Tag Archives: Students’ Achievement

Effects of Drama and Theatre on Students’ Achievement in Language Teaching (Published)

This study investigated the effects of drama and theatre as a teaching strategy on the achievement of students in English language in Ankpa Local Government Area of Kogi State, Nigeria. One research question guided the study. 100 students were used as subjects for the study from three different schools. The students in each school were divided into two groups (GA and GB). GA was used as the experimental group while GB was the control group. Both groups were taught a topic together using literature method. They were then subjected to a pre-test. In the next two lessons, GA was taught a topic through the drama and theatre method, while GB remained in the classroom and was taught the same topic using a traditional method. A uniform post-test was administered to both group. The result of the pre-test was compared with that of the post-test. The comparison formed the basis for the analysis, decision and conclusion in this work. The findings revealed that the group that was taught with the drama and theatre method performed better than those taught using the traditional method. Based on this finding, the paper recommends, among others, that all would-be-teachers should be trained in the skills of using drama and theatre as a teaching method.

Keywords: Drama and theatre, English language teaching, Students’ Achievement

A Comparison of the Quality and Efficacy of Private and Public Secondary Schools in Idah Education Zone of Kogi State, Nigeria (Published)

This study was carried out to compare the quality and efficacy of private and public secondary schools in Idah Education Zone of Kogi State, Nigeria. The study compared the achievement of students in private and public secondary schools in Oral English using games technique as a teaching strategy One research question and one null-hypothesis guided the study. The quasi-experimental research design involving non-equivalent control group was used for the study. The sample consisted 304 JS III students drawn from eight intact classes in Idah Education Zone of Kogi State, Nigeria. Pre-test and post-test were administered to all the groups (treatment and control). A 60-item Oral English Achievement Test (OEAT) was used for data collection. The data collected were analyzed using mean, standard deviation and Analysis of Covariance (ANCOVA) at 0.05 level of significance. The finding of the study was that students in private schools achieved higher than their counterparts in public schools. The paper recommends that government should

Keywords: Games Technique, Oral English, Private and public Education, Quality and efficacy, Students’ Achievement

Influence of School Location on the Achievement of Students Taught Oral English with Games Technique (Published)

This study was carried out to find out the influence of school location on the achievement of students taught Oral English with games technique. One research question and two null-hypotheses guided the study. The quasi-experimental research design involving non-equivalent control group was used for the study. The sample consisted 304 JS III students drawn from eight intact classes in Idah Education Zone of Kogi State, Nigeria. Pre-test and post-test were administered to all the groups (treatment and control). A 60-item Oral English Achievement Test (OEAT) was used for data collection. The data collected were analyzed using mean, standard deviation and Analysis of Covariance (ANCOVA) at 0.05 level of significance. The finding of the study was that location had influence on students’ achievement. The paper recommends, among others, that government should carry out proper monitoring and supervision of Oral English teachers in both urban and rural areas of Nigeria.

 

Keywords: Games Technique, Oral English, School Location, Students’ Achievement

Incorporating Collaborative Learning Strategy as Part of an Integrated Approach in Teaching Physics in Secondary Schools (Published)

This study investigated the effects of collaborative, individualistic and demonstration Learning strategies on secondary school Physics Students’ Achievement in Coplanar forces in Port Harcourt Local Government Area. Quasi-experimental, pretest-post-test, non-equivalent design was adopted. The sample size was 155 Senior Secondary Two (SS2) Physics students. The data obtained was analyzed using the mean and standard deviation for the research question and t-test statistics and ANCOVA for testing the null hypotheses (Ho) at 0.05 level of significance. Findings from the study showed that students exposed to collaborative learning strategy had improved academic achievement scores than those in the individualistic or demonstration strategy groups comparatively. The implication is that collaborative learning strategy should be incorporated into the teaching of Physics along with the traditional strategies for enhanced learning outcomes.

Keywords: Collabortive Learning Strategy, Demonstartion Learning Strategy, Individualistic Learning Strategy, Students’ Achievement

Observing Contextual Teaching and Learning on Students’ Achievement in Writing Recount Text (Case Study: Smp Swasta Bina Bangsa, Batubara Regency) (Published)

Contextual learning theory  occurs only when students (learners) process new information or knowledge in such a way that it makes sense to them in their own frames of reference (their own inner worlds of memory, experience, and response). This approach to learning and teaching assumes that the mind naturally seeks meaning in context-that is, in relation to the person’s current environment-and that it does so by searching for relationships that make sense and appear useful.   This study is intended to discover the effect of contextual teaching and learning on students’ achievement in writing recount text. It is conducted at eight (VIII) grade students of SMP Swasta Bina Bangsa,  Batubara Regency. Based on the calculation, it shows that the reliability of the test is 0.99. Then, after analyzing the data, it was found that the value is 5.65 with the degree of freedom (df) = 38 at the level of significance p(0.05) = 2.024. It means that it is higher than tt (5.65 > 2.024). The result  shows that contextual teaching and learning has a significant effect on students’ achievement in writing recount text in this school.

Keywords: Contextual Teaching and Learning, Recount Text, Students’ Achievement, writing

Multiple Intelligences Development Approach (MIDA) and Students’ Interest and Achievement in Physics (Published)

The study sought to determine the effect of Multiple Intelligences Development Approach (MIDA) on students’ interest and achievement in physics. Two research hypotheses guided the study. The design adopted was a quasi-experimental, non-randomized control group pre-test-post-test design involving two groups (experimental and control). The sample comprised 100 senior secondary two (SS2) physics students in six intact classes from six secondary schools in Ukanafun Local Government Area of Akwa Ibom State selected through purposive sampling technique. In each of the six schools, a random stream was chosen. Three streams in the chosen schools were then randomly assigned to the experimental group and the control group respectively. Two instruments namely: the Haussler and Hoffman Interest Scale in Physics (HHISP) and the Achievement Test in Physics (ATP) were used in collecting the pertinent data. The experimental group was taught sound concepts in physics using the MIDA while the control group was taught the same concept using the conventional (expository) approach. The students were exposed to treatment for four weeks. Data generated were analyzed using the Analysis of Covariance (ANCOVA) and decision made at 0.05 level of significance.  The results indicated that the MIDA was significantly more effective in promoting students’ interest and achievement in physics over the conventional approach. Based on these findings, conclusions are drawn and implications for educational practice suggested. Some recommendations were made, among which was that the use of MIDA should be encouraged in the teaching and learning of physics at the senior secondary school level.

 

Keywords: Multiple Intelligences Development Approach (MIDA), Students’ Achievement, Students’ Interest

Teacher Quality and Students’ Achievement in Financial Accounting in Senior Secondary Schools in Akwa Ibom State, Nigeria (Published)

The study investigated the relationship between teacher quality and students’ achievement in Financial Accounting in senior secondary schools in Akwa Ibom State. The study adopted Ex-post facto research design. Four specific objectives, four research questions and four null hypotheses guided the study. The population consisted of 5663 Senior Secondary two (SS 11) Financial Accounting Students from 233 public secondary schools in the three Senatorial Districts of Akwa Ibom State. The study had a sample of 566 respondents drawn from the population using Multi-stage sampling Technique.  The numbers that constituted the sample size were 286, 190 and 90 drawn from Uyo, Ikot Ekpene and Eket Senatorial Districts respectively. A structured questionnaire tagged “Teacher Quality and Student Achievement in Financial Accounting Questionnaire (TQASAFAQ) was used for data collection.  A trial test was conducted and analysed using Cronbach’s Alpha reliability technique to determine the reliability level of the instrument, which stood at r = 0.66. Data generated were analyzed using Pearson Products Moment Correlation (PPMC) to answer the research questions and in testing the null hypotheses at .05 alpha level. The results of the analyses rejected all the null hypotheses, implying significant relationship between teacher quality and students’ achievement in Financial Accounting. Based on the findings, it is concluded that teacher quality relates directly with students’ achievement in Financial Accounting. It is recommended among others that the relevant educational agencies in Akwa Ibom State – Ministry of Education (MOE) and The State Secondary Education Board (SSEB) should organize regular seminars and workshops aimed at improving teacher quality, for improved students’ performance in Financial Accounting.

Keywords: Financial Accounting., Students’ Achievement, Teacher Quality

Effects of Study Questions on Students’ Achievement in Literature-In-English (Published)

This study is on effects of study questions on students’ achievement in Literature-in-English. The study was carried out in Abakaliki Education Zone of Ebonyi State, Nigeria. The design of the study is quasi experimental of pre-test-posttest, non-equivalent control group. The study was guided by two research questions and two hypotheses. The population of the study was 6053 senior secondary school, class II (SS II) students in thirty-nine co-educational secondary schools in Abakaliki Education Zone of Ebonyi State, Nigeria. The sample was SS II Literature-in-English students in four co-educational secondary schools in the Zone, which was drawn using simple random sampling technique. Two of the schools formed treatment group, while two formed control group. Intact classes were used for the study. A researcher-made instrument titled Literature-in-English Achievement Test (LAT) was used for data collection. Data collected were analyzed using statistical mean, standard deviation, and analysis of covariance (ANCOVA). The result of the study showed that the treatment group taught Literature-in-English with study questions performed better than the control group taught with conventional method. The gender aspect of the study revealed that girls performed better than boys in both treatment, and control groups. Based on the findings, it was recommended that Literature-in-English teachers should issue study questions on every topic taught` to their students; and that authors of literature texts should also produce workbooks which will guided study of main texts with relevant study questions.

Keywords: Literature-In-English, Students’ Achievement, Study Questions