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Browsing Theses / Dissertation by Subject "Academic Achievement"
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Item Classroom Management Practices and Teaching Methods as Predators of Senior Secondary School Students’ Academic Achievement in Mathematics in Oyo Town, Oyo State(Lead City University, Ibadan, 2023-12) Moses Bamidele AKINLOYEThe study examined the influence of Classroom Management Practices and Teaching Methods on the Academic Achievement of Secondary School Students in Mathematics in Oyo Town, Oyo State. The study was based on the Theory of Planned Behavior and Theory of Reasoned Action. The descriptive survey research design was adopted for this study. The sample size was 2185 students, using a multi-stage sampling technique. A modified questionnaire was used as the research instrument with a reliability coefficient of 0.86. The results showed that the secondary school students' average academic achievement in mathematics in Oyo Town was low (X̄=2.35). The majority of teachers used Teacher- centered methods (weighted mean=3.18), while student-centered (weighted mean=1.99) and teacher-student interactive (weighted mean=1.97) methods were used less. The results also indicated that Classroom Management Practices and Teaching Methods have a significant influence on Academic Achievement in mathematics (R 2= 0.413, F= 190.74, p<0.05). Where R 2 is the coefficient of influence, together they contribute or determine 41.3% of student Achievement in Mathematics. Classroom rules (41.7% or 0.417), teacher-student interaction method (35.0% or 0.318) and classroom design (31.8% or 0.318) had major influence while student centred (19.5% or 0.195), teacher centred (9.5% or 0.095) and discipline (2.5% or0.025) had lesser influence. Male students (=2.33, Std=0.979, p<0.05) had higher achievement compared to female students (=2.13, Std=0.828, p<0.05). The study concluded that teacher-centered methods are mostly used to teach M athematics, and classroom rules have the most significant influence on students' academic achievement. Classroom Management Practices and Teaching Methods have a significant influence on students' Academic Achievement in mathematics in Oyo Town. The study recommended that teachers adopt teacher-student interaction and that there should be provisions made for workshops on classroom management practices to improve learning. Keywords: Classroom Management Practices, Teaching Methods, Academic Achievement, Teaching, Learning Word Count: 282Item Effects of Case-based and Team-based Teaching Strategies on Word Problems in Primary School Mathematics in Ibadan, Nigeria(Lead City University, Ibadan, 2024-12) Stephen Sunday AWOTOYEOver the years, pupils' performance in external examinations such as National Common Entrance Examination (NCEE), State Common Entrance Examinations (SCEE) and other entrance examinations into secondary schools, is still very low and below expectation. This study investigates Effect of Case-Based and Team-Based Teaching Strategies on Word Problems in Primary School Mathematics in Ibadan North-West Local Government Area, Oyo State. Three hypotheses were formulated and tested at 0.05 level of significance. Quasi-experimental design was used. Multi-stage sampling procedure was adopted where three private primary schools from 11 wards in Ibadan North-West Local Government Area, Oyo State were stratified and purposively selected. A sample size of 86 pupils comprises each of 43 boys and 43 girls were involved in the study. Primary four intact classes were used in each of the three selected private primary schools. Instruments used for data collection were Primary Mathematics Word Problems Achievement Test (KR-20 = 0.86), and teaching instructional guides. Analysis of Covariance (ANCOVA) was used for data analysis. There was a significant main effects of Case-based Teaching Strategy on Achievement of Primary School Pupils in Mathematics[F(1,51)=58.624, P < 0.05, η 2= 0.535] and Team-based Teaching Strategy on Achievement of Primary School Pupils in Mathematics word problems [F(1,55)=45.008, P < 0.05, η 2= 0.450]. From the findings, it is concluded that Case-based teaching strategy, Team-based teaching strategy and combined Case-based, Team-based and Traditional Teaching Strategies were effective in teaching word problems in primary school Mathematics. Base on the results, it is recommended that both Case-based and Team- based teaching strategies should be adopted by the teachers in teaching word problems in Primary school Mathematics to enhance pupils’ academic achievement. Keywords: Case-based Teaching Strategy, Team-based Teaching Strategy, Primary Schools in Ibadan, Word Problems in Mathematics, Academic Achievement Word count: 286Item Effects of Case-based Teaching Strategy on Academic Achievement in Mathematics Word Problems among Junior Secondary School Students in the Ibadan Metropolis, Oyo State, Nigeria(Lead City University, Ibadan, 2024-12) Olubukola Aderemi OGUNSAJUOne of the challenging areas of Mathematics learning is the aspect of word problems especially at the Junior Secondary School in Ibadan which many students do shy away from. This study therefore investigated the effects of case-based teaching strategy on academic achievement in Mathematics word problems among Junior Secondary school students in the Ibadan metropolis, Oyo State Nigeria. This study was grounded on constructivism and behaviourism models of learning and employed a quasi-experimental research design. The study population consisted of 64,841 Junior Secondary School students in Oyo State. A purposive sampling technique was employed using intact classes of (JS2) students.Word Problems in Mathematics Achievement Test (WPMAT) (KR20=0.95) was used as instrument for data collection. The data was analysed using Analysis of covariance at a significance level of 0.05. The findings revealed that, case- based teaching strategy was significant on students' academic achievement (F(1;68) = 72.771; p< 0.05). There was no significant main effect of gender on students’ academic achievement (F(1;68) = 3.211; p > 0.05) and there was no significant interaction effect of case-based teaching strategy and gender on academic achievement (F(1;68) = 3.187; p> 0.05) , The study concluded that case-based teaching strategy enhanced students' academic achievement in Mathematics word problems. It was recommended that teachers should incorporate case-based teaching strategies to the teaching of Mathematics in Junior secondary schools. Keywords: Case-based teaching strategy, Academic Achievement, Word Problem in Mathematics Word count: 220Item Effects of Guided Discovery and Activity-based Instructional Strategies on Senior Secondary School Students’ Academic Achievement in Physical Chemistry in Lagos West Senatorial District, Lagos State(Lead City University, Ibadan, 2024-12) Grace Olubukola OLANREWAJUThe research investigated the effects of Guided Discovery and Activity-based instructional strategies on students’ academic achievement in Physical Chemistry in Senior Secondary Schools in Lagos West Senatorial District of Lagos State. The moderating effect of gender was also examined. Review has shown that learner-centered instructional strategies are necessary for the teaching of some concepts in science. Scarcity of such studies on students’ achievement in Physical Chemistry using guided discovery instructional strategy and activity-based instructional strategy has informed this present study. The study adopted the pretest-posttest, control group, quasi-experimental research design. The instruments used for data collection was Physical Chemistry Achievement Test (PCAT) (KR20=0.81), teachers instructional guide on guided discovery strategy, teachers instructional guide on activity- based strategy, teachers instructional on conventional strategy and evaluation sheet for assessing teachers performance on the use of instructional strategies. The population of this study was 15376 of senior secondary two Chemistry students in study area. A sample of 129 students comprising 69 male and 60 female drawn from three schools within three Local Government Areas (LGA) in the district selected using multi-stage sampling procedures. Three null hypotheses guided the study. The hypotheses were tested at p≤ 0.05 level of significance using Analysis of covariance. There was a significant main effect of the independent variables (guided discovery and activity-based strategies) on the dependent variable. (F= 41.139, p < 0.05). The study further revealed that gender is not significant (F (1,122) =0.364, p >0.05). Based on these findings, it was recommended that teachers should be discouraged from using teacher-centered instructional strategy in teaching Physical Chemistry, instead, learner-centered instructional strategies such as guided discovery and activity-based should be used. Keywords: Academic Achievement, Guided discovery, Activity-based, Physical Chemistry, Senior Secondary School Students Word count: 283Item Home and School Factors as Determinants of Secondary School Students’ Academic Achievement in English Grammar in Ibadan North West, Oyo State(Lead City University, Ibadan, 2024-12) Riches Ekaete OYENIYIThis research investigated home and school factors as determinants of academic achievement in English grammar among students in public secondary schools, Ibadan Northwest, Oyo State, Nigeria. Three research questions were answered, while two hypotheses were tested at 0.05 significance. Descriptive survey research design was employed. Target population comprised of one thousand, nine hundred and eighteen (1918) students in Ibadan Northwest, Oyo State, Nigeria. Two hundred and fifty (250) students were sampled using multi-stage sampling procedure. Two instruments–Home and School factors Questionnaire (HSFQ)(α = .886)”and “English Grammar Academic Achievement Test (EGAAT)(K20 = .881)”were used to collect data. Data were analysed using descriptive and inferential statistics. Results showed low academic achievement in English grammar (x̅= 2.367) of students. Availability of learning amenities at home (x̅= 2.476), Parental socio-economic of the students (x̅= 2.492) and Parental educational background (x̅= 2.411) are of “low level by the students. In addition, availability of instructional materials (x̅= 2.405), school location (x̅= 2.152) and peer pressure of the students (x̅= 2.405) are of “low level”, while teaching methods of the teachers (x̅= 2.562) is at a “moderate level by the students. There was a significant joint contribution of home and school factors to students’ academic achievement in English grammar (F6; 249 = 1.728, R2 = .014 Adjusted R2 = .024, P<0.05). Home factors had a coefficient β of 1.314 with a p-value of 0.178 and school factors had a coefficient β of 0.778 with a p-value of 0.371 do have significant relative influence on academic achievement of students in English grammar at P<0.05. In conclusion, low academic achievement of students in English grammar, low level of home and school factors negatively affected academic achievement of students’ English grammar. It was recommended that Parents should support students by recognising and mitigating the impact of workload on students' ability to engage fully in academic activities by making flexible scheduling options. Keywords: School Factors, Home Factors, Academic Achievement, English grammar Word Count: 300Item Influence of ICT and Field Work on Senior Secondary School Students’ Academic Achievements in Agricultural Science in Oyo Central Senatorial District, Oyo State(Lead City University, Ibadan, 2024-12) Adewumi John AKINRINOLAThis study investigated the influence of ICT and fieldwork on academic achievement in Agricultural Science among SS2 students in Oyo Central Senatorial District. Using a descriptive survey design. The total population was 924 students. The study used a multi-stage sampling method to select six secondary schools meeting specific criteria. Sample sizes were determined proportionally based on population size, totalling 414 students. Instruments include ICT and Fieldwork Questionnaires (IFQ) and an Agric Science Achievement Test (AAT). Questionnaire reliability was assessed with Cronbach's Alpha (0.891), and AAT reliability with the Kudar Richanson KR20 method (0.883). Data was analysed using simple percentages and multiple regression was used to test the hypotheses. Challenges with ICT facilities in teaching Agricultural Science are notably high (x̅= 2.6148), while fieldwork areas' availability is also extensive (x̅= 2.1734). Relevancy of fieldwork areas scores very high (x̅= 3.186), while challenges related to fieldwork are moderately extensive (x̅= 1.948). The analysis reveals a significant contribution of both ICT facilities and fieldwork factors to students' academic achievement in Agricultural Science (F2, 214 = 1.085, Adj. R 2 = 0.158, P < 0.05). Computer and Email usage positively impact academic performance (Computer: Beta = 0.106, p = 0.015; Email: Beta = 0.593, p = 0.000), while Radio usage has a negative effect (Beta = 0.335, p = 0.000). Planting Bed and Livestock activities significantly contribute to academic achievement (Planting Bed: Beta = 0.710, p = 0.000; Livestock: Beta = 0.601, p = 0.000), but the Irrigation System does not (p = 0.507). This study reveals that ICT tools and fieldwork activities significantly boost SS2 students' academic achievement in Agricultural Science. Computers, email, and hands-on activities, like planting and livestock care, enhance learning, though challenges with ICT and fieldwork resources remain. Addressing these issues could further improve outcomes in Agricultural Science education. Recommendations included improving ICT infrastructure, providing financial aid, training maintenance personnel, addressing power supply issues, and implementing land allocation strategies. Keywords: Information Communication Technology, Fieldwork, Academic Achievement, Facilities Word Count: 299Item Instructional Facilities, Lecturers’ Indices, Attitude and Time Management as Determinants of Students’ Academic Achievement in Keyboarding in Colleges of Education, Southwest, Nigeria(Lead City University, 2023-12) Sikirat Aderonke RAMONIStudents’ poor academic achievement has been a great concern to the stakeholders in Business Education, especially with performance in Keyboarding in Colleges of Education in Southwest, Nigeria. This signifies a critical setback to Business Education in particular and economic growth in general. This study investigates possible causes that could serve as determining factors to poor students’ academic achievement in Keyboarding in Colleges of Education in Southwest, Nigeria. Five research questions were raised and five hypotheses were formulated to guide the study. Descriptive research design of survey type was used for the study. The population consisted of Business Education students and their lecturers in Colleges of Education in Southwest, Nigeria. The sample size consisted of 600 students who have completed required BED courses and 70 lecturers. Data were collected using the adopted NCCE Checklist and standardised questionnaires. The instrument has a reliability coefficient of 0.87. Research questions were analysed with descriptive statistics using mean ( ?ത ) and standard deviation while the hypotheses were analysed with inferential statistics using Multiple Regression Analysis and t-test at 0.05 significant level. Findings revealed that instructional facilities availability was below NCCE requirement (˂ 100%), adequacy was moderate (?ത = 3.11; SD = 0.91) while utilization was very high (?ത = 3.51; SD = 0.81). Lecturers’ indices were moderate ( ?ത = 2.06; SD = 0.83), students’ time management was moderate (?ത = 3.06, SD = 0.91), students’ academic achievement was average (69%) while there was negative attitude of students towards Keyboarding ( ?ത = 2.70; SD =0.96). All formulated hypotheses were significant with adequacy and time management (F(2, 597) =602.096, R2 = 0.669, Adjusted R2 = 0.667), on relative influence, time management (β = - 0.134, t = -0.624); adequacy (β = 0.951, t = 4.434), on joint influence, adequacy, students’ attitude and time management (F(3, 596) = 406.778, R2 = 0.672, Adjusted R2 = 0.670), academic staff indices and utilisation (β = 0.307, t = 2.723, β = 0.562, t = 4.996) while institution ownership difference (federal (?ത = 3.18, SD = 0.47), state (?ത = 2.41, SD = 0.65), (F(1, 598) = 279.928), all significant at 0.05). It was concluded that instructional facilities, lecturers’ indices, students’ attitude and time management all have significant impact on students’ academic achievement. The study therefore, recommends that there should be strict compliance to the BMAS while NCCE should ensure adequate supervision of all Colleges of Education in the country. Keywords: Instructional Facilities, Students’ Attitude, Time Management, Lecturers’ Indices, Academic Achievement Word Count: 298Item Instructional Resources, Teacher-related Factors and Students’ Academic Achievement in Practical Aspect of Biology in Oyo State, Nigeria(Lead City University, Ibadan, 2024-12) Olumide Temitayo AKINPELUThe study investigated the influence of Instructional Resources and Teacher-related Factors on Students’ Academic Achievement in Biology Practical in Secondary Schools in Oyo State, Nigeria. Research of Literature shows influence of the combinations of many variables on the students’ academic achievement but not these two variables together, -Instructional Resources and Teacher-related Factors, which provided the gap for this study to fill. Research questions were posed and two hypotheses guided the study. Study population comprised of all the SS2 (Senior Secondary School Students, 81,083) in Oyo State, Nigeria, Sample size consisted of 500 students. The Expost Facto research design was employed. Data collection was conducted using the Instructional Resources and Teacher-related Factors Questionnaire (IRTRFQ) and the Practical Biology Test (PBT). Result showed low availability level of instructional resources ( ഥ ? =1.69), low utilization of instructional resources, (ഥ? =1.90) and also high status of teacher- related factors ( ഥ ? =3.12). Multiple regression analysis revealed an R .171, R² .029, Adjusted R² .023, indicating that the independent variables accounted for 2.3% of the variance in students' Biology practical performance. ANOVA results showed F2, 497 = 7.514; p=.05. Standardized Beta (B) weights indicated significant contributions of teacher-related factors (B = -0.119, t = -2.653; p=.05) and instructional resources (B = -0.106, t = -2.380; p=.05) to student achievement. The findings demonstrated that both variables significantly influence students' performance in Biology Practical. It is recommended that the government enhance support for schools through the provision of instructional resources and materials. Also, teachers who are the link between teaching and learning in our school system should be availed the opportunity to attend hands-on training Keywords: Instructional Resources, Teacher-related Factors, Academic Achievement, Biology, Oyo State Word Count: 265Item Parental Involvement and Family Structure as Determinants of Private School Pre-school Children Academic Achievement in Literacy in Oyo State(Lead City University, 2023-12) Josephine ABIODUN-KOLAWOLEThis study investigated parental involvement and family structure as determinant of private schools preschool children academic achievement in literacy in Oyo State. The study was guided by Epstein’s Conceptual Model Theory and Social Capital Theory. Three research questions and three hypotheses were formulated. Descriptive survey research was adopted. Study population comprised 3,295 private primary schools and 217,850 pre-school pupils. Sample size consisted of 834 private primary school, 4100 pre-school pupils and 4,100 parents. Parental Involvement and Family Structure on Pre-school Children’s Academic Achievement in Literacy Questionnaire (PIFPCA) (r=0.87) and Pre-School Pupil Literacy Examination (PPLE) containing fifteen questions were used. Data were analysed using descriptive and inferential statistics. Results showed that level of academic achievement in Literacy among pre-school students in Oyo State is excellent. Level of parents' involvement (x= 3.40) in the preschool children education in Oyo State is moderate. The overall level of family structure of private schools preschoolers is moderate (x=2.61). There is significant combined influence of parental involvement and family structure on the academic achievement in literacy of private school preschool children (Adj. R2=0.620, F(2.612)= 14.575, P<0.05). Parental involvement (B = 0.147; p = 0.019) and family structure (B= 0.202; p =0.008) have positive influence on preschoolers academic achievement in literacy. Home environment (F(1.6229)= 0.464, p-value=0.496) has no influence on pre-school children academic achievement in literacy. Hence, the level of academic achievement should be maintained and improved, parents should improve on their involvement in preschool children’s education, single parenting and polygamous family structure should endeavour to provide family support to improve their children academic achievement. Keywords: Academic Achievement, Family Structure, Home Environment, Literacy, Nuclear Family, Polygamous Family, Pre-School, Single Parenting. Word Count: 259Item Principals’ Supervisory Techniques, Teachers’ Workload and Secondary School Students’ Academic Achievement in English Language in Oyo Central Senatorial District, Oyo State(Lead City University, 2023-12) Adesakin Matthew ADEKUNLERecent studies have explored number of factors influencing students' academic achievement in English Language, including parental and student attributes, teacher effectiveness, environmental factors, and school-related variables. However, limited comprehensive research has delved into the influence of principals' supervisory techniques and teachers' workload on this critical facet of education. This study bridged this research gap by investigating the influence of principals' supervisory techniques and teachers' workload on the academic achievement of senior secondary school students in English Language within the Oyo Central Senatorial District. The research involved a sample size, comprising 2,690 students, 426 teachers, and 99 principals, selected through random sampling techniques. Data were collected using adapted questionnaire and achievement test, with subsequent analysis employing descriptive and inferential statistical methods at a significance level of 0.05.The study's findings revealed that the combined influence of principals' supervisory techniques and teachers' workload did not yield statistically significant effects on students' academic achievement in English Language (Adj.R = 0.017, F = 0.402, p =0.671). Additionally, the investigation into the relative influence of principals' supervisory techniques (β = 0.045, p = 0.706) and teachers' workload (β = 0.097, p = 0.422) on academic achievement in English Language yielded no statistically significant results. In conclusion, this research emphasizes the limited impact of principals' supervisory techniques and teachers' workload when considered together on the academic achievement of senior secondary school students in English Language within the Oyo Central Senatorial District. To address this, it is recommended that measures be implemented to enhance school principals' capabilities through in-service training, seminars, and workshops, enabling them to better apply supervisory techniques. Additionally, English Language teachers should be allowed to focus exclusively on teaching, thereby creating an environment conducive to enhancing students' language proficiency. Keywords: Supervisory Techniques, Teachers’ Workload, Academic Achievement Word Count: 283Item School Resources and Home Factors as Determinants of Senior Secondary School Students Academic Achievement in Agricultural Science in Ibadan Metropolis(Lead City University, 2023-12) Serifat Aribike MakindeStudents’ poor academic performance in Agricultural Science among public secondary school students’ has been a source of concern and a major threat to the future of Agriculture in Nigeria. This study was therefore, conducted to investigate the influence of two major variables; School Resources and Home Factors on Senior Secondary School Students Academic Achievement in Agricultural Science in Ibadan Metropolis. The research utilized a descriptive survey design. The population included all SSS2 students in public secondary schools offering Agricultural Science (N=1,026) and 721 of these were eventually analyzed using multistage sampling. Agricultural Science Achievement Test (ASAT) and Students’ Questionnaires on School Resources and Home Factors (SQSRHF) were used for data collection. Data were analyzed with the use of descriptive statistics of frequency counts, percentages, mean and standard deviation and inferential statistics of multiple regression and t-test at 0.05 significant level. Findings revealed a low level of academic achievement, with almost 93% scoring below 50%. Both resource availability (Mean=2.41; SD=1.132) and utilization (Mean=2.17; SD=0.891) in surveyed schools were low. There was a significant combined influence of School Resources and Home Factors on academic achievement (F=298.899; p=0.000), explaining 60.6% of the variation. Home Factors (Beta=0.610; p=0.000) have a higher relative influence than School Resources (Beta=0.205;p=0.000). Additionally, a statistically significant gender difference is observed, with male students outperforming females (Mean difference=0.05; p=0.014). Recommendations include prioritizing resource acquisition for teaching agricultural science by the concerned government and school administrators and; raising awareness among parents to support their children's education. Keywords: Academic Achievement, Agricultural Science, Home factors, School Resource, Ibadan Metropolis. Word Count: 246Item Teachers’ Attitude and Professional Qualifications as Predictors of Academic Achievements in Literacy and Numeracy among Preschoolers in Ibadan North, Oyo State(Lead City University, 2023-12) Evelyn Aisha AKPAThis study investigated teachers’ attitude and professional qualifications as predictors of academic achievement in Literacy and Numeracy among preschoolers in Ibadan North LG, Oyo state. The descriptive survey research design of the ex-post facto was adopted. The sample were three hundred and ninety five (395) preschoolers and forty eight (48) preschool teachers. Teachers’ Attitude and Professional Qualifications Questionnaire (TAPQQ) gave r value of .808; KR21 gave a value of .765 for the Literacy and Numeracy Achievement Test (LNAT). The findings showed the overall attitude score in private schools, that 70.0% of teachers had a poor attitude, while 30.0% had a good attitude; while in public preschools (83.3%) was poor; while 16.7% was good. Most public preschool teachers (77.8%) had experience of 21 years and above; while only 10.0% of the private preschool teachers had same years of experience. The teachers in both public and private preschools had engaged in continual professional development of which 83.3% were from private schools and 72.2% were from public schools (P>0.05). Literacy (B = 1.89 with a p-value <0.001) shows the joint prediction of teachers’ attitude was significant at p<0.01; B = -0.74 with a p-value=0.22 indicated the joint prediction of professional qualification was not significant at P<0.01. Numeracy (B = 1.19 with a p-value <0.001) indicated the joint prediction of teachers’ attitude was significant at p<0.01; while B = -0.17 with a p-value=0.76 indicated the joint prediction of professional qualification was not significant at P<0.01. Based on the above, it was recommended that local educational authorities should implement policies aimed at equalising access to resources and educational opportunities; teachers’ training and professional development programmes that focus on building positive attitudes should be promoted. In conclusion, there is need to address the issue of disparities in teaching between private and public schools. Keywords: Teachers’ Attitude, Teachers’ Professional Qualifications, Academic Achievement, Literacy and Numeracy, Preschoolers Word Count: 297