A STUDY OF GENDER DIFFERENCE IN TYPES OF SCHOOL PHOBIA AMONG PRIMARY SCHOOL CHILDREN IN YOLA METROPOLIS, ADAMAWA STATE, NIGERIA.

Abubakar Hussaini Yoffo & Halliru Abdu

Department of Educational Psychology

School of General Education

Federal College of Education, Yola.

ABSTRACT: The Study investigated gender differences in the types of school Phobia exhibited by Primary School Children in Yola Metropolis. Public Primary school Pupils in Yola Metropolis constituted the population of the study. Eight Schools were sampled out of the total of 65 Primary Schools in Yola Metropolis. A total of 372 children were sampled from the Eight Schools. Sample random sampling technique was used to select a class from each of the sampled schools. A 21 item questionnaire was self – designed for the study. Data obtained was analyzed using t – test of independent samples. The study found no significant gender difference on the types of School Phobia exhibited by the Primary School pupils in Yola Metropolis, Adamawa State. The study recommends that efforts should be made to arrest the various types of school phobia in our schools.

EFFECT OF INTERACTIVE SIMULATION ON ATTITUDE AND ACADEMIC ACHIEVEMENT IN MATHEMATICS AMONG SECONDARY SCHOOL STUDENTS IN ADAMAWA STATE, NIGERIA

Kabiru Ahmed Manju

General Studies Education Department

Federal College of Education, Yola,Adamawa State, Nigeria.

ABSTRACT: This study investigated the effects of interactive simulation strategy on Senior Secondary school Students’ attitude and achievement in mathematics. This study adopted a quasi-experimental non-equivalent pre-test post-test Design. Interactive classes were assigned to experimental and control groups. The study used a sample size of 135 Senior Secondary Students in Yola Education Zone of Adamawa State. The Instruments used were Mathematics Attitude Inventory Scale (MAIS) and Mathematics Achievement Test (MAT). The teaching strategies adopted for experimental group was interactive simulation strategy (ISS). Conventional strategy was used for the control group. The study used descriptive statistics of Mean and Standard Deviation in answering research questions and inferential statistics of Analysis of Covariance (ANCOVA) for testing hypotheses at 0.05 level of significance. The findings of the study revealed that ISS was effective on Senior Secondary Students’ attitude and achievement in mathematics. Likewise, the use of ISS for teaching mathematics does not show any significant difference in attitude and achievement in mathematics amongst male and female students. Based on the findings of the study, it was recommended that the State Government through the State Ministry of Education should equip the Senior Secondary Schools in Adamawa State with computers to facilitate effective teaching-learning mathematics.

Keyword: Interactive simulation, students’ attitude and Students achievement, Mathematics

CORRELATIONAL ANALYSIS BETWEEN PROFICIENCY IN ENGLISH LANGUAGE AND STUDENTS’ PERFORMANCE IN SCIENCE SUBJECTS AMONG STUDENTS IN FEDERAL COLLEGE OF EDUCATION, YOLA

Ahmed SaiduGatugel

Department of General Studies

School of General Education, Federal College of Education, Yola

ABSTRACT

This study carried out an correlational analysis between proficiency in English and students performance in science subjects among FCE Yola students. The study was based on survey research design. The study area was Federal College of Education, Yola. The study sampled 160 NCE II science students in 2018/2019 academic season. Thus, the students were sampled at rate of 40 students from Mathematics, Chemistry, Biology and Physics department respectively. The study was based on performance of students in their core course subjects, and their proficiency in English language for 2018/2019 academic season.  The data collected were analysed using Pearson product moment correlation (PPMC) at 0.05 significant level. The study found a strong relationship between English language proficiency of students and their academic performance in mathematics, chemistry, biology and physics respectively. The study concluded that the initial assumption that science students require little English language is not hold. Therefore, the study recommended for making English language a requirement for admission in science courses as well as introduction of special purpose English for science students.

Keywords: Proficiency in English, Students’ Performance, Science Subjects,

CONCEPT MAPPING TEACHING STRATEGY ON STUDENTS’ ACHIEVEMENT IN BASIC SCIENCE

G.A. Wokocha

Department of Integrated Science

Ignatius Ajuru University of Education, Rumuolumeni

Port Harcourt, River State of Nigeria

ABSTRACT

The study investigated the effect of concept mapping teaching strategy on students’ achievement and retention in Basic Science in Imo State. The subjects in the experimental group were taught Heat Transfer concepts using the Concept Mapping teaching strategy and their achievement and retention abilities were compared with that of the control group who were taught same concepts using lecture method. Pretest, posttest and postpose test data were analyzed to determine the group equivalence, achievement and retention abilities of the students in the experimental and the control groups. Three research questions were answered and three hypotheses were tested using t-test statistics ofP-value 0.05 and the following major findings were made: Students exposed to Concept Mapping teaching strategy i.e. (Experimental group) achieved significantly higher than their counterparts taught using lecture method. Students exposed to Concept Mapping instructional strategy retained the learnt concepts significantly better than their counterparts exposed to lecture instructional strategy; there was no significant difference in academic achievement between the male and female students exposed to Concept Mapping and lecture instructional strategies. Form the findings, some recommendations were made, one of which is that teachers of Basic science should use Concept Mapping instructional strategy in their teaching as it enhances achievement and retention among JSS3 students.

Key words: concept mapping, lecture method, achievement and retention.

TEACHER FACTORS AS PREDICTOR OF STUDENTS PERFORMANCE IN SOCIAL STUDIES IN NOMADIC SCHOOLS IN NORTH EASTERN STATES OF NIGERIA

Hassan Dan Azumi Audu

PEDN Department

Federal College of Education, Yola

Email: dahassan@fceyola.edu.ng

ABSTRACT

Social studies is essential for our daily life and plays a crucial role in school curricula, especially in the nomadic education; yet pupils’ performance in the subject remain very low especially in the north eastern Nigeria. This study intended to find out whether teacher characteristics, teaching competency, teacher workload and teachers’ attitudes towards Social studies affect nomadic pupils’ performance in Social studies or not. The study adopted research survey design. The study was conducted in six states of north eastern Nigeria, which has a total of 171 nomadic schools with a population of 326 Social studies teachers. The sampled size was 132 teachers across sixty nomadic schools selected randomly at rate of 10 schools per state. The study used structured questionnaire for data collection. Descriptive statistics was used to analyse data collected. The study found that teachers’ background characteristics influence performance of pupils in Social studies. Also, the performance in social studies was significantly influenced by the teacher’s competency. Also, the rates at which the teachers are being loaded with works negatively affect academic performance of students in social studies. Also, the attitude of Social studies teachers influence pupils academic performance. The study recommends that the recruitment of Social studies teachers should be based on the qualification, while those in the system should be sponsored for further studies.

Keywords:Teachers Factors, Students Performance and Social studies