Tag Archives: Integrated Science

Learning Environment as Correlate of Students’Academic Achievement in Junior Secondary School Integrated Science (Published)

Environment plays an important role in the learning of integrated science. Environment means all the classroom conditions that facilitate teaching student’s perception in their classroom and their academic achievement in integrated science. Both human and material resources as well as interaction and attitudinal behaviors in the classroom setting make up the classroom learning environment. In order to carry out this study, two research questions were posed and a null hypothesis was formulated. The design of the study is a correlation survey. The population comprised the entire JS2 integrated science students from five secondary schools drawn randomly from the entire schools in Ogba-Egbema Ndoni Local Government Area of Rivers State. Mean, standard deviation, Pearson’s product moment correlation and t-test statistical techniques were used in analyzing the data. The result revealed that there is low mean perception of students of integrated science on their classroom environment. There is also positive significant relationship between their mean perception and their academic achievement. Based on the findings, some recommendations were made which include that integrated science teachers should be made to be aware of the influence of their environment on the achievement of students through seminars and workshops.

Keywords: Academic Achievement, Correlate of Students’, Integrated Science, Learning Environment, junior secondary school

Using Simulation Game – Assisted Instruction to Modify Students’ Attitude towards Integrated Science (Published)

The study determined the effect of simulation game – assisted instruction, cognitive style, numerical ability and gender on students’ attitude towards the subject. It adopted a 2 x 2 x 3 x 2 non-randomized pretest, post test, control group quasi-experimental design in which the treatment, at two levels (simulation game – assisted instruction, teacher instruction only) was crossed with cognitive style at two levels (analytical, non-analytical), numerical ability at three levels (high, medium, low) and gender at two levels (male, female ).The subjects were 305 junior secondary lll students selected from four co-educational school in Akinyele Local Government Area of Oyo State, Nigeria.Four valid and reliable instruments were used for data collection: Attitude Towards Science scale (ATSS); Numerical Ability Test (NAT), Cognitive Style Test (CST); AND Operational Guide for instruction (OGI). The study, which lasted for six weeks, involved exposing the students in the experimental group to three types of simulation games (water pollution game, chemical symbol, equation and formulae), while those in the control were not exposed to any game, but were rather taught in the conventional way. Data analysis involved the use of analysis of covariance (ANCOVA) and Scheffe range test as post hoc measures. The result showed a significant main effect of treatment on students attitude towards integrated science (F(1,304) =24. 173; p<0.05). Students exposed to simulation game –assisted instruction exhibited more positive attitude towards the subject than those not so exposed. The implication of these findings for curriculum planning, teacher training and in-service programmes, development of curriculum material and classroom practice were discussed

Keywords: Instruction, Integrated Science, Modify Students, Simulation Game

Evaluating Teachers’ Professional Development for ICT Use: Towards Innovative Classroom Practices (Published)

This paper describes an evaluation study designed to investigate the impact of an ICT-Instructional digital innovation in teaching Mathematics, English and Integrated Science subjects from the teacher capacity building professional development programme to classroom implementation at senior high school levels in Ghana. Interviews and survey data were used for data collection following a week professional development programme on the instructional digital learning training. The study demonstrated that the teachers increased in ICT proficiencies but this was limited to their own professional development and not so much of classroom implementation of ICT which results when transfer of learning takes place from training to practice. The study reported that teachers faced a complex mix of factors that when combined, contributed to challenges in transferring the ideas gained in the training programme to the classroom situation. It was evident from the findings that more systematic efforts are needed at the school levels and at the level of stakeholders who implement in-service teachers’ professional development programmes to move the goal of transforming teaching and learning through ICT-based innovations. Based on the outcomes, the study discussed recommendations to help smoothen the transition from teacher professional development programmes to actual classroom implementations in Ghanaian senior high schools and such similar contexts.

Keywords: Classroom, Developmenr ICT, Digital Innovation, English, Ghana, Integrated Science, Mathematics, Teacher