Theses and Dissertation collection from the Department of Science Education

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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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    PERCEPTION OF BIOLOGY LITERACY BY SENIOR SECONDARY SCHOOL STUDENTS IN EKITI STATE, NIGERIA
    (UNIVERSITY OF ILORIN, 2018-07) DUROJAIYE, Folake Felicia
    Problems of students’ poor performance in biology and application of the knowledge, as revealed by researchers, may be due to the students’ perception of biology literacy. Investigating students’ perception of biology literacy should reveal information about their ideas of biology knowledge, skills, and attitudes. Therefore, the objectives of this study was to investigate the senior school students’ perception of biology literacy, based on: (i) biology knowledge, skills, and attitudes; (ii) students’ school location; (iii) class level; (iv) gender; (v) score level; (vi) preference for future career; and (vii) the school type. A descriptive research design of the survey type was adopted for the study. The population for this study was all senior secondary school students in Ekiti State, Nigeria. Proportional random sampling technique was used to select 20% of schools in the State. Stratified random sampling technique was used to select 730 students who participated in the study. The instruments for the study were a questionnaire, entitled, “Students’ Perception of Biology Literacy” and a proforma for collecting students’ cumulative end-of-term results in biology to determine the students’ score levels. Cronbach alpha was used to determine the reliability of the questionnaire, with a co-efficient of 0.84.Research questions were answered using the mean and the standard deviation. Six hypotheses were generated and t-test and ANOVA statistics were used to test the hypotheses at 0.05 alpha level of significance. The findings of the study were that: (i) the perception of biology literacy was high, in favour of knowledge [(X= 90.35) > attitudes (X = 59.75) and > skills (X = 59.08)]; (ii) there was no significant difference in the perception of biology literacy by senior school students’ based on school location; (iii) there was a significant difference in the perception of biology literacy by senior school students’ based on class level in favour of S.S. 2 ( F(2,728) =15.25, p <0.05); (iv) there was a significant difference in the perception of biology literacy by senior school students’ based on gender, in favour of male students (t(728) =12.28, p < 0.05); (v) there was a significant difference in the perception of biology literacy by senior school, students’ based on score level, in favour of high scorers (F(2,728) = 9.28, p<0.05); (vi) there was a significant difference in the perception of biology literacy by senior school students’ based on preference for future career, in favour of students who preferred biology- related careers (t(728)= 4.19, p <= 0.05); (vii) there was a significant difference in the perception of biology literacy by senior school students’ based on school type, in favour of private school ( t (728)= 2.27, p < 0.05) The study concluded that senior school students in Ekiti State had high perception of biology literacy in favour of biology knowledge. This implies that the students’ perception was better in biology knowledge than skills and attitudes. It was therefore recommended that biology teachers should endeavor to develop students’ biology skills and attitudes through regular practical works to improve their overall biology literacy
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    EFFECTS OF VIRTUAL LABORATORY ON BASIC SIX PUPILS’ KNOWLEDGE OF SCIENCE CONCEPTS AND PROCESS SKILLS IN IBADAN, NIGERIA
    (UNIVERSITY OF ILORIN, 2018) AKINTUNDE, Zacchaeus Taiwo
    Primary school science is considered all over the world to be the most important level because it is the foundation on which subsequent science teaching andlearning at the secondary and tertiary levels of education is built. Howeverstudents’ performance in Basic Science and Technology is very low.Unfortunately this deficiency in Basic Science and Technology of which physics forms a component part isalso reflected in the performance of students in the Senior School Certificate Examination in physics. The study therefore investigated the effects of virtual laboratory on basic six pupils’ knowledge of science concepts (KSC) and science process skills (SPS) in Ibadan, Nigeria.Objectives of the study were to determine effects of (i) virtual laboratory (ii) virtual and physical laboratories combined and (iii) physical laboratory on pupils’ KSC and SPS (iv) influence of gender, score levels and attitude on the three groups (v) interaction effect of treatment, gender and score levels. The research adopted a pre-test, post-test, quasi-experimental design of 3 x 2 x 2 x 3 factorial design. A purposive sampling and simple random sampling techniques were used to select three co-educational primary schools in Ibadan Oyo State. Three intact classes of 101 basic six pupils constituted the sample for the study. The experimental group I (EX GI), virtual laboratory only comprised 37 pupils (18 males and 19 females), the experimental group II (EX GII), virtual physical laboratories combined comprised of 36 pupils (16 males and 20 females), and control group (CO G), physical laboratory only comprised 28 pupils (7 males and 21 females). Pupils were stratified along gender (male and female), and score levels (low, medium and high). A researcher-designed Virtual Laboratory Instructional Package (VLIP) was developed based on the content of the Nigerian basic six curriculum. The Virtual Laboratory Instructional Package (VLIP), Basic Science Achievement Test (BSAT) and Basic Science Virtual Laboratory Attitude Questionnaire (BSVLAQ) were validated by experts. Basic Science Achievement Test (BSAT) and Basic Science Virtual Laboratory Attitude Questionnaire (BSVLAQ) were used to collect data. The reliabilities of BSAT and BSVLAQ were done using Kuder-Richardson’s Formula 21 and Cronbach Alpha Coefficient respectively. Reliability coefficients of 0.88 and 0.91 were obtained respectively. The experiment lasted for six weeks. Data were analyzed using Mean, t-Test and Analysis of Covariance (ANCOVA). Scheffe’s post hoc analysis was employed for locating where differences occurred.Findings from the study revealed that; (i) There was a significant difference in pupils’ knowledge of science concepts (KSC) when taught using virtual laboratory only (EX GI), virtual and physical laboratories combined (EX GII) and physical laboratory only (CO G) (F(2, 97) = 12.88, p<0.05) in favour of EX GII. (ii) There was a significant difference in pupils’ science process skills (SPS) when taught using virtual laboratory only (EX GI), virtual and Physical laboratories combined (EX GII) and physical laboratory only (CO G) (F(2, 97) = 7.70, p<0.05) in favour of EX GII. (iii)There was a significant difference in pupils’ knowledge of science concepts (KSC) when taught using virtual laboratory only (EX GI) and those taught using physical laboratory only (CO G) (F(1, 62) = 35.69, p<0.05) in favour of EX GI. (iv) There was also a significant difference in pupils’ science process skills when taught using virtual laboratory only (EX GI) and those taught using physical laboratory only (CO G) (F(1, 62) = 8.99, p<0.05) in favour of EX GI. (v) There was a significant difference in pupils’ knowledge of science concepts when taught using virtual and physical laboratories combined (EX GII) and those taught using physical laboratory only (CO G) (F(1, 61) = 8.69, p<0.05) in favour of EX GII. (vi) There was a significant difference in pupils’ science process skills when taught using virtual and physical laboratories combined (EX GII) and those taught using physical laboratory only (CO G) (F(1, 61) = 13.68, p<0.05) in favour of EX GII. (vii) There were no significant effects of EX GI and EX GII on the knowledge of science concepts (KSC) and science process skills (SPS) of male and female pupils.(viii) There were no significant effects of EX GI and EX GII onKSC and SPS of low, medium and high score level pupils. (ix) There was no significant difference observed in pupils’ attitude toward basic science and technology when exposed to the treatments against the physical laboratory (CO G) however, both groups demonstrated positive attitude. (x) There was no significant interaction effect of treatment, gender and score levels on pupils’ KSC and SPS. The study concluded that pupils’ KSC and SPS who were taught physics components of basic science and technology using virtual and physical laboratories combined (EX GII) out-performed pupils in the other groups EX GI and CO G. The implication of this study is that pupils’ performance in basic science and technology would be better, if they are taught using virtual laboratory together with physical laboratory.
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    EFFECTS OF TEACHING-WITH-FIGURES OF COMPARISON ON SENIOR SCHOOL STUDENTS’ ACHIEVEMENT IN GENETICS IN ILORIN METROPOLIS, NIGERIA
    (UNIVERSITY OF ILORIN, 2021) SULAIMAN, Musa Mohammed
    Genetics, the Biology of heredity, provides a unifying conceptual framework that links every life science together had been identified in literature as one of the hard-to-teach and hard-to-learn Biology concept. It has been established that the abstract nature of genetics and teaching strategies employed by teachers can significantly influence students’ achievement in genetics. Figures of comparison, such as analogy and metaphor, have been identified as potent tools that can be used to enhance students’ achievement in sciences but its efficacy in teaching genetics has not been fully explored. This study examined the effects of Teaching-With-Figures of Comparison on Senior School students’ achievement in genetics in Ilorin, Nigeria. The objectives of the study were to: (i) compare the achievement of Senior School students taught genetics using analogy, metaphor and conventional teaching strategies; (ii) examine the effects of analogy and metaphor on students’ achievement based on gender; (iii) determine the effects of analogy on students’ achievement based on cognitive styles and score levels; (iv) investigate the effects of metaphor on students’ achievement based on cognitive styles and score levels; and (v) establish the interaction effects among treatment, gender, cognitive styles and score levels. The research adopted a quasi-experimental design of a pre-test, posttest, non-equivalent, non-randomised control group. The population was all Senior School students offering Biology in Ilorin, Nigeria, while the sample consisted of 174 Senior School III students from three purposively selected secondary schools in Ilorin. The research instruments were Genetic Achievement Test (GAT), Group Embedded Figure Test (GEFT), Teachers’ Instructional Guides on Analogy, and Metaphor. The reliability coefficients of the GAT and GEFT were 0.81 and 0.79 respectively using Pearson’s Product Moment Correlation statistics. Data were analysed using t-test and ANCOVA at 0.05 level of significance. The findings of the study were that: i. a significant difference exists in the achievement of students exposed to instruction with the use of analogy, metaphor and conventional teaching method in favour of analogy and metaphor groups F(2,170)= 13.41, p < 0.05; ii. no significant difference in the achievement of male and female students exposed to analogy and metaphor instructional strategies t(53)=.65, p =.52, t(60)=.40, p =.69, p > 0.05; iii. no significant difference in the effects of analogy on the achievement of students based on their cognitive styles and score levels F(2,51)=1.31, p =.29, p > 0.05; iv. no significant difference in the effects of metaphor on the achievement of students based on their cognitive styles and score levels F(2,58) = .56,p =.57, p > 0.05; and v. no interaction effect between treatment and gender; treatment and cognitive styles. However, there was a significant interaction effect of treatment and score levels F(4,164)= 2.87, p < 0.05 The study concluded that the use of analogy and metaphor improves students’ achievement in genetics. This implies that analogy and metaphor strategies significantly bring about conceptual understanding of genetics and by extension other Biology concepts. The study recommended that analogy and metaphor instructional strategies be employed by teachers to teach genetics.
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    STUDENTS’ VARIABLES AS PREDICTORS OF ACADEMIC ACHIEVEMENT IN BIOLOGY IN SENIOR SECONDARY SCHOOLS, IMO STATE, NIGERIA
    (UNIVERSITY OF ILORIN, 2019) OZIOKO, Sylvester Ugwu
    The importance of Biology is obvious in all realms of human endeavours. However, Senior School students’ academic achievement in Biology has been reported by Chief Examiners for Biology to be unsatisfactory. The unsatisfactory academic achievement has also been attributed to variables that include teachers, students and others. Hence, this study examined students’ variables as predictors of students’ academic achievement in Biology. The objectives of this study were to determine whether students’ (i) motivation, study habits, attitude, interest and absenteeism are predictors of academic achievement in Biology; (ii) motivation is a predictor of academic achievement in Biology; (iii) study habits is a predictor of academic achievement in Biology; (iv) attitude towards Biology is a predictor of academic achievement in Biology; (v) interest is a predictor of academic achievement in Biology; and (vi) absenteeism is a predictor of students’ academic achievement in Biology. The study was a descriptive research of the correlation survey type. The population of the study consisted 386,760 Senior School students in all 296 senior secondary schools, Imo State, Nigeria. A sample size of 900 Biology students drawn from 100 senior secondary schools was selected through simple random sampling techniques. Four adapted research instruments were used to collect data and were tagged; Students’ Motivation in Biology Scale (SMBS), Students’ Study Habits in Biology Scale (SSHBS), Students’ Attitude toward Biology Scale (SATBS) and Students’ Interest in Biology Scale (SIBS). They were validated by experts in science education, measurement and evaluation and Biology giving reliability coefficients 0.89, 0.76, 0.74 and 0.83 respectively. Simple and multiple regressions were the statistical tools used for data analysis. The hypotheses were tested 0.05 levels of significant. The findings of the study were: i. motivation, study habits, attitude, interest and absenteeism significantly predicted academic achievement in Biology in senior secondary school (R2 =.68, F(1, 898)=317.77, p<0.05); ii. motivation significantly predicted academic achievement of senior secondary school Biology students (B=.30, t(898) =9.12, p<0.05); (R2 =.10, F(1, 898)=94.47, p<0.05); iii. study habits significantly predicted academic achievement of senior secondary school Biology students (B=.56, t(898)=14.90, p<0.05); (R2 =.20, F(1, 898)=222.02, p<0.05); iv. attitude toward Biology significantly predicted academic achievement of senior school Biology students (B=.50, t(898)=13.74, p<0.05); (R2 =.17, F(1, 898)=188.68, p<0.05); v. interest significantly predicted academic achievement in senior secondary school Biology students (B=.66, t(898) =16.62, p<0.05); (R2 =.24, F(1, 898)=276.16, p<0.05); and vi. absenteeism significantly predicted academic achievement in senior secondary school Biology students (B=-.77, t(898) =-39.39, p<0.05); (R2 =.63, F(1, 898)=1551.2, p<0.05). The study concluded that motivation, study habit, attitude toward Biology, interest, and absenteeism enhanced the achievement of Biology students. This implies that if properly implemented, these variables would enable students to improve their academic achievement. The study recommended that intrinsic motivation, good study habits, positive attitude toward Biology, high interest and high rate of class attendance should be enforced on students.
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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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    BIOLOGY TEACHERS’ AWARENESS AND UTILIZATION OF INNOVATIVE TEACHING STRATEGIES IN SENIOR SECONDARY SCHOOLS IN SOUTH WEST, NIGERIA
    (UNIVERSITY OF ILORIN, 2020) KAYODE, Olufunke Olayinka
    Various innovative teaching strategies have been developed by educators and found to positively influence students’ academic performance when utilised. Unfortunately, students continue to perform below expectation in Biology, hence, the assumption of teachers not using varied forms of teaching strategies to cope with difficulties associated with its teaching and learning. This study investigated biology teachers’ awareness and utilisation of selected innovative teaching strategies in senior schools in South-west, Nigeria. The objectives of the study were to determine: (i) the level of Biology teachers’ awareness of innovative teaching strategies; (ii) level of utilisation of innovative teaching strategies in Biology classroom and, the influence of (iii) gender (iv) academic qualification (v) year of teaching experience on Biology teachers’ level of awareness and utilisation of the teaching strategies; and (vi) problems facing the utilisation of selected teaching strategies. A descriptive research of the survey type was adopted for the study. The population consisted of all science teachers in senior secondary school, South-west of Nigeria. The target population was all biology teachers in senior secondary school, South-west of Nigeria, while the sample comprised 622 biology teachers purposively selected from Ekiti, Osun, Oyo and Lagos States. A researcher designed questionnaire with reliability coefficient of 0.84 was used to collect data from the respondents. Frequency and percentage, t-test and Analysis of variance were used to test the hypotheses at 0.05 level of significance. The findings of the study were that: i. Biology teachers (98.0%) are highly aware of the selected innovative teaching strategies; ii. less than half (44.0%) of the teaching strategies were frequently utilized by Biology teachers; iii. the least utilised strategies were the Z-A approach (15%), Jigsaw (15.5%), Mnemonic-word-words approach (21.5%) and Mind map (25.3%); iv. gender had no significant influence on either the Biology teachers’ level of awareness or on their utilisation of teaching strategies; v. academic qualification had no significant influence on Biology teachers’ level of awareness but significantly influenced the level of their utilisation of teaching strategies (F(1,560)=2.142, p<0.05); vi. there was a significant difference among less experienced, experienced and highly experienced Biology teachers on their level of awareness of innovative teaching strategies, in favour of the highly experienced teachers F(2,549)=4.639,p<0.05; vii. years of teaching experience had no significant influence on Biology teachers’ level of utilisation of teaching strategies; and viii. problems associated with inadequate utilisation of the innovative teaching strategies include: non-availability of teaching resources, strategies being demanding and stressful, poor motivation for teachers, absence of in-service training for teachers, and students’ non-commitment to extra effort needed. The study concluded that Biology teachers’ level of awareness of innovative teaching strategies was high, however, utilisation was low. This implies that the Biology students will be denied the benefits attached to the use of innovative teaching strategies. The study recommended that utilisation of innovative teaching strategies should be encouraged.
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    EFFECTS OF PRE-INSTRUCTIONAL WORD-CLEARING AND MATHEMATICS PRE-TEACHING ON SENIOR SCHOOL STUDENTS’ ACHIEVEMENT IN GENETICS IN ILORIN METROPOLIS, NIGERIA
    (UNIVERSITY OF ILORIN, 2020) GBIGBADUA, Dare Abdulraheem
    Genetics, the study of heredity unifies all the sub-disciplines of Bio-Sciences. Literature is replete with evidence that it is a hard-to-teach and hard-to-learn Biology topic. Advance organizers strategies had been widely reported to be effective in teaching and learning difficult topics but this needs further verification in relation to pre-instructional word clearing and mathematics pre-teaching. Therefore, the study investigated the effects of pre-instructional word-clearing and mathematics pre-teaching on senior school students’ achievement in genetics. The objective of the study were to determine the: (i) effects of pre-instructional word-clearing on students’ achievement in genetics; (ii) effects of the use of mathematics pre-teaching on students’ achievement in genetics; (iii) difference in the achievement of students based on gender when taught genetics with pre-instructional word-clearing; (iv) difference in the achievement of students based on gender when taught genetics with mathematics pre-teaching of genetics; (v) difference in students’ achievement based on study habits when taught genetics using pre-instructional word-clearing; and (vii) difference in students’ achievement based on study habits when taught genetics using mathematics pre-teaching. The study adopted a quasi-experimental design involving pre-test, post-test control groups with a 3 x 2 x 2 x 3 matrix. The target population was all senior school III students offering Biology in Ilorin metropolis. Purposive sampling technique was employed to select three co-educational schools. The sample consisted of 172 senior school III students from three intact classes. The instruments used were the Genetics Achievement Test (GAT) and an adapted Questionnaire on Biology Students’ Study Habits (QBSSH). The reliability coefficient of GAT and QBSSH were 0.98 and 0.83 respectively. Hypotheses were tested using the t-test and Analysis of Covariance (ANCOVA) at 0.05 level of significance. The findings of the study were that: i. a significant difference exists in the achievement of students taught genetics using pre-instructional word-clearing and those taught with conventional strategy in favour of those taught with pre-instructional word-clearing (t(118)=3.38; p<0.05); ii. a significant difference exists in the achievement of students taught genetics using mathematics pre-teaching and those taught with the conventional strategy in favour of those taught with mathematics pre-teaching (t(120)=-0.99; p<0.05); iii. there was no significant difference in the achievement of male and female students taught genetics using pre-instructional word-clearing; iv. there was no significant difference in the achievement of male and female students taught genetics using mathematics pre-teaching; v. there was a significant difference in the achievement of students with positive and negative study habits when taught genetics using pre-instructional word-clearing in favour of students with positive study habits (t(50) = -10.96; p < 0.05); and vi. a significant difference exists in the achievement of students with positive and negative study habits when taught genetics using mathematics pre-teaching in favour of students with positive study habits (t(48)= -8.98; p < 0.05). The study concluded that the use of pre-instructional word-clearing and mathematics pre-teaching enhanced students’ achievement in genetics. This implies that these strategies enhance meaningful learning of difficult concepts in Genetics. The study recommended that Biology students and teachers should clarify the genetics terminologies and review the mathematics concepts related to genetics concepts prior to instruction to boost students’ Achievement.
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    STAKEHOLDERS’ PERCEPTIONS OF THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGY FOR BIOLOGY INSTRUCTION IN OYO STATE, NIGERIA
    (UNIVERSITY OF ILORIN, 2020) FEMI-ADEOYE, Kudirat Oyewumi
    Increasing use of Information and Communication Technology (ICT) for different purposes is evident. However, many Biology teachers and students hardly incorporate ICT into their instructional activities. Considering the major role of teachers and students in the classroom, especially in the use of ICT innovations, their perceptions must be considered as major factor in integrating ICT for classroom purposes. Therefore, this study investigated stakeholders’ perception of ICT use for Biology instruction in Oyo State. The objectives of the study were to:(i) examine the utilisation of ICT for teaching Biology in secondary schools; (ii)examine the perceived usefulness of ICT for teaching and learning by Biology teachers and students; (iii) determine the perceived ease of use of ICT for teaching and learning among Biology teachers and students; (iv) examine the gender differences in Biology teachers and students’ perceived usefulness of ICT for teaching and learning; and (v)investigate the gender difference on Biology teachers and students’ perceived ease of use of ICT for teaching and learning. A quantitative research design of the survey type was employed. The sample size included multistage sampled 45 biology teachers and 2578 biology students across nine Local Government Areas (LGAs) in Oyo State, Nigeria: nine LGAs were simple randomly sampled across three Senatorial Districts; and purposive sampling technique was used in selecting all the biology teachers, while, Research Advisor was consulted to select 2578biology students. Data was collected through a validated researcher-designed questionnaire with a reliability value of 0.92. Percentage (<50%>), mean and rank order (<2.50>) were employed to answer the research questions, while, hypotheses were tested using t-test and Analysis of Variance at 0.05 level of significance. The findings of the study were that: i. Biology teachers in Oyo State utilised ICT for teaching in secondary schools (54.7%>50%); ii. the perceived usefulness of ICT for teaching and learning biology by biology teachers and students was positive in secondary schools in Oyo state (teachers: X=3.08; and students: X=2.68); iii. the perceived ease of use of ICT for teaching and learning biology by biology teachers and students was positive in secondary schools in Oyo state (teachers: X=2.89; and students: X=2.68); iv. there was no significant difference between male and female biology students’ perceived ease of use of ICT for learning in secondary schools in Oyo state; and v. there was no significant difference between male and female biology teachers’ perceived ease of use of ICT for teaching in secondary schools in Oyo state. The study concluded that the effectiveness of ICT was determined not by its mere presence in the classroom but by teachers and learners’ use, perceived ease of use and perceived usefulness of the ICT. This implies that teachers’ and learners’ role is really critical as they are the ones who have to decide whether or not to use the available ICT resources in schools. This study recommended that ICT-based biology instructional processes should be made open, accessible and interactive to both the teachers and students.
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    ASSESSMENT OF TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE OF BIOLOGY TEACHERS IN SENIOR SECONDARY SCHOOLS IN KWARA STATE, NIGERIA
    (UNIVERSITY OF ILORIN, 2020) BELLO, Abdulrazak Agboola
    The integration of Technological Pedagogical Content Knowledge (TPACK) into classroom instruction has been a challenge for the educational systems that aim to cope with the needs and demands of the 21st century. TPACK framework represents the knowledge needed by teachers bringing together content knowledge, technological knowledge and pedagogical knowledge with the aim of integrating Information and Communication Technology (ICT) into teaching-learning processes. There is growing concern on the method of teaching biology. Therefore, the study assessed the TPACK of biology teachers in senior schools. The objectives of the study were to: (i) examine biology teachers’ knowledge about teaching biology topics at the senior school level; (ii) determine the extent to which biology teachers were knowledgeable about modern digital technologies for teaching biology; (iii) ascertain the availability of modern digital technologies for teaching by biology teachers; (iv) determine the form of training possessed by biology teachers with modern digital technologies; and (v) investigate the biology teachers’ level of Technological Pedagogical Content Knowledge based on gender, teaching qualification and teaching experience. The cross-sectional survey type of descriptive research method was adopted in the study. The total population of biology teachers in Nigeria consisted of 22,675. The target population were 1,122 biology teachers from senior secondary schools in Kwara State. Purposive sampling technique was used based on the teachers that have ICT gadgets in their schools to select 680 sampled biology teachers from the target population. The research instrument that was used in this study was adapted from Archambault and Crippen (2009) and Sahin (2011). Data were tested using Analysis of Variance (ANOVA) and t-test statistics at 0.05 level of significance. The findings of the study were that: i. 65.0% of the Senior School biology teachers possessed adequate knowledge about biology topics; ii. 74.9% of the biology teachers did not possess adequate knowledge about modern digital technologies in teaching of biology topics; iii. 57.9% of the sampled schools did not possess modern digital technologies in the teaching of biology topics; iv. 53.5% of the Senior School biology teachers acquired self-training of ICT use in teaching; v. 74.2% of the biology teachers possessed adequate knowledge of TPACK; vi. there was a significant difference in the level of TPACK between male and female biology teachers in favour of the female teachers (t=555)-3.467 p<0.05); vii. there was a significant difference in the level of TPACK between qualified and less qualified biology teachers in favour of less qualified teachers (t=555)-6.288, p<0.05); and viii. there was significant difference in the level of TPACK of biology teachers' based on teaching experience in favour of the experienced biology teachers (F=3,554) 66.587, p=.003) The study concluded that biology teachers possessed low level of TPACK. This implies that although biology teachers had good mastery of their subject matter, they do not have ICT-integration in their instructional approach due to lack of ICT knowledge. The study recommended that biology teachers should integrate TPACK in their lessons and its application in teaching so as to solve problem of poor performance in biology.
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    SENIOR SCHOOL BIOLOGY TEACHERS’ PERCEPTIONS ON THE APPLICATION OF STUDY TECHNOLOGY PRINCIPLES TO INSTRUCTION IN KWARA STATE, NIGERIA
    (UNIVERSITY OF ILORIN, 2021) ABDULKADIR, Saadat Abike
    Application of study technology principles fosters perfect understanding of concepts in teaching and learning. Misunderstood words, lack of mass and steep a gradient have been widely reported in literature to be barriers to students’ meaningful learning of Biology. There is dearth of information on Biology teachers’ usage of study technology principles in Kwara State. This study investigated Senior School Biology teachers’ perceptions on the application of study technology principles to instruction in Kwara State, Nigeria. The objectives of the study were to: (i) examine the perceptions of Biology teachers on application of checksheet to instruction; (ii) assess the use of word clearing to instruction; (iii) evaluate the perceptions of Biology teachers on the use of demonstration kit for instruction; (iv) examine the use of the clay table training to instruction; (v) evaluate the use of communication skills to instruction; (vi) determine the differences in academic qualification and years of teaching experience of Biology teachers’ perceptions on study technology principles to instruction; and (vii) determine differences in Biology teachers’ perceptions of study technology principles to instruction based on gender, school type and school location. A descriptive research design of the survey type was adopted for the study. The population comprised 964 Biology teachers in Kwara State, Nigeria. A sample of 720 Biology teachers who volunteered to participate in the study were selected using purposive sampling techniques. A researcher-designed questionnaire with reliability coefficient of 0.78 was used for data collection. The data analysis was through Mean (X̄) with cut-off score of 2.50, while independent sample t-test and Analysis of Variance (ANOVA) were used to test the hypotheses at 0.05 level of significance. The findings of the study were that: (i) Biology teachers had positive perceptions on application of checksheet to instruction (X̄ = 3.05); (ii) positive perception was reported by the Biology teachers on the use of word clearing (X̄ = 3.17); (iii) Biology teachers had high perceptions on the use of demonstration kit (X̄ = 2.95); (iv) application of clay table training was positively perceived by the Biology teachers (X̄ = 3.25); (v) there was positive perceptions by Biology teachers on the use of communication skills (X̄ = 3.29); (vi) there was no significant difference in the perceptions of Biology teachers on the application of study technology principles to instruction based on their academic qualification and years of teaching experience; and (vii) there was significant difference in the perceptions of Biology teachers on the application of study technology principles to instruction based on their gender (t(2717)= 0.06, p > 0.05), school type (t(2717)= 0.04; p < 0.05) and school location (t (2717 )= 0.02; p < 0.05). The study concluded that most Biology teachers were favourably disposed to the use of study technology principles in their class instruction. This implies that study technology principles are effective for the teaching and learning of Biology in the senior secondary schools. The study recommended that Biology teachers should make use of study technology principles for better learning.
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    EFFECTS OF COMPUTER-BASED MAPPING STRATEGIES ON SENIOR SCHOOL STUDENTS’ ACHIEVEMENT AND INTEREST IN CHEMISTRY IN ILORIN, NIGERIA
    (UNIVERSITY OF ILORIN, 2020) OKEWANDE, Esther Oyeniwe
    Chemistry has been perceived as a difficult subject to learn by students. Researchers have identified factors responsible for students’ under-achievement in Chemistry as inappropriate instructional method and students’ lack of interest. Therefore, the objectives of this study were to: (i) determine the difference in the achievement of students taught Chemistry using Computer–based Concept Mapping (CCM), Computer-based Mind Mapping (CMM) and conventional method; (ii) establish the effects of CCM and CMM on students’ interest in Chemistry; (iii) investigate the effects of CCM and CMM on the students’ achievement and interest based on gender; (iv) explore the effects of CCM and CMM on the achievement and interest of students based on score level; (v) determine the effects of CCM and CMM on the achievement and interest of students based on learning style; and (vi) investigate the interaction effects of treatments on: gender; score level; and learning style on students’ achievement and interest. A quasi-experimental, non-randomized, non-equivalent pre-test, post-test control group design was adopted. The population for the study was all Senior School students offering Chemistry in Ilorin, while the target population was all Senior School II students offering chemistry. The sample size was 239, consisting of three intact classes of SS2 assigned to two experimental groups and a control group. The instructional packages used were Computer-based Concept Mapping Instructional Package and Computer-based Mind Mapping Instructional Package. The test instruments used were Chemistry Achievement Test on Rate of Reactions (CATOROR), Chemistry Interest Scale (CIS) and Visual, Auditory and Kinesthetic Learning Style Test (VLST). The instruments were validated by experts in science education, educational technology and chemistry. The reliability coefficients of CATOROR, CIS and VLST were found to be 0.69, 0.73 and 0.81 respectively. Analysis of Covariance was used to test the hypotheses at .05 level of significance and Bonferroni for post hoc analysis. The findings of the study were that: i. significant effects of CCM and CMM existed on students’ achievement in favour of CMM group (F (2, 235) = 42.75, p<.05); ii. significant effects of CCM and CMM existed on student’s interest in favour of CCM group (F (2, 235) = 12.06, p<.05); iii. no significant effects of CCM and CMM on students’ achievement and interest based on gender; iv. no significant effects of CCM and CMM on students’ achievement and interest respectively based on score levels and learning styles; v. significant effect of CCM and CMM existed on students’ interest and achievement respectively based on learning styles (F (2, 91) = 4.46, p<.05, F (2,57) = 5.18, p<.05) in favour of visual and kinesthetic learners; and vi. no significant interaction effects of treatments existed with gender, score levels and learning styles on student’s achievement and interest in Chemistry. The study concluded that mapping strategies enhanced students’ achievement and interest in Chemistry. This implies that students perform better and their interest enhanced in Chemistry using CCM and CMM. The study recommended that CCM and CMM should be adopted for teaching Chemistry in Nigerian Senior Schools.
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    EFFECTS OF GAME-BASED VIDEO INSTRUCTIONAL STRATEGY ON SENIOR SCHOOL STUDENTS’ PERFORMANCE IN MATHEMATICS IN OMU-ARAN KWARA STATE, NIGERIA
    (UNIVERSITY OF ILORIN, 2020) OGUNDELE, Anthony Taiwo
    Inappropriate use of instructional strategies has been widely documented in literature to be one of the major factors for unsatisfactory performance in Mathematics by Senior School (SS) Students. Game-based Instructional strategies have been associated with improved students’ performances. Evidence abound in literature that Game-based instructional strategy could enhance students’ meaningful understanding of hand-to-learn concept in Mathematics. This study, therefore, investigated the effects of Game-based video Instructional Strategy on Senior School Students’ performance in Mathematics in Omu-Aran, Nigeria. The objectives were to: (i) determine the effects of Game-based instructional strategy on the performance of Senior Secondary School students in probability; (ii) determine the performance of Male and Female Students when taught probability using Game-based instructional strategy; (iii) evaluate the performance of students on the basis of their score levels when taught probability with the use of Game-based instructional strategy; (iv) determine the interaction effects of gender and Game-based instructional strategy on students’ performance in probability; (v) determine the interaction effects of score level and the Game-based instructional strategy on students’ performance in probability; (vi) access the interaction effects of gender, score level and Game-based instructional strategy on students’ performance in probability. The study adopted a quasi-experimental design, pre-test, post-test, non-equivalent, non randomised control group. Out of the two randomly selected senior secondary schools, two intact classes consisting of 73 (SS) II students were used as experimental and control groups respectively. The population was 2,032 (SS) students in Omu-Aran, while the target population was 677 (SS) II. The stimulus instrument used in the study was a Coin-Dice video game on probability developed by the researcher, while the test instrument was a Mathematics Performance Test. The reliability coefficient of the instruments were determined through the use of Kendall’s concordance and Pearson’s Product- Moment Correlation and are found to be 0.53 and 0.71 respectively. Data were analysed using Analysis of Covariance at 0.05 level of significance. The findings of the study were that: i. a significant difference existed in performance of students taught probability using Game-based instructional strategy and those taught without Game-based; (F(1.70)=32.20, p<0.05); ii. there was no significant difference in the performance of male and female students taught probability using Game-based instructional strategy; iii. there was no significant difference in the performance of low, medium and high scoring students taught probability using Game-based instructional strategy; iv. a significant interaction effect existed between Game-based instructional strategy and gender on the performance of (SS) II students in probability, in favour of female students (F(1.68)=6.17,p<0.05); v. there was no significant interaction effect between Game-based instructional strategy and score levels on the performance of (SS) II students in probability; and vi. there was no significant interaction effect among Game-based instructional strategy, gender on performance of (SS) II students in probability. The study concluded that Game-based instructional strategy enhanced students’ meaningful learning of probability. This implies that Game-based instructional strategy enhance students’ performance in Mathematics. The study recommended that Mathematics teachers should make use of Game-based instructional strategy in the teaching of Mathematics.
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    BIOLOGY TEACHERS’ AWARENESS AND UTILIZATION OF INNOVATIVE TEACHING STRATEGIES IN SENIOR SECONDARY SCHOOLS IN SOUTH WEST, NIGERIA
    (UNIVERSITY OF ILORIN, 2020) KAYODE, Olufunke Olayinka
    So many innovative teaching strategies have been experimented with by people in the educational field and discovered to positively influence students’ academic performance when appropriately utilised. Unfortunately, students still perform below expectation in Biology, hence, the notion that teachers are not using varied forms of teaching strategies to tackle the difficulties associated with teaching and learning. This study investigated biology teachers’ awareness and utilisation of selected innovative teaching strategies in senior schools in South-west, Nigeria. The objectives of the study were to determine: (i) the level of Biology teachers’ awareness of innovative teaching strategies; (ii) level of utilisation of innovative teaching strategies in Biology classroom and, the influence of (iii) gender (iv) academic qualification (v) year of teaching experience on Biology teachers’ level of awareness and utilisation of the teaching strategies; and (vi) problems associated with the use of selected teaching strategies. A descriptive research of the survey type was adopted for the study. All science teachers in senior secondary school, South-west of Nigeria made up the population. The target population were all teachers taking biology in senior secondary school, South-west of Nigeria, while the sample comprised 622 biology teachers purposively selected from Ekiti, Osun, Oyo and Lagos States. A researcher designed questionnaire with reliability coefficient of 0.84 was used to collect data from the respondents. Frequency and percentage, t-test and Analysis of variance were used to test the hypotheses at 0.05 level of significance. The findings of the study were that: i. Biology teachers (98.0%) are highly aware of the selected innovative teaching strategies; ii. less than half (44.0%) of the teaching strategies were frequently utilized by Biology teachers; iii. the least utilised strategies were the Z-A approach (15%), Jigsaw (15.5%), Mnemonic-word-words approach (21.5%) and Mind map (25.3%); iv. gender had no significant influence on either the Biology teachers’ level of awareness or on their utilisation of teaching strategies; v. academic qualification had no significant influence on Biology teachers’ level of awareness but significantly influenced the level of their utilisation of teaching strategies (F(1,560)=2.142, p<0.05); vi. there was a significant difference among less experienced, experienced and highly experienced Biology teachers on their level of awareness of innovative teaching strategies, in favour of the highly experienced teachers F(2,549)=4.639,p<0.05; vii. years of teaching experience had no significant influence on Biology teachers’ level of utilisation of teaching strategies; and viii. problems associated with inadequate utilisation of the innovative teaching strategies include: non-availability of teaching resources, strategies being demanding and stressful, poor motivation for teachers, absence of in-service training for teachers, and students’ non-commitment to extra effort needed. The study concluded that the use of innovative teaching strategies by Biology teachers was low even though they were highly aware of such strategies. This implies that the Biology students will be denied the benefits attached to the use of innovative teaching strategies. The study recommended that utilisation of innovative teaching strategies should be encouraged.
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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.
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    EFFECTS OF COMPUTER-ASSISTE INSTRUCTIONAL PACKAGE ON THE ACHIEVEMENT OF CELLULAR RESPIRATION AMONG SENIOR SCHOOL STUDENTS IN IBADAN, NIGERIA
    (University of Ilorin, 2018) ODEKUNLE, Olusegun Tayo
    The West African Examinations Council Chief Examiners’ reports showed that performance in Biology at the senior school certificate level has not been encouraging. Studies in Biology have affirmed that the method employed by teachers could be responsible for the poor performance, and students’ inability to attempt questions on cellular respiration. The use of Computer-Assisted Instruction (CAI) has been shown to be an effective teaching strategy that could improve students’ achievement in biology. The objectives of this study were to investigate: (i) effects of Computer-Assisted Instructional Package (CAIP) on students’ achievement in cellular respiration (ii) the influence of gender, (iii) score level, (iv) school type, and (v) their interaction effects on the students’ achievement when exposed to CAIP. A quasi-experimental, pretest, posttest, and control group, involving a 2x2x2x3 design was adopted for the study. Fourteen research hypotheses were formulated and tested. Four intact classes, involving 107 Senior School (SS) One students (48 males and 59 females) from two public and private secondary schools, were purposively sampled in Ibadan, Oyo State, Nigeria. A CAIP and an Achievement Test on Cellular Respiration (ATCR) were used for data collection, after validation. ATCR had a reliability co-efficient of 0.84, determined using Cronbach’s alpha method. Mean score, standard deviation, t-test and ANCOVA were used to analyse the data collected. Findings of the study were that: (i) the achievement of the SS students exposed to CAIP on cellular respiration and those taught with Conventional Method of Instruction (CMI) indicated a significant difference, in favour of students taught with CAIP, F(1, 104) = 133.22, p< 0.05; (ii) no significant difference existed in the achievement of the students, based on gender. (iii) there was a significant difference among high, medium, and low scoring students taught cellular respiration using CAIP, in favour of the experimental group, F(2, 39) = 5.38, p< 0.05; (iv) there was a significant difference in the achievement of students in public and private schools taught cellular respiration with CAIP, in favour of the experimental group, F(1, 40) = 0.18, p< 0.05; (v) there was a significant interaction effect of treatment and score levels; gender and school type on the achievement of SS students exposed to CAIP, F(2, 101) = 8.07, p<0.05; F(1, 102) = 4.04, p<0.05, respectively. The study concluded that CAIP enhanced the achievement of students from the participating public and private schools, and low scoring students benefitted the most from CAIP. This implies that, exposing students to CAI as an instructional 9 strategy, helps them to understand cellular respiration better than those exposed to CMI. The study recommended, that a CAIP, like the one used for this study, should be made available for teachers’ and students’ use in our secondary schools for effective teaching-learning process.
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    LECTURERS’ CHARACTERISTICS ANDTHEIR PERCEPTIONS OF THE IMPLEMENTATION OF CHEMISTRY CURRICULUM IN COLLEGES OF EDUCATION IN SOUTH- WEST, NIGERIA
    (University of Ilorin, 2018) ADENIRAN, Adewale Olusegun
    The goals and objectives of a course at any level of education can be achieved if the planned curriculum for such a course is properly implemented. Effective implementation of chemistry curriculum is a function of lecturers’ characteristics. Studies revealed poor performance of students in chemistry, which indicates that implementation of chemistry curriculum, may be faulty. This study therefore examined lecturers’ characteristics and their perceptions of the implementation of chemistry curriculum in Colleges of Education in South-west, Nigeria. The objectives of the study were to find out the influence of lecturers’ characteristics: (i) academic qualifications; (ii) teaching experience; and (iii) gender on perceptions of the implementation of chemistry curriculum. The study further investigated: (iv) influence of school type; and also determined (v) whether significant differences exist in lecturers’ perceptions of implementation of chemistry curriculum based on qualification, experience, gender and school type. Descriptive research method of the survey type was employed. The population comprised all (107) chemistry lecturers from Federal, State and Private Colleges of Education in South-west Nigeria. Total population sampling was employed for the 107 chemistry lecturers from 15 Colleges of Education that offered chemistry out of 33 Colleges of Education in south-west, Nigeria, during the field work. 87 lecturers were qualified, 20 were unqualified, 28 were experienced, 46 were moderately experienced and 33 were less experienced. 74 were males while 33 were females. The instrument used was Lecturers’ Characteristics Questionnaire (LCQ) which was validated by experts. Using test-retest method, LCQ reliability value was 0.81. Four research questions were answered using mean scores while four hypotheses were tested using t-test and Analysis of Variance (ANOVA). Findings of the study were that: (i) qualified lecturers had higher positive perceptions (x̄ =4.21) of the implementation of chemistry curriculum than unqualified lecturers (x̄ =4.05); (ii) experienced lecturers had the highest positive perceptions (x̄ = 4.25) of the implementation of chemistry curriculum followed by the less experienced (x̄ =4.21), and moderately experienced lecturers (x̄ = 4.15); (iii) male lecturers had higher positive perceptions (x̄ =4.42) of the implementation of chemistry curriculum than female lecturers (x̄ =4.12); (iv) lecturers in State Colleges of Education had the highest positive perceptions (x̄ =4.22) of the implementation of chemistry curriculum followed by lecturers in Federal (x=4.17) and lecturers in Private Colleges of Education (x̄ =4.13); and (v) no significant difference existed in lecturers’ perceptions of the implementation of chemistry curriculum based on qualification, gender, experience and school type (p>0.05). The study concluded that lecturers had high positive perceptions of the implementation of chemistry curriculum. The implication of this study is that poor performance of students in chemistry may not have anything to do with lecturers’ 11 characteristics and their perceptions, but could be caused by other factors. It was recommended that teaching of chemistry should be limited to qualified and experienced chemistry lecturers. However, further studies should look into other factors that may cause poor performance of students in chemistry, in Colleges of Education in South-west Nigeria.