Browsing by Author "Akanbi A. O."

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    An Investigate into Students' Performance in Senior Secondary Schools Physics in Ogbomoso
    (Department of Science Education, Faculty of Education, University of Ilorin, Ilorin, Nigeria, 2009) Akanbi A. O.
    The aim of this study was to investigate the students' performance in Senior Secondary Schools physics. Three secondary Schools were randomly sampled from secondary Schools within Ogbomoso metropolis. The Senior Schools Certificate Examinations (SSCE) results of sampled schools for nine years (1999-2007) were used for the data analysis. The results show that the performance in physics examination was deteriorating. One of the recommendations proffered was that the physics teacher should function as facilitators to assist the students to develop positive attitude towards the subject.
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    Analysis of errors committed by physics students in secondary schools in Ilorin metropolis, Nigeria
    (Didactics of Exact Sciences Department, Babes-Bolyai University, Cluj-Napoca, Romania, 2013) Omosewo E. O.; Akanbi A. O.
    The study attempt to find out the types of error committed and influence of gender on the type of error committed by senior secondary school physics students in metropolis. Six (6) schools were purposively chosen for the study. One hundred and fifty five students' scripts were randomly sampled for the study. Joint Mock physics essay questions (JMPEQ) for SS3 physics students, and researchers prepared error identification and classification and index (REICI) were used as the instruments. The reliability coefficient of REICI scores was 0.78. Frequency counts, means percentages and chi-square were used to analyze the data collected. The findings of the study revealed that four types of errors were committed by students this include Operational errors, Defective Algorithms, Random errors and computational error. The total frequency of errors committed by male students was significantly higher than that of their female students. It was recommended that physics teachers should explore pedagogic techniques towards minimizing the occurrence of wrong operations, computational errors, defective algorithms, and random errors.
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    Assessment of quantity and quality of lecturers for effective implementation of the Nigeria Certificate in Education physics curriculum
    (State University of Maringa, Maringa, Parana, Brazil (Scopus/Scimago index-Q4), 2014) Akanbi A. O.; Omosewo E. O.
    The study assesses the quantity and quality of lecturers for effective implementation of the NCE Physics curriculum in the Federal and State Colleges of Education in Nigeria. The sample was drawn from two Federal Colleges of Education and two State Colleges of Education in all the six geo-political zones in Nigeria. 60 lecturers were purposively sampled from 24 colleges of education. The instrument used was Lecturers’ questionnaire (LVENPC). Frequency counts, percentages, charts and chi-square analysis were applied to test the hypothesis. The result indicates that there are no enough lecturers in both Federal and State Colleges of Education and the quality of the lecturers is appropriate, there is no significant difference in the staffing of lecturers’ from Federal and State Colleges of Education on the quantity and quality of human resources for successful implementation of Physics course. It was recommended that sufficient Physics lecturers should be employed to teach Physics in Colleges. Colleges should ensure sufficient provision of human resources in both quantity and quality to enable the objectives of the programme to be fully achieved.
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    Assessment of Senior Secondary School Physics Teachers' Knowledge of Multi-Choice Test Construction Procedures
    (Faculty of Education, International Islamic University Islamabad Pakistan, 2023) Akanbi A. O.
    The main purpose of this study was to assess the senior secondary school physics teachers' knowledge of multiple-choice test construction. The study employed a survey type research design and the sample consisted of 50 senior secondary school teachers in Ilorin South, East, and West Local Government Areas, which were randomly selected as the sample for this study. Questionnaire was used as instrument that probed teachers' knowledge and their perceived use of test construction strategies. The reliability index of the instrument; Physics Teachers’ Knowledge of Test Construction Procedure (PTKTCP) was determined using Cronbach's alpha approach, which enables one to estimate internal consistency when the scoring of items on a test is not limited to 1 point (for correct) or 0 points (for incorrect response). The collected data were analysed using mean, independent t-test and ANOVA to test if there was a significant difference among the teachers on all the scales. Findings from this study indicated that most teachers consider the preparation of test blueprints important during test construction and that there are no gender differences or influences of teachers' level of experience on their knowledge of multiple-choice test construction procedures. The study recommended that teachers in training colleges of education and universities should be exposed to the technicalities in preparing test blue print in order for their assessment instrument to be valid.
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    Assessment of the Use of Projected-Media for learning Basic Science and Technology in Upper-Basic Schools in Ilorin, Nigeria
    (Faculty of Education, University of Ilorin, Ilorin, Nigeria, 2021) Yusuf A. A.; Omosewo E. O.; Akanbi A. O.; Ahmed M. A.
    Projected-Media are those materials that are projected (enlarged) for better visualization of the class during teaching and multimedia projectors are those gadgets that are used for projecting the materials or media. Due to the importance of projected media in learning, this study was designed to assess the impact of the use of projected media in learning of Basic Science and Technology in Upper Basic Schools in Ilorin, Kwara State, Nigeria. The study was a quasi-experimental research design of the pre-test, post-test and non-randomized control group design. One hundred and eighteen (118) students were sampled to constitute the experimental group while forty one (41) students were sampled for the control group. An achievement test named “Basic Science and Technology Achievement Test (BSTAT)” with a reliability index of 0.87 was used as research instrument. Data were analysed using t-Test and Analysis of Variance (ANOVA) at .05 level of significance. Findings revealed among others that there was significant difference in the learning outcome of pupils taught Basic Science and Technology with projected media and those taught without the use of projected media in favour of those taught with projected media. It was therefore recommended that teachers should use projected media for teaching Basic Science and Technology in their schools.
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    Assessment on Utilization of Instructional Strategies for Physics Teaching Among Government Secondary School Teachers in Oyo State
    (Faculty of Education, Federal University Gusau, 2023) Adewuyi A. S.; Akanbi A. O.
    The study examined the aassessment on utilization of instructional strategies for Physics teaching among government secondary school Teachers in Oyo state. A descriptive survey research design was adopted. The population of the study consists of all government senior secondary school physics teachers in Oyo state during the 2021/2022 academic session. 343 (Male189: Female154) physics teachers makes up the sample size of the study. The sample size was arrived at by using a descriptive design. A researcher-designed questionnaire titled “Methods Used for Teaching Senior School Physics Questionnaire (MUTSSPQ)”. was used, the reliability coefficient of the instrument 0.67 was obtained. Data were analysed using mean and rank order to answer research question while t-test and Analysis of Variance (ANOVA) were employed to test the hypothesisis at significance level of 0.05. Findings revealed that discussion method, demonstration method, assignment method, Physical laboratory method, simulation method and cooperative method were always used while analogies and Anecdotes, science at home, guided discovery problems, competitive method, dramatization method, brainstorming, Socratic Method, lecture method, think-pair-share and peer method were sometimes used. It was concluded that the methods used by senior school Physics teachers regardless of gender and educational qualifications are similar. It was recommended that encouragement of the utilization of appropriate and inductive teaching methods is paramount for the effective teaching of physics at the senior secondary education level.
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    Cognitive Style as A Correlate of Senior Secondary School Students Achievement in Physics at Sokoto State, Nigeria
    (Faculty of Education and Teacher Training, State Islamic University Sulthan Thaha Saifuddin Jambi, 2021) Amuda A. A.; Akanbi A. O.
    This study examined cognitive style as a correlate of senior secondary school students’ achievement in physics in Sokoto State, Nigeria. This study adopted ex post facto research of the co-relational type. The population for the study was S. S. II students’ in Sokoto State. The sample consisted of seven hundred and thirty-one (731) senior secondary school students (SSS II) offering physics proportionately selected from senior secondary schools across the three senatorial districts in Sokoto State, Nigeria. Research instruments employed to elicit data for the study were the Students’ Cognitive style Inventory (SCSI), and Physics Achievement Test (PAT). Pearson-product moment correlation coefficients (PPMC), Fishers’ transformation (Z-test) statistic were employed to analyse data at .05 level of significance. The results revealed that there was no significant relationship between students’ cognitive style and their achievement in physics; there was no statistically significant difference in the strength of correlation between students’ cognitive style and their achievement in physics, based on gender amongst others. It was recommended that students should be trained on cognitive style to be able to predict correctly their achievement in physics.
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    Difficulty Levels of Senior School Physics Concepts as Perceived by Students and Teachers in Ilorin, Kwara State, Nigeria
    (Department of Educational Foundations, Faculty of Education, Federal University Dutsin-Ma, Nigeria, 2020) Adebisi, N. A.; Akanbi A. O.; Yusuf A. A.
    The study investigated difficulty levels of senior school physics concept as perceived by students and teachers in Ilorin. The population comprised all physics students and physics teachers in Ilorin. Three hundred, and eighty-five students and 56 physics teachers formed the sample for the study. A researcher-designed questionnaire on Physics Concept Difficulty Checklist for Students (PCDCS) and Physics Concepts Difficulty Checklist for Teachers (PCDCT) were used and validated by three experts. The data collected were analysed using mean and t-test statistics at 0.05 significant level. Findings of the study revealed that 12 physics concepts were perceived Very difficult, 6 Difficult, 10 Moderately difficult and 8 Not difficult to learn by students; while 8 physics concepts were perceived Very difficult, 4 Difficult, 9 Moderately difficult and 15 not difficult to teach by teachers, also, there were no significant difference in students and teachers’ perception of difficult concepts based on gender. It was recommended that effort be made to raise the levels of students' perception of difficulty levels of physics concept.
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    Effect of Class-Wide Peer Tutoring on Students’ Performance in Physics in Dekina, Nigeria
    (Faculty of Teacher Training and Education, Universitas Majalenaka, West Java Indonesia, 2022) Akanbi A. O.
    The study investigated the effect of Class-wide Peer Tutoring (CWPT) on students’ performance in physics in Dekina, Nigeria. Two co-education public secondary schools were purposively selected. A total of 64 (male = 31, female = 33) senior school two (SSII) students were randomly selected from the sampled school. A quasi-experimental design was adopted for the study. The instrument used for this research was a 20-multiple-choice projective Motion Test (PMT) developed by the researcher. The treatment in the experimental group was the teaching of Projectile Motion using the CWPT strategy. Mean, standard deviation, and ANCOVA was used to analyze the data collected. The findings revealed that there was a significant difference between the performance of the experimental group and control group in the favour of the experimental group and no significant difference in the performance of male and female students when both are taught Projectile Motion using CWPT. It is recommended among others that teachers should be trained to adopt classwide peer-tutoring in schools since it facilitates the academic performance of students in physics.
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    Effect of computer animation instruction on senior school students' learning outcomes in atomic and nuclear Physics, Kwara State, Nigeria
    (Faculty of Natural and Applied Sciences, Ignatius Ajuru University of Education, Port Harcourt, Rivers State, Nigeria, 2024) Shehu, A.,; Akanbi A. O.; Yahaya, Q.; Yahaya, W. O.; Adeniyi, G. I.; Abdulkadir, A. S.
    This study investigates the impact of computer animation instructional strategy on senior school students' performance and retention in atomic and nuclear physics in Kwara State, Nigeria. The researchers used a pre-test, and post-test design with a non-randomized, non-equivalent control group. The target population comprised all SS3 physics students in Kwara State. Two co-educational public senior secondary schools were selected from two out of the sixteen Local Government Areas in Kwara State, employing a sampling technique that involves multiple stages. Two intact classes, comprising 177 students were involved in the study. The instruments used for data collection were the Atomic and Nuclear Physics Performance Pre-Test (ANPPT I), Atomic and Nuclear Physics Performance Post-Test (ANPPT II), and Atomic and Nuclear Physics Retention Test (ANPRT). The instruments' reliability, carried out by experts, was 0.87. The research questions were answered using mean and standard deviation, and the null hypotheses were tested using the t-test and ANCOVA. The study's findings indicated a significant difference in mean scores between the experimental and control groups, which favoured the experimental group. Additionally, there was a significant difference in mean retention scores between the experimental and control groups, with the experimental group exhibiting higher scores. Notably, neither score level nor gender had a significant impact on either performance or retention. Based on the results, it was suggested that educational authorities at both the Federal and State Ministries of Education should organize workshops and seminars for teachers, focusing on utilizing computer animation as an instructional strategy to enhance students' performance in physics.
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    Effects of Cognitive Task Analysis Technique on Senior Secondary School Students' Performance in Simple Harmonic Motion in Ilorin
    (Department of Educational Technology and Library Studies, Faculty of Education, Obafemi Awolowo University, Ile-ife., 2017) Akanbi A. O.; Ojerinde I. A.
    The study investigated the effect of cognitive task analysis technique on senior secondary school students' performance in Physics in secondary schools in llorin. It determine the effects of cognitive task analysis technique on senior school students' performance in Physics; It investigated the influence of gender on students’ performance in Physics when taught using cognitive task analysis technique; and also investigated the influence of gender and students' scoring level abilities on students' performance in Physics. An intact class of two coeducational senior secondary school two (SSII) in llorin, Kwara State constituted the sample of the study. The research was a quasi-experimental and employed the use of two major instruments. Simple Harmonic Motion Task Analysis was used as a guide to teach the experimental group and 20-item multiple choice and 5 short answer questions tagged Simple Harmonic motion performance test (SHMPT) which was adapted from West African Senior Secondary Certificate Examination (WASSCE) past questions. Three research hypotheses were formulated and tested. Findings revealed that there was a significant difference existed in favour of the group that was exposed to cognitive task analysis technique when compared to their counterparts who were not exposed to cognitive task analysis technique. Female students taught Physics using cognitive task analysis technique performed better than their male counterparts who were also taught using same technique. The findings also showed that high scoring level students benefitted more followed by medium scoring level students and the low scoring level students respectively. It was recommended among others that Physics teachers should make the teaching and learning of Physics an interactive and learning by doing. Teacher should try to encourage students to create their own knowledge in order to improve their critical thinking.
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    EFFECTS OF CONCEPT MAPPING INSTRUCTIONAL STRATEGY ON SENIOR SECONDARY SCHOOL PHYSICS STUDENTS' PERFORMANCE IN ILORIN WEST OF NIGERIA IN A DEPRESSED ECONOMY
    (Department of Science and Technology Education, Bayero University, Kano, Nigeria., 2018) Salman A. A.; Quadri Y.; Akanbi A. O.; Adebisi N. A.
    The study investigated the effects of concept mapping instructional strategy (CMIS) on senior secondary school students' performance in physics in Ilorin west, Nigeria. Two research questions raised were answered and two hypotheses tested at the 0.05level of significance guided the study. The design of the study was a 2 x 2 pretest, posttest quasi experimental, nonequivalent, non-randomized control group design with 178 senior secondary students selected purposively from four senior secondary schools in Ilorin west, Kwara State, Nigeria. Instrument used for data collection was Physics Performance Test (PPT) adapted from West African Senior School Certificate Examinations (WASSCE) questions. The instrument was validated by two experts and two other teachers teaching physics at senior secondary school. A test-retest method was used to ascertain the reliability and Pearson product-moment correlation was used to obtain a reliability coefficient index of 0.72.The treatment for the study lasted for one week and data collected were analyzed using t-test and Analysis of Covariance. The result revealed that, concept mapping instructional strategy significantly improved students' performance in physics. Furthermore, there was no significant difference between male and female students in the experimental group. It was recommended that, teachers should make the teaching of physics more interactive by using concept mapping instructional strategy in order to improve performance of students consequently empower with educational economic independence.
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    Effects of Jigsaw II Cooperative Learning Strategy on Senior School Students’ Performance in Physics in Lafiagi, Kwara State, Nigeria
    (Department of Science Education, Faculty of Education, University of Ilorin, Ilorin, Nigeria, 2022) Usman, A.; Akanbi A. O.; Usman, R. S.; Yusuf, A. A.
    The study investigated the effects of Jigsaw II cooperative learning strategy on senior school students' performance in physics. The study also determined how moderating variables of score levels influence students’ performance in physics when jigsaw II cooperative learning strategy was used as instructional strategy. The study employed a quasi-experimental design of non randomized, non-equivalent pre-test post-test control group design. Random sampling technique was used to select two senior secondary school III (SSSIII) physics students comprising 146 (68 male and 78 female) from two intact classes in Lafiagi, Kwara State, Nigeria. Jigsaw II Cooperative Learning Instructional Package on Electric Field (JIICLIPEF) and Electric Field Performance Test (EFPT) were used as treatment and test instruments. Data were collected and analyzed with t-test and Analysis of Covariance (ANCOVA) statistical tools Findings indicated that students taught electric field (current electricity) using jigsaw II cooperative learning strategy performed better than those taught with conventional methods, and there was no significant difference in the performance of students taught electric field with Jigsaw II on the basis of score level. It was therefore recommended based on the findings that teachers should make use of Jigsaw II cooperative learning strategy in order to enhance students’ performance in the electric field.
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    EFFECTS OF JIGSAW INSTRUCTIONAL STRATEGY ON THE TEACHING SIMPLE OF HARMONIC MOTION
    (Faculty of Education, Ekiti State University, Ado-Ekiti, Nigeria, 2019-03-13) Akanbi A. O.
    The study investigated the effect of Jigsaw Instructional Strategy (JIS) as an alternative strategy for teaching Simple Harmonic Motion (SHM). The study employed quasi-experimental research. Senior school two (SS2) students offering physics were involved in the study. Performance Test was used and the data were analyzed using mean, standard deviation and Analysis of Covariance (ANCOVA). The findings revealed that a significant difference existed between the performance of students taught SHM using JIS and those taught without, no significant interaction effect of treatments, gender and score levels on the achievement of students in SHM. The study concluded that JIS enhances students’ performance in teaching physics. It was recommended that Physics teachers should use jigsaw instructional strategy in teaching and learning of simple harmonic motion.
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    Effects of Number Talks Learning Strategy on Senior School Students Performance in Physics in Ilorin, Nigeria
    (Faculty of Education, Federal University Gusau, Zamfara State, Nigeria, 2021) Yahaya W. O.; Shehu A; Abdulkadir A. S.; Akanbi A. O.
    The study examined the effectiveness of number talks learning strategy on senior school students' performance in physics with gender and students' numerical ability as the moderator variables. The study was a quasi-experimental design and 45 students of non-randomized and non-equivalent Intact classes of two co-educational senior secondary school II were purposively selected and engaged in the study. Two research instruments were employed for the study: Physics Performance Test (PPT) and Numerical Ability Test (NAT). Three research questions were raised and answered and also descriptive statistics (mean and standard deviation) was used for data analysis. The findings of the study revealed that the students taught physics using number talks learning strategy performed better than those taught using conventional method and gender and students'' numerical ability has no significant influence on students'' performance.
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    Effects of the Use of Vee-diagram on Senior School Students' Performance in Physics in Ilorin, Nigeria
    (Curriculum Organization of Nigeria, 2018) Akanbi A. O.; Salman A. A.
    The present study used Vee-diagram as an instructional tool in classroom settings. The objectives of this study were to: (i) determine the effect of the use of Vee-diagram on students' performance in Boyle's law; (ii) examine the influence of performance levels on students when taught Boyle's law using Vee-diagram and (iii) determine the interaction effect of performance level on students' performance in Boyle's law. The study was a 2 x 3 pretest. posttest, quasi experimental, non-equivalent and non-randomized control group design. It inolved 77 senior secondary school two students in llorin, Kwara State. Nigeria. A researcher-designed Physics Metacognitive Conceptual Understanding Performance Test (PMCUPT) was used to collect data for the study. Mean gain scores were used to answer the three research questions raised in the study. t-test analysis was used to test hypothesis one and three. Analysis of Covariance (ANCOVA) was employed to test hypothesis two formulated for the study. Major findings of the study showed that there was a significant difference in the performance of physics students exposed to Vee-diagram and those who were not exposed to Vee-diagram, there was a significant difference in the performance of physics students taught Boyle's law using Vee-diagram based on performance levels and there was no significant interaction effect of Vee-diagram on students' performance level when taught Boyle's law.
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    Flipping the classroom and students' performance in physics
    (Faculty of Natural and Applied Sciences, Ignatius Ajuru University of Education, Port Harcourt, Rivers State, Nigeria, 2024) Akanbi A. O.; Eben, O. T.; Yusuf, A. A.
    The study examined flipping the classroom and students' performance in physics. The study adopted the quasi experimental design. The population for this study was all senior school two (SS II) students offering Physics. Three research instruments were used for data gathering and were analyzed with the t-test, ANOVA, and ANCOVA to test all the formulated hypotheses at the 0.05 alpha level. The results showed that there was no significant difference in the performance of students taught Simple Harmonic Motion using flipped classroom instructional strategy and those taught with the conventional teaching method, no significant difference in the performance of male and female students when taught using Flipped Classroom Instructional Strategy, no significant difference between low and medium scorers and there is a statistically significant two–way interaction effect between gender and score level when students are taught using flipped classroom instructional strategy. It was recommended, among others, that flipped classrooms be implemented in teaching other topics in physics.
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    Gender and School Type as Predictors of Performance of Senior Secondary School Physics Students in Ilorin, Kwara State
    (2016) Akanbi A. O.; Omosewo E. O.; Muhammed R. E.; Anwo A. O.
    The study investigated gender and school type as predictors of performance of senior secondary physics students’ in Ilorin, Kwara State, Nigeria. The study was a descriptive survey. A total of six hundred and twenty five physics students participated in the study. A validated Proforma was used to collect records of students that sat for 2014 (WASSCE) in physics which were converted to scores and were analyzed using mean, and t-test statistical techniques. The finding showed that there was a significant difference in the academic performance of male and female senior school students in physics in favor of male students, there was a significant difference in the academic performance of senior school students in private schools and those in public schools in physics in favor of private schools, there was a significant difference in the academic performance of male senior school students in private and public schools in physics in favor or private schools while there was no significant difference in the academic performance in physics between female students in private and public senior schools in Ilorin. It was recommended that physics teachers should be more gender-sensitive in their pedagogical approaches as well as in the implementation of the physics curriculum. Physics teachers in public schools should make genuine effort towards improving the academic performance of students in the subject so as to equal the private schools in terms of students’ academic performance.
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    Gender and school type as predictors of performance of senior secondary school physics students in Ilorin, Kwara State
    (Faculty of Education, University of Port Harcourt, Port Harcourt, Nigeria, 2016) Akanbi A. O.; Omosewo, E. O.; Muhammed, R. E.; Anwo, A. O.
    The study investigated gender and school type as predictors of performance of senior secondary Physics students in Ilorin, Kwara State, Nigeria. The study was a descriptive survey. A total of six hundred and twenty five Physics students participated in the study. A validated Proforma was used to collect records of students that sat for 2014 (WASSCE) in Physics which were converted to scores and were analyzed using mean, and t-test statistical techniques. The finding showed that there was a significant difference in the academic performance of male and female senior school students in Physics in favor of male students. there was a significant difference in the academic performance of senior school students in private schools and those in public schools in Physics in favor of private schools, there was a significant difference in the academic performance of male senior school students in private and public schools in Physics in favor of private schools while there was no significant difference in the academic performance in physics between female students in private and public senior schools in Ilorin. It was recommended that Physics teachers should be more gender-sensitive in their pedagogical approaches as well as in the implementation of the Physics curriculum. Physics teachers in public schools should make genuine effort towards improving the academic performance of students in the subject so as to equal the private schools in terms of students' academic performance.
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    Gender as predictor of physics students’ performance in west-African senior school certificate examinations from 2015-2019
    (Academic Journal of Research and Development, 2019-04-15) Badmus O. T.; Akanbi A. O.; Mustapha S. I.; Omosewo E. O
    Controversy surrounds the issue of gender both within and outside educational researches. Among, science and non-science students, researchers have established different positions in this regard. Report of no significance and significance in favour of both male and female have all been established in the context of literature. For this study, two research questions were raised and answered while this study sampled one thousand one hundred and twenty-four (1124) students from eight purposively selected Senior Secondary School from Ilorin East LGA of Kwara State, Nigeria. A pro forma of students WASSCE physics results was analyzed using mean, standard deviation and t-test. The study recorded no significant difference between male and female students’ performance over this period (2015-2019), although, each year recorded variations for both male and female students but inconclusive in a particular direction. The study recommended that students of all gender should be given equal opportunity to excess in their academic careers.