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
Teaching Physical Education In Nigerian Secondary Schools Is A Barrier: An Implication For Future Generation, A Case Study Of Ado Metropolis Secondary Schools In Ekiti State, Nigeria. (Published)
The study examined Teaching Physical Education in Nigerian Secondary Schools is a Barrier: An Implication for Future Generation, A Case Study of Ado Metropolis Secondary Schools in Ekiti State, Nigeria. Purposive sampling technique was used to adopt 90 (Ninety) respondents been PE teachers in Ado metropolis secondary schools in Ekiti State, Nigeria. Questionnaire was the only instrument used and it was developed by researcher titled “Teaching Physical Education is a Barrier in Ado Metropolis Secondary Schools Questionnaire” (TPEBAMSSQ) and validated by expert in the field of physical education and sport, reliability coefficient was 0.77 after using Pearson Product Moment Correlation (PPMC). Frequency counts and simple percentage was used to analyze demographic information of the respondents while linear regression was used to test the hypotheses at 0.05 level of significance. The findings revealed that teacher competency was 3.038 calculated F-ratio and it was most significant barrier in teaching physical education in secondary schools in Ekiti State, gender difference calculated F-ratio was 3.026, facilities and equipment calculated F-ratio was 2.142, students’ interest in physical education calculated F-ratio was 2.104 while overloaded curriculum calculated F-ratio was 2.051. The variables tested were duly significant because they all higher than level of significance which is 0.05. It was recommended among others that trained physical education teachers and sports coaches should be employed to all the primary and secondary schools in Nigeria.
Keywords: Facilities and equipment, Gender, Overloaded curriculum, Physical education, Students’ Interest, Teacher
STUDENTS’ INTEREST IN SOCIAL STUDIES AND ACADEMIC ACHIEVEMENT IN TERTIARY INSTITUTIONS IN CROSS RIVER STATE, NIGERIA (Published)
This research examined students’ interest in social studies and academic achievement in tertiary institutions in Cross River State, Nigeria. To achieve the purpose of this study, one hypothesis was formulated to direct the study. Ex-post facto research design was adopted for the study. A sample of seven hundred and fifty-three (753) students was randomly selected for the study. The instruments for data collection were the Students’ Interest in social Studies Questionnaire (SISSQ) and Social Studies Achievement Test (SOSAT) developed by the researchers were subjected to validation by experts in measurement and evaluation. The reliability estimate of the instruments was established through the split-half reliability method and it associate Spearman Brown prophecy formula. Pearson product moment correlation analysis was adopted to test the hypothesis at.05 level of significance. The result of the analysis revealed that students’ interest in social studies significantly relate to their academic achievement in the subject. Based on the finding of the study, it was recommended that teachers/facilitators should explain all subject matter in away that each student can comprehend in order to arouse their interest in the subject among others.
Keywords: Academic Achievement, Cross River State, Nigeria, Social Studies, Students’ Interest, Tertiary Institutions
