Tag Archives: Gender

Gender and Innovative Behaviors of Male and Female Entrepreneurs in Akwa Ibom State (Published)

This research was designed to examine the relationship between Gender and innovative behaviour in Uyo metropolis. Survey research design was adopted for the study and a sample size of 200 respondents was drawn. For the objective of the study to be achieved, two hypotheses were formulated. The major instrument for data collection was a structured questionnaire administered to the respondent using purposive simple techniques. Data collected were analysed using descriptive analysis and Pear Product Moment correlation. Results show that there is a significant correlation between male and female entrepreneur and innovative behaviour. Based on the finding of the study, it was concluded that male and female entrepreneurs in Akwa Ibom State do not only possessed the factors that motivate entrepreneurs, but they also exhibit the some innovative behaviours. Also a well-structured plan in a firm will have a long-run and stable effect on organization and employee fulfilment. Consequently, it is recommended that the organization should make provision for training and development of their staff in line with today’s management commitment concept in order to improve employee on work skill.

Citation: Ben Isaiah Peter (2022) Gender and Innovative Behaviors of Male and Female Entrepreneurs in Akwa Ibom State, European Journal of Business and Innovation Research, Vol.10, No.2, pp., 60-79

 

Keywords: Entrepreneurs, Gender, Innovative Behaviour, male and female

The Upshot of Mnemonics on Gender and Other Learning Outcomes of Senior Secondary School Students in Biology (Published)

Citation: Funmilayo Elizabeth Olu-Ajayi (2022) The Upshot of Mnemonics on Gender and Other Learning Outcomes of Senior Secondary School Students in Biology, International Journal of Education, Learning and Development, Vol. 10, No.3, pp.16-25

Abstract: This study investigated the effects of Mnemonics Instructional Strategy on Secondary School Students’ learning outcomes in Biology. Moderating effects of Gender was also examined. The study adopted the pretest-posttest control group, quasi experimental design with 2×2 factorial matrixes. One hundred and twenty students from six public Schools selected from three Senatorial Districts in Ekiti State, Nigeria, participated in the study. Two instruments were developed and used: ‘Students’ Biology Achievement Test’ (SBAT) and ‘Students’ Interest and Attitude towards Biology’ (SIAB).  The face and content validity of instruments was ensured by professional Biology teachers and experts in the field of Science Education. Reliability was done using test-retest method and adjudged to be reliable with results on Students’ Biology Achievement Test (r=0.82) and Students’ Interest and Attitude towards Biology (r=0.78). Also used were operational guides on Mnemonic Instructional Strategy, and Conventional Teaching Method. Three Null hypotheses were tested at 0.05 level of significant. Data collected was analyzed using Analysis of Covariance. The study revealed a significant effect of treatment on students’ performance in, interest and attitude towards Biology, Gender have no significant effect on students’ performance, interest and attitude towards Biology. The study recommends that, teachers should employ Mnemonics Strategy to create a Students’-centered  teaching and learning, which will enhance Students’ interest and attitude towards Biology, hence bring about an improved performance of Students in Biology.

Keywords: Biology, Gender, Learning Outcome, Students, mnemonics

Effect of Guided Discovery Method on Secondary School Students’ Academic Performance in Biology in Makurdi, Benue State, Nigeria (Published)

Citation: Msuur Tofi; Emmanuel E. Achor and Victoria I. Eje (2022) Effect of Guided Discovery Method on Secondary School Students’ Academic Performance in Biology in Makurdi, Benue State, Nigeria, European Journal of Training and Development Studies, Vol.9 No.1, pp.32-40

Abstract: This study investigated the effect of Guided Discovery method on Senior Secondary School students’ academic performance in Biology in Makurdi, Benue State, Nigeria. Two research questions were raised and two null hypotheses were formulated. The study employed a quasi-experimental design. The population comprised of 8,670 Students in all the public Secondary Schools in Makurdi Metropolis. Two schools were randomly selected using simple random sampling technique from among the public Secondary Schools in Makurdi and a sample size of 47 Senior Secondary two (SS2) students were used for the study. The instrument used for data collection was Biology Academic Performance Test (BAPT).  Biology Academic Performance Test (BAPT) was validated by 3 experts in science education. The BAPT was pilot tested on intact class and a reliability coefficient of 0.79 was obtained using Kuder Richardson Formula-21 (K-R21). The research questions were answered using descriptive statistics of mean and standard deviation. The null hypotheses formulated were tested at 0.05 level of significance using inferential statistics of independent t-test. The findings showed that, there was a significant difference between the mean academic performance scores of students taught Biology using Guided Discovery method and those taught using Lecture method in favour of those students taught using Guided Discovery method. There was no significant difference between the mean academic performance scores of male and female students taught Biology using Guided Discovery method. It was recommended among others that; Biology teachers should use Guided Discovery method for teaching Biology at the secondary school level.

Keywords: : Academic Performance, Biology, Gender, Science, guided discovery method

Effects of Computer-Assisted Instruction (CAI) On Students’ Academic Achievement in Chemistry among Boys and Girls in Public Secondary Schools in Ondo State, Nigeria (Published)

Citation: Ekundayo S. K. (2022) Effects of Computer-Assisted Instruction (CAI) On Students’ Academic Achievement in Chemistry among Boys and Girls in Public Secondary Schools in Ondo State, Nigeria, British Journal of Education, Vol.10, Issue 2, pp. 31-41

Abstract: This study investigated the effects of Computer-Assisted Instruction (CAI) on students’ achievement in Chemistry among boys and girls in public secondary schools in Ondo State. A quasi-experimental design was adopted for the study. The sample for the study consisted of 240 senior secondary school two (SSS II) intact class Chemistry students selected in stages using simple random sampling technique. Three schools were selected from three local government areas from the three senatorial districts in Ondo State. The students in the experimental groups were exposed to CAI while the control group was taught with the conventional teaching method. Chemistry Achievement Test (CAT) with a reliability coefficient of 0.81 was used to collect relevant data for the study. The experimental group was treated using CAI package while the control group was treated using the conventional classroom teaching. Analysis of Co-variance (ANCOVA) and t-test were used to test the research hypotheses at 0.05 level of significance. The result from the study showed that there was no significant difference between the achievement of male and female students in both the experimental and the control groups respectively. The results showed that when exposed to CAI, female students performed better than their counterparts. Based on the findings of the study, it could be concluded that the use of CAI has not shown any better effectiveness in the achievement of students. However, the method is a modern day of imparting knowledge. In another dimension, when both males and females are taught with the use of CAI, the method appeared to favour females than males. This suggests that the method us gender-biased. Based on the findings of the research, it is recommended that the potential of computer-assisted instruction should be utilised to enhance better achievement of the students in Chemistry, most especially among females while the male students also be encouraged to key into the use of the method for the flexibility of teaching and learning.

Keywords: Chemistry, Computer Assisted Instruction (CAI), Gender, Students

Use of E-Learning Strategies and Students’ Retention of Knowledge in Basic Science and Technology, (Published)

The study focused on enhancing students’ retention of knowledge using two e-learning strategies in Basic Science and Technology in Benue, Nigeria.  A non-randomised control group, pretest-posttest quasi-experimental design was employed.  The study population comprised 27367 Upper Basic II students where a sample of 202 was drawn using multistage sampling technique. Developed Machine-Assisted Learning (MAL) and Virtual Science Laboratory (VSL) apps by the researchers were used as pedagogical strategies. The instrument used for data collection was Basic Science and Performance Test (BSTPT) which was transformed to Basic Science and Technology Retention Test (BSTRT) through reshuffling.  This was validated, trial-tested and subjected to reliability analysis using Kuder Richardson (KR)-21 which gave 0.94.  Four research questions were stated and analysed using mean and standard deviation, and graphs while four hypotheses were stated and tested using Analysis of Covariance (ANCOVA) at 0.050 level of significance. The findings revealed that, there were significant differences in the mean retention scores [F2, 195 = 199.689, p = 0.000 < 0.050] among MAL, VSL and Expository groups. A follow up pair wise comparisons confirmed the hypothesis in all the three combinations: MAL and VSL (p = 0.000 < 0.05); MAL and Expository (p = 0.00 0< 0.05) and VSL and Expository (p = 0.000 < 0.05). The findings also revealed that, there was no significant gender disparity in the mean retention scores of the students in MAL [F1, 57 = 0.817, p = 0.370 > 0.050] and VSL [F1, 72 = 0.226, p = 0.636 > 0.050]. It was further found that, there was no significant interaction effect of strategies and gender on the students’ mean retention score [F2, 195 = 0.191, p =0.826 > 0.050]. The study concluded that the use of MAL and VSL apps have enhanced students’ knowledge retention in BST than expository strategy. Based on the findings, it was recommended among other things that, the government and teachers-trainees’ institutions should train teachers on the development and implementation of the MAL and VSL since they have greater effects on students’ durable memory.

Keywords: E-learning, Gender, and basic science and technology, machine-assisted learning, retention of knowledge, virtual science laboratory

Female Identity Reconstruction in Saudi Arabia (Published)

Saudi Arabia is experiencing an era of unprecedented socio-cultural reforms, one of which is the empowerment of women. The Saudi Vision 2030 aim to provide equal opportunity to both genders has necessitated intervention to reformulate the social identity of women, which has long been thought to be subject to the socio-religious domination of men. The descriptive discursive approach of this paper aims to briefly highlight attempts upheld by the Saudi Arabian government to combat the inferior social image of women, and the steps advocated to reconstruct it. Analysis of real-life data has revealed that officials have used the media and the education system to advance their ideology among the wider population.

 

Keywords: Gender, Identity, Men, Women, education media

Examining Birth Order and Gender Differences in the Prevalence of Anxiety Disorders in Adolescents (Published)

This endeavour was to examine the role of birth order associated with the prevalence of anxiety related emotional disorders in adolescents and to investigate the gender difference for levels of anxiety in adolescents. The sample comprised of 65 individuals aged between 12 to 18 years. The participants were divided into two groups; both groups consisted of 50 males and 15 females selected conveniently. Among them 28 were first born and 37 were later born. Univariate analysis was conducted via SPSS 20.00. An insignificant relationship between birth order and gender was observed. In terms of each variable, there is significant main effect for birth order and the main effect for gender indicated a statistically insignificant difference in the prevalence of anxiety disorders between the males and females.

Citation: Tehmina Jabeen  and  Khalida Rauf  (2021) Examining Birth Order and Gender Differences in the Prevalence of Anxiety Disorders in Adolescents, International Journal of Health and Psychology Research, Vol.9, No.3, pp.27-44

 

Keywords: Adolescence, Anxiety, Birth Order, Gender

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

 

 

Keywords: Basic Science, Gender, Performance, Science, cooperative-learning-strategy, jigsaw 1 model

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.

Keywords: Age, Gender, Healthcare Workers, Marital Status, Organizational Climate, Workplace bullying

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

Keywords: CDA, Depiction, Gender, Negative, SFL

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.

Keywords: Empowerment, Gender, Politics, Sustainable, Women, Women Empowerment

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.

Keywords: Gender, Performance, instructional conversation

Gender, Feedback with Remediation and Students’ Attitude towards Mathematics (Published)

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.

Keywords: Attitude Towards Mathematics, Feedback, Formative Test, Gender, Remediation

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.

Keywords: Gender, Job Satisfaction, Kenya, Nakuru County, Teachers

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.

Keywords: Gender, specific roles, 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.

Keywords: Facebook instructional strategy, Gender, Seed Germination, Simulation instructional strategy, achievement in biology, attitude towards biology, interaction effect.

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.

Keywords: Energy, Gender, Location, heat, students’ conceptions

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.

 

Keywords: Gender, Leadership, Perception, female head, female manager, stereotypical

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.

 

Keywords: Achievement, Gender, Home Economics, cognitive acceleration

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.

Keywords: Achievement, Biology, Facebook instructional strategy, Gender, Seed Germination, attitude