EFFECT OF GUIDED INQUIRY METHOD (GIM) ON ACADEMIC ACHIEVEMENT IN CHEMICAL THERMODYNAMICS AMONG STUDENTS WITH DIFFERENT COGNITIVE STYLES IN PUBLIC SECONDARY SCHOOLS IN AKWA IBOM STATE

Balama Jospeh Obomanu, A.A.O Mumuni & Ibanga, Aniefiok Adolphus

Curriculum Studies and Educational Technology

University of Port Harcourt, Choba, Port Harcourt, Rivers State.

Email: kanabadafe@rocketmail.com

Abstract: The study investigated the effects of Guided Inquiry Method (GIM) on academic achievement of students with different cognitive styles using a pre-test, post-test control group design. The instruments for the study were the Cognitive Style Test (CST) used for classifying the sample of 320 students into three cognitive style groups and Achievement Test in Chemical Thermodynamics (ATCT). The reliability coefficients of the instrument are 0.84 and 0.74 respectively, using the Pearson Product Moment Correlation formula (PPMC). Data generated in the study were collated and analyzed using mean and standard deviation for answering the research questions while the two-way Analysis of Covariance (ANCOVA) and student t-test were used for test of hypotheses. Results showed that there was no significant difference in students’ academic achievement in chemical thermodynamics when taught with Guided Inquiry Method, based on their cognitive styles. However, there existed a significant effect of location of schools and teaching methods on the academic achievement of students in chemical thermodynamics. Based on these findings, it was recommended that chemistry teachers should adopt Guided Inquiry Method as a pedagogical intervention in teaching chemical thermodynamics in order to enhance improvement of students’ academic achievement in the concept.

Table of Contents

The Effects of Short Term Memory and Reading Comprehension on Students’ Performance in Chemistry in Jere, Borno State, Nigeria

Rhoda E. Camble                                                                                                                     1-20

Students’ Dress Code and Indecent Dressing

Maria Olanrewaju Ewulo                                                                                                         21-26

Assessment of Classroom Questioning by Teachers on Students’ Academic Achievement in Secondary Schools in Delta State

Enwefa Chiekem                                                                                                                      27-36

Gender and Single Parenting as Correlates of Deviant Behaviour among

Secondary School Students in Delta Central Senatorial District

Onakpoberuo, Blessing Obakpororo, E.E Ebenuwa – Okoh & A. Onoyase                               37-54

Needs to Reconsider Biology for all Students in Nigeria Senior Secondary Schools

David Akinjide Akintola                                                                                                          55-61

Effect of Guided Inquiry Method (GIM) on Academic Achievement in Chemical Thermodynamics among Students with Different Cognitive Styles in Public Secondary Schools in Akwa Ibom State

Balama Jospeh Obomanu, A.A.O Mumuni & Ibanga, Aniefiok Adolphus                               62-82

NEEDS TO RECONSIDER BIOLOGY FOR ALL STUDENTS IN NIGERIA SENIOR SECONDARY SCHOOLS

David Akinjide Akintola

Department of Science Education

University Of Ilorin, Ilorin

 Email: samgladdavcom@yahoo.com

GENDER AND SINGLE PARENTING AS CORRELATES OF DEVIANT BEHAVIOUR AMONG SECONDARY SCHOOL STUDENTS IN DELTA CENTRAL SENATORIAL DISTRICT

Onakpoberuo, Blessing Obakpororo, E.E Ebenuwa – Okoh & A. Onoyase

Department of Guidance and Counseling

Delta State University, Abraka.

Email: onasbles@yahoo.com, eduebentiwaokoh@yahoo.com,anna-onoyase@yahoo.com.

Abstract: Thisstudy investigated gender influence and single parenting as correlates of deviant behaviour among secondary school students in Delta Central Senatorial District. Three research questions and three null hypotheses were formulated for the study. A structured questionnaire titled “Gender and single parenting as correlates of deviant behaviour” was designed for the study. The study adopted a descriptive survey which is correlational in nature. Stratified random sampling procedure was used in the study in validating the instrument, factor analysis was use, face, content and construct validity of the instrument were established. A sample size of five hundred (500) students were drawn from a population of thirty-three thousand, five hundred and nineteen (33,519) senior secondary school students in Delta Central Senatorial District. The data generated in the study were analyzed with both correlation and multiple regression statistics to test the hypotheses at 0.05 level of significance. The findings of the study revealed: (i) There is no significant relationship between gender, single parenting and deviant behaviour (ii) There is no significant relationship between gender and deviant behaviour. (iii) There is significant relationship between single parenting and deviant behaviour. Conclusions made were that (i) Gender and single parenting do not influence deviant behaviour among secondary school students in Delta Central Senatorial District (ii) Gender does not influence deviant behaviour among secondary school students in Delta Central Senatorial District.  (iii) Single parenting influences deviant behaviour among secondary school students in Delta Central Senatorial District.  Based on the findings, it was recommended that (i) All groups of students (male and female) should guide against bad company with negative peer influence as this can lead to maladaptive behaviour.  (ii) Single parents should work hard so as to take care of their children’s school responsibilities (iii) School authorities should create enabling environment in form of good and adequate facilities and equipment with professional counsellors to handle negative gender influence among secondary school students in Delta Central Senatorial District.    

ASSESSMENT OF CLASSROOM QUESTIONING BY TEACHERS ON STUDENTS’ ACADEMIC ACHIEVEMENT IN SECONDARY SCHOOLS IN DELTA STATE

Enwefa Chiekem

Department of Guidance and Counselling

Delta State University, Abraka Delta State Nigeria.

E-mail: chiekemenwefa @gmail.com

Abstract: Education in general assist both the teachers and students to become independents learners and thinkers through the act of questioning in the classroom; The aim of this study was assessment of classroom questioning by teachers on students’ academic achievement in secondary schools in Delta State. Four point scale questionnaire consisting of ten items statement was constructed and administered, to six hundred (600) students from sixty (60) schools in Delta State by means of stratified random sampling techniques from the three senatorial district. Mean and standard deviation was used to answer the research question, which t-test statistics was used to test the stated hypothesis at 0.05 level of significance. The results showed that there was significant difference between urban and rural students assessment of classroom questioning by teachers on academic achievement in Delta State. It was recommended that teachers should use classroom norms to help students understand the role of questioning in the teaching – learning process and teachers should use structured questions to scaffold new students behaviour when responding to questions.

STUDENTS’ DRESS CODE AND INDECENT DRESSING

Maria Olanrewaju Ewulo

Ogun State Institute of Technology, Igbesa; Ogun State

E-mail: ewulomaria1960@gmail.com,

Abstract: This paper seeks to address the phenomenon of decent dressing, indecent dressing, suggests decent dress codes for the students’ and makes recommendations for decent dressing. It also advocates for the enforcement of decency orientation in the dressing of our youths in tertiary institutions in our fashion, mass media and online transactions.

THE EFFECTS OF SHORT TERM MEMORY AND READING COMPREHENSION ON STUDENTS’ PERFORMANCE IN CHEMISTRY IN JERE, BORNO STATE, NIGERIA

Rhoda E. Camble

Department of Education

University of Maiduguri, Maiduguri

Abstract: Working memory relates to an individual’s ability to attend to verbally- or visually-presented information, to process information in memory, and then to formulate a response. Difficulties with working memory may make the processing of complex information more time-consuming, draining a student’s mental energies more quickly and perhaps result in more frequent errors on a variety of tasks. Short-term memory is important to reading achievement. Reading comprehension, involving long reading passages, may be affected by skills specifically related to working memory. Basic word reading may be impacted by deficits in short-term memory because it may interfere with acquiring letter and word identification skills. The objective of this study is to extend the current research linking reading performance to academic performance by examining the relationship between reading and performance in chemistry at the senior secondary (SS) I and II levels. Two research question and a hypothesis guided the study. The result of the study found out that: there is significant relationship between recall and students’ performance in chemistry; there is significant relationship between digit span and students’ performance in chemistry; there is significant relationship between comprehension and students’ performance in chemistry; there is no significant relationship between spelling and students’ performance in chemistry; there is significant relationship between vocabulary ability and students’ performance in chemistry and that there is significant relationship between all the five variables put together and students’ performance in chemistry the study recommended that: the working memory demands of classroom activities can be reduced by minimizing processing requirements. This can involve simplifying the language used in tests of problem solving, reducing the use of technical language, and increasing the meaningfulness and degree of familiarity of material to be processed; and that he storage demands of classroom tasks can be reduced by restructuring multiple step tasks into separate independent steps, using external memory aids, and frequently repeating important information among others.

Keyword: Effect, Short term Memory & Reading Comprehension on students’ Performance in Chemistry