Science Education

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Browsing Science Education by Subject "Academic Achievement"

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    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 AWOTOYE
    Over 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: 286
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    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 OGUNSAJU
    One 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: 220
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    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 OLANREWAJU
    The 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: 283