Effects of Experiential and Problem-Solving Strategies On Academic Performance of Biology Students in Senior Secondary Schools in Nigeria (Published)
The study investigated the effects of experiential learning and problem-solving strategies on academic performance of Biology students at senior level in some senior secondary schools located in south-west Nigeria. The study examined the difference in the academic performance of Biology students taught with experiential learning and problem solving strategies and their counterparts taught with conventional method. The research design for the study was a quasi-experimental research of the pre-test, post-test control group. The population consisted of Biology students in all public senior secondary schools in south-west Nigeria. The sample consisted 240 SS2 Biology students which was selected through multistage sampling procedure. Two groups were randomly selected to experimental groups and control group. The students in the experimental groups were exposed to experiential learning and problem solving strategies, while the control group were taught with conventional teaching method. Biology Performance Test was used to generate data for the study after the treatment. The instrument was validated by experts in Science Education and Tests, Measurement and Evaluation. Their suggestions were taken into consideration for necessary correction. The reliability was ensured by using test re-test method and coefficient of 0.82 was obtained. The hypotheses were analysed using mean, standard deviation, t-test, Analysis of Covariance (ANCOVA) and multiple classifications Analysis (MCA). The finding showed that there was low performance in experiential learning, problem solving and control groups before the treatment. After exposure of experimental group to experiential learning, problem solving strategies, their performance was high compare to their counterparts in control group. It was recommended that Biology teachers should upgrade their knowledge on experiential learning and problem solving strategies through seminar or workshop, students should be encouraged to use their experience to solve problems in any given concept to enhance their performance.
The Attitudes of Nigerian Secondary School Teachers and Students towards Environmental Pollution (Published)
The research was carried out to investigate Nigerian Secondary School Teachers and Students’ attitude towards environmental pollution. It also examined Nigerian teachers and students’ attitude towards environmental pollution, considering their gender and location. The research adopted descriptive research of the survey type. The population was made up of all Nigerian Secondary School Teachers and Students. The sample for the study comprised 720 teachers and 1440 students selected through a multistage sampling procedure. Two self-constructed Questionnaires was used to generate data for the study. One for the Teachers is Questionnaire on Teachers Attitude towards environmental pollution (QTAEP) and Questionnaire on Students Attitude towards environmental pollution (QSAEP). It was made up of two sections – Section A which consist the biodata of teacher and students such as Name, Location and Gender. Section B was made up of items to elicit information about their attitudes toward environmental pollution. The instrument’s validity was ascertained by giving it to experts in Biology Education, who are examiners for the West African Examination Council (WAEC) and National Examination Council (NECO) for face and content validity. Their suggestions and corrections were effected. The reliability of the instrument was determined by using Cronbash Alpha Formula. The reliability coefficient of 0.66 and 0.81 was obtained. The data collected were analysed using descriptive and inferential statistics. It was established from the finding that both teachers and students had a positive attitude towards environmental pollution. It was confirmed from the findings that gender and location had a significant influence on both teachers and students’ attitude toward environmental pollution. Considering the finding from this study, it was recommended that the content of environmental pollution in secondary schools should be more comprehensive. Also, environmental pollution awareness programs should be organised for both teachers and students to enhance their knowledge about environmental pollution and invariably influence their attitude.