Tag Archives: Learning Outcome

Using Supervised Agricultural Experience Programme as a Teaching Approach to Change Students’ Attitude towards Practical Agriculture among Secondary School Agriculture Students: A Case of Migori County, Kenya (Published)

Agricultural education in secondary schools in Kenya is offered to achieve various outcomes among the learners as anchored in the school syllabus. One of the key learning outcomes is a positive attitude in practical agriculture. This study was done among form three agriculture students in Migori County and focused on finding out if there was a difference in attitude towards practical agriculture between students who took part in a supervised agricultural experience programme and those who did not take part. A learning outcome test was used to gather relevant data before and after the programme implementation. Analysis of data was done using SPSS (Version 22). Descriptive statistics (frequencies and averages) were used to present data while charts were used to present the data. Inferential statistics (Independent sample t-test, one-way ANOVA and Tukey’s post hoc) were used test the null hypothesis at α=.05 significance level. The study discovered that there was a statistically significant difference in attitude towards practical Agriculture between secondary school Agriculture students exposed to SAE and those not exposed to SAE.

Keywords: Learning Outcome, Supervised agricultural experience, agricultural education, attitude, secondary students

Formative Assessment Practices, Attitude and Learning Outcome of Students in Mathematics in Selected Secondary Schools in South-South Nigeria (Published)

The study was conducted to examine the effect of formative assessment practices, and attitude on learning outcome of students in Mathematics in selected secondary schools in south-south Nigeria. Three research questions and hypotheses were formulated to guide the study. The quasi-experimental design was used in the study with a population of all Senor Secondary school three (SS3) students in Mathematics in selected public secondary schools in south-south (Cross River, Rivers and Akwa Ibom States) of Nigeria numbering 21,657. The sample of the study consisted of 541 (2.5%), SS3 students in Mathematics. The proportionate stratified random sampling technique was employed in the study. The instruments for data collection are; the Formative Assessment Practice Questionnaire (FAPQ), Attitude Scale (AS) and Learning Outcome Test in Mathematics (LOTM) which were validated by experts in Mathematics and Measurement and Evaluation. Internal consistency was established with split half reliability method and the index ranged from .78 to .92 respectively.  The stated hypotheses formulated for the study were tested at 0.05 level of significance using Analysis of Covariance (ANCOVA).  Findings from the study revealed that there is a significant effect of formative assessment, attitude and gender on learning outcome of students in Mathematics.

Keywords: Formative assessment, Learning Outcome, Mathematics, Practices, South-south Nigeria., attitude

Gamification – Influence on Elementary Pupils’ Learning Outcomes and Engagement in English Language (Published)

This research examined the influence of gamification on the learning outcomes and engagement of English Language Pupils in Bonny Local Government Area of Rivers State, Nigeria. It adopted the two (2) group pre-test post-test quasi-experimental research design. The sample comprised forty-four (44) primary three pupils. Twenty (20) for the experimental group and twenty-four (24) for the control group. Two (2) sets of instruments were employed to gather data from the sample namely: English Language Achievement Test (ELAT), and Gamification Questionnaire (GQ) which had two (2) sections: Demographic data of pupils, and games engagement. Three objectives, three research questions, and two hypotheses were used for the study. Mean and standard deviation were employed to answer the research questions. Hypothesis one was tested using analysis of covariance (ANCOVA), while hypothesis two was tested using independent sample t-test. Kuder-Richardson (KR20) was employed to test the ELAT and a reliability coefficient of .857 was obtained. Cronbach Alpha was used for the GQ with a reliability coefficient of.689. The findings revealed that learners taught with games had a higher mean score than those taught without games but the difference was not statistically significant; and their engagement level was high. Recommendation was therefore made that gamification be used in classrooms because it has a positive influence on learners’ learning outcomes.

Keywords: English Language, Gamification, Learning Outcome, engagement