Socio-Dynamic Errors in the Assessment of Readability Using the Cloze Approach

This study explored socio-dynamic errors associated with the use of cloze in determining readability of texts. This study employed a causal comparative design. The study was conducted in Enugu State of Nigeria. Two secondary schools were drawn from each of the three socio-cultural zones of Enugu State. One passage was developed from each zone in such a way that the contents of the passages reflect popular practices, artifacts, and issues that are relevant to the zone. Errors were recorded with respect to individual cloze passages across students of the three socio-cultural groups. Frequencies and Chi-square test were employed in data analysis. Results reveal significant socio-dynamic errors relating to figure- ground incongruence and proximity conflicts in determining readability using the cloze approach. KEY WORDS: cloze, socio-dynamic, readability, comprehensibility, figure-ground, fixed-ratio, proximit

Effects of Concept Mapping Instruction Approach on Students’ Achievement in Basic Science

The study investigated the effects of concept mapping on students’ achievement in basic science. The study was carried out in Ebonyi State of Nigeria. The study employed a quasi experimental design. Specifically the pretest posttest non-equivalent control group research design was used. The sample was 122 students selected from two secondary schools drawn from the population through a simple random sampling. One school was used for treatment and the other for control. The treatment group was taught basic science with concept mapping approach while the other was taught with conventional method. Three research questions and three null hypotheses guided the study. Mean, standard deviation and the Analysis of Co-Variance (ANCOVA) were used to analyze data. Results showed that concept mapping fosters students’ achievement in basic science than conventional method. It boosts the achievement of both male female students in the subject. In addition there is no interaction between gender and teaching methods on students’ achievement in basic science. Keywords: Concept Mapping, Achievement, Basic Science, Conventional Metho

Effect of Guided Scoring Approach to Science Instruction on Senior Secondary School Students Achievement in Algebra

The study investigated the effect of guided scoring instructional approach on senior secondary school students’ achievement in algebra. The study employed a non-equivalent control group quasi-experimental design. The study was conducted in two secondary schools. In one of the schools, intact class of SSII was assigned to the treatment group while in the second school the intact classes of SSII were assigned to the control group. The treatment group was taught algebra using guided scoring instructional package while the control group was taught algebra using the conventional teaching package. Three research questions and three null hypotheses guided the study. Algebra Achievement Test (AAT) was used to collect data for the study. The data were analyzed using mean, standard deviation and analysis of covariance (ANCOVA). The result revealed that guided scoring instructional strategy is superior to the conventional teaching strategy in facilitating achievement in algebra. The study also revealed that although with guided scoring instructional approach male students showed higher achievement than the female students, the difference in the mean achievement of males and female students taught using the guided scoring strategy is not statistically significant. Keywords: Algebra, Guided scoring strategy, Achievement, Treatment interactions, Arithmeti

A Case for Ethnoscience Based Science Classrooms

Abstract- It was previously believed that useful knowledge was only generated in laboratories or research institutions for subsequent transmission to the ignorant peasants. Available evidence has revealed that these peasants are not actually ignorant but endowed with complex knowledge system that could transform the world if appropriately harnessed, hybridized and incubated in a more organized science classroom. This paper presents appropriate background, rationale and procedures for integration of indigenous knowledge systems into formal science classrooms processes and instructional modules. Key words- Constructivism, ethnobiology, ethnochemistry, ethnomathematics, ethnomedicine, ethnoscience, and ethnophysics