Effect of Asynchronous Instructional Strategy on Learning Motivation and Scores of Postgraduate Students in Advanced Educational Research in Akwa Ibom State, Nigeria (Published)
This research investigated the effect of asynchronous instructional strategy on learning motivation and scores of postgraduate students in Advanced Educational Research in Akwa Ibom State, Nigeria. The research sample comprised 120 postgraduate students drawn through convenience sampling technique from a population of 204 master degree students in the Faculty of Education in the 2018/2019 academic session. A pretest-posttest non-randomized quasi-experimental research design was used. Two research questions and two hypotheses guided the study. A 50-item ‘’Advanced Educational Research Test’’ and a 10-item ‘’Learning Motivation Questionnaire’’ were developed by the researchers for data collection. The research questions were answered using mean and analysis of covariance was employed to test the hypotheses at .05 alpha level. The reliability indices of the two instruments were estimated using Kuder-Richardson and Cronbach alpha methods respectively and the reliability indices for the instruments were 0.74 and 0.78 respectively. The findings of the study revealed that students who learnt through the asynchronous instructional strategy were better motivated and scored higher in Advanced Educational Research than students who learnt through lecture method. It was concluded that the asynchronous instructional strategy was very effective in motivating and improving advanced educational research scores of postgraduate students compared to the lecture method. It was recommended that the National Universities Commission should set up modalities necessary for adopting e-learning technologies like the asynchronous instructional strategy in Nigerian universities for the teaching and learning of all courses because it improves motivation and achievement of students.
Gender and Academic Performances (Published)
Academic performances of male and female students were compared using grades obtained the various levels. The student t-test and Regression analysis were used. The result shows that: The female students score high in the upper grades A’s, B’s and C’s while the Male student have more of D’s, E’s and F’s. Both Male and Female students are putting in more efforts over the years in increasing the number of A’s and B’s they obtain. There is a reduction the number of C’s, D’s and F’s. On the number of E’s, the female students are decreasing the number they get so as to bring up their FCGPA, whereas the male students are increasing theirs thereby decreasing their FCGPA. The rate of improvement over the years is faster for the female students than the male students. The female students have a higher FCGPA than the male students. Female students perform better than their male counterparts
The objective of the study is to identify if there is significant difference between using the Angoff method and the norm-referenced methodin the setting of cut off scores in school setting. The study made use of 80 (JSS 3) Basic 9 students from Nembe Local Government Area of Bayelsa state. The sample was drawn through simple random sampling method. The design of the study was comparative analysis. A forty-item multiple choice objective test on mathematics which were tested for goodness of fit using the Big step software was used. The internal consistency which was determined by Cronbach alpha was 0.64 while two research questions directed the conduct of the work. Percentages, intra-class correlation coefficient (ICC) were used to analyses the data collected. The comparative analysis made between the setting of cut off score using the Angoff and norm- referenced method has significant difference. Recommendations are made to supplementing the Angoff method with additional data from alternative methods to improve the appropriateness when setting performance standards in school settings. The Angoff method should be use as it is considered to be defensible, easy to apply, easy to explain to the policy makers who may ultimately set the passing score and it has been found to be extremely replicable across panels.