Efficacy of Reflective Questioning Instructional Strategy on Students’ Achievement in Gas Laws Contents of Secondary Schools Chemistry

This study investigated the efficacy of reflective questioning instructional strategy on students’ achievement in gas laws contents of secondary schools Chemistry. A pre-test-post-test, control group quasi-experimental research design was adopted in the study. The participants were 129 students (72 females and 57 males) of four intact classes sampled from two government owned secondary schools in Nigeria using multi-stage sampling procedure. Two intact classes each were assigned to experimental and control groups respectively. Data collection was done using a 25-item gas laws achievement test (GLAT). Data collected were analyzed using mean, standard deviation and analysis of covariance (ANCOVA). The result showed that there was a significant difference between the experimental and control groups indicating that reflective questioning instructional strategy enhances students’ achievement in gas laws. Also, there was no significant influence of gender on the mean achievement scores of students in gas laws and there was no significant interaction effect of questioning instructional strategies and gender on students’ achievement in gas laws. Chemistry teachers and pre-service teachers should be trained on how to adopt reflective questioning instructional strategy in the classroom instructions.

Assessment of Awareness Level of e-Learning Classroom Strategies of University Lecturers: Implication for Evaluation of Library and Information Science Resources

The emergence of information technology has brought a drastic change in the role of university libraries. University Libraries play key role in supporting e-learning implying that Library and information science personnel can significantly assist in the integration of information resources in the process of electronic learning. Thus, this study investigated lecturers’ level of awareness of e-learning classroom strategies. Descriptive survey design was adopted for the study. The sample comprised 149 lecturers teaching integrated science courses. Instrument used for data collection was a questionnaire titled Lecturers’ Awareness Level of E-learning Strategies (LALES). LALES was validated and the reliability index of the items was estimated at 0.897 using Cronbach’s Alpha method. The data collected were analyzed using mean and standard deviation to answer the research questions while the hypotheses were tested using t-test. Findings revealed among others, that the lecturers were partially aware of strategies to facilitate e-learning. Based on the findings, it was recommended among others that the Nigerian government should provide e-learning facilities through proper evaluation of Library and information science resources