Browsing by Author "Kanu, A. C."

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    Attitude of Practising and Pre - service Science Teachers towards Teaching Practice in Nasarawa State, Nigeria
    (Department of Educational Foundations and General Studies, University of Agriculture, Makurdi, Benue State, 2018) Kanu, A. C.; Adejoh G.O
    This study investigated the attitude of practicing and ore-service science teachers towards teaching practice in Nasarawa state, Nigeria. Survey research design was employed in gathering data for the study. The study involved practicing science teachers in Nasarawa State secondary schools, Pre- service science teachers at the College of Education, Akwanga and the Nasarawa State University, Keffi. 305 respondents selected through multi-stage stratified random sampling technique took part in the study, comprising 105 practicing science teachers and 200 pre- service science teachers. An instrument, Questionnaire on Practicing and Pre-service Teachers' Attitude to Teaching Practice (QPPTATP), made up of 21 items was used in the study. Descriptive statistics was used to answer the research questions, while test was used to test the hypothesis at alpha level of 0. 05. Results show practising and pre-service science teachers relatively have positive attitude towards teaching practice, with minor differences in the attitudinal level based on science subject diferentials. Attitude of Practising and Pre - service Scienee Teachers towards Teaching Practice in Nasarawa State, Nigeria
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    GENDER DIMENSION IN ASSIMILATION OF ENERGY CONCEPTS USING SENSORY STIMULATION AND INQUIRY STRATEGIES AMONGST JUNIOR SECONDARY STUDENTS IN NASARAWA STATE, NIGERIA
    (JOURNAL OF SCIENCE, TECHNOL0CY AND EDUCATION (JSTE, 2020) Kanu, A. C.; 0hize E. J
    The study investigated gender dimension in assimilation of energy concepts using sensory stimulation and inquiry teaching strategies amongst junior secondary school students in Nasarawa State, Nigeria. The population conmprised all the JSII students in public co-educational junior secondary schools in Nasarawa State. A quasi-experimental pre test, posttest, post-posttest control group design made up of two experimental groups and one control group was used. Three intact JSII classes of three different schools with total of 209 students were used. The subjects were not randomly selected, but the 3 intact classes were randomly assigned to the two experimental and one control groups. The instrument used for data collection was Energy Achievement Test (EAT) which was earlier validated. The reliability coefficient of EAT is 0.87analized using Spearman Brown rank order corelation. Students in the experimental groups were taught energy concepts using sensory stimulation strategy and inquiry strategy respectively, while students in the control group were taught using the conventional teaching method. Two research questions were formulated with corresponding hypotheses tested at 0.0Slevel of significance. Data collected were analyzed using mean, standard deviation and ANCOVA statistics. The study revealed that male students had higher mean gains than their female counterparts when taught with the innovative strategies, and sensory stimulation strategy group recorded the highest mean achievement gains for both male and female students. Inquiry strategy group was second in mean achievement gains both for male and female students. In terms of retention however, the female students recorded lower mean retention loss than their male counterparts taught using sensory stimulation strategy. It denotes that female students retained more of the energy concepts than their male counterparts when taught using sensory stimulation strategy. Use of sensory stimulation teaching strategy is strongly recommended to ensure gender equity in learning science and technology based subjects and concepts, among other recommendations.