for developing integrated science students’ book design.

Influence of Gender on Interest and Academic Achievement of Students in Integrated Science in Obio Akpor Local Government Area of Rivers State

The study looked at the influence of gender on interest and achievement of integrated Science students in Obio Akpor local government area of Rivers State. Two research questions and two hypotheses were raised, the population comprised of all secondary school students in the local government area and a total of 600 students took part in the study. Two instruments were used to collect data: the test scores and a likert scale like interest scale. Mean, standard deviation and t-test were used to analyse the data. The findings showed that gender has a significant influence on the interest but does not have a significant influence on achievement of Integrated Science students. It was recommended: that Integrated Science teachers should teach in such a way as to rouse the interest of the students, students should be self motivated, find joy in learning in order to excel.

Use of Virtual Learning on Academic Performance of Js 1 Integrated Science Student in Secondary School in Port Harcourt Local Government Area

This paper examined the use of virtual learning on the academic performance of JS 1 Integrated Science Students in Secondary Schools in Port Harcourt Local Government Area of Rivers State, Nigeria. In discussing this, it examined the concept of virtual learning instruction, Synchronous and Asynchronous e-learning as compared to face-to-face traditional classroom learning and the advantages and disadvantages of virtual learning. Quasi experimental design was adopted. Population for the study comprised all JS 1 students in public secondary schools in Port Harcourt Local Government Area. Sample size of 200 students were selected from 2,910 JS 1 students in all the public secondary schools in Port Harcourt Local Government Area using the multi-stage sampling technique. Instrument for data collection was an objective Integrated Science performance test (OIPT). Two hypotheses were formulated and tested using Factorial Analysis of Variance (ANCOVA). Result of the analysis showed that there is no significant difference in student’s academic performance when virtual learning and expository methods are used in teaching Integrated Science in Junior Secondary class (f1.195 = 1.606, p > .05) and that there is no significant difference between the academic performance of female and male students when virtual learning and expository methods are used in teaching Integrated Science in JS 1 (F1, 195 = 717, p > .05). It was therefore recommended that: Teachers should try to apply the virtual learning instruction in the teaching of Integrated Science as this was found to impact on the students achievement positively and that male and female students should be equally engaged in the learning of Integrated Science where VLS is incorp+orated to eliminate the gender bias in sciences.

Home Stress and Academic Performance of Junior Secondary School Students in Integrated Science

The aim of this study was to examine the relationship between home stress and academic performance of junior secondary school students in Integrated Science in Calabar Municipality. To achieve the purpose of this study, one hypothesis was formulated and tested. Expost-facto research design was adopted for the study because the researcher cannot manipulate the independent variable. A sample of one hundred and twenty (120) students was randomly selected from a population of 2,730 in Calabar Municipality in Cross River State, Nigeria for the study through the simple random sampling technique. The questionnaire, Home Stress Questionnaire (HSQ) and Achievement test on Integrated Science were the main source of instruments for data collection. Pearson Product Moment correlation analysis was used to test the hypothesis. The Short Research Article Cornelius-Ukpepi and Ndifon; JSRR, 4(6): 533-542, 2015; Article no.JSRR.2015.055 534 result of the analysis revealed that home stress significantly relate to students’ performance in Integrated Science in Calabar Municipality, Cross River State. Based on the finding of the study, it was recommended that; government should create employment opportunities to raise the socioeconomic status of parents so that they will stop involving their children or wards in hawking. Parents on the other should reduce the rate of sending children on errands throughout the day.

Effect of a Constructivist Instructional Strategy on Affective Outcomes by Integrated Science Students

Advocacy for the use of constructivist instructional strategy for teaching science at the primary and secondary school levels is very phenomenal in the literature on science education. This advocacy is strengthened by the assumption that it improves affective outcomes, among others, because it involves negotiation, among others, between the teacher and the students, during instruction. There is the need to seek empirical evidence to support, or not, this advocacy. This study therefore, sought to find out if the constructivist strategy will enhance affective outcomes among integrated science students. Two hundred (111 boys and 89 girls) junior secondary two (grade 8) students participated in this study. Affective Achievement Test with reasonable psychometric integrity, was administered before and after treatment, which utilized a non-equivalent control group design, to measure the treatment effect. The results (F(1, 191) = 69.378, p 0.05). Interaction effects among the variables were not significant. Implications of the findings are discussed and recommendations are made.

Effective Science Learning through Restructuring and Reconstruction from the Knowledge Soup

Authentic and meaningful science learning can be achieved when students are given the opportunity to organize, reorganize and restructure their learning from the knowledge soup. This is the focus of this paper that investigated how the performance of undergraduate science students could be enhanced when they construct and monitor their own learning individually and in team. It was a case study of 22 integrated science students’ learning of Organic Compounds I and II courses, facilitated and monitored in two semesters. The students were assigned specific tasks individually on the course outlines which they presented one after the other in two hours’ lectures a week that lasted for 12 weeks in the first semester. In the second semester, tasks were assigned on team (5 groups of 4 or 5) basis and were presented as projects and seminars on power points followed by discussion and interactive sessions two hours a week for another 12 weeks. Instruments for data collection included the moderated semester examination questions with marking schemes, class assignments and tests which assessed the depth of individual and team works, skills of presentation and quality of contributions to class discussions. The analysis of data revealed good performances in the two semesters but a better one during the second semester when the students worked in teams. Appropriate conclusion was drawn and recommendations made. This study calls for reawakening of learners’ initiated, student-centered pedagogy which is gradually fading away in our science classrooms.

Effective Science Learning through Restructuring and Reconstruction from the Knowledge Soup

Authentic and meaningful science learning can be achieved when students are given the opportunity to organize, reorganize and restructure their learning from the knowledge soup. This is the focus of this paper that investigated how the performance of undergraduate science students could be enhanced when they construct and monitor their own learning individually and in team. It was a case study of 22 integrated science students’ learning of Organic Compounds I and II courses, facilitated and monitored in two semesters. The students were assigned specific tasks individually on the course outlines which they presented one after the other in two hours’ lectures a week that lasted for 12 weeks in the first semester. In the second semester, tasks were assigned on team (5 groups of 4 or 5) basis and were presented as projects and seminars on power points followed by discussion and interactive sessions two hours a week for another 12 weeks. Instruments for data collection included the moderated semester examination questions with marking schemes, class assignments and tests which assessed the depth of individual and team works, skills of presentation and quality of contributions to class discussions. The analysis of data revealed good performances in the two semesters but a better one during the second semester when the students worked in teams. Appropriate conclusion was drawn and recommendations made. This study calls for reawakening of learners’ initiated, student-centered pedagogy which is gradually fading away in our science classrooms. Normal 0 false false false EN-US X-NONE AR-SA /* Style Definitions */ table.MsoNormalTable {mso-style-name:Table Normal; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; text-align:justify; mso-pagination:widow-orphan; font-size:11.0pt; font-family:Calibri,sans-serif; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin;}

Effects of conceptual change pedagogy on achievement by high ability integrated science students on energy concepts

Strands of evidence from research on science teaching support the use of conceptual change pedagogy for teaching science at the primary and secondary school levels (grades 1-12). This model emphasizes the determination of students’ alternative conceptions and organizing a conducive learning environment for negotiation between the students and their teachers. Meaningful learning of science takes place within this type of learning environment. Despite this, there is the need to investigate the efficacy of this model for each of the levels of the various characteristics of students. This study, therefore, sought to find out if high achievers in integrated science taught using conceptual change pedagogy will achieve significantly better than their counterparts taught through the expository strategy. A total of 100 (54 boys, 46 girls) junior secondary school (grade 8) high achievers took part in this study. Using a non-equivalent control group design, the experimental group was taught energy concepts using conceptual change pedagogy while a second group was taught using expository method. No statistically significant difference was found between the two groups in cognitive achievement. But a significant difference was found in affective achievement between the two groups. The implications of the findings for integrated science teaching and further research are drawn.

Effect of constructivist-based teaching strategy on academic performance of students in integrated science at the junior secondary school level

Integrated science plays vital role in Nigerian science education programme because it prepares pupils at the Junior Secondary School level for the study of core science subjects at the Senior Secondary School level which in turn brings about students’ interest in science oriented courses at the tertiary institutions. Despite government’s efforts to encourage science teaching and learning among Nigerian students right from the Junior Secondary School level, the enrolment of students in core science subjects and science oriented courses at the Senior Secondary School level and tertiary institutions level respectively, is not encouraging. This is as a result of Junior Secondary School students’ negative attitude towards integrated science. Research reports indicate that this negative attitude was caused, majorly, by teachers’ conventional (lecture) method of teaching integrated science. Research reports on the effectiveness of constructivist-based teaching strategy revealed that the strategy enhanced students’ academic performance. In view of this, this study examines the effectiveness of constructivist-based teaching strategy on academic performance in integrated science by Junior Secondary School students in South-West Nigeria. Quasi-experimental research design was used to achieve the purpose of this study. Participants were 120 Junior Secondary School Students randomly selected from four out of the 25 co-educational Junior Secondary Schools in Ijebu-ode local government area of ogun state, South-west Nigeria. Findings revealed that the constructivist instructed students had higher scores on the post test and the delayed post test, compared to those exposed to conventional (lecture) method of teaching. We concluded that if integrated science teachers could incorporate constructivist-based teaching strategy into their teaching methods, there would be an improvement in academic performance of Junior Secondary School Students in integrated science. The researchers recommended that integrated science teachers should incorporate constructivist-based teaching strategy in their methods of teaching. Key words: Nigeria, constructivism, conventional (lecture), integrated science, academic performance, junior secondary school III students.

Practicing physical geography: An actor-network view of physical geography exemplified by the rock art stability index

This paper explores the use of a new pedagogy, the rock art stability index (RASI), to engender deeper understanding of weathering science concepts by students. Owing to its dynamic nature, RASI represents a quintessential actor network for weathering science, because it links task in the landscape with an active material practice and an alternative materialistic world-view recently called for in positivistic science, to create place. Using concept maps as an assessment tool, 571 college undergraduate students and 13 junior high school integrated science students (ages 12—13) were evaluated for increased learning potential between pre- and post-field experiences. Further, this article demonstrates that when students use RASI to learn the fundamental complex science of weathering they make in-depth connections between weathering form and process not achieved through traditional, positivistic weathering pedagogy. We argue that RASI draws upon inherent actor networks which allow students to link weathering form and process to an animate conceptualization of landscape. Conceptualizing landscape as sentient actor networks removes weathering science disciplinary connections and their inherent pedagogic practices. Our focus in this paper is not to challenge weathering ontology and epistemology, but rather to argue that there is a need for a pedagogical paradigm shift in weathering science.