Effect of Globe Game on Students Interest and Achievement in Longitude and Latitude

This study was designed to determine the effect of globe game on students' interest and achievement in longitude and latitude. Three research questions and three null hypotheses were formulated. Design for the study was a quasi-experimental non-equivalent control group's pre-test and post-test design. The sample for this study comprised of Two hundred and eighty four S S11 students. Six secondary schools were drawn through a stratified random sampling technique. Three schools (one male, one female and one co-educational) were assigned to the treatment group while the remaining three schools were assigned to the control group. The treatment group was taught longitude and latitude using the globe game approach while the control group was taught longitude and latitude using the conventional method. Longitude and Latitude Achievement Test was used to collect data on the achievement of students, the Longitude and Latitude Interest Scale was also used to collect data on interest of students in longitude and latitude. Research questions were answered using mean and standard deviation while hypotheses were tested using the Analysis of co-variance (ANCOVA) at an alpha level of 0.05. The result revealed that globe game approach is superior to the conventional method in facilitating interest and achievement but no significant interaction between gender and instructional method. The researchers therefore, recommended that globe game approach should be used in secondary school system. Keywords: Globe Game, longitude and attitude. DOI: 10.7176/JEP/10-23-06 Publication date: August 31st 201

Effect of Globe Game on Students Achievement and Retention in Longitude and Latitude

This study was designed to determine the effect of globe game on students' achievement and retention in longitude and latitude. To carry out the study, three research questions and three null hypotheses were formulated. Design for the study was a quasi-experimental non-equivalent control group's pre-test and post-test design. The sample for this study comprised of Two hundred and eighty four S S11 students. Six secondary schools were drawn through a stratified random sampling technique. Three schools (one male, one female and one co-educational) were assigned to the treatment group while the remaining three schools were assigned to the control group. The treatment group was taught longitude and latitude using the globe game approach while the control group was taught longitude and latitude using the conventional method. Longitude and Latitude Achievement Test was used to collect data on the achievement and retention of students. Research questions were answered using mean and standard deviation while hypotheses were tested using the Analysis of co-variance (ANCOVA) at an alpha level of 0.05. The result revealed that globe game approach is superior to the conventional method in facilitating achievement and retention in longitude and latitude, but there was no significant interaction between gender and instructional method on students' achievement and retention in longitude and latitude. The researcher therefore, recommended that globe game approach should be used in secondary school system. Keywords: Globe game, Longitude, Latitude and Retention. DOI: 10.7176/JEP/10-32-03 Publication date: November 30th 201

Influence Of Facebook and Instagram Social Networking Sites Usage on Computer Science Students’ Academic Achievement in Tertiary Institutions in South East Zone, Nigeria

The purpose of the study was to ascertain the influence of Facebook and Instagram social networking sites usage on Computer Science students’ academic achievement in tertiary institutions in South East Zone, Nigeria. Two research questions and two null hypotheses tested at 0.05 level of significance guided the study. Correlational research design was adopted for the study. The population of the study consists of (859) eight hundred and fifty nine of 2019/2020 academic session in the five federal universities in South East Zone while (615) six hundred and fifteen third year Computer Science students were using the social networking sites under study. The sample size of 242 respondents was selected using Taro Yamane formula among the social networking sites users and 19%, 21%, 19%, 20% and 22% of respondents were selected proportionately using simple stratified random sampling technique among the social networking sites users from five federal universities in South East Zone. Structured questionnaire and Computer Science Achievement score from the Computer Science Department of the Federal Universities in South East Zone were used for data collection. Computer Science Achievement score from the Computer Science Department of the Federal Universities were not subjected to any other validation and reliability assessment exercise because it is an official valid document domiciled in the Departments and Exams and Records of the federal universities under study. The questionnaire was validated by three lecturers and the internal consistency of the (questionnaire) instrument was determined using Cronbach Alpha coefficient method which yielded an overall reliability estimate of 0.79. Research questions were analyzed using the Pearson’s Product Moment Correlation Coefficient (r) and coefficient of determination (r2) while the hypotheses were tested at the 0.05 level of significance using Simple Linear Regression procedures. The result of the study found out that the usage of Facebook and Instagram social networking sites all recorded positive predictive influence on Computer Science students’ academic achievement. It also revealed that the usage of Facebook does not significantly influence Computer Science students’ academic achievement while Instagram significantly influence Computer Science students’ academic achievement. It was recommended among others that Teachers can adopt new strategies by channeling assignments or discussions on social networking sites like Instagram to help inculcate the habit of using these sites for academic work.Students should be encouraged to utilize social networking sites like Instagram in a manner that will promote their academic achievement positively. They should be encouraged to create educational groups and see how to use that to enhance their academic growth and worth. Keywords: Facebook, Instagram, Social Networking Sites, Tertiary Institution, Computer Science DOI: 10.7176/JEP/13-30-16 Publication date:October 31st 202

Effects of Cooperative Learning Strategy on Secondary School Students’ Achievement and Knowledge Retention in Biology

The study investigated the effects of cooperative learning strategy on the achievement and knowledge retention of secondary II students in biology in Ebonyi State, Nigeria. Two research questions and one hypothesis guided the study and quasi experimental research design was used. The population of the study was 24,459 secondary II students and a sample of 161 students comprising 78 males and 84 female were used drawn from four (4) co-educational boarding secondary schools through simple random sampling technique. Two schools were assigned to the experimental group while the other two schools were assigned to the control group through tossing of coin. The treatment group was exposed to learning of Biology with the cooperative learning strategy while the control group was exposed to learning of biology with the conventional approach. A Biology Achievement Test (BAT) was used to collect data for students’ achievement and was rearranged to collect data for knowledge retention. The research questions were answered using mean and standard deviation while the hypothesis was tested using ANCOVA at 0.05 level of significance. The results revealed that cooperative learning strategy is superior to conventional learning strategy in fostering high achievement and knowledge retention. It was recommended that biology teachers should adopt the cooperative learning strategy to improve students’ achievement and knowledge retention. Keywords: Cooperative learning, learning together, knowledge retention, academic achievement. DOI: 10.7176/JEP/12-32-07 Publication date: November 30th 202

Effects of Algebraic Process Board Game on Students Interests and Achievement in Algebra

The study investigated the effects of algebraic process board game on senior secondary students interest and achievement in algebra. Four research questions and four null hypotheses were formulated. Design for the study was a quasi-experimental non-equivalent control groups pre-test and post-test design. The population for the study comprised of all the 5210 senior secondary students in the area of study while the simple random sampling technique was used to draw four senior secondary schools (SSS) with 455 students as the sample. Two schools each were randomly assigned to the treatment and control groups. Mathematics interest inventory (MII) and mathematics achievement test (MAT) of multiple choice type, developed by the researchers validated and yielded reliability coefficient of 0.74 and 0.71 respectively were used for data collection. The treatment group was taught algebra using algebraic process board game while the control group was taught using conventional talk and chalk method. Research questions were answered using mean and standard deviation while` the hypotheses were tested using ANCOVA at an alpha level of 0.05. The results revealed that the Algebraic Process Board Game is superior to the conventional method in facilitating interest and achievement but no significance interaction between gender and method. The researchers therefore recommended that the algebraic process board game approach should be used in teaching algebra. Keywords: Algebraic Process, Board Game. DOI: 10.7176/JEP/10-29-05 Publication date:October 31st 201