EFFECT OF ACTIVITY BASED TEACHING STRATEGY ON STUDENTS’ ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS’ IN CHEMISTRY

Okediji Adejare Alabi

Department of Integrated Science, School of Science Education

Federal College of Education (Technical) Akoka, Lagos

E-mail: adejareokediji@yahoo.com

Abstract: The high rates of failure recorded by students in public schools have been a major concern to researchers. Consequently, the poor achievement in chemistry had been traced to conventional strategy that did not put into consideration the students’ activity in teaching and learning process. The research concerns itself with theeffect of activity based teaching strategy on students ‘achievement of secondary school students’ in chemistry.. The moderating effects of gender were also being examined. The study adopted a pretest, posttest, control group, quasi-experimental research design. Five instruments used in the study were: Students Chemistry Achievement Test (SCAT). Instructional guide on Activity based teaching (IGABT). Instructional Guide on Conventional Strategy in Chemistry (IGACSC). Evaluation sheets for assessing teacher performance on the strategies (ESATPS) on Activity based Strategy, and ESAT on Modified Conventional Strategy. Two null hypotheses were tested at 0.05 alpha levels. Data was analysed using ANCOVA Treatment had significant effect on subjects’ post-test achievement scores (F(2,369)=35.248; partial squared =.160). Activity based teaching Strategy was significantly difference from Modified Conventional Strategy in their achievement scores. It was recommended that teachers should facilitate the use of Activity based teaching strategy in schools to improve their achievement in the subject.

ETHNO RELIGIOUS VIOLENCE AND SECONDARY SCHOOL EDUCATION IN NIGERIA: A CASE STUDY OF WUKARI LOCAL GOVERNMENT AREA OF TARABA STATE NIGERIA.

Pev, Isaac

Department of Vocational Education, Modibbo Adama

University of Technology Yola, Adamawa State, Nigeria.

E-mail: zikpev@yahoo.com

Abstract: The main objective of conducting this study was to examine and analyze, in the context of Wukari local government area of Taraba State, Nigeria, the relationship between ethno religious violence and secondary school education, and test for causality between them. Wukari local government area, which is located in the volatile southern part of Taraba state, was used as a case study. Three research questions and three null hypotheses were formulated to guide the Study. Data gathered were analyzed with the x², v-statistic and factor analysis involving fifteen variables. All the three null hypotheses were rejected in favour of their alternatives. The main findings confirmed a strong relationship between ethno religious violence and secondary school education. The study concluded that the Federal ministry of education should facilitate the implementation of entrepreneurship and civic education Curriculum for secondary schools in Wukari and all areas prone to ethno religious violence for a permanent resolution of crises and behaviour control in those areas throughout the country.

MANAGING LABOUR UNREST IN NIGERIAN UNIVERSITIES

Ajewole, Idowu Philip

Department of Educational Management

 University of Ilorin, Kwara State, Nigeria.

E-mail: ajewolephilip@yahoo.co.uk

Abstract: Conflict in any form is inevitable in organizations. Labour unrest has become a focal concept in industrial relations system. In particular, it is a recurrent bottleneck between the Governments and unions representing the staff of universities in Nigeria. It is the cankerworm that has brought setback to the goal attainment of university education in Nigeria. This paper critically examines the phenomenon of labour unrest, causes and management techniques in Nigerian universities. It discovers that poor management of industrial crises in Nigerian higher institutions has made it a recurrent challenge to the extent that the standards have been compromised and the attainments of the set goal of university education has more or less be a mirage. Probable solutions to prevent the recurrent of perennial problem of industrial strike in Nigerian universities are herewith suggested.

PARENTAL INVOLVEMENT AND ORGANIZATIONAL CLIMATE AS PREDICTORS OF ACADEMIC PERFORMANCE OF STUDENTS IN PUBLIC SECONDARY SCHOOLS

¹Adewunmi, ²Sojobi, O.A., ³Sulaimon, M.O., and ⁴Raheem S.O

^1,2,3Department of Statistics & Mathematics, Moshood Abiola Polytechnic, Abeokuta, Ogun State, Nigeria.

⁴Department of General Studies, Moshood Abiola Polytechnic, Abeokuta, Ogun State, Nigeria.

E-mail: dokunsola@yahoo.com,mtsulaimon@gmail.com

Abstract: This study was conducted to examine the relative effectiveness of Parental Involvement and Organizational Climate on the Academic Performance of students in public secondary schools in Abeokuta South Area of Ogun State, Nigeria. The study was set out to model the linear relationship that exists between the predictor variables (Parental Involvement and Organizational Climate) and the predicted variable (Academic Performance of students). Primary data by use of questionnaires were used to develop a predictive model. The population consists of all students in the thirty-one (31) public secondary schools in Abeokuta South. Total sample of one-hundred (100) randomly selected students from ten (10) randomly sampled schools were used. Using multiple regressions, multiple correlation coefficients, Coefficient of multiple determinations, t-Test, ANOVA F-Test, and Correlation Matrix to analyze the data, result shows the regression coefficient for Parental Involvement to be –0.332 with a Sig-value of 0.332 while that for Organizational Climate to be 1.081 with a Sig-value of 0.000. Findings show that Organizational Climate was more effective than Parental Involvement in predicting students’ performance. Parents should learn how to help their children (i.e. helping them in their homework/assignment, school work), staying in touch with teachers and school staff.

MEMORY AND ITS THEORIES IMPLICATION FOR TEACHING AND LEARNING

Abubakar Hussaini Yoffo

Department of Educational Psychology

Federal College of Education, Yola Adamawa State.

E-mail: abubakarhussaini121@gmail.com

Abstract: There is no doubt that all Instructors I/Cs aim at expanding the knowledge of the learners by providing both the problems and the materials with which to solve those problems. They encourage the learners to acquire and retain the knowledge gained in and outside school for future use in dealing with life situations. Experience has shown that students forget a lot of school learning after some time. This paper is concerned with the concept of memory, the information processing model of memory, types of memory, methods of measuring memory, the reasons why people forget what they have learn and the factors that instructors can use to aid memory.  

EFFECT OF EXPLICIT INSTRUCTION ON THE ATTITUDE OF LOWER BASIC PUPILS TOWARDS ENGLISH GRAMMAR USAGE IN SELECTED LOCAL DISTRICT

EDUCATION IN LAGOS STATE

Lawani, Lucy Abiola

School of Education

National Open University, Victoria Island, Lagos

E-mail: llawani2000@yahoo.com, lucylawani@gmail.com

Abstract: Fluency is one of the skills necessary in studying second language. There is need to expose pupils to teaching strategy for effective communication in which students need to pay attention to relevant elements in the learning environment; to be able to translate mental conceptions into actions and be motivated to do so. But the strategy has not been adopted in the teaching Usage of English Grammar. This study, determined the effects of Explicit strategy on pupils’ attitude towards Usage of English Grammar in basic Schools in Lagos state. The pretest, posttest, control group, quasi-experimental design with 2x2x2 factorial matrix was adopted. 183 Basic 5 pupils from nine Basic schools in three randomly selected educational district of Lagos State were used for the study. Five instruments used were: Teachers Instructional Guides for the treatment and control groups; Pupils Attitude Scale (r = 0.81), and Assessment Sheet for research assistants. Two null hypotheses were tested at 0.05 level of significance. Data collected were analysed using ANCOVA. Treatment had significant main effect on Pupils’ attitude towards Usage of English Grammar (F_(1,168) = 25.83; p<0.05). Explicit group had higher adjusted posttest attitude (= 52.44), with the control group trailing behind (= 36.18). Explicit strategy effectively disseminated the attitude of learners exposed to it than those exposed to conventional strategy. The Explicit strategy inculcates right attitude towards Usage of English Grammar through improved initial performance level and higher pupils’ thinking activities during and after observation.