Effect of Jigsaw 1 Jigsaw 1 Cooperative-Learning Strategy on Academic Performance in Basic Science among Students in Makurdi, Benue State, Nigeria (Published)
The aim of this study was to determine the effect of Jigsaw 1 Jigsaw 1 Cooperative-Learning Strategy on academic Performance among students in Makurdi, Nigeria. The research design used for this study was quasi-experimental design of non-equivalent group involving pretest and posttest. The population of this study was 1,677 (1,000 males and 677 females) Upper Basic II students for 2018/2019 academic session. Sample size of 63 (38 males and 25 females) students were randomly selected using a simple random sampling technique. The instrument for data collection was Basic Science Academic Performance Test (BSAPT). The instrument was adapted and validated by four experts. The Pearson-Product Moment Correlation Coefficient was used to determine the reliability coefficient of BSAPT. The reliability coefficient found was 0.81. Two research questions were raised and two null hypotheses were tested. Descriptive statistics of mean and standard deviation were used for answering the research questions. Inferential statistics of independent t-test was used to test the hypotheses at p ≤ 0.05 level of significance. The experimental group (EG) was exposed to Jigsaw 1 Jigsaw 1 Cooperative-Learning Strategy while the control group was exposed to Lecture Method. The findings among others revealed that: there was significant difference between the mean academic performance scores of students’ taught Basic science using Jigsaw 1 Jigsaw 1 Cooperative-Learning Strategy and those taught using Lecture Method in favour of the students taught using Jigsaw 1 Jigsaw 1 Cooperative-Learning Strategy. Also, there was no significant difference between the mean academic performance scores of male and female students taught Basic Science using Jigsaw 1 Jigsaw 1 Cooperative-Learning Strategy. It was therefore recommended among others that Jigsaw 1 Jigsaw 1 Cooperative-Learning Strategy should be used to teach students irrespective of gender.
Citation: Tofi Msuur; Usman Alhaji Isah and Lakpini Mary Asibi (2021) Effect of Jigsaw 1 Jigsaw 1 Cooperative-Learning Strategy on Academic Performance in Basic Science among Students in Makurdi, Benue State, Nigeria, British Journal of Education, Vol. 9, Issue 10, pp.32-42
Investigation of Psycho-Demographic Factors, Workplace Cyber-Harassment and Organizational Climate among Healthcare Workers (Published)
Most modern day organizations are characterized by cyber harassment in the workplace which is considered detrimental to the psychological well-being of victims. However, most studies on cyber bullying have mainly been conducted among adolescents, while the issue of work place cyber bullying which affects adults and their working life has just recently began to attract interest from researchers. This study investigates the influence of age, gender, marital status, organizational climate and personality characteristics on work place bullying among health care workers in Nigeria. Using a survey design, 152 health workers were purposively selected from both private and public hospitals. Data were analyzed using descriptive statistics, correlation analysis, t- test analysis, regression analysis and one way analysis of variance at 0.05 level of significance. Four hypotheses were tested. The results revealed that age, gender differences and marital status independently influenced work place bullying. Organisational climate and personality factors also jointly influenced workplace bullying. Investigation of the association between the psycho-demographic factors and bullying in the work place is necessary to determine the needed intervention to ensure employees job satisfaction and well-being.
Negative Depiction of Women in Things Fall Apart (Published)
This study examines Negative Depiction of Women in Achebe’s Things Fall Apart. It is a literature piece of work that dully portrays Africa., It was first published in 1958, and was directed to the colonialist as a response in the way they used to represent Africa and Africans in literature. The role of women in pre-colonial Africa is portrayed by Achebe in this work . Hence the position of women in native Nigerian societies at this time is viewed to be that of an assistant. The research utilized the tools of Critical Discourse Analysis (CDA) and Systemic Functional Linguistics (SFL) as a means of analysis in order to reveal the true message of the literary text under study. The study revealed that the patriarchal paradigm that prevailed in the Igbo society then subjected women to a lower position in socio-political and economic hierarchy of Umuofia. Hence, women are depicted negatively
Women Educational Empowerment and Sustainable Political Development of Nigeria: Akwa Ibom State in Perspective (Published)
The study examined women educational empowerment and the sustainable political development of Nigeria. The population consisted of female lecturers from three higher educational institutions in Akwa Ibom State. These include the University of Uyo, Akwa Ibom State University, Ikot Akpaden; and Akwa Ibom State College of Education, Afana Nsit.The cluster sampling technique was used in selecting a sample of 235 respondents out of a population of 2,351 targeted respondents.Two null hypotheses were formulated, based on the specific objectives of the study and tested at the .05 alpha level using Pearson Product Moment Correlation Analysis. Data collection was done with the use of a structured instrument, “Women Empowerment and Sustainable Political Development Questionnaire” (WESPDQ), which was duly validated by experts. The WESPDQ was tested for reliability using the Cronbach alpha approach, with a coefficient of .78 indicating that the instrument was internally consistent. Findings indicated a significant relationship between the two independent variables and the dependent variable respectively. It was, therefore, concluded that women educational empowerment has a significant relationship with the sustainable political development of Nigeria. It was recommended, among other things, that government at all levels (federal, state and local) should formulate policies that seek to empower women educationally to facilitate sustainable political development of the country.
Effect of Instructional Conversation Strategy on Secondary School Student’s Academic Performance in Chemistry (Published)
This study was conducted to investigate the effect of instructional conversation strategy on student’s academic performance in chemistry in Edo State, Nigeria. Three research questions and three corresponding hypothesis were raised and formulated to guide the study. The hypotheses were tested at 0.05 level of significance. The design used for this study is the pre-test post-test control group quasi-experimental design. The Chemistry Achievement Test was the instrument used for data collection The instruments’ validity and reliability were properly determined before they were used. The reliability of the CAT instrument was found to be 0.88 using Kunder-Richardson 21 formula. The sample consist of 60 science students drawn from two public schools in Egor Local Government Area of Edo State. Data collected were analyzed using statistic of the mean, standard deviations, student’s independent sample t-test and ANOVA. The major findings of the study included the following (i) instructional conversation strategy group students significantly performed better than the lecture method group students. (ii) the study showed a non-significant difference in the performance of male and female students taught with instructional conversation strategy. (iii) the study showed a non-significant interaction effect of method and sex on chemistry students’ achievement. Based on the findings of the study, it was therefore recommended that instructional strategy which encourages social interaction should be used in the teaching and learning of chemistry in this 21st century.
This study investigated the effects of feedback and remediation as instructional strategies and gender on junior secondary school students’ attitude towards mathematics. The sample for the study consisted of 237 junior secondary two (JSS II) students in intact classes of three co–educational schools purposively selected from Akure South Local Government Area of Ondo State. The study employed quasi–experimental design with treatment at three levels namely: Formative Test with Feedback and Remediation, Formative Test with Feedback only and Formative Test without feedback and remediation which served as control. The treatment levels were crossed with students’ gender (male and female). Four research instruments including three Mathematics Formative Tests I. II, III and Mathematics Attitude Scale (MAS) were constructed, validated, and used for the collection of all relevant data. The data collected were analyzed using Analysis of Covariance (ANCOVA) and Scheffe’s Post–Hoc Analysis. Result from the study shows a significant effect of treatment on students’ attitude towards mathematics. However, there was no significant effect of gender on students’ attitude towards mathematics.
Gender Factor in Public Secondary School Teacher’s Job Satisfaction in Nakuru County, Kenya (Published)
The teaching profession in Kenya has witnessed various manifestations of teacher dissatisfaction more specifically in the last ten years. These include industrial disharmony, teacher turnover and disciplinary cases relating to teacher absenteeism and desertion of duty. Teachers’ job satisfaction has a direct impact on students’ achievement and their future careers. This implies that, while a satisfied teacher is less likely to desert his/her teaching responsibilities, a dissatisfied one has higher chances of being less committed to his/her students thereby minimizing their chances of making positive learning gains among learners. In view of the importance of teacher job satisfaction, this study investigated the influence of gender on job satisfaction among public secondary school teachers in Nakuru County, Kenya. Using ex-post facto research design, data was collected from 341 teachers through a self-delivered questionnaire. Validity of the research instrument was ascertained through a pilot study carried out in the neighbouring Nyandarua County. The internal and external reliability coefficients for the teachers’ questionnaire as estimated through Cronbach’s alpha coefficient and split-half technique stood at r= .945 and r= .905 respectively. Data was analyzed using t-test. The study found that gender had a statistically significant influence (p<.05) on teacher satisfaction, with the male teachers recording a higher satisfaction than their female counterparts. The study offers useful insights to the teacher managers in Kenya, specifically the Teacher Service Commission (TSC) and Boards of Management (BoMs) in secondary schools on how to address the needs of female teachers. This will go a long way in enhancing their level of job satisfaction.
Examination of Gender Specific Roles in Sustainable Land Use, Water Management and Agricultural Productivity in Southern Kebbi State (Published)
This study examined gender specific roles for men and women in sustainable land use, water management and agricultural productivity in southern kebbi, Nigeria. The specific objectives were to: describe the socio-economic characteristic of men and women in sustainable land use, water management and agricultural productivity; assess the role of men and women in agro-inputs business; and identify the constraints to sustainable land use, water management and agricultural productivity in the area. Data for the research were obtained from forty eight (48) respondents who were actively involved in land use, water management and agricultural productivity. This included 24 were men and 24 women which were purposively selected for the study. The result revealed that the majority (62.5%) of men and women who were actively involved in sustainable land use water management and agricultural productivity had senior secondary school education. Also, majority (81.3%) of land resources were owed by men. Self-generated income was found to be the major source of fund for sustainable land use, water management and agricultural productivity for both men and women. The types of operations carried out by the male farmers were grouped into three; such as pre-planting operations such as land clearing bush burning, tillage (rigging, harrowing etc), planting operations such as sowing, weeding, fertilizing, etc and post planting operations such as harvesting, threshing, packaging, loading/off-loading and driving, while winnowing, processing, marketing, sales and records keeping were mostly done by women (53%). Major challenges to sustainable land use, water management and agricultural productivity were high taxation (45.1%) and difficulties in sourcing foreign exchange (21.9%). It is concluded that sustainable land use and water management led to improved agricultural productivity in the study area. Agricultural policies aimed at encouraging more men and women participation in land use, water management and agricultural productivity and low taxation were recommended by the research as ways of addressing the challenges affecting men and women in the execution of their specific roles in sustainable land use, water management and agricultural productivity.
Interaction Effect of Facebook and Simulation Instructional Strategies on Students’ Attitude and Achievement in Biology in Senior Secondary Schools in FCT-Abuja (Published)
Interaction effect of facebook and simulation instructional strategies on students’ attitude and achievement in senior secondary Biology was investigated. Quasi-experimental design was adopted with population of 12719 and a sample of 247 senior secondary two biology students. Data were generated using Germination Achievement Test (GAT) and Student’ Attitude to Biology Questionnaire (SABQ). GAT and SABQ were subjected to reliability analysis using Kuder-Richardson formula 21 and Cronbach Alpha formula yielding coefficients of 0.75 and 0.68 respectively. Data were analyzed using graphs and Analysis of Covariance for testing the hypotheses. The results revealed no significant interaction effect of strategies and gender on mean attitude ratings of students towards seed germination; there is significant interaction effect of strategies and gender on mean achievement of students in seed germination. It was recommended that teachers should involve male and female students in learning activities to avoid gender stereotyping and create equal opportunities for male and female learners.
Influence of Gender and Location on Students Conceptions of Heat Energy in Senior Secondary School Physics (Published)
The study determined the influence of gender and location on students’ conceptions of heat energy in senior secondary school physics. Two research questions and two null hypotheses guided the study. The study adopted ex-post facto research design. 6,270 senior secondary school two (SSS2) physics students in all the government owned educational secondary schools in Onitsha Education Zone of Anambra State, Nigeria; during 2018/2019 academic session comprised the population. The sample size of 357 senior secondary two (SS2) students drawn from the population was used for the study. Multi-stage sampling procedure was used in composing the sample. Heat Energy Conception Test (HECT) with 16 theory items was adapted by the researchers to measure students’ conception of heat energy. The instrument was validated by three experts from the Department of Science Education, University of Nigeria, Nsukka. The internal consistency index of the instrument was calculated to be 0.747 using Cronbach Alpha formula (α). Frequency and percentage was used to answer all the research questions. Chi-square was used in testing the two null hypotheses of the study. The study revealed that gender and location has no significant influence on students’ conceptions of heat energy in senior secondary school physics. In light of the findings, recommendations were made by the researchers.
Colleague’s Perceptions of Female Managers of National Vocation Trainiing Institutions (NVTIS): A Case Study in the Eastern Region of Ghana (Published)
The study investigated the perception of instructors of National Vocational Training Institutes (NVTIs) about female managers and stereotypical beliefs and perceptions that affect women participation in leadership in NVTIs in the Eastern Region of Ghana. The population of the study comprises the instructors of ST. Mary Vocational Training Institute Asamankese, Abetefi Vocational Training Institute and Anum Presbyterian Vocational Training Institute in 2016/2017 academic year.This research employed quantitative research approach in the data collection and analyses of responses. Data collected from the survey were analyzed using descriptive statistics such as percentages, frequencies and mean scores. The findings of the study revealed that NVTIs’ instructors held the views that female heads do not accept other people views, female heads are less corrupt and are weak in decisions making. They also lack self-confidence in leadership and are not courageous. The study also revealed that stereotypical beliefs and perception affects women participation in leadership roles in NVTIs institutions in the Eastern Region. Recommendations were made based on the findings of the study.
Effect of Cognitive Acceleration Training Programme on the Achievement of Upper Basic Two Students in Home Economics (Published)
This study examined the effect of cognitive Acceleration Training Programme on the Achievement of Upper Basic Students in Home Economics. The study adopted quasi- experimental design of non- randomized pre-test post-test control type. The sample consisted of 390 (196 males and 194 females) upper basic two Home Economics students drawn from eight schools, using purposive sampling technique. Cognitive Acceleration Training Programme (CATP) was used for the treatment, while Home Economics Achievement Test (HEAT) was used for pre- and post- test. Data collected were analyzed using mean and standard deviation to answer the research questions. Analysis of covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. Findings of the study revealed that students who were exposed to CATP, in addition to conventional method of teaching, exhibited higher achievement (1,379= 214.961, P=0.00< 0.05). It was also found out that the difference in the achievement score of male and female students exposed to CATP is not significant (1,212= .092, P=762>0.05). It was recommended that Cognitive Acceleration Training Programme be introduced into upper basic curriculum, so as to enhance academic achievement, especially in Home Economics.
Fostering Senior Secondary Students’ Attitude and Achievement in Biology in FCT-Abuja Using Facebook Instructional Strategy (Published)
The study investigated how Facebook Instructional Strategy could be used to foster Senior Secondary Students’ Attitude and Achievement in Biology in FCT-Abuja. A quasi-experimental research design was adopted. The population comprised 12719 senior secondary two biology students. The sample consisted of 247 SSII biology students selected from six government schools in the study area using purposive sampling technique. Data were generated using Germination Achievement Test (GAT) and Students’ Attitude to Biology Questionnaire (SABQ). The GAT and SABQ were validated and subjected to reliability analysis using Kuder-Richardson formula 21 (K-R21) and Cronbach Alpha formula which yielded coefficients of 0.75 and 0.68 respectively. Six research questions guided the study, while six hypotheses were formulated. Data collected were analyzed using mean and standard deviations to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The findings of the study revealed that there is significant difference in the mean achievement score of students taught seed germination using facebook instructional strategy and those taught using the lecture method; there is significant difference in the mean achievement scores of male and female students taught seed germination using facebook instructional strategy. There is no significant difference in the mean attitude ratings of students taught seed germination using facebook instructional strategy and those taught using lecture method; There is no significant difference in the mean attitude ratings of male and female students taught seed germination using facebook instructional strategy. Based on the findings, it was recommended amongst others that biology teachers-trainees should be trained on the use of facebook instructional strategy in teaching biology.
One of the main factors influencing the quality of learning and therefore the success of students are the Student Approaches to Learning (SALs). They are the why (the motivation) and the how (the strategy) of learning. This transversal study was conducted for the first time in a Moroccan open access university context. Using our validated Arabic version of the revised two-Factor Study process questionnaire (R-SPQ-2F), the aim of this study was first, examining the overall SALs (Deep Approach, DA and Surface Approach, SA) among a tertiary context in Morocco. Second, assessing and examining the variance of DA and SA scores when related to two personal factors, namely gender and study levels. This study was conducted within the Faculty of Science Dhar El Mahraz (FSDM) belonging to the University Sidi Mohammed Ben Abdellah – (Fez- Morocco) among 300 Moroccan students (138 females) enrolled in different programs across three levels of study (2ed, 4th and 6th Semester). An ANOVA and a t-test were performed. The results showed a significant difference between the two factors. In conclusion, the use of SALS in teaching evaluation is important for the university community to promote the factors influencing deeper learning. Other factors must therefore be explored.
Language and Gender (Published)
The differences between men and women in using language have been studied long time before. This paper is an attempt to investigate variations in gender language use. In addition, it highlights the definitions of some gender-linguistic terms. On the basis of these differences and changes, the paper also tries to make some explanation to these differences and changes. Issues such as the following have been covered in this paper: Differences in men’s and women’s speech, Women talk more/less than men, Women break the ‘rules’ of turn-taking less than men, Women use more standard forms than men, and Women’s speech is less direct/assertive than men’s. Moreover, it discusses matters such as: the differences from the aspects of pronunciation, intonation, vocabulary, syntax, manners, attitudes, and non-verbal differences in using language between men and women.
The impact of Gender in EFL classroom has always been an issue of discussion. With the difference of social and cultural background, the role of gender differs from nation to nation. In Bangladesh, gender role is defined based on social, cultural, and traditional beliefs. This study is an attempt to find out whether genders of learners as well as genders of teachers create barriers in EFL learning in Bangladesh. In the study a number of 198 students responded to the questionnaires prepared for a survey to find out the impact of gender of students and teachers in EFL classroom. Adding to this, 20 students and 9 teachers from a university further illustrated this issue by participating in semi-structured open ended interviews. The findings of this mixed method study reveal that the socio-culturally defined gender role of male and female in the society impacts inside English as a foreign language class in Bangladesh. Self-efficacy of teachers and learners may help address the issue. In this regard, emphasis may be put on teacher self-efficacy to raise awareness among the teachers and learner self-efficacy to help learners to consciously avoid gender discrimination in classroom at the tertiary level.
Student Variables and Choice of Christian Religious Knowledge among senior secondary School Students in cross River State, Nigeria (Published)
This study assessed student variables and choice of Christian Religious Knowledge among secondary school students in Cross River State. To achieve this purpose, two research questions were put forward and transformed into two null hypotheses. A review of related literature was carried out to examine what has already been documented on the phenomenon under study. The ex-post facto research design was considered most suitable for achieving the purpose of this study. The simple random sampling technique and proportionate sampling technique were used in selecting the sample used for the study. A structured questionnaire titled student variables and choice of Christian religious knowledge questionnaire (SVCCRKQ) was the instrument used for collection of data in the study. The reliability of the research instrument was established through the Cronbach Alpha reliability method. Chi-square statistical tool was used for data analysis. The findings obtained from analysis of data and hypotheses testing revealed that there is a significant influence of gender and interest on students’ choice of Christian Religious Knowledge in the study area. It was concluded that the gender of students cannot be a barrier when it comes to making choice of subject. Based on these findings it was recommended among others that students with low interest in Christian Religious Knowledge should be encouraged to see the subject as an important tool for developing good behaviour and peaceful co-existence.
The Role of Women in Agricultural Economy in Ethiopia: The Case of Aira Woreda in Western Wollega Zone, Oromiya Regional State (Published)
Women play active role in almost all aspects of agricultural activities across the world. However, their contribution is underestimated due to the deep rooted gender based division of labour in developing countries. So the study concentrated on the reflection of women’s role in agricultural economy in Aira woreda western wollega zone Oromiya regional state. The objective of this study is to assess the evidence based role of women in development in general and agricultural economy in particular. The study was conducted by using both qualitative and quantitative methods. The relevant data collection tools such as interview, Focus group discussion guideline and questionnaires were used. Using these method relevant data was gathered and these data were analyzed in descriptive way. It was found that women’s role is more important for economic development in general and agricultural development in particular. These findings also indicate that women play a significant role in almost all aspects of agricultural activities such as crop production, animal husbandry, domestic and other income generating activities. Finally the study has concluded that the role of women is important for economic development in general and effective development of agricultural sector in particular. Based on the findings the researcher recommends that, education is the most important tools to aware the existing social barriers that undermine the role of women in agricultural activities and also multifaceted efforts have to be made to avoid harmful traditional perceptions that hinder the participation of women in agricultural sector.
The African people have varying behaviors, mannerisms, beliefs, thought patterns and way of interaction and all of these differences formed their culture and impacted their way of life. However, with the coming of the Europeans of Africa came cultural infiltration, pollution as well as alteration. This paper analyses Chinua Achebe’s Things Fall Apart from the angle of masculinity and cultural clash as brought about by Westernization. The method of investigation is analytical and descriptive, using the formalist approach: that is looking at the actions, events, sentences and interactions of the characters in order to identity and discuss how males are portrayed, paying attention to issues of cultural realism, behaviors, actions and statements of the characters. The findings of the paper confirmed that African viewpoint of masculinity and cultural tends to be opposed to that of the Europeans, as the action and behaviors appropriate to a man in each society tend to differ. This led to different clashes from religious, cultural, ideological, to social beliefs. the conclusion that cultural clashes exist in the work and contributed to the final play out of the story, where the traditional belief system had to make way for Western ones; making things fall apart. The paper reveals that the male characters have both cultural and individual masculine idiosyncrasies and that the complexities of male roles confirm the pluralistic and slippery nature of masculinity.
Gender Difference in the Use of the Know-Want-Learn (KWL) and Jigsaw Cooperative Learning Strategies on Students’ Performance in Social Studies (Published)
The study investigated gender differences among Junior Secondary Schools students’ taught Social Studies concepts using Know-Want-Learn (KWL) and Jigsaw Cooperative Learning (JCL) strategies in Port Harcourt Local Government Area of Rivers State. Two research questions and two corresponding hypotheses guided the study. The study adopted the quasi-experimental pre-test post-test control group design. The study involved three groups. Two experimental groups (Know-Want-Learn (KWL) differentiation learning strategy and Jigsaw Cooperative Learning (JCL) strategy) and a control group taught with traditional learning strategy. The sample consisted of 177 (90 male students and 87 female students) Junior Secondary School II (JSS II) students drawn from three Government Co-educational Secondary Schools. A 25 multiple choice test items, title “Social Studies Achievement Test (SOSAT)” developed by the researchers which covers two topics: Meaning and Consequences of Drug Abuse and Harmful Substances, and Dangers of Drug Trafficking in the Junior Secondary School II Social Studies Curriculum Scheme of Work was the research instrument. The instrument was validated and had reliability coefficient of 0.84 via Kuder-Richardson (KR-21) for a measure of its internal consistency. The relevant data gathered were analyzed with mean, standard deviation, graphical plot associated with Analysis of Co-variance (ANCOVA). The findings of the study showed that the effect of Know-Want-Learn (KWL) and Jigsaw Cooperative Learning (JCL) strategies on the performance of students is not gender dependent. Hence, it was recommended among others that teacher should adopt the teaching strategies in teaching Social Studies in Schools. Also, training workshops should be organized and sustained for Social Studies teachers across the country, exposing them to innovative strategies that encourage active learning and teaching for the 21st century learner and teacher.