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Quantitative Ability as Correlates of Students’ Academic Achievement in Secondary School Economics in Oyo State, Nigeria
EO Adu, SA Ojelabi, H Adeyanju
African Research Review , 2009,
Abstract: The introduction of quantitative topics into the secondary school economics curriculum has attracted the interest of economics educators and researchers. This concern arose from the fact that students’ achievements in the Secondary School Certificate Economics have remained poor. It is against this background that this study investigated the relationship between quantitative ability (knowledge of Venn diagram; measures of central tendency; and percentage) and secondary school students’ achievement in economics. The study adopted survey research design of the ex-post facto type. A purposive sampling technique was used to select sample for this. Data were analyzed using Pearson Product Moment correlation and multiple regression statistics. The findings revealed that that students’ knowledge of measures of central tendency made the greatest contribution to their achievement in Economics (b = .653; p<.05). This is followed by Venn diagram (b = .580; p<.05). These two variables made contributions which are significant. Only Students’ knowledge of percentage made no significant contribution to their achievement in Economics (b = .450; p>.05). It is, therefore, recommended that these factors should be taken into consideration in order to enhance the understanding of economics.
Organizational Climate as Correlates of Students’ Academic Achievement in Secondary School Economics in Oyo State, Nigeria
SA Ojelabi
African Research Review , 2009,
Abstract: The introduction of organizational climate as a variable that affect students’ performance has attracted the interest of economics educators and researchers. This concern arose from the fact that students’ achievements in the Secondary School Certificate Economics have remained poor. Several studies have explained students’ poor performance in economics through the isolation of one factor but this study combined student and school factors It is against this background that this study investigated the relationship among organizational climate (sense of belonging; human relations and leadership credibility) and secondary school students’ achievement in economics. The study adopted survey research design of the ex-post facto type. A purposive sampling technique was used to select sample for this. Data were analyzed using Pearson Product Moment correlation and multiple regression statistics. The three variables have a joint positive multiple correlation with student achievement in economics (R=.638). The three independent variables also accounted for 40.4% of the variance of student achievement in economics (Adjusted R2=.404). Leadership credibility made the most significant contribution to achievement in economics (b=.445; P<0.05) It was also revealed that human relations (B = 4.006E-02; t = 2.982; p<.05) and leader credibility (B=-3.250; t=-16.468; p<.05) could predict student achievement in Economics while sense of belonging (B=-.129; t=-.395; p>.05) could not predict student achievement. It is, therefore, recommended that these factors should be taken into consideration in order to enhance the understanding of economics and leadership credibility and sense of belonging traits should be developed in the school administrators.
STUDENT, TEACHER AND SCHOOL ENVIRONMENT FACTORS AS ETERMINANTS OF ACHIEVEMENT IN SENIOR SECONDARY SCHOOL CHEMISTRY IN OYO STATE, NIGERIA
Dr. Francis A. ADESOJI,Dr. Segun M. OLATUNBOSUN
Journal of International Social Research , 2008,
Abstract: The study constructed and tested an eight-variable model for providing a causal explanation of achievement of secondary school students in chemistry in terms of student variables - attitude to learning chemistry, background knowledge in Integrated Science, teacher variables - attitude to chemistry teaching, attendance at chemistry workshop and school environment related variables-class size, laboratory adequacy and school location. The study adopted an ex-post facto research type the population was made up of 621 senior secondary III chemistry students and 27 Senior Secondary III chemistry teachers in Oyo State, Nigeria. Four sets of instruments were used, these were chemistry Achievement Tests (SACS), Teacher. Attitude Towards Chemistry Teaching Scale (TATCTS) and Laboratory Adequacy Inventory (LAI). The results revealed that 7.20% of the total effect on achievement in chemistry was accounted for by all the seven predictor variables when taken together. It was also revealed that only four variables -school location(X1) laboratory adequacy (X3), teachers’ attitude to chemistry teaching(X5) and teachers’ attendance at chemistry workshop(X4) had direct causal influence and also made significant contributions to the prediction of achievement in chemistry (X8) (the criterion variable). Recommendations based on the significance of these variables were then highlighted.
A Survey of Primary School Libraries to Determine the Availability and Adequacy of Services for Universal Basic Education (UBE) in Oyo State, Nigeria  [PDF]
Belau Olatunde Gbadamosi
Evidence Based Library and Information Practice , 2011,
Abstract: Objective -- As a first step in gathering evidence, this study surveyed school libraries and examined the services those libraries provide in relation to the Universal Basic Education (UBE) program at a primary level. The purpose of this paper is to explore these UBE factors in relation to school libraries in Oyo State, Nigeria. Methods -- A questionnaire was sent to the 33 schools which have a library and information centre staffed by a teacher-librarian, in order to examine library services and the views of those providing them. The questionnaire covers library space, categories of library resources, student activities during library visits, mobile library services, and the teacher-librarians’ perception of the adequacy of the collection and the challenges in the use of library. Results -- Questionnaires were returned by 30 teacher-librarians out of 33, a response rate of 91%. Although pupils across each local government area have the chance to visit school libraries, the system of one short visit per week is inadequate for developing a universal interest in reading and in study skills. Staff responsible for the libraries consider many of the resources to be inadequate or outdated and stock is depleted as pupils borrow books, leaving fewer for those who follow. Conclusions -- As a first step to implementing evidence based practice, this paper describes the primary school library system in Nigeria and provides evidence on how it operates in Oyo State. Teacher-librarians who staff the libraries confirm the inadequacies in the system. They perceive collections to be inadequate and confirm that some pupils in the state have only limited access to library resources. Respondents also believe that they need further training, particularly in computer and information literacy.
Effect of Single Parent on Academic Achievement of Secondary School Students in Ibadan South-East Local Government Area of Oyo State, Nigeria
B.O. Lawal,M.A. Adediran
Pakistan Journal of Social Sciences , 2012,
Abstract: The study determined the effects of single parent on academic achievement of secondary school students in Ibadan South-East local government Area of Oyo State, Nigeria. The whole of secondary school students in Oyo state represent the sample population. In carrying out the study, ex-post facto or causal survey design was adopted for the study. Stratified proportional random sampling technique was used in selecting the subjects used for the study. The reliability and validity of the instruments were determined before use by the investigators. The study revealed among other things that: There is no significant difference between students from divorced home and their academic achievement. There is no significant difference between children in step- families and their level of academic achievement. There is no significant difference between academic achievement of students from single-parent and their counterparts living-together parents. There is no significant difference between the academic performance of students from favourable home environment and their counterparts from unfavourable home environment. The following are included in the recommendations in the study. The husband and wife should be made to realize that it is their joint responsibilities that can see their children through their educational achievement. Class and subject teachers should be sensitive to significant changes in any student behaviour and attitudes. The school should ensure that information on the child`s home circumstances is regularly checked and up dated in conjunction with the parents.
Effect of brain-based learning strategy on students achievement in senior secondary school mathematics in Oyo State, Nigeria  [cached]
Samuel Adejare Awolola
Cypriot Journal of Educational Sciences , 2011,
Abstract: One dominant factor on how well students learn mathematics is the quality of teaching. Studies have shown that typical mathematics classroom is frosted with teaching technique that centered on explain – practice – memorize. There is a paucity particularly in Nigeria. This study therefore, investigated the effect of brain-based learning strategy on the achievement regarding the learning of Mathematics of 522 Senior Secondary School Students in Oyo State, Nigeria. The moderator effect of cognitive style was also examined on independent variable (instructional strategy) and dependent variable (mathematics achievement). The study adopted a pretest-posttest non-equivalent control group design in a quasi – experimental setting. The ANCOVA statistic was used to analyzed the data collected fro the study. The result revealed significant main effect of treatment, (F(1,510) = 75.0; P < 0.05), cognitive style (F(1,510) = 23.78; P < 0.05) and significant interaction effect of treatment and cognitive style (F(1,510) = 5.027; P < 0.05) on achievement in mathematics. The result showed that brain-based instructional strategy enhanced students’ achievement in mathematics more than the conventional lecture method. It is therefore recommended that Teachers of mathematics should adopt the strategy in teaching mathematics in senior secondary school.
Farmer Field School (FFS) and Junior Farmer Field and Life School (JFFLS) as challenges to agricultural extension development and practice in Nigeria
EN Ajani, eA Onwubuya
Journal of Agricultural Extension , 2010,
Abstract: This paper discusses Farmer Field School (FFS) and Junior Farmer Field and Life School (JFFLS) as challenges to agricultural extension development and practice in Nigeria. FFS and JFFLS are participatory extension approaches which emphasize participation of local people and their communities working in groups and building upon the traditional or indigenous knowledge that they have acquired. Discovery learning is emphasized on FFS and JFFLS approaches whereby participants learn by doing as well as discovering new ideas by themselves. The paper suggests the need for promotion of these approaches by national extension policy and donor agencies to ensure sustainability. It notes that these approaches which encourages qualitative rather than often used quantitative researches will reduce unrealistic and crooked formal research data and also challenge other methods of extension delivery for better discovery learning. It concludes that developing an appropriate framework for analysis and evaluation of these approaches will help to more accurately measure their effectiveness and impact on the lives of the participants and the society at large.
Study Habit, Self-Concept and Science Achievement of Public and Private Junior Secondary School Students in Ogun State, Nigeria
RA Olatoye
African Research Review , 2009,
Abstract: This study compared study habit, self-concept and science achievement of students in public and private junior secondary schools in Ogun State, Nigeria. Twelve secondary schools were randomly selected from Egba and Ijebu divisions of the state. A sample of three hundred and sixty (360) students participated in the study. Three research instruments were used to collect data. There was no significant difference in study habit and selfconcept of students in public and private schools. However, private school students performed significantly better than their public school counterparts in integrated science (t = 3.400, p<0.05). In both public and private schools student study habit and self-concept combined together and singularly predicted science achievement. Counsellors should encourage students to study and also train them on how to improve their self-concept in order to improve science achievement. Key Words: Study habit, self-concept, science achievement, public and private schools, junior secondary schools.
Goal-Setting and Shaping of Bilingualism among Junior High School Learners
Anna Buzek-Kolarczyk, Krzysztof Polok
Open Access Library Journal (OALib Journal) , 2020, DOI: 10.4236/oalib.1106021
Abstract:
The paper discusses the ways junior high school learners may be helped to become bilingual speakers with the help of appropriately applied goal-setting technique. The research done among junior high school teachers who used the goals setting technique revealed positive correlation between the application of goal-setting in the junior high school classes and the FL results of the learners attending such lessons. The result of these learners, when contrasted with the results of their peers attending the classes taught by the teachers who did not use goal-setting showed that the first group of learners was much better during the obligatory mock exam all junior school learners have to take at the end of their school education.
An Evaluation of the Junior Secondary School English Language Curriculum
S.O. Makinde,O. Tom-Lawyer
Pakistan Journal of Social Sciences , 2012,
Abstract: This study evaluates the English language Junior Secondary School Curriculum. Teachers and students were randomly selected from 21 (Public, Private and Federal) Schools in Lagos. The study investigates the academic performance of students based on the teachers qualifications, the academic performance of students based on the available (used) and unavailable resources, the identified difficult aspect of English language, methods of teaching English language and finally the academic performance of students and their gender status. The findings reveal that the academic performance of students does not entirely depend on the qualifications of teachers; the method used in teaching English language; the availability of instructional materials but on the proper implementation of the Curriculum. It recommends that English teachers should make sure the Curriculum is properly implemented. Parents should encourage students to speak the language and that government should provide resources for the teaching of the language.
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