Science Education

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    Effect of an 8-Week Circuit Training Programme on Physical Fitness Parameters of Academic Staff of Bayelsa Medical University, Yenagoa, Bayelsa State, Nigeria
    (Lead City University, Ibadan, 2024-12) Freedom Festus OGBARA
    This study investigated the effect of an 8-week circuit training programme on physical fitness parameters of academic staff of Bayelsa Medical University (BMU), Yenagoa, Bayelsa State, Nigeria. The study utilised a self-developed structured programme known as the Ogbara Freedom Festus Circuit Training programme. The effective-reflective theory of physical inactivity and exercise and self-determination theories, a pretest-posttest quasi-experimental design with a 2×2×4 factorial matrix, were used in this study. The population consisted of all academic staff at Bayelsa Medical University. Forty (40) academic staff members of BMU were purposively selected and randomly assigned into two groups: control and experimental. The instruments used for data collection included a blood pressure and heart rate monitor, a non- elastic measuring tape, a pulse oximetre and stop stopwatch. The parameters of interest were muscle strength, flexibility, heart rate, respiratory rate, oxygen saturation, and body composition. Data were analysed using descriptive analysis and analyses of covariance (ANCOVA). The results revealed that there was a significant main effect of treatment (8-week circuit training) on muscle strength (F(1,37)=48.84, p<0.05, η 2=0.57), flexibility (F(1,37)=45.83, p<0.05, η 2=0.55), heart rate (F(1,37)=36.93, p<0.05, η 2=0.50), respiratory rate (F(1,37)=147.78, p<0.05, η 2=0.80), oxygen saturation (F(1,37)=8.09, p<0.05, η 2=0.18) and body composition (F(1,37)=14.40, p<0.05, η 2=0.28). In addition, there was no significant main effect of sex on muscle strength (F(1,35)=1.56, p>0.05, η 2=0.04), flexibility (F(1,35)=0.35, p>0.05, η 2=0.01), heart rate (F(1,35)=0.01, p>0.05, η 2=0.00), respiratory rate (F(1,35)=1.40, p>0.05, η 2=0.04), oxygen saturation (F(1,35)=2.92, p>0.05, η2=0.08), and body composition (F(1,35)=0.08, p>0.05, η2=0.00). There was no significant main effect of age on muscle strength (F(3,31)=1.94, p>0.05, η 2=0.16), heart rate (F(3,31)=0.61, p>0.05, η 2=0.06), respiratory rate (F(3,31)=1.00, p>0.05, η 2=0.09), oxygen saturation (F(3,31)=0.40, p>0.05, η2=0.04), and body composition (F(3,31)=1.09, p>0.05, η 2=0.10). However, there was a significant main effect of age on flexibility (F(3,31)=4.14, p˂0.05, η 2=0.29). Future research accounting for nutritional consumption and daily energy expenditure is recommended. Keywords: Physical Fitness Parameters, Circuit Training, Academic Staff, Muscle Strength, Flexibility, Heart Rate, Respiratory Rate, Oxygen Saturation, Body Composition. Word Count: 298
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    Government Funding and Corporate Organisations’ Sponsorships as Predictors of Sports Facilities Development in Delta State
    (Lead City University, Ibadan, 2024-12) GodspowerAvwerosuoghene ODEDEDE
    This study examined government funding and corporate organisations’ sponsorships as predictors of sports facilities’ development in Delta State, The descriptive survey research design was adopted for this study; Multistage sampling procedure was used to select 403 respondents; while questionnaire was used for data collection. The descriptive statistics of frequency counts, percentages and inferential statistics of multiple regressions were used for the analysis. The result of the study revealed that the level of sports facilities development in Delta State was high. There was a significant joint prediction of government funding of budget allocation, subvention, grants and sports trust fund on sports facilities development in Delta State. (F(4,398)= 161.947, p<0.05). Corporate organization sponsorship (F(4,398)= 102.731, p<0.05). This shows that there was a significant joint prediction of corporate organisations’ sponsorships (sports athlete sponsorships, sports organisations’ sponsorships, sports events sponsorships’ and brand/ marketing strategy) on sports facilities development in Delta State. There were linear combination of prediction of government funding and corporate organisations’ sponsorships was tested significant on sports facilities development in Delta State (F(2,400)=98.014, p<0.05). The result yielded a coefficient of multiple regression of R=0.574 and multiple R-square of 0.329. The result also revealed that adjusted R 2=0.326; indicating that about 32.6% of variance was accounted for by the independent variables. This means that, there was a significant composite prediction of government funding and corporate organisations’ sponsorships on sports facilities development in Delta State. Recommendations: Government at all level should ensure that more grants are provided, while sports trust fund should be ensured and enabling environment should be created to ensure that corporate organisations’ sponsorships is encouraged. This could be in terms of sports athlete, sports events sponsorships’ and brand / marketing strategy. Keywords: Sports Facilities, Corporate Organisation, Government Funding, Subvention, Grants and Sports Trust Fund. Word Count: 279
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    Effect of Computer Assisted Instruction on Academic Achievement of Senior Secondary School Students in Geometry in Oluyole Local Government Area, Oyo State
    (Lead City University, Ibadan, 2024-12) Ameen MUHAMMED-RAJI
    Senior Secondary School students in Nigeria often face significant challenges in mastering geometric concepts, resulting in poor academic achievement in Mathematics. This study aimed to determine the effects of Computer-Assisted Instruction (CAI) on students' academic achievement in geometry, as well as the moderating roles of students' motivation and attitudes. Given the importance of both instructional methods and student characteristics in educational outcomes, this research sought to provide insights into how CAI, combined with motivational factors, can enhance learning in geometry. A quasi- experimental research design was employed, involving a total of 150 students who were randomly assigned to CAI and control groups, which used traditional teaching methods. The students' academic achievement in geometry was assessed using the Geometric Achievement Test (GAT) (KR – 20=0.81), while their motivation and attitudes towards learning were measured using self-developed questionnaires. The Student Motivation Questionnaire (SMQ) (Cronbach alpha=0.73) and the Student Attitude Questionnaire (SAQ) (Cronbach alpha=0.76).Data analysis, using ANCOVA, revealed significant differences in academic achievement between the CAI group and the control group (F(1,145)=54.578, p<0.05), indicating that students exposed to CAI performed significantly better than those taught through conventional methods. Furthermore, the results showed that students' motivation (F(1,145)=5.582, p<0.05) and attitudes (F(1,145= 6.216, p<0.05) had a significant positive effect on their academic achievement in geometry. Additionally, motivation and attitudes were found to moderate the effectiveness of CAI in improving students' performance (F(1,134)=6.353, p<0.05).Based on these findings, the study recommends the integration of CAI into the geometry curriculum, along with targeted teacher training programme to maximise the benefits of technology in education. Furthermore, addressing and fostering positive student motivation and attitudes should be prioritised to further enhance the effectiveness of CAI. This research contributes to the growing body of evidence supporting the potential of CAI in improving learning outcomes in geometry and provides a foundation for future educational interventions. Keywords: Computer-Assisted Instruction, Academic Achievement in Geometry, Students’ Motivation Word Count: 300
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    Effects of Class-wide Peer Tutoring and Problem-solving Strategies on Federal Colleges of Education Students’ Academic Achievement in Algebraic Expressions in Southwest, Nigeria
    (Lead City University, Ibadan, 2025-12) Oluwafunmike Oyenike EZEKIEL
    Students’ achievements in Algebraic expressions concept as a course under Basic General Mathematics II for students in all Federal Colleges of Education, Nigeria over the years have not been encouraging. This may be due to factors like large class-size, crowded classrooms, misinterpretation of word problems, gender differences, students’ attitude and interest in the course, teaching methodologies employed by the lecturers and other factors. Many scholars had worked on class-wide peer tutoring but not many have worked on the combined effects of problem-solving strategy hence this study determined effects of class-wide peer tutoring and problem-solving strategy on Federal Colleges of Education students’ academic achievement in Algebraic expressions in Southwest, Nigeria. The population for the study comprised all the 100 level Students in Federal Colleges of Education Southwest, Nigeria. A random sampling technique was used to select 380 students for the study. Three research instruments were used: Algebraic Expressions Concept Students’ Academic Achievement Test (AECSAAT) (KR20= 0.87), Questionnaire on Students’ Attitude (QSA) (r=0.76) and Lesson Plan Format (LPF). Seven hypotheses were formulated and tested using Analysis of Covariance (ANCOVA) at 0.05 level of significance. The results showed that there was a significant main effect of class-wide peer tutoring, problem-solving and conventional strategy on students’ academic achievement in Algebraic expressions (F (2, 379) =352.161, partial, η2=0.653); there was a significant main effect of gender on students’ academic achievement in Algebraic expressions (F (1, 379) =0.002 partial, η 2=0.200); there was a significant main effect of class-size on students’ academic achievement in Algebraic expressions (F (2,379) =352.161 partial, η2=0.653); there was no significant interaction effect of class-wide peer tutoring, problem-solving, conventional strategies and gender on students’ academic achievement in Algebraic expressions (F (2,379) =352.161 partial, η2=0.002); there was no significant interaction effect of class-wide peer tutoring, problem-solving, conventional strategies and attitude on students’ academic achievement in Algebraic expressions(F(2, 379) = 0.563 partial, η2=0.003); there was no significant interaction effect of gender and attitude on students’ academic achievement in Algebraic expressions(F (1, 379) = 1.135 partial, η 2=0.003) and there was no significant interaction effect of class-wide peer tutoring, problem solving, conventional strategies, gender and attitude on students’ academic achievement in Algebraic expression(F (2, 379) = 1.433 partial, η 2=0.008). It was concluded that class-wide peer tutoring and problem-solving strategies improved students' academic achievement in Algebraic expressions concept. It was recommended among others that class-wide peer tutoring and problem-solving strategies should be adopted by teachers of Mathematics. Keywords: Class-wide peer tutoring, Problem-solving strategy, Algebraic expressions, Students’ academic achievement Word count: 399
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    Effects of Concept Mapping Strategy and Cooperative Learning Strategy on Federal Colleges of Education Students Academic Achievement in Cell Biology in Southwest, Nigeria
    (Lead City University, Ibadan, 2025-12) Allwell Iye AGADA-ADELEYE
    The results of pre-service teachers in Cell Biology over the years as observed by the researcher and literature have not been encouraging. This may be due to unfavourable teaching environments, ineffective teaching strategies, overcrowded classroom, and low- quality practical sessions in the laboratory. This study determined the effects of concept mapping strategy and cooperative learning strategy on academic achievement in Cell Biology in Southwest, Nigeria in order to address the problem low academic in Cell Biology among first-year Biology pre-service teachers. A quasi-experimental design was used. The sample consisted of 355 first-year Biology students from three Federal Colleges of Education in Southwest, Nigeria: Oyo, Osiele Abeokuta, and Iwo in Osun. Data were collected using Biology Achievement Test (BAT) (KR-20=0.75), the Instructional Guides for Cooperative and Concept Mapping Strategy. Data were analysed using Analysis of Covariance (ANCOVA) with seven hypotheses tested at 0.05 significance level. The results revealed: a significant main effect of Concept Mapping Strategy on the academic achievement of students in Cell Biology (F1, 237)=29.485, p<0.05); a significant main effect of cooperative learning on the academic achievement of students in Cell Biology (F1,235)=11.011, p<0.05); a significant main effect of gender on the academic achievement of students in Cell Biology (F1,352)=6.936, p<0.05); a significant interaction effect of gender and Concept Mapping Strategy on the academic achievement of students in Cell Biology F(1,235)=10.744, p<0.05); a significant interaction effect of gender and cooperative learning on the academic achievement of students in Cell Biology (F(1,235)=6.206, p<0.05); The study concluded that concept mapping strategy and cooperative learning strategies were effective strategies that significantly enhance Pre-service teachers’ academic achievement in Cell Biology in Southwest, Nigeria. This indicate that educational institutions ought to incorporate these strategies into their curricula to enhance comprehension of complex topics, while also taking into account gender dynamics in instructional design. These strategies could significantly improve educational practices in enhancing academic outcomes in Cell Biology. The interactive effects of these strategies with gender further emphasize the need for gender responsive instructional planning. It was recommended that educators should adopt concept mapping strategy and cooperative learning as complementary strategies to enhance academic achievement in Cell Biology. Curriculum planners and teacher trainers in Colleges of Education should integrate these methods into their instructional design. Keyword: Concept mapping strategy, Cooperative learning strategy, Academic achievement in Cell Biology Word count: 439
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    Effects of Two Mode of Multimedia Instructional Strategies on Secondary School Biology Students’Academic Achievement in Ecology in the Abeokuta Metropolis, Nigeria
    (Lead City University, Ibadan, 2024-12) Motunrayo Idowu ADEOSUN
    The fluctuating academic performance of students in science is worrisome. Particularly achievement in Ecology has been a pointer to students’ achievement in Biology and of great concern to educationists as reported by the chief examiners report of West African Examination Council over the years. Previous works investigated factors such as teachers’ quality, Laboratory facilities, teachers’ attitude, teaching methods among others in different parts of the country but not many had combined some of these factors in a single study. This study investigated the Effects of two mode of Multimedia Instructional Strategies on Senior Secondary School Biology students’ achievement in Ecology in the Abeokuta Metropolis, Nigeria. Quasi-experimental research design was used. 202 SS2 Biology students out of 5870 were selected through multistage sampling procedure participated in the study across three local government areas. A purposive sampling technique was used to select three (3) public schools. Instruments for data collection were: Ecology Achievement Test (EAT)(r=0.72), Ecology Situational Interest Scale (ESIS)(r=0.85). Data were analysed using frequency, percentage, mean and Analysis of Covariance (ANCOVA) at 0.05 level of significance. The results revealed that there was a significant main effect of treatment on students’ achievement in Ecology aspect of Biology (F(2,189) = 40.510, p < 0.05). There was a significant main effect of Interactive Video Variation on student academic achievement in Ecology (F(1,108) = 36.504, p < 0.05). There was a significant main effect of Virtual Field Trips strategy on students’ achievement in the Ecology aspect of Biology (F(1, 157) = 62.511, p < 0.05). There was a significant main effect of situational interest on students’ achievement in Ecology in Biology (F (1,189) =4.859, p < 0.05). There was no significant main effect of gender on students achievement in Ecology. There was no significant interaction effects of treatments and gender on students’ achievement in Ecology in Biology (F (1,189) =0.232 , p>0.05); there was no significant interaction effects of treatment and level of situational interest on students’ achievement in Ecology (F (1,189) = 0.502, p > 0.05); there was no significant interaction effects of Gender and level of situational interest on students’ achievement in the Ecology (F (1,189) = 1.996, p > 0.05); there was no significant interaction effects of treatment, gender and situational interest on students’ achievement in Ecology(F(2, 189) = 1.383 , p > 0.05). The study concluded that Interactive Video Variations and Virtual Field Trips are more effective strategies for teaching Ecology. It was recommended among others that teachers should use Interactive Video Variation and Virtual Field Trips regularly so as to enhance students’ understanding and retention of ecological concepts.] Keywords: Interactive Video Variation, Virtual Field Trips, Ecology, Gender, Situational Interest Word Count: 427
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    Effects of Mathematics laboratory on Students’ Academic Achievement in Mensuration in Ibadan North Local Government Area, Oyo State, Nigeria
    (Lead City University, Ibadan, 2024-12) Islamiyat ABDUS-SALAM
    The importance of Mathematics encompasses shaping students’ future careers especially in the sciences. However, many students struggle to grasp its fundamental concepts, hence hindering their overall academic progress. Mathematics laboratories have been endorsed as a solution, but its impact on students’ achievement in Mensuration is unclear, especially considering the diverse learning environments and students’ backgrounds. As a result, this study determined the effects of Mathematics laboratory on Senior Secondary School Students’ Academic Achievement in Mensuration in Ibadan North Local Government Area, Oyo State, Nigeria. The study population consisted of 5,758 students which represents all the 2023/2024 academic year Senior Secondary School Two (SS 2) students of government owned secondary schools in Ibadan North Local Government Area, Oyo State, Nigeria. However, 152 SS 2 students selected from three schools using multistage sampling procedures with three intact classes represented the sample. The study employed a pretest-posttest control group quasi-experimental design. Data were analysed using Analysis of covariance and descriptive statistics. Mathematics Achievement Test (MAT) KR20 = 0.82 was used to measure students’ academic achievement in Mensuration. Results showed a significant difference in Mensuration achievement between students exposed to traditional Mathematics laboratory [F(1;146) = 12.020; P <0.05], and those taught using virtual Mathematics laboratory methods [F(1;146) = 10.018; P < 0.05]. Additionally, class size interacted with Mathematics laboratory to influence achievement [F(1;146) =8.380; P <0.05], but students’ socio- economic background not significant to the students’ academic achievement in Mensuration. The study recommends that Mathematics teachers should integrate the use of Mathematics laboratory into teaching and learning of Mathematics. Keyword: Mathematics laboratory, Mensuration, Academic achievement, Socioeconomic background, Class size Word counts: 254
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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
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    Effect of Ludo and Card Games on Senior Secondary School Students’ Academic Achievement in Probability in Oyo Metropolis, Oyo State
    (Lead City University, Ibadan, 2024-12) Dauda Adekunle KAREEM
    Probability is a fundamental mathematical concept with widespread real-world applications to every area of life. Despite its importance, report from WAEC Chief examiner Reports indicated that Senior Secondary School Students in Oyo State face challenges in achieving feat in this subject area. This could be as a result of many factors such as the strategies used in teaching the topic. This informed the need for innovative teaching strategies to assist the teaching and learning in the topic. Hence, this study investigated the effect of Ludo and Card Games on Senior Secondary School Students` Academic Achievement in Probability in Oyo metropolis. The study was guided by seven hypotheses and adopted the pretest, posttest and quasi experimental design of 3x2 factorial matrix. The population of the study comprise all SS2 students in government owned secondary schools in Oyo Metropolis for 2023/2024 academic session. Simple random sampling technique was used to select 3 schools from each of the three local governments areas in Oyo metropolis in which three intact classes of 244 students were used. Results from the findings showed significant effect of Ludo and Card games on academic achievement of Senior Secondary Students in probability in Oyo Metropolis; [F(1, 239) = 65.297; P <0.05]; [F(1,239) = 42.111; P <0.05] and no significant interaction effect of Ludo and Card games with gender on Students’ Academic Achievement in Probability in Oyo Metropolis [F(16, 228) = 13.480; P <0.05]. Keywords: Ludo, Card ,Games, Probability, Academic achievement. Word Count:254
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    Effect of Inductive and Deductive Teaching Strategies on Senior Secondary School Students’ Academic Achievement in Further Mathematics in Oyo State
    (Lead City University, Ibadan, 2024-12) Tunde Rasheed RAHEEM
    The fluctuating performance in May/June West African Examination Council (WAEC) SSCE results percentages revealed in the trend analysis studies has resulted in a decade of reports that the achievement of Oyo state students in having a credit pass or above in Further Mathematics has not been consistent. This study investigates the Effect of Inductive and Deductive Teaching Strategies on Senior Secondary School Students’ Academic Achievement in Further Mathematics in Oyo State. Seven (7) hypotheses were formulated and tested at 0.05 level of significance. A pretest–posttest quasi–experimental design was applied. Multi-stage sampling procedure was adopted to purposively select three (3) schools of science for the study from the three (3) senatorial districts in Oyo state. A sample size of one hundred and eight (108) participants comprises fifty (50) male students and fifty-eight (58) female students were involved in the study. Senior Secondary Schools two (SSS II) intact classes were used in each of the three (3) selected schools. Differential and Integral Calculus Achievement Test (DICAT) (KR-20 = 0.84) was used as instrument for data collection. Analysis of Covariance (ANCOVA) was used for data analysis. There was a significant main effect of Deductive Teaching Strategy on Senior Secondary School Students’ Academic Achievement in Further Mathematics [F(1, 63) = 11.321, P < 0.05]. There was a significant interaction effect of inductive and deductive teaching strategies on senior secondary school students' academic achievement in Further Mathematics [F(2,104) = 10.128, P < 0.05]. From the results, it is concluded that the most effective and preferred teaching strategy is the Deductive Teaching Strategy (DTS). Base on the findings, it is suggested that application of Deductive teaching strategy or combined Inductive and Deductive teaching strategies should be considered to improve students’ academic achievement in Further Mathematics. Keywords: Inductive Teaching Strategy, Deductive Teaching Strategy, Conventional Teaching Strategy, Gender, Academic Achievement. Word Count: 291
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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 Digital Learning Platforms on Academic Achievement of Senior Secondary School students in Genetics in Ibadan North Local Government, Oyo State
    (2024-12) Damilola Jumoke IBIYEMI
    Over the years, students struggle with Genetics topics in Biology due to their lack of interest, poor teaching methods and abstract nature of the topic. This study therefore determined the effects of digital learning platforms on senior secondary school students’ v vi academic achievement in Genetics. Three hypotheses were formulated and tested at 0.05 level of significance. A quasi-experimental design using pretest- posttest approach was applied. Multi-stage sampling procedure was adopted. Three public secondary schools in Ibadan North Local Government Area were purposively selected based on their year of establishment. A sample size of 104 participants which comprised 50 male and 54 female participated in the study. Intact classes of SS 2 students in all the three schools were involved in the study. Genetics in Biology Achievement Test (GBAT) (KR-20 = 0.79) and instructional guides were used for data collection. Analysis of Covariance (ANCOVA) was used for data analysis. There was a significant main effect of treatment on students’ academic achievement in Genetics [F(2;101)=7.6,p<0.05. There was a significant main effect of treatment on students’ Academic Achievement in genetics (F(2, 101) = 7.60; p<0.05, partial η2 = 0.14). The students in flipped-google with collaboration group had the highest adjusted post-achievement score (?ത =19.77), followed by those in flipped- google without collaboration (?ത =19.05) and control (?ത =17.21) groups. There was no significant main effect of gender on academic achievement of students in Genetics. There was no significant interaction effect of treatment and gender on academic achievement in Genetics. Based on the findings, it is concluded that the digital learning platforms (flipped- google classroom with/without collaboration) were effective to teach Genetics in Biology. It is then recommended that Biology teachers should adopt the digital learning platforms in teaching as a student centered approach so as to boost their academic achievement in Genetics. Keywords: Digital learning platforms, Flipped-google classroom learning approach, Genetics topics in Biology, Academic achievement in genetics. Word Count: 294
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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 the Use of Instructional Materials on Senior Secondary School Students’ Achievement in Biology in Oyo town, Oyo State
    (Lead City University, Ibadan, 2024-12) Saudat Titilope ADEYANJU
    The abstract nature of respiratory physiology, combined with limited hands-on experiences and interactive learning opportunities, impedes students' understanding and retention of crucial concepts. Furthermore, the inadequate access to high-quality instructional materials exacerbates the issue, leaving students without sufficient resources to supplement their classroom learning. This study therefore determined the effects of standardised and improvised instructional materials on the academic achievement of Senior Secondary School Biology students in respiratory system topics in Oyo town, Nigeria. This study was guided by 11 hypotheses. The study was also grounded on constructivist and cognitive theories and adopted the pretest-posttest quasi experimental research design of 3x2 factorial matrix. The study population consisted of 13,716 senior secondary school students in the Oyo town. The purposive sampling technique was employed to select three intact classes of 149 SSS 11 students. Biology Achievement Test (BAT) (KR20 =0.8) was used as instrument for data collection. The data were analysed using ANCOVA at a significant level of 0.05. Result from the findings showed [F(1;144) = 46.627; P-value < 0 .05], significant effects of improvised instructional materials on academic achievement of Senior Secondary School Biology students in respiratory system [F(1;144) = 50.939; P-value < 0. 05], significant effects of standardised instructional materials on academic achievement of Senior Secondary School Biology students in respiratory system [F(1;144) =1.448; P >0.05], significant effect of conventional method on academic achievement of Senior Secondary School Biology students in respiratory system [F(1;144) =3.034; P- value >0.05], no significant effects of gender on academic achievement of Senior Secondary School Biology students in respiratory system and [F(1;134) = 0.620; p> 0.05] ], no significant effects of improvised instructional materials, standardised instructional materials and gender on academic achievement of Senior Secondary School Biology students in respiratory system. Additionally, the absence of significant gender differences suggests that both male and female students benefited equally from the instructional approaches employed. These results underscore the importance of integrating diverse instructional strategies to improve learning environments in science education. The study offered practical implications for educators, curriculum developers, and teacher training programmes, emphasising the need for a blended approach that combines standardized and improvised resources to improve educational outcomes. Keywords: Instructional Materials, Respiratory System, Academic Achievement in Biology, Gender differential Word count: 296
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    Effect of Predict-Observe-Explain and Virtual Laboratory Strategies on Secondary School Physics Students’ Attitude to and Achievement in Simple Harmonic Motion Concept in Ogun State, Nigeria
    (Lead City University, Ibadan, 2024-12) Temitope Matthew ADEPOJU
    Students’ achievement in Physics in external examination had dwindled over the years. The problem of poor performance in Physics sometimes had not been limited to the students alone but also to teachers’ pedagogical strategies. The study examined effect of Predict-Observe-Explain and Virtual Laboratory strategies on secondary school Physics students’ attitude to and achievement in Simple Harmonic Motion in Ogun State. Fourteen hypotheses were formulated and tested at 0.05 levels of significance. The study adopted pretest- posttest control group quasi-experimental design involving 3x2 factorial matrix. A total of 166 SS2 Physics students in three senior secondary school intact classes in Ogun State participated in the study. Physics Achievement Test (PAT) with 30 multiple- choice questions (r=0.81), Physics Attitude Scale (PAS) with 20 items on a four-point Likert type scale (r=0.73) were used for data collection. Data were analyzed with descriptive (frequency and percentage) and inferential statistics (ANCOVA). There was a significant main effect of Predict-Observe-Explain strategy on students’ attitude to Physics (F(1,128)=6.349, p<0.05, partial η 2=0.047). There was a significant main effect of Predict-Observe-Explain strategy on students’ achievement in Simple Harmonic Motion (F(1,128)=682.814, p<0.05, partial η 2=0.842). There was a significant main effect of Virtual Laboratory strategy on students’ attitude to Physics (F(1,123)=5.318, p<0.05, partial η 2=0.041). There was a significant main effect of Virtual Laboratory strategy on students’ achievement in Simple Harmonic Motion (F(1,123)=625.120, p<0.05, partial η 2=0.836). There was no significant main effect of gender on students’ attitude to Physics (F(1,163)=1.747, p>0.05, partial η 2=0.011). There was no significant main effect of gender on students’ achievement in Simple Harmonic Motion (F(1,163)=0.067, p>0.05, partial η 2=0.000).There was a significant interaction effects of Predict-Observe-Explain and Virtual Laboratory Strategies on students’ attitude to Physics(F(2,162)=4.322, p<0.05,partial η 2=0.047). There was a significant interaction effects of Predict-Observe-Explain and Virtual Laboratory strategies on students’ achievement in Simple Harmonic Motion (F(2,162)=586.719, p<0.05, partial η 2=0.047). There was no significant interaction effects of Predict-Observe-Explain and gender on students’ attitude to 1.073, p>0.05, partial η 2=0.008).There was no significant interaction effects of Predict-Observe-Explain and gender on students’ achievement in Simple Harmonic Motion (F(1,126)=2.009, p>0.05, partial η 2=0.016).There was no significant interaction effects of Virtual Laboratory strategy and gender on students’ attitude to Physics(F(1,121)=0.356, p>0.05, partial η 2=0.003). There was a significant interaction effects of Virtual Laboratory strategy and gender on students’ achievement in Simple Harmonic Motion (F(1,121)=5.219, p<0.05, partial η 2=0.041). There was no significant interaction effects of Predict-Observe-Explain, Virtual Laboratory strategies and gender on students’ attitude to Physics (F(2,159)=0.649, p>0.05, partial η 2=0.008).The study concluded that Predict-Observe-Explain and Virtual Laboratory strategies enhanced students’ performance in Physics Based on the findings of this study, it was recommended that Physics teachers should adopt Predict-Observe-Explain and Virtual Laboratory strategies to teach Physics in secondary schools. Keywords: Predict-Observe-Explain, Virtual Laboratory, Attitude to Physics, Achievement in Simple Harmonic Motion, Gender in Physics Word Count: 442
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    Effects of Cooperative Learning and WhatsApp Use on Pre-Service Teachers’ Basic General Mathematics Learning Outcomes in Colleges of Education, Oyo
    (Lead City University, Ibadan, 2023-12) Florence Abidemi ODELEYE
    Pre-service teachers’ performances in Basic General Mathematics over the years have not been encouraging even as the course is a core course at all levels in Colleges of Education. This may be due to many factors such as, students’ attitude, use of appropriate learning strategy and other factors. This study examined the effects of Cooperative Strategy (STAD) and WhatsApp Usage on Pre-service teachers' Basic General Mathematics Learning Outcomes in Colleges of Education, in Oyo State. It anchored on two relevant theories: Experiential Learning Theory and Theory of Career Adaptability. A quasi-experimental research design was adopted for this study. The population of the study comprised all 3,657 pre-service year two teachers in the three Colleges of Education selected, while multistage sampling technique was used to select 420 samples for the study. Analysis of Covariance (ANCOVA) was used to analyze the hypotheses at 0.05 level of significance. The results showed that there was a significant main effect of Cooperative Strategy (STAD) on Pre-service students’ Academic Achievement (F (1, 175) = 28.191, p <0.05) and Attitude F (1, 173) = 100.596, p <0.05), there was a significant main effect of WhatsApp Usage on pre-service teachers’ academics achievement (F (1, 152) = 5.565, p <0.05) and attitude (F (1, 152) = 315.342, p <0.05) in Basic General Mathematics in Colleges of Education in Oyo State, there was significant main interaction effect of Cooperative Strategy and WhatsApp Usage on Academic Achievement (F (2,269) =10.013, p<0.05) and Attitude (F (2, 267) = 345.412, p <0.05) of Pre-service teachers’ in Basic General Mathematics in Colleges of Education, Oyo State. It was concluded that Cooperative Strategy (STAD) and WhatsApp Usage improved pre- service teachers’ achievement and attitude toward Basic General Mathematics in Colleges of Education in Oyo State. Keywords: Cooperative Learning, WhatsApp Usage, Pre-service Teacher, Basic General Mathematics, Students Academics Achievement, Students’ Attitude. Word Count: 287
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    Effects of Inductive and Deductive Teaching Strategies on Students’ Academic Achievement in Basic General Mathematics in Colleges of Education, Oyo State
    (Lead City University, Ibadan, 2023-12) Folasade Oluwayemisi IYANDA
    This study investigates the effect of inductive and deductive teaching strategies on students' academic achievement in Basic General Mathematics within Oyo State Colleges of Education. The research focuses on evaluating learning outcomes, knowledge retention, and overall student performance when exposed to these teaching approaches. This study was grounded on constructivism and behaviorism theories of learning. The study employs a quasi-experimental research design. The study's population consists of 3,663 year two students enrolled in the three government colleges of education in Oyo State. A purposive sampling technique is utilized to select intact classes of non-science second-year students. The research employs lesson plans and the Basic Mathematics Achievement Test (BMAT) as instruments for data collection. Reliability of the BMAT was (0.89). Statistical analysis was carried out using Analysis of Covariance (ANCOVA) at a significance level of 0.05.The findings revealed that the effect of treatment on students' academic achievement was significant (F(2;231) = 89.93, p< 0.05). There was significant effect of class size on students’ academic achievement (F(1;232) = 52.48; p < 0.05). Notably, the deductive teaching strategy was found to be more effective in enhancing students' academic achievement in algebraic concepts. This study recommends that educators incorporate both deductive and conventional teaching strategies when instructing Basic General Mathematics, particularly in Colleges of Education. Keywords: Inductive teaching Strategy, Deductive Teaching Strategy, Students’ Academic achievement, Basic General Mathematics Word Count: 211
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    Assessment of Knowledge, Attitude and Preventive Practices towards Curtailing Coronavirus Infection among Market Traders in Ogbomoso North Local Government Area, Oyo State
    (Lead City University, Ibadan, 2023-12) Olajoke Seye AJIBADE
    The aim of this study was to assess the knowledge, attitude and preventive practices towards curtailing coronavirus infection among market traders in Ogbomoso North Local Government Area of Oyo State. In spite of many studies conducted on Coronavirus diseases among different groups, studies on the knowledge, attitude and preventive practices towards prevention of coronavirus among major market traders is not sufficient, nor has there been identified studies related to market traders in any of the Local governments in Ogbomoso. Thus, this theses attempted to fill this gap, engaging the theories of Knowledge, Attitude and Practices Model and Health Belief Model. Descriptive survey research design was used. Simple random, proportionate and convenience sampling techniques were used to select 300 respondents; while questionnaire was used for data collection. The descriptive statistics of frequency counts, percentages and inferential statistics of Pearson Product Moment Correlation were used for the analysis. The result of the study revealed that the level of knowledge of Coronavirus infection was high (mean=1.96), attitude was positive (mean=2.64), while preventive practice was high (mean=2.56) among market traders in Ogbomoso North LGA. Furthermore, there was no significant correlation between knowledge and attitude towards coronavirus infection (r=-0.026, p>0.05) among the respondents. There was no significant correlation between knowledge and preventive practices (r=0.061, p>0.05), while attitude had significant negative correlation with preventive practices of Coronavirus among the traders (r=-0.116, p<0.05). The authority of Ogbomoso North LGA in collaboration with State Ministry of Health should organise periodic Health Education programmes specifically on knowledge, attitude and preventive practices of coronavirus infection among market traders in Ogbomoso North Local Government Area. Keywords: Coronavirus infection, Knowledge, Attitude and Preventive practices Word Count: 265
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    Effects of Interactive Materials’ Intervention on Senior Secondary School Students’ Academic Achievement in Set Theory in Oyo South Senatorial District, Oyo State
    (Lead City University, 2023-12) Omenihu George ODUALI
    Set Theory as a topic in Mathematics in Senior Secondary School that has poised itself as an unclear topic to students due to the unavailability of appropriate interactive materials to teach the topic which in succession leaves the students with limited or no understanding of the topic. This study investigated the ‘’Effect of Interactive Materials Intervention on Senior Secondary School Students’ Academic Achievement in Set Theory in Oyo South Senatorial District. A 2x2x3 quasi-experimental design which involved pretest, posttest and intact group was used for the study. Eighty-five (85) Senior Secondary School Two (SSS2) Students were used from two Senior Secondary Schools. One research question and three hypotheses tested at 0.05 level of significance guided the study. Data were analysed using t-tests and ANCOVA. The results revealed that there was a significant effect of interactive materials’ intervention on the academic achievement of Set Theory in Oyo South Senatorial District (F(1,82) = 50.317, P < 0.05, n 2 = 0.380), there was no significant main effect of gender an senior secondary school students’ academic achievement in set theory in Oyo South Senatorial District ((F(2,81) = 2.545, P > 0.05, n2 = 0.059); there was no significant interaction effect of intervention and gender on Senior Secondary School Students’ academic achievement in set theory in Oyo South Senatorial District (F(1,80) = 2.758, P > n2 = 0.033); there was no significant interaction effect of intervention and subject combination on Senior Secondary School Students’ academic achievement in set theory in Oyo South Senatorial District, Oyo State. It was recommended that curriculum planners and policy makers should make the use of interactive materials a vital part of Mathematics training programs. Keywords: Interactive Materials, Intervention, Mathematics, Set Theory, Senior Secondary School Word Count: 280
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    Psychological Factors and Public Secondary School Students Sports’ Participation in Oluyole Local Government Area of Oyo State
    (Lead City University, 2022-12) Afolabi Johnson SALAKO
    The purpose of this study is to investigate the psycho-social determinants of stress level among undergraduate-athletes of private universities in Oyo State, Nigeria and to achieve this; two hundred and thirty-two male and female undergraduate-athletes were used. Purposive sampling techniques were used to select three out of seven private universities in Oyo State and proportional sampling techniques were used to select the respondents, thus 106 respondents were selected from Lead City University, Ibadan, 40 from Kola Daisi University, Ibadan and 86 from AjayiCrowther University, Oyo. Mixing methods of data collection were used in that the questionnaire was administered by the researcher with the help of four trained research assistants also with online survey system. Research question were posed and eight hypotheses were postulated to guide the study, descriptive statistics of frequency counts, percentages and charts were used to analyze the demographic data in Section A. Inferential statistics of T-test were used to test hypotheses 1 and 2, Multiple Regression were used to test hypotheses 3-7, while T-test were used to test hypothesis 8. All hypotheses were tested at 0.05 Alpha levels. The respondents rejected most of the fear of failure as items contributing to psychological determinant of stress level. Respondents also agreed with most of the Self-doubt Scale as items contributing to their psychological determinant factors of stress levels. There is a significant difference between fear of failure and self-doubt on stress level among undergraduate-athletes; there is a significant difference between relationship with coach and parental pressure on stress level among undergraduate-athletes. Based on major findings and conclusion, recommendation will be that executives of institutions in conjunction with the sports personnel (such as coaches, trainer, sports psychologist etc.) and parents should plan workshops to assist their athletes, manage psycho-social stress level and in that way, help them balance it. Word Count: 299 Keywords: Stress, Fear of failure, Self-doubt, Relationship with coach, Parental pressure