UNIZIK JOURNAL OF EDUCATIONAL RESEARCH, SCIENCE AND VOCATIONAL STUDIES
UJERSVOCS UNIZIK JOURNAL OF EDUCATIONAL RESEARCH, SCIENCE AND VOCATIONAL STUDIES Editorial Policy UJERSVOCS is based in the Faculty of Education, Nnamdi Azikiwe University, Awka, Anambra State, Nigeria. Authors are to visit the Journal website: https://ujersvocs.org to register and submit their manuscripts. The Journal publications shall be both online and off-line. Publication shall be both regular and special. UJERSVOCSRegular Publication: This shall be published twice in a year: January-June and July-December. Unlike Special Publications, authors shall pay publication fees for Regular Publication. UJERSVOCSSpecial Publication: This shall be published once in a year or once in two years. Special Publications shall be sponsored publications. Unlike Regular Publications, authors shall not pay publication fees for Special Publication. Authors are to visit https://ujersvocs.org to register and submit their manuscripts. Alternatively, the manuscript can be E-mailed directly through: ujersvocs@gmail.com Policy on Printing of Hard Copies There shall be no printing of hard copies of UJERSVOCS regular publications by UJERSVOCS Editorial Board. In order to assist contributors have printed or hard copies of the journal, all sufficient information about each volume of the journal such as the journal cover and table of contents and other preliminary information will be uploaded online for interested contributors to download and print accordingly.
EFFECTS OF PEER TUTORING STRATEGY ON SENIOR SECONDARY SCHOOL STUDENTS' ACHIEVEMENT IN BIOLOGY IN ORUMBA NORTH LOCAL GOVERNMENT AREA, ANAMBRA STATE
This study examined the effect of a peer tutoring strategy (PTS) on senior secondary school students’ achievement in Biology. Three research questions and four hypotheses tested at the 0.05 level of significance guided the study. The study adopted a pretest-posttest quasi-experimental research design, with a population of 443 senior secondary two (SS2) students offering Biology in Orumba North LGA in the 2024/2025 academic year. A sample of 61 students was selected using a multi-stage sampling procedure. Biology Achievement Test (BAT), validated by three experts in the field, was used for data collection. The reliability of the BAT was established using Kuder-Richardson 20, which yielded a coefficient value of 0.83. Data were generated for the study through the administration of the BAT during the pretest and posttest stages, with the aid of two research assistants. The data were analysed using Mean, standard deviation and ANCOVA. The findings of the study revealed that students taught with PTS achieved significantly higher scores than those in the control group, and gender had no significant influence on students’ achievement in Biology. The researchers recommended, among others, that Biology teachers should adopt PTS in Biology classroom instructions, encouraged and retrained by school administrators through seminars and workshops, and be supported financially to do the same.
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UTILIZATION OF MULTIMEDIA FOR ENHANCEMENT OF STORY HOUR’S PROGRAMME OF PUBLIC LIBRARIES IN SOUTH-EAST, NIGERIA.
This study determined the use of multimedia for enhancement of story hour’s programme of Public Libraries in South East Nigeria. Two research questions guided the study. Descriptive survey research design was adopted for the study. The entire populations of 91 was used for the study. Questionnaire were used to generate data for the study. Data collected for the study was analyzed using descriptive statistic of mean and standard deviation. The findings of the study show that use of audio and video significantly enhances story hour programmes in public libraries within the region. Based on the findings, the implications of the study were highlighted. Auditory resources play an essential role in stimulating children’s imagination, concentration and comprehension during storytelling activities. The integration of visual storytelling tools adds greater dynamism and engagement to library programmes. The study recommends that educators should incorporate diverse auditory resources such as background music, sound effects, and expressive voice modulation into storytelling sessions. Libraries should intentionally embed visual storytelling methods such as digital storyboards, infographics, and multimedia narratives into programme development frameworks.
EXTERNAL EXAMINATION RESULTS AS PREDICTORS OF DEGREE PERFORMANCE AMONG PHYSICS EDUCATION STUDENTS IN UNIVERSITIES IN SOUTH-EAST NIGERIA
The study investigated external examination results as predictors of degree performance among Physics Education students in universities in South-East Nigeria. The study was guidedby two research questions and two hypotheses were tested at 0.05 level of significance. Correlational research design was adopted for the study. Simple random and purposive sampling techniques were used to select 84 graduated Physics students selected from a population of 254 Physics education students from Departments of Science Education in Public Universities in South-East Nigeria during 2023/2024 session. The instruments for data collection were students' SSCE Physics scores and Final Cumulative Grade Point Average (FCGPA) obtained from academic records in the offices of directors of examinations and records of the sampled institutions. Standardized instruments were used. Data were analysed using simple linear regression analysis. To answer the research questions, R², which is the coefficient of determination was used. The hypotheses were tested at 0.05 level of significance. The findings revealed that there is a moderate predictive value of external examination results on Physics graduates’ degree performance. Also, male students showed slightly stronger predictive relationships compared to female students. It was concluded that students’ external examination results in Physics are important predictors of graduates’ degree results in Physics education programmes. It was recommended amongst others that Universities offering Physics education programmes in the South-East should continue to give considerable weight to SSCE Physics results during admission and student placement, as these results have been shown to be significant predictors of their graduates’ degree performance.
MODALITIES FOR THE ESTABLISHMENT OF SCHOOLS: REVIEW OF THE LEGAL BASIS
The legal basis for the establishment of schools constitutes the foundation upon which formal education systems are built and sustained. Education, as a vital instrument for national development, social cohesion, and human capital formation, requires clear legal authorization and regulation to ensure quality, equity, and accountability. This paper examines the legal frameworks that underpin the establishment and operation of educational institutions, with emphasis on constitutional provisions, statutory enactments, and administrative regulations that govern schools from the primary to the tertiary level. It discusses key issues such as the right to education, the role of government and private actors, standards for accreditation and quality assurance, and the legal requirements for funding and governance. Furthermore, the work explores the rights and responsibilities of students, teachers, administrators, and school proprietors within the legal framework. The study highlights how effective legal foundations promote access to education, safeguard stakeholders’ rights, enhance institutional accountability, and uphold the rule of law in the education sector.
PROBLEMS FACED BY UNIVERSITY UNDERGRADUATES IN THEIR DRESSING IN SOUTH EAST NIGERIA
This study investigated the problems faced by university undergraduates in their dressing in South-East Nigeria. The study adopted a descriptive survey design. It was guided by one research question and one null hypothesis. The population for the study was 131,207 university undergraduates from all the five Federal Universities in South-East Zone of Nigeria. The sample size for the study was 399 university undergraduates, derived using Taro Yamane formula, while multi-stage sampling technique was used to select the sample. Data were collected using questionnaire. Data collected were analyzed using mean and standard deviation while t-test was employed for testing the hypothesis at 0.05 level of significance. The findings of the study showed that university undergraduates struggle with a lot of problems in their dressing which include pressure, influence of social media, high desire for fashion in vogue, financial constraint, among others. Based on the findings, recommendations were made, among which is that the university should provide clear guidelines for what is acceptable or unacceptable in academic settings and make it available to students on orientation. This will help them make informed decisions on what to wear, especially when faced with any of the problems.
HEALTH EDUCATION OFFICERS’ AWARENESS AND APPLICATION OF HEALTH PROMOTION STRATEGIES FOR COMMUNITY DEVELOPMENT IN ANAMBRA STATE
This study investigated health education officers’ awareness and application of health promotion strategies for community development in Anambra State. Four research questions and four hypotheses guided the study. Descriptive survey research design was adopted for the study. The population of the study comprised all the 1,187 health education officers (Officers in Charge; OIC) in 1,187 (685 public-owned and 502 privately owned) health centres in Anambra State. The sample size of the study was 237 (137 public-owned and 100 private-owned; health education officers) drawn using proportionate stratified random sampling technique. Researcher-structured rating scales titled “Awareness of Health Promotion Strategies for Community Development Rating Scale (AWHPSCDRS) and Application of Health Promotion Strategies for Community Development Rating Scale (APHPSCDRS)” were used for data collection. The instrument was validated by three experts in the Faculty of Education, Nnamdi University, Awka. The data from the trial test were analyzed using Kuddar Richardson (K-R21) for AWHPSCDRS and Cronbach Alpha method for APHPSCDRS respectively. Data were analyzed using descriptive statistics (frequency, percentage, aggregate mean, standard deviation) and inferential statistics (chi-square, and independent t-test). The findings revealed that health education officers in Anambra State exhibit strong awareness and effective application of diverse health promotion strategies, notably policy advocacy and media campaigns as essential tools for advancing community development. The findings also revealed that public and private health education officers in Anambra State do not differ significantly in their awareness and application of health promotion strategies for community development. Based on the study findings, the study recommended among others that the Ministry of Health, non-governmental organizations, community leaders, and policymakers should provide continuous training, funding, and logistical support to sustain health education officers’ effective application of policy advocacy, media campaigns, community engagement, and service integration.
COMPUTER LITERACY SKILLS AS CORRELATE OF LIBRARIANS’ TASK PERFORMANCE IN PRIVATE UNIVERSITY LIBRARIES IN PRIVATE UNIVERSITY LIBRARIES IN SOUTH-EAST, NIGERIA
The study investigated computer literacy skills as corelate of librarians’ task performance in private university libraries in south-east, Nigeria. one objectives and research questions were formulated to guide the study. One null hypothesis was tested at 0.05 level of significance. The study adopted a correlational research design. The population of was seventy (70) comprising of all librarians from twelve (12) private universities in south-east, Nigeria used for the study and the researcher adopted census sample of the entire librarians because the population was manageable. The instrument deployed for data collection are an achievement test of computer literacy skills with Questionnaire on librarians’ task performance designed by the researcher. The instrument for data collection for the study were an achievement test and a questionnaire developed by the researcher. The instrument for data collection were achievement test on computer literacy skills with clusters titled, “Achievement Test of Librarians’ Computer Literacy Skills (ATLCLS)” and on the dependent variable, titled, “Librarians’ Task Performance Questionnaire” (LTPQ). The instrument was validated by three experts from the Faculty of Education, Nnamdi Azikiwe University. The reliability of the instrument was established using the Kuder-Richardson 20 for the achievement test and Cronbach Alpha for the questionnaire. The achievement test yielded overall reliability index of 0.85 while the questionnaire has a co-efficient value of 0.88. Direct approach method was used by the researcher aided by eight research assistants to collect data for the study and a return rate of 97% was achieved. The data collected for the study was analyzed. The Pearson Product Moment Correlation Coefficient r was used to answer the research questions. Hypotheses were tested using t-test. The findings of the study indicated among other things that the relationship was significantly significant between librarians’ computer literacy skills, and librarians’ task performance in private university libraries in south-east, Nigeria. Based on the findings, it was recommended among other things that private Universities in South-East, Nigeria should prioritize the development of vigorous ICT skills training programmes that incorporate computer literacy skills.
TOWARDS ENHANCING SCIENCE TEACHING PROCESSES: EFFECT OF DRAWING AND LIFE SPECIMEN TEACHING TOOLS (DLSTT) AND DRAWING TEACHING TOOL (DTT) ON STUDENTS’ ATTITUDE IN SECONDARY SCHOOL BIOLOGY
The study investigated the effect of drawing and live specimen teaching tools (DLSTT) and drawing teaching tool (DTT) on students’ attitude in biology among senior secondary students in the Enugu educational zone. To guide the study, three research questions were posed and three hypotheses were formulated and tested at 0.05 significant level. Quasi-experimental design, specifically the non-equivalent control group design was employed in this study while the area of this study was Enugu Education zone of Enugu State. A sample size of one hundred and forty-seven (147) SS2 biology students (60 boys and 87 girls) from four intact classes drawn from two schools with two intact classes each using multi-stage sampling technique was used for the study. One group was used for experimental (taught with DLSTT = 63 having 28 boys and 35 girls) and the other group was used as control group (taught with DTT = 84 having 32 boys and 52 girls). The instruments developed for data collection in this study was Students’ Attitude in Biology Inventory (SABI) which was structured in four-point rating scale with the following four response options to which numerical value were assigned thus: strongly agree (SA) = 4, Agree (A) = 3 Disagree (D) = 2 and Strongly Disagree (SD) = 1; with an internal consistency reliability coefficient of 0.74 arrived at using Cronbach’s alpha formula. All the research questions were answered using mean and standard deviation while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05% level of significance.The results of the study revealed that Combining Drawing and Life Specimen Teaching Tools (DLSTT) led to higher attitude scores than using Drawing Teaching Tool (DTT) alone [(2037.585) p<.000], Male and female students taught with DLSTT showed similar attitude scores with no significant difference [(.613) p>.435] and There was no significant interaction between gender and teaching tool (DLSTT vs. DTT) on attitude, though DLSTT groups performed better overall [(.090) p>.765]. In line with the findings of the study, the educational implications of the findings were highlighted, and the recommendations were equally proffered among others departments, faculties, institutions and the government in extension should provide continuous professional development opportunities for biology teachers on how to use these teaching tools in teaching to enhance their skills in utilizing DLSTT effectively, irrespective of gender.
FUEL SUBSIDY REMOVAL AND RURAL LIVELIHOODS: AWARENESS, EFFECTS, AND COPING STRATEGIES OF FARMING HOUSEHOLDS IN ENUGU STATE, NIGERIA
The study investigated the coping strategies of farming households in Enugu State, Nigeria in a post fuel subsidy era. The specific research questions of the study were to describe the socio-economic characteristics of the respondents, ascertain farming households’ awareness of fuel subsidy removal, evaluate the effect of subsidy removal on the livelihoods of the farming households, and identify the coping strategies employed by farming households in the study over fuel subsidy removal. One hundred and twenty farming households were randomly selected from a population of 3,267,837 persons. Data for the study were collected using a questionnaire. The collected data were analysed using descriptive statistics such as percentage, mean and standard deviation. The result obtained showed that there were more male headed households in the study area with average age of 49.7 years and a mean household size of five persons. Most (95.8%) of the respondent reported being aware of the fuel subsidy removal. The effects of fuel subsidy removal on the livelihoods of the farming households in the study area among others include increase in the cost of living (x=3.73, SD=0.57), increase in the cost of production (x=3.69, SD=0.69), increase in the price of farm produce (x=3.69, SD= 0.50), and increase in the cost of transportation (x=3.63, SD= 0.57). Coping strategies adopted by the respondents include reducing leisure and spending habits (x=3.42, SD=0.88), engaging in multiple jobs (x=3.35, SD= 0.96), reducing farm size and farm operations (x=3.23, SD= 0.80), collaborating in collective purchases and transportation (x=3.33, SD= 0.86) and switching to cheaper energy sources (x=3.03, SD= 0.88). It was recommended among others that targeted support programmes and policies such as youth and women empowerment be made to help households adjust to the increased fuel prices, formation and membership of cooperative societies should be encouraged and farming households should be enlightened about alternative energy sources.
ASSESSMENT OF PERSONNEL AND COLLECTION IN SCHOOL LIBRARIES IN SOUTH EAST NIGERIA BASED ON LIBRARIANS’ COUNCIL STANDARDS 2011.
The study assessed the categories of personnel and collections of school libraries in south east Nigeria based on Librarians’ Registration Council of Nigeria standards. Descriptive survey research design was adopted. The area of the study is south east Nigeria. The population of the study comprises of 20 librarians in 20 school libraries: 10 federal colleges and 10 state public secondary schools. There was no sampling as the population was manageable. The instrument for data collection was observation checklist adopted from the LRCN standards and structured interviewed. The instrument was validated by three experts. The researcher personally visited the libraries to checklist the items and interviewed the librarians. The data was analysed with percentages and presented in tables. Independent t – tests was used to test the hypotheses. The findings revealed that school libraries’ personnel in south east lack professional librarians in all school libraries except in 4 federal schools namely; FGGCIM, FGCAN, FGCEN, FGGCEN. However, library assistants are available in both federal colleges and state government public school libraries. The study also revealed that majority of the federal and the state government public school libraries lacked other supportive staff except in few libraries. Findings also revealed that the collections of school libraries in both the federal colleges and state government public schools have books. However, federal school libraries fared better than the state school libraries in digitals, references, fiction and non – fiction and periodicals. It was therefore concluded that in area of personnel and collection, both the federal school libraries and state government public school libraries fail in meeting the LRCN standards. It is therefore recommended that the federal and state ministries should employ qualified librarians, and support staff in school libraries to ensure effective management. The federal and state ministries of education should provide all school libraries with comprehensive e – books, reference materials, fiction and non – fiction, audiovisual resources to enhance learning and overall effectiveness in line with LRCN standards.
TEACHERS’ AWARENESS AND UTILISATION OF DIGITAL TOOLS FOR IMPROVED ENROLMENT IN FINE AND APPLIED ARTS IN SENIOR SECONDARY SCHOOLS, EKITI STATE
The study investigated teacher’s awareness and Utilization of digital tools for improved enrolment in fine and Applied Art in senior secondary schools in Ekiti state. Survey research was used for the study with a population size of 82 students and 12 teachers selected from public secondary schools in Ekiti State, Nigeria. The sample were selected using a purposive sampling method. A self-designed questionnaire titled “teachers’ awareness on utilisation of vodcast digital tool for teaching and learning Fine and Applied Art (TAUVDTQ), Integration level of digital tools into teaching and learning in secondary schools in Ekiti state (ILDTQ) and Factors affecting low enrolment of students in Fine and applied art. (FALEFAQ) on a Four-point scale of Strongly Agree (SA), Agree (A), Disagree (D), and Strongly Disagree (SD) was used for the data collection for the research. The instrument was validated for face and content validity by experts in Test Measurement and Evaluation, Educational Technology and Fine and Applied Arts. The reliability of the instrument was 0.75 using Cronbach alpha to calculate the coefficient alpha for the instrument. The data was analysed using descriptive statistics as mean, percentages, and standard deviation. Findings revealed that the level of integration of digital tools for teaching and learning in Ekiti State is low. It revealed that Teachers are aware and can use digital tools for teaching and learning if made available. The result shows that the factors affecting students’ enrolment for Fine and Applied Arts in Ekiti State are moderate. The researcher recommends that the integration of technological tools in the secondary schools should be encouraged by the government and school administrators to motivate teachers and students in the instructional process. Teachers should desire the use of Vodcast digital tools for teaching and learning Fine and Applied Arts having being aware of its uses for instructional purpose. The conventional method of teaching and learning of Fine and Applied Arts should be complimented with Vodcast Digital tool to attract the interest of students and improve enrolment at the senior secondary school level.
EFFECTS OF PREDICT-EXPLAIN-OBSERVE-EXPLAIN AND VEE HEURISTIC STRATEGIES ON BASIC EDUCATION STUDENTS’ ACADEMIC ACHIEVEMENT IN BASIC SCIENCE IN ANAMBRA STATE, NIGERIA
The effects of predict-explain-observe-explain (PEOE) and vee heuristic (VH) strategies on basic education students’ academic achievement in Basic Science in Anambra State, Nigeria was investigated. Two research questions and three hypotheses tested at a 0.05 level of significance guided the study. A pretest-posttest non-randomized, compare group quasi-experimental research design was adopted. A sample of 49 (12 males and 37 females) students, from a population of 2,508 (919 males and 1,589 females) upper basic eight students, offering Basic Science in Awka South Local Government Area, obtained using a multi-stage sampling procedure, was used for the study. The Basic Science Achievement Test (BSAT), with a Kuder-Richardson (KR-20) Formula coefficient of 0.70, was used to collect data on the students’ academic achievement in Basic Science. Three experts from the Faculty of Education, Nnamdi Azikiwe University, Awka, validated the instrument. The data for this study were collected through pretest and posttest administration to the students prior to and after the instructional intervention. The intervention took six weeks, using the PEOE and VH strategies. The mean, standard deviation, and Analysis of Covariance were used to analyze the collected data. The findings of the study showed that the students experienced a significant gain in their academic achievement, in favour of the VH strategy. The findings also showed that the male and female students exposed to both strategies did not differ significantly in their mean achievement scores. The study concluded that the VH strategy significantly improved the students’ academic achievement in Basic Science more than the PEOE strategy. It was recommended, among other things, that Basic Science teachers should use the VH strategy more in Basic Science classes to teach basic education students since its visual structure helps them organize ideas and reduce cognitive overload, finally leading to their improved learning outcomes.
PRINCIPALS’ DISCIPLINARY PRACTICES AS PREDICTORS OF TEACHERS’ JOB COMMITMENT IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE, nigeria
Teachers’ job commitment is vital for the achievement of set educational goals. This study examined principals’ disciplinary practices as predictors of teachers’ job commitment in public secondary schools in Anambra State. Two research questions guided the study and two null hypotheses were tested at 0.05 level of significance. Correlational research design was adopted for the study. The population of the study consisted of 7290 teachers in 267 public secondary schools in Anambra State. The sample of the study consisted 547 respondents. Random sampling procedure was used for the study. The instruments for data collection were two sets of structured questionnaires by the researcher tagged; “Principals Disciplinary Practices Questionnaire (PDPQ)”, and “Teachers Job Commitment Scale (TJCS)’’. The face validity of the instruments was established by three experts, two in Educational Management and one in Measurement and Evaluation, all from the Department of Educational Foundations, Faculty of Education, Chukwuemeka Odumegwu Ojukwu University, Igbariam Campus. The construct validity was established using Principal Component Analysis Approach. Cronbach Alpha procedure was used to determine the internal consistency of the instruments, PDPQ yielded coefficient value of 0.84, and 0.79 for TJCS. This gave an average coefficient value of 0.81. Simple regression was used to answer the research questions and to test the null hypotheses. The findings revealed that principals’ preventive disciplinary practices and corrective disciplinary practices were significant factors for predicting teachers’ job commitment in public secondary schools in Anambra State. Based on the findings of the study, it was recommended among others that principals should ensure that teachers are well informed about school rules and regulations, principals should ensure that teachers who disobey school rules are given appropriate punishment, Anambra State Post Primary School Service Commission should organize periodic training for principals on disciplinary practices. The study affirmed that the application of the assumption of Operant Conditioning Theory would expand the dimensions of use of disciplinary practices to improve teachers’ job commitment. The study established that preventive, corrective, and progressive disciplinary practice are significant factors for predicting teachers’ job commitment.
EMOTIONAL INTELLIGENCE AND COGNITIVE ENGAGEMENT AS PREDICTORS OF STUDENTS’ ACHIEVEMENT IN MATHEMATICS IN OWERRI EDUCATION ZONE
Mathematics remains a core subject in the Nigerian secondary school curriculum, yet students’ achievement continues to be consistently low despite interventions such as curriculum revisions, teacher training, remedial classes, and provision of instructional materials. This study investigated the extent to which emotional intelligence and cognitive engagement, individually and jointly, predict mathematics achievement among Senior Secondary School Two (SSII) students in Owerri Education Zone of Imo State, Nigeria. A predictive correlational research design was adopted, with a population of 17,637 SSII students across 124 government-owned secondary schools. A sample of 882 students was selected using multi-stage random sampling. Data were collected using the Emotional Intelligence Inventory (EII) with reliability coefficients of 0.76, 0.87, 0.82, 0.81, and 0.82 for self-awareness, self-regulation, motivation, empathy, and social skills, respectively; the Cognitive Engagement Scale (CES) with a reliability coefficient of 0.95; and a Mathematics Achievement Proforma. Analysis using Pearson correlation, coefficient of determination, and multiple regression revealed that self-awareness (R = .396, R² = .157), empathy (R = .207, R² = .043), motivation (R = .096, R² = .009), social skills (R = .087, R² = .008), and cognitive engagement (R = .085, R² = .007) significantly predicted mathematics achievement, while self-regulation did not (p > .05). Jointly, emotional intelligence and cognitive engagement predicted mathematics achievement with R = .536, R² = .287, and adjusted R² = .282, indicating that 28.7% of the variance in mathematics performance was explained. ANOVA confirmed the regression model’s significance (F = 57.894, p = .000). The findings emphasize that both emotional intelligence, particularly self-awareness and empathy, and cognitive engagement play substantial roles in enhancing mathematics achievement. It was recommended that schools should implement programmes to develop students’ emotional intelligence, while teachers should adopt strategies that promote active cognitive engagement to strengthen motivation, persistence, and academic achievement.
RELATIONSHIP BETWEEN ALTERNATIVE CONCEPTIONS IN ORGANIC CHEMISTRY AND ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN CHEMISTRY IN DELTA STATE
This study investigated the relationship between alternative conceptions in organic chemistry and academic achievement of secondary school students in Chemistry in Delta State. Two research questions guided the study and two null hypotheses were tested at 0.05 level of significance. A correlational research design was adopted. The population of the study comprised 4,500 senior secondary year three (SS3) students offering Chemistry in Delta North senatorial district in the 2024/2025 academic year, from which a sample of 367 students were drawn using a multistage sampling procedure. Data were collected using the Organic Chemistry Alternative Conceptions Test (OCACT) to assess students' alternative conceptions, while students' Chemistry academic achievement scores were obtained from school examination records to measure achievement. The OCACT was validated by three experts from the Departments of Science Education and Educational Foundations, at Nnamdi Azikiwe University, Awka and its reliability was established using Kuder-Richardson 20, yielding a coefficient of 0.78. Data collected were analyzed using Mean and standard deviation, Pearson’s Correlation was used to test the hypotheses. Fisher's Z-transformation test was used to determine differences in the relationship between alternative conceptions and academic achievement among male and female students. Findings revealed that students held diverse alternative conceptions in organic chemistry, which negatively affected their Chemistry achievement. The result further showed that female students exhibited more alternative conceptions than the males, and the strength of the relationship between alternative conceptions and academic achievement varied by gender. The study recommended amongst others that Chemistry teachers should identify and address students' alternative conceptions during instruction to enhance meaningful learning and achievement. Gender-inclusive teaching strategies that will engage both male and female students effectively should also be adopted.
MATHEMATICS MOTIVATION AS PREDICTOR OF UNDERGRADUATE STUDENTS’ PERFORMANCE IN MATHEMATICS
Mathematics motivation is a variable in predicting undergraduate students’’ performance in mathematics. Correlational research design was adopted. Population consists of 120 first year undergraduate mathematics students from two public universities in North western Nigeria. Sample of 92 undergraduate mathematics students participated in the study. Instruments for data collection was Mathematics Motivation Questionnaire (MMQ). Validity of MMQ was ascertained by experts in Mathematics Education. Cronbach’s alpha reliability coefficient of 0.78 was obtained for the MMQ. Finding revealed a strong positive r (0.82) indicating a significant relationship between mathematics motivation and undergraduate students’’ performance in mathematics. Additional results revealed mathematics motivation with t-value of 13.97 at p, 0.000 significantly predicts undergraduate students’’ performance in mathematics. The study recommends regular reward of students’’ academic excellence by university authorities and putting into consideration on how to improve undergraduate students’’ positive motive towards learning mathematics.
EFFECT OF SCIENTIFIC ARGUMENTATION ON SECONDARY SCHOOL STUDENTS’ PHYSICS PROBLEM-SOLVING ABILITY IN WAVES.
The problem of poor secondary school Physics students’ problem-solving abilities in waves necessitated the study. The effect of scientific argumentation on secondary school Physics students’ problem-solving ability in waves. Two research questions and two hypotheses tested at 0.05 level of significant guided the study. A quasi-experimental Pre-test, Posttest, non-equivalent control group design was adopted for the study. The population of the study consisted of 1681 SS11 Physics students. A sample of 132 SS11 Physics students was drawn through simple random sampling techniques from two (2) co-educational schools in Nsukka education zone was used for the study. Simple random sampling technique by balloting method was used to select two schools from co-education schools because gender is a variable in the study. The two schools were assigned to experimental and control groups. Two intact classes in each school were randomly selected. The experimental group was taught waves using scientific argumentation and the control group was taught waves using lecture method. The instrument for data collection were Pre-Problem Solving Test (Pre-PST) and Post-PST. The instrument PST were trial-tested in 24 SS11 students of Igbo-Etiti Secondary School Ikolo which was outside the zone of the sampled schools. The data collected from PST were tested using Kuder-Richardon (K-R 20) with a reliability index of 0.87 were obtained which granted the use of the instrument for the study. Mean and standard deviation scores were used to answer the research questions while analysis of covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significant. The result of data analysis showed that scientific argumentation is superior to lecture in facilitating students’ development problem-solving abilities. There was no significant difference in mean problem-solving scores of male and female SS11 Physics students after the treatment. The result of the study also revealed that students taught Physics using scientific argumentation strategy had higher mean problem-solving scores than their counterparts taught with lecture method. In line with the findings of the study, the educational implications of the findings were highlighted and the recommendations equally proffered. Physics teachers, and authors of Physics textbooks should adopt scientific argumentation when teaching or writing of textbook to enhance students’ acquisition of problem-solving ability for an improve performance.
RELATIVE EFFECTIVENESS OF PRACTICAL AND PROJECT-BASED LEARNING ON STUDENTS’ SCIENCE PROCESS SKILL ACQUISITION IN BIOLOGY IN AGUATA EDUCATION ZONE
The study explored the relative effectiveness of practical and project-based learning on students’ science process skill acquisition in Biology in Aguata Education zone of Anambra State. Three purposes of study, two research questions and two hypotheses guided the study and relevant literature were also reviewed. The study adopted a quasi-experimental design with a population of 1098 and sample of 105 (57 males and 48 females) of SS 2 Biology students. The sample was obtained using multi-stage sampling procedure. Science Process Skill Acquisition Test was used as instrument for data collection. The instruments were subjected to face and content validation. SPSAT reliability of 0.94 was established using Kudder Richardson 20. Mean and Standard Deviation were used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The study revealed that students in the practical based learning group have higher science process skill acquisition score than those in project-based learning group. However, there was no significant differences in students’ science process skill acquisition of observing, inferring, classifying, communicating, measuring, and predicting. The study also observed that female students have higher science process skill acquisition than their male counterpart in the use of practical based learning while male students’ science process skill acquisition is better than their female counterpart in the use of project-based learning. From the findings it was concluded that practical based learning boosts science-process skills acquisition in Biology. From the conclusions, implication was that stake holders should advocate for universal, equitable and varied instructional strategies. Teacher’s adoption of a blended approach that leverage strengths of both methods was recommended.
EFFECT OF POLYA’S PROBLEM-SOLVING INSTRUCTIONAL STRATEGY ON SENIOR SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN GEOMETRY
This study investigated the Effect of Polya’s Problem-Solving Instructional Strategy (PPSIS) on Senior Secondary Two (SS II) Students’ Achievement in Geometry in Nasarawa Central Senatorial District, Nasarawa State, Nigeria. Three research questions and three hypotheses guided the study. Quasi-experiment of the pre-test, post-test non-equivalence control group research design was adopted for the study. Senior secondary two (SS 2) students from all the 63 public secondary schools in Nasarawa Central Senatorial District totaling nine thousand, three hundred and seventy-four (9,374) formed the population of this study. The sample of the study comprised two hundred and seventeen (217) students (101 males and 116 females) drawn from 4 randomly sampled schools from the four local government areas in the district. Geometry Achievement Test (GAT) with reliability coefficients of 0.71 (for internal consistency) and 0.85 (for stability) was used as instruments for data collection of the study. Mean and standard deviation were used to answer the research questions while analysis of covariance (ANCOVA) was used to test the hypotheses at 95% confidence level. The results revealed among others that: PPSIS significantly enhanced the mean achievement of the students in geometry more than the conventional chalk and talk method. Equally, the result further revealed that there was no significant difference between the mean achievement scores of male and female students taught geometry using PPSIS. While the interaction between the methods and gender on the students mean achievement scores in geometry was not statistically significant. The study concluded that PPSIS was superior to the conventional chalk and talk method in enhancing students’ academic achievement in geometry. Based on the findings of the study, it was recommended among others that mathematics teachers should prioritize the use of PPSIS since it has been proven to have a significant positive effect on the academic achievement and retentive ability of the students in geometry.
ANALYSIS OF PHYSICAL EDUCATION LECTURERS’ ACCESSIBILITY TO EMERGING TECHNOLOGIES IN TEACHING PHYSICAL EDUCATION IN SOUTHEASTERN NIGERIAN UNIVERSITIES.
Physical education, dedicated to the in-depth study of human movement and its profound influence on health and physical performance, is traditionally taught through conventional methods in Southeastern Nigerian universities. However, the integration of modern technologies can revolutionize this discipline. This study investigates the accessibility to emerging technologies by physical education lecturers in these universities, highlighting a pressing need for transformation. This research aimed to uncover whether physical education lecturers have access to modern technologies in their teaching practices, comparable to those in other academic fields. Employing a survey design, this study engaged 110 lecturers across federal and state universities, with 94 responses analyzed through a meticulously validated questionnaire titled Physical Education Lecturers’ Accessibility to Emerging Technologies in Teaching Physical Education (PELAETTPE). Internal reliability was confirmed with an impressive overall Cronbach's Alpha of 0.85. The findings revealed a critical barrier: lecturers are significantly limited in their access to essential technologies such as multimedia tools, interactive whiteboards, wearable tech, augmented reality, and virtual reality. This limitation severely hampers their ability to enhance student engagement and learning outcomes. Despite recognizing the potential benefits of these technologies, lecturers face daunting challenges, including inadequate infrastructure and insufficient technical support. The study analysis concluded with a significant positive difference in technology accessibility between federal and state universities, warranting the rejection of the null hypothesis. The researcher urges university administrators in Southeastern Nigeria to invest in these modern tools, provide robust technical support, and facilitate ongoing professional development for lecturers. By doing so, they will not only enrich the teaching and learning experience but will also foster improved student outcomes in physical education.
COMPUTER EDUCATORS’ PERCEPTION OF E-ASSESSMENT IN PUBLIC UNIVERSITIES IN ENUGU STATE
This study investigated computer educators’ perception of e-assessment in public universities in Enugu state. The study was guided by four research questions. Theoretically, the study was anchored on the unified theory of acceptance and use of technology (UTAUT) proposed by Venkatesh et al in 2003. The design of the study was descriptive survey. A total population sampling technique was used to sample 25 education lecturers from two public universities in Enugu state. The instrument for data collection was a 48-item questionnaire developed by the researcher. Three experts validated the instrument. The reliability index of 0.83 was obtained using Cronbach Alpha method. The data collected were analyzed using frequency, percentage count, mean scores and standard deviation. The finding of the study revealed that in overall, computer education lecturers in public universities in Enugu state utilized Google forms App, Module project, Survey Monkey, Free online surveys and Organized computer-based test for students’ academic assessment while the other 11 e-assessment platforms were not utilized in this regard. The findings of the study also revealed that computer education lecturers possessed the skills required to use e-assessment platforms for students’ academic assessment. The challenges relating to poor network connectivity, hacking of e-learning/e-assessment platforms by unauthorized users, lack of sufficient facilities like laptops, desktops, furniture etc., poor funding to build more ICT laboratories and many others affect the use of e-assessment platforms by lecturers for assessing students in universities surveyed. The study further revealed that partnering with network providers, provision of free WIFI in every part of the school, building and equipping ICT laboratories were revealed as some of the solutions to these challenges.
CONTINUOUS ASSESSMENT AND MOCK EXAMINATION SCORES AS PREDICTORS OF SECONDARY SCHOOL STUDENTS’ ACADEMIC PERFORMANCE IN ONITSHA EDUCATION ZONE, ANAMBRA STATE
Continuous assessment and mock examination scores are key indicators used to evaluate students’ academic progress and readiness for external examinations. They provide a more comprehensive picture of students’ academic performance. This study investigated continuous assessment and mock examination scores as predictors of senior secondary school students’ academic performance in WASSCE in Computer Science in Onitsha Educational Zone of Anambra State. To guide the study, five research questions were answered and five hypotheses tested. The study adopted a correlational research design. The population of the study consisted all 1,117 senior secondary school three students (SS3) that registered for 2024/2025 computer science WASSCE examinations and with a sample of 226 (104 male and 122 female) students determined through multistage sampling procedure. The data was the existing academic records of the students in continuous assessment (CA), mock examination (MOCK) and West Africa Examination Council (WASSCE) scores in computer science, which will be available at the time of the study. The instrument was validated by two experts of which one was from the Department of Science Education and one from Educational Measurement, Evaluation and Research Unit of the Department of Educational Foundations, all from Nnamdi Azikiwe University, Awka. There was no reliability of the instruments as the instruments are considered reliable since they were scores gotten from Onitsha Educational Zone. The data collected was analyzed with Pearson Product Moment to answer the research questions while Ordinary Least Square simple and multiple regressions using Statistical Package for Social Sciences (SPSS) version 26 was used to test the null hypotheses at 0.05 level of significance. The findings of the study revealed among others that, continuous assessment scores predicted secondary school students’ academic performance in WASSCE Computer Science in Onitsha Education Zone of Anambra State. Again, mock examination scores predicted secondary school students’ academic performance in WASSCE Computer Science in Onitsha Education Zone of Anambra State. Based on the findings, it was recommended among others that, the mock examination questions should be properly moderated by the examination committee in order to ensure that they conform to the standard nature of WASSCE examination questions.