FACULTY OF EDUCATION

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Browsing FACULTY OF EDUCATION by Subject "ACHIEVEMENT"

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    COOPERATIVE AND GENERATIVE INSTRUCTIONAL STRATEGIES AS DETERMINANTS OF NIGERIAN COLLEGES OF EDUCATION STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION
    (UNIVERSITY OF ILORIN, 2018) ABDULSALAM, Nike Abiodun
    Reading is a literacy skill that its comprehension enhances the understanding of other subjects. Despite various researches on reading instructions, the trend of low performance of students in national examinations in English Language still continues, this is a threatening inhibition to the attainment of the educational goals. This study is a remedy seeking measure bearing in mind the crucial role of reading in formal information retrieval.Therefore, the aim of this study was to assess Jigsaw IV Cooperative Instructional Strategy (J4CIS) and Question-Generation-and-Answering Strategy (QGAAS) as Determinants of Nigerian Colleges of Education Students’ Achievement in Reading Comprehension. The objectives were to: (i) examine the entry achievement level of students in reading comprehension; (ii) ascertain the effects of J4CIS, QGAAS and a combination of the two on students reading comprehension at the literal, inferential and evaluative levels; (iii) assess the influence of gender, course of study and passage content on students’ achievement in reading comprehension when exposed to J4CIS, QGAAS and a combination of the two. The study adopted the quasi-experimental researchdesign. Purposive and simple random sampling techniques were used to select 300 participants from the threeKwara State Colleges of Education. Reading comprehension achievement tests were used for the data collection; items of the tests were adopted from recommended texts and were validated by language experts. Data collected were analysed using percentages and Analysis of Covariance (ANCOVA) at 0.05 level of significance. The findings of the study were that: i. before the treatments, most students can read but a few comprehend effectivelywith low and poor grades (control;53.30%, QGAASS;38.67%, J4CIS;37.33%, combination;34.67%, and Poor(control; 46.67%, QGAAS; 61.33%, J4CIS; 62.67%, combination; 63.35%) ii. a significant difference exists in the reading achievement of students taught with J4CIS, QGAAS and a combination of the two (F=90.15;P=0.00<0.05=H¬¬¬¬¬¬¬¬¬¬¬¬¬01rejected) in favour of J4CIS+QGAAS; iii. a significantdifference exist in the reading achievement of students taught withJ4CIS,QGAAS and a combination of the two at the literal, inferential and evaluative levelsofcomprehension(Literal;F=393.798;P=0.000<0.05=H02rejected.Inferential;F=662.865;P=0.00<0.05=H02rejected. Evaluative;F=307.305;P=0.00<0.05=H02rejected) iv. gender does not have any significant influence on the reading achievement of students when exposed to J4CIS, QGAAS and a combination of the two (F=0.59;P=0.44>0.05)=H¬02retained; v. course of study does not have any significant influence on the reading achievement of students when exposed to J4CIS, QGAAS and J4CIS+QGAAS (F=0.10;P=0,91>0.05)=H03retained; and vi. passage content had a significant influence on the reading achievement of students when exposed to J4CIS, QGAAS and J4CIS+QGAAS,in favour of familiar content(F=11,09;P=0,00<0.05)=H04rejected The study concluded that literal, inferential and evaluative levels of comprehension can be better enhanced when learners are exposed to either J4CIS, QGAAS or both. This impliedthat these strategies embraced communicative teaching since the learners get meaningfully involved. The study recommended that teachers should employ the use of either J4CIS, QGAAS or both in reading instruction so as to integrate other language skills and improve students’ achievement level.
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    EFFECTS OF ASEI-PDSI INSTRUCTIONAL STRATEGY ON SENIOR SCHOOL STUDENTS’ ACHIEVEMENT, SELF-EFFICACY AND ATTITUDE TOWARDS CHEMISTRY IN ILORIN, NIGERIA
    (UNIVERSITY OF ILORIN, 2020) MUHAMMED, Ashiat Bolanle
    Chemistry, to a great extent has contributed to the survival of human kind. This is evidenced in such areas as medicine, engineering, agriculture, and transportation. However, the teaching and learning of Chemistry is confronted with myriad of challenges such as under-achievement, low self-efficacy and negative attitude. The Activity, Student-centered, Experiment, Improvisation-Plan, Do, See, Improve (ASEI-PDSI) instructional strategy is a pedagogical model for Strengthening Mathematics and Science Education, and thought to be an intervention measure to these challenges. Hence, this study investigated the effects of ASEI-PDSI instructional strategy on Senior School students’ achievement, self-efficacy, and attitude towards Chemistry. The objectives of the study were to examine the: (i) difference in achievement, self-efficacy, and attitude of students exposed to ASEI-PDSI instructional strategy and conventional method; (ii) influence of gender and score levels on students’ achievement in Chemistry; and (iii) interaction effects of treatment with gender and score levels on students’ achievement in Chemistry. The study adopted a quasi-experimental, non-randomized, pretest, posttest, control group design. The population was all the 40,379 Senior School students offering Chemistry in Ilorin, Nigeria, while the target population was 13,460 Senior School I (SSI) students offering Chemistry. The sample comprised 292 SSI students from four randomly selected co-educational schools in Ilorin, Nigeria. The ASEI-Instructional Package (ASEI-IP) was the stimulus instrument; the Acids, Bases and Salts Achievement Test (ABSAT), Attitude Towards Chemistry Scale (ATCS), and Chemistry Self Efficacy Scale (CSES) were the test instruments. The reliability coefficients of ABSAT, ATCS and CSES were found to be 0.76, 0.68 and 0.73, respectively. The data gathered were analysed using Analysis of Covariance and t-test statistic. The findings of the study were that: i. a significant difference existed in the achievement of students exposed to ASEI-PDSI instructional strategy (experimental) and those not exposed to ASEI-PDSI instructional strategy (control), (M(experimental) = 25.03 > M(control) = 11.02; F(1, 289) = 238.24, p < .05); ii. a significant difference existed in the self-efficacy of students exposed to ASEI-PDSI instructional strategy (experimental) and those not exposed to ASEI-PDSI instructional strategy (control), ((M(experimental) = 28.68 > M(control) =25.79; F(1, 289) = 15.32, p < .05); iii. there was no significant difference in the attitude of students exposed to ASEI-PDSI instructional strategy (experimental) and those not exposed to ASEI-PDSI instructional strategy (control); iv. there was no significant difference in the achievement of male and female students exposed to ASEI-PDSI instructional strategy; v. a significant difference existed in the achievement of low, medium and high scorers exposed to ASEI-PDSI instructional strategy, (M(high) = 27.85 > M(medium) = 24.70 >M(low) = 23.61; F(2, 149) = 5.90, p < .05); and vi. there was no significant interaction effects of treatment with gender and score levels on students’ achievement in Chemistry. The study concluded that ASEI-PDSI instructional strategy improved students’ achievement, self-efficacy and attitude towards Chemistry. This implies that, ASEI-PDSI instructional strategy is very effective for teaching and learning of Chemistry. The study recommended that teachers should adopt ASEI-PDSI instructional strategy to teach Chemistry, especially at the Senior School levels.
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    EFFECTS OF BLENDED LEARNING ON BIOLOGY STUDENTS’ ATTITUDE AND ACHIEVEMENT IN COLLEGES OF EDUCATION IN KWARA STATE, NIGERIA
    (UNIVERSITY OF ILORIN, 2018) ADEOYE, Oyekemi Olubunmi
    Continuous increase in population of students in higher institutions of learning in Nigeria often results into overcrowded lecture rooms and laboratories, leading to poor performance of Biology students. Several strategies had been employed in previous studies to address the problem without much improvement in students’ achievement problem in Colleges of Education in Kwara State, Nigeria. There is, therefore, a need to find out if a method such as blended learning would address the problem. Moreover, there has been paucity of studies on students’ achievement in Biology using blended learning strategy. Hence, the objectives of this study were to investigate the: (i) effect of blended learning on students’ attitude towards Biology; (ii) effect of blended learning on students’ achievement in Biology; (iii) attitude of Biology students to blended learning based on gender ; (iv) attitude of Biology students to blended learning based on score level ; (v) difference in the achievement of Biology students exposed to blended learning based on gender (vi) difference in the achievement of Biology students exposed to blended learning based on score level; and (vii) interaction effect of treatment, gender and score level on attitude and achievement of Biology students. A quasi-experimental design was adopted for the study. Purposive sampling technique was used to select two Colleges of Education in Kwara State. The study involved (115) Biology students (experimental group = 48; control group = 67) comprising 82 females and 33 males. Attitude questionnaire, Achievement test, and an internet application, entitled, “Biology Blended Learning Package Application” were used. They were validated by two experts in Biology and four Educational Technologists. The attitude questionnaire had a reliability co-efficient of 0.83, using Cronbach alpha, while the achievement test had a reliability of 0.82, using split-half technique. Inferential statistics was used to analyze the data at 0.05 level of significance. The findings of the study were that: i. Biology students in Colleges of Education had positive attitude towards blended learning (X =63.00 , SD=17.09); ii. there was a difference in the achievement of Biology students in the experimental and control groups in favor of those exposed to blended learning.( t (114) = 21.8, p <0.05); iii. there was no significant difference in the attitude of male and female students exposed to blended learning ; iv. there was a significant difference in the attitude of students exposed to blended learning, based on score level, in favor of medium score(F( 2, 44 ) = 1.66; p< 0.05) ; v. there was no significant difference in the achievement of male and female students exposed to blended learning; vi. there was a significant difference in the achievement of students based on score level, in favor of low score (F(2,44) = 36.39; p<0.05); and vii. there was no significant interaction effect of treatment, gender and score level on students’ attitude, and achievement. The study concludedthat Colleges of Education Biology students exposed to blended learning had a better achievement. This implies that blended learning improved the performance of Biology students. The study recommended that blended learning should be integrated into the teaching and learning of Biology in Colleges of Education.
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    EFFECTS OF GRAPHIC ORGANIZERS ON SENIOR SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN ORGANIC CHEMISTRY IN ILORIN METROPOLIS, NIGERIA
    (UNIVERSITY OF ILORIN, 2021-01) IMAM, Bashirat Titilope
    Hydrocarbon has been reported as one major topic in organic chemistry that students find difficult to learn due to poor understanding of the concepts. Studies have suggested the use of graphic organizers as possible strategies for reducing this difficulty. Therefore, the objectives of this study were to determine the: (i) effect of concept map graphic organizer on students’ achievement in hydrocarbon; (ii) effect of mind map graphic organizer on students’ achievement in hydrocarbon; (iii) comparative effect of students’ achievement when taught with concept map organizers and with mind map organizers; (iv) perception of students on the use of concept map and mind map organizers; (v) experience of students when using concept map and mind map organizers; (vi) achievement of students’ taught using concept map and mind map organizers based on gender; and (vii) achievement of students’ taught organic chemistry using concept map and mind map organizers based on their cognitive styles. Mixed-method research involving an explanatory-sequential research design which required triangulation using data convergence model was adopted for this study. The sample for this study involved 183 senior school chemistry students who were purposively selected. Seven research instruments were utilized: two researcher-designed concept map and mind map graphic organizers; an adopted cognitive style instrument; interview protocol; chemistry achievement test (CAT); and, two adapted questionnaires on graphic organizers: Students’ Perception on the use of Concept Map (SPCM) and Students’ Perception on the use of Mind Map (SPMM). The reliability coefficient of CAT, SPCM and SPMM were 0.74, 0.83 and 0.85 respectively. Quantitative data were analyzed using t-test and Analysis of Covariance (ANCOVA) while qualitative data were analyzed thematically. The findings of the study were that; i. students’ taught hydrocarbon with concept map graphic organizer performed better than their counterparts taught with conventional method. (F(1,136)= 10.37, p<.05); ii. students’ taught hydrocarbon with mind map graphic organizer had better achievement than those taught with conventional method. (F(1,103)= 28.17, p<.05); iii. the achievement of students’ taught hydrocarbon with mind map were better than those taught with concept map organizer. (F(1,118)= 7.04, p<.05); iv. the mean for perceived usefulness of graphic organizers in learning hydrocarbon was moderately high (χ = 3.19) with 92% of the students having a scale score of 2.54-3.50; v. 80% and 90% of the students’ reported that concept map and mind map organizersenhanced their learning of hydrocarbon respectively; vi. Gender has no significant difference in students’ achievement in hydrocarbon when taught with either of the graphic organizers; and vii. no significant difference exist in students’ achievement in hydrocarbon when taught with either graphic organizers based on their cognitive styles. The study concluded that,irrespective of gender and cognitive style, graphic organizers improved students’ achievement in hydrocarbon. Also, the achievement of students taught with mind map graphic organizer was better than their counterparts with concept maps. The implication of this is that graphic organizers are effective teaching/learning strategies in organic chemistry. The study recommended among others that chemistry teachers should incorporate the use of graphic organizers in teaching difficult concepts in organic chemistry.