Effect of Ethnochemistry Based Instructional Package on Students’ Achievement in Chemistry

The study investigated the effect of ethno-chemistry based instructional package on Student’s Achievement in Chemistry. The study adopted quasi experimental research design. The instrument used for data collection is Chemistry Achievement Test (CAT), with the reliability index of 0.70 using Kuder-Richardson (K-R20) approach. Four co-educational schools were drawn from all the co-educational schools in Enugu State through simple balloting. Out of the four schools drawn for the study two were assigned to the treatment group while the remaining two schools were assigned to the control group. The treatment group was taught chemistry using ethnochemistry-based approach in while control group was taught chemistry using conventional method. The same topics were taught to both the treatment and control groups. Four regular chemistry teachers from the four schools were used as research assistants.Before the onset of the experiment, subjects in both treatment and control groups were given the pre-test. After the pre-test the regular chemistry teachers started the experiment in their respective schools adhering strictly to the lesson procedure that was developed from the packages during the pre-experimental conference. The experiment was conducted during the normal school periods, following the normal timetable of the school. At the end of the experiment that lasted for 8 weeks the teachers administered the post-tests to the subjects in the two groups. Three research questions and three null hypotheses guided the study. The research questions were answered using mean and standard deviation while the hypotheses were tested at 0.05 level of significance using Analysis of Covariance (ANCOVA). The study revealed that students taught chemistry using ethnochemistry based instructional package had significantly higher mean achievement scores than those taught using conventional package and that there is no significant difference in the mean achievement scores of male and female students taught chemistry using the ethnochemistry-based approach. The study further revealed that there is interaction between methods and gender on students mean achievement scores in chemistry. Keywords: Ethnochemistry, Ethnoscience, Achievement in chemistry, Chemistry students DOI: 10.7176/JEP/14-17-01 Publication date:June 30th 2023

Effects of Classroom Interaction Patterns on Secondary School Students’ Achievement in Ecology

This study investigated the effects of classroom interaction patterns on senior secondary school students' achievement in ecology. A quasi-experiment of the pre-test, post-test non-equivalent control group design was adopted. Three groups were involved in the study. The first group was subjected to competitive interaction; the second group was subjected to cooperative interaction while the third group was subjected to individualistic interaction method. A total of ninety-three students (50 males and 43 females) from three intact classes were used for the study. The Ecology Achievement Test (EAT) was utilized as the data collection tool, with a reliability coefficient of 0.96. Research questions were answered using mean and standard deviation while the hypotheses were tested using analysis of Co-variance (ANCOVA) at a 95% confidence level. Findings revealed that students taught ecology in a cooperative classroom had higher mean achievement scores than those taught in individualistic and competitive classrooms interaction patterns. Furthermore, it was discovered that cooperative classroom interaction patterns had a significant effect on students' mean achievement scores in ecology. It was recommends that biology teachers prioritize the use of cooperative classroom interaction to facilitate biology instruction because of its proven efficacy in advancing students' achievement in ecology. Keywords: Classroom Interaction Patterns, Biology, Ecology, Achievement in Ecology DOI: 10.7176/JEP/13-27-02 Publication date:September 30th 202

Junior Secondary School Students Achievement in Computer Studies: A Closer Look at Modelling Instructional Approach

This study explored the effect of modelling instructional approach on junior secondary school students’ achievement in computer studies. The study adopted a pretest, post-test, non-equivalent control group design, three research questions and three null hypotheses guided the study. Four secondary schools were drawn for this study from co-educational secondary schools in Abakaliki Education zone was used for the study. Out of the four schools two were assigned to the treatment group while the remaining two were assigned to the control group through simple balloting. The treatment group was taught computer studies using modelling approach, while the control group was taught the same topics using the conventional approach. The instrument used for data collection is Computer Studies Achievement Test (CSAT). The instrument was subjected to face and content validation. It was also subjected to tests of internal consistency. A reliability index of 0.88 using Kuder-Richardson’s (K-R20) approach was obtained after pilot test of the instruments. The CSAT was further subjected to a test of stability using the test retest procedure which yielded a stability coefficient of 0.86. Research questions were answered using adjusted mean and standard deviation while the hypotheses were tested at 95% confidence level using the Analysis of Co-variance (ANCOVA). Summary of result reveals that modelling approach is superior to the conventional approach in enhancing students’ achievement in computer studies. There is no significant interaction between methods and gender on students mean achievement scores in computer studies. There is no significant difference in the mean computer studies achievement scores of male and female students who were taught computer studies using modelling approach Keywords: Modelling Instructions, Academic Achievement, gender, computer Studies DOI: 10.7176/JEP/13-26-07 Publication date:September 30th 202

Effects of Heuristic Method of Teaching on Students ’ Achievement in Algebra

Abstract- This study investigated the effects of heuristic method of teaching on students ’ achievement in algebra. The study employed a non equivalent control group quasi experimental design. The study was carried out in Anambra State of Nigeria. Two schools were used for the study. The treatment group was taught topics in theory of indices using heuristic method while control group was taught the same topics using Conventional Approach. At the onset of the experiment pre-test (Algebra Achievement Test) was administered to the students in the two groups while at the end of the treatment session that lasted eight weeks the same Algebra Achievement Test was administered to the students as post-test.. Three research questions and three Null hypotheses guided the study. The research questions were answered using mean and standard deviation while the Null hypotheses were tested at an alpha level of 0.05 using Analysis of Covariance (ANCOVA). The Results of the study show that the heuristic approach is superior to the conventional approach in fostering students ’ achievement in linear algebra. The study further revealed that male students taught linear algebra using the heuristic method performed better than their female counterparts and that there is no interaction between method and gender on students ’ achievement in linear algebra

Content Coverage and Readability of Science Textbooks in Use in Nigerian Secondary Schools

This study evaluated the content coverage and readability of science textbooks in use in Nigerian secondary schools. The study utilized an evaluation design. The study was limited to the core sciences studied at both the junior and senior secondary schools. They are Physics, Chemistry, Biology and Basic Science.  A total of one thousand eight hundred and forty-eight research subjects comprising one thousand eight hundred students and forty-eight science teachers were used for the study. Two research questions and one null hypothesis guided the study. The research questions were answered using the quantitative model for textbook evaluation developed by Emerole (2008) while the hypothesis was tested at 0.05 level of significance using Chi-square test of goodness of fit. The finding revealed that all the science textbooks evaluated covered the contents of the core curriculum. The result of data analysis revealed that three out of four evaluated textbooks in biology are readable.  Modern Biology for Senior Secondary Schools had readability mean score of 38.41%, Essential Biology for Senior Secondary Schools had 72.4%, College Biology for Senior Secondary Schools had 66.29% while Comprehensive Biology for Senior Secondary Schools had readability index of 60.1%. The data on readability for physics, chemistry and basic science indicate that they are readable. Based on the findings the researchers made specific recommendations with respect to the textbooks recommended for use in the four subject areas in Nigerian secondary schools. This will provide a template and guide for ministry of education in recommendation of science textbooks for secondary schools. In addition, it will serve as a basis and guide for review of science textbooks in use in both junior and senior secondary schools. Keywords: content coverage, readability, science textbooks, secondary schools DOI: 10.7176/JEP/13-7-06 Publication date:March 31st 202