Godfrey Okoye University Journals
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EXTENT OF SAFETY MEASURES IN SECONDARY SCHOOL SCIENCE LABORATORIES IN ABAKALIKI EDUCATION ZONE OF EBONYI STATE.
No full textThe focus of this study is to investigate the extent of safety measures, in secondary school science laboratories in Abakaliki Education Zone of Ebonyi State. Two research questions and one hypothesis guided the study. The study employed descriptive survey design. This is to enable the researcher describe the extent of safety measures and make decisions based on empirical evidence. The researcher used a total number of seventy-two (72) public secondary schools, out of 78 public secondary schools in the zone. This is because, six secondary schools out of 78 public secondary schools in the zone do not have science laboratory at the time of this research data collection. The researcher did not sample since, the number of secondary schools in the zone was not high. A four-point scale structured questionnaire developed by the researcher was used to collect data on the safety measures. The instrument is made up of fourteen (40) items. Mean and standard deviation were used in answering the research questions while, Analysis of variance (ANOVA) was used to test the hypothesis at 0.05 level of significance. The results revealed that the extent of safety measures in secondary school science laboratories in Abakaliki Education Zone of Ebonyi State was high. Based on the findings of the study, the researcher therefore, recommended that Government of Ebonyi State and school authorities should keep up the present level of laboratory safety measures in secondary school science laboratories in the state by collaborating with curriculum developers to review the existing curriculum and integrate the basic tenets of laboratory safety measures in the curriculu
STRATEGIES FOR IMPROVING THE UTILIZATION OF ICT FACILITIES FOR TEACHING AND LEARNING CHEMISTRY IN SENIOR SECONDARY SCHOO IN UDI LGA.
No full textA descriptive study investigated technology integration in teaching and learning of chemistry in Udi Local Government Area. Two research questions guided the study and were answered using the mean and standard deviation. Two hypotheses were tested using t-test statistics at the 0.05 level of significance. The study has a target population of 340 students. Its sample size consists of 184 respondents: ninety-seven males and eighty-seven females. The instrument for data collection which was structured by the researchers is known as technology integration in the teaching and learning of chemistry (TITLC). Cronbach alpha’s formula was used to determine the reliability of the instrument, which has an index of 0.85 for TITLC. The results showed that all the identified strategies helped to improve the utilization of ICT facilities for the teaching and learning of chemistry in secondary schools. However, all the factors identified affect the use of ICT facilities. The result of the hypotheses showed that there was no significant difference in the mean rating of male and female students on strategies that help improve technology integration in chemistry. Lastly, there was no significant difference in the mean rating of male and female students among all the factors affect the use of ICT facilities .In accordance with the findings and conclusion of the study, the .recommendations were proffered among the other governments and institutions
USE OF DIGITAL TOOLS IN ENHANCING THE CAPABILITIES OF DOCTORAL SUPERVISORS IN RESEARCH SUPERVISION IN PUBLIC UNIVERSITIES IN ENUGU STATE
No full textThe study assessed the use of digital tools in enhancing the capabilities of doctoral supervisors in research supervision in public universities in Enugu State. This study was guided by two research questions and two hypotheses. The study adopted a descriptive survey research design. The population for the study was 294 academic staff which comprised 176 male and 118 female academic staff. There was no sampling procedure because the population was manageable. The instrument for data collection was a 10-item researcher-structured questionnaire titled “Use of Digital Tools by Doctoral Supervisors for Research Supervision Questionnaire (UDTDSRSQ)”. The instrument was validated by three research experts, two in Department of Educational Management and one in Measurement and Evaluation unit of Department of Mathematics and Computer Education, all from Faculty of Education, Enugu State University of Science and Technology (ESUT), Enugu. To ascertain the internal consistency of the instrument, Cronbach Alpha statistic was used which yielded 0.83 and 0.81 for clusters 1 and 2 with an overall reliability index of 0.80 which indicates that the instrument was reliable. The research questions were answered using mean and standard deviation while the hypotheses were tested with t-test statistic at 0.05 level of significance. The findings of the study indicated that most academic staff do not use the identified digital tools in research supervision in public universities in Enugu State notwithstanding its numerous benefits. In view of the findings, the researcher recommended that Universities should organize regular workshops and training sessions to enhance academic staff’s digital literacy and competence in using digital tools for research supervisio
INFLUENCE OF FAMILY BACKGROUND VARIABLES ON THE ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL PHYSICS STUDENTS’
No full textThe physics students’ poor learning outcomes and achievement has warranted this study. The study therefore, examined the influence of family background on the academic performance of Secondary school Physics students in Enugu North Local Government Area of Enugu State, Nigeria. The study was anchored on Bowen theory of Human Behavior. The study adopted a correlational survey research design. Three null hypotheses guided the study. The study targeted students, teachers, and parents. The population of the study was 1670 SSS 2 physics students in Enugu North L. G. A. of Enugu state. The sample size of the study was 180 SS 2 Physics students. The Simple random sampling technique was used to select the students’ participants of the study. The study used questionnaire titled Family Background Scale (FBS) to collect data. Data were analyzed using path analysis to test the proposed hypotheses. The findings of the study revealed that parental socio-economic status contributed 37% prediction to physics students’ academic achievement. Also, that parental educational background impacted 35% prediction of physics students’ academic achievement. Based on the findings, it was recommended that the school management and teachers should help to sensitize the parents on the importance of the family on the students’ holistic formation especially their academic achievemen
FACTORS MILITATING AGAINST THE EFFECTIVE IMPLEMENTATION OF NURSERY SCHOOL MATHEMATICS CURRICULUM IN ISI-UZO LOCAL GOVERNMENT AREA OF ENUGU STATE.
No full text: This study was designed to investigate the factors that affect the effective implementation of nursery school mathematics curriculum in Isi-uzo local government area of Enugu State. Two research questions guided the study and a descriptive survey research design was adopted. A sample size of 100 nursery school teachers drawn from the government schools found in the three clusters of the local government representing 57.5% of the total population of 174 government nursery school teachers were used for the study. A questionnaire titled Factors Militating against the Effective Implementation of Nursery School Mathematics Curriculum Questionnaire (FMAEINSMCQ), with 20 items drawn on 4 points scale was used to collect data. The instrument was validated by research experts. The data were analyzed using frequency distribution and mean rating. The findings revealed that poor funding and class size, affect the effective implementation of nursery school mathematics curriculum and recommended that more fund should be channeled to the educational system and school heads should develop a yard stick for admitting pupils so as to check over population in classroom
AVAILABILITY AND UTILIZATION OF INSTRUCTIONAL MATERIALS FOR BLENDED TEACHING AND LEARNING OF SCIENCE EDUCATION IN TERTIARY INSTITUTIONS IN ENUGU STATE
No full textThis study investigated the availability and use of instructional materials for blended teaching and learning of science education in tertiary institution in Enugu state. A descriptive survey research design was adopted in the study. Sixty science educators drawn through simple random sampling served as sample. Researcher-made structured questionnaire was the instrument for data collection. Analysis of data was done using mean and standard deviation (descriptive statistics) to answer the research questions while Pearson product moment correlation (inferential statistics) was used to test the hypotheses at 0.05 level of significance. The findings revealed that science educators and students have regular access to the school computers to low extent and that most schools have resources for blended teaching and learning to a low extent and can compare materials used with an interactive whiteboard to low extent. Again most of the facilities necessary for blended teaching and learning approach are available to a low extent. The findings also revealed that teachers undergo training on blended teaching and learning to a low extent. Based on these findings, it is recommended that government should equip tertiary institutions with enough resources and facilities necessary for blended teaching and learning, and should organize regular trainings on the use of blended teaching and learning approach for science teachers in tertiary institutions
ROLE OF METACOGNITIVE LEARNING STRATEGY IN IMPROVING METACOGNITION SKILLS IN SCIENCE, TECHNOLOGY ENGINEERING AND MATHEMATICS (STEM)
No full textThe integration of metacognitive learning strategies in STEM education plays a pivotal role in developing self-regulated, adaptable, and innovative learners. These strategies empower students to plan, monitor, and reflect on their learning processes, fostering critical skills such as problem-solving, adaptability, and resilience. By emphasizing metacognition, educators equip students with the tools necessary for lifelong learning, ensuring their preparedness for academic and professional success in STEM fields. While challenges in implementation persist, the numerous benefits—enhanced learning outcomes, greater independence, and increased confidence—highlight the importance of these strategies in shaping knowledgeable, self-aware individuals capable of thriving in a dynamic, technology-driven world. Therefore, this paper considers the role of metacognitive learning strategy in improving metacognition skills in science, technology engineering and mathematics (STEM) in order to stimulate debate and offer insights
TOPICAL ISSUES AND PROSPECTS OF TRADITIONAL AND PORTFOLIO ASSESSMENTS FOR IMPLEMENTATION OF CORE CURRICULUM AND MINIMUM ACADEMIC STANDARDS IN NIGERIAN UNIVERSITIES.
No full textDemands for new knowledge and skills in the 21st Century are impacting teaching, learning, and assessment in universities in Nigeria. The National Universities Commission (NUC) in 2022 introduced Core Curriculum and Minimum Academic Standards (CCMAS) for the Nigerian Universities System. Part of the implementation strategy of the CCMAS is the introduction of modern teaching methods. The ultimate goal is for students in Nigerian universities to acquire experiential learning. However, the assessment strategies critical to modern teaching methods were not incorporated in the implementation document of the CCMAS. Unfortunately, traditional assessments cannot evaluate experiential learning. This paper analysed topical issues and prospects of using conventional and portfolio assessments in the Nigerian university system. The paper established that despite the capacity of portfolio assessment to provide a nuanced, holistic, and student-centred evaluation of learning, most lecturers in the universities in Nigeria, still use traditional assessment. It recommended, among others, a robust educational policy direction to support the introduction of portfolio assessment in the Nigerian university system
APPRAISAL OF THE PERFORMANCE OF SCHOOL BASED MANAGEMENT COMMITTEE IN THE ADMINISTRATION OF SECONDARY SCHOOLS IN ENUGU STATE
No full textThe study appraised the performance of School Based Management Committee in the administration of secondary schools in Enugu State. Two research questions guided the study and two null hypotheses were tested at 0.05 level of significance. The study adopted a descriptive survey research design. The population for the study was 590 respondents which comprised principals and SBMC Chairmen in the secondary schools in Enugu State. The sample for this study remained the 590 respondents. The researcher made use of the entire population because it was manageable. The instrument for data collection was a 22-item structured questionnaire titled “Performance of School Based Management Committee in Secondary School Administration Questionnaire (PSBMCSSAQ)”. To ascertain the face validity of the instrument, the questionnaire was given to two experts in Educational Management and one expert in Measurement and Evaluation Unit of Department of Mathematics and Computer Education, all from Faculty of Education, Enugu State University of Science and Technology, Enugu. Reliability was gotten using Cronbach Alpha method. The computation yielded 0.82 and 0.80 for clusters 1 and 2 respectively with an overall reliability estimate of 0.81. Mean and standard deviation were used to answer the research questions while t-test statistic was used to test the null hypotheses. The findings of the study revealed that SBMC has performed in the administration of secondary schools in the aspect of school budget in Enugu State to a low extent. Also, SBMC has performed in the administration of secondary schools as regards the maintenance of physical facilities in Enugu State to a great extent. In view of the findings of the study, recommendations were made among others that SBMC should be allowed to partake in budget planning in the secondary schools in Enugu State in order to effectively manage the school resource
A FRACTIONAL-ORDER OPTIMAL CONTROL MODEL FOR EXAMINATION MALPRACTICE IN GREEN SMART SCHOOLS
No full textThe Green Smart School Initiative is a concept that seeks to promote sustainable practices in schools. The idea is to integrate green technology, energy efficiency, and environmental education into the school environment. In this study, a fractional order examination malpractice optimal control model for the effective implementation of green smart school initiative in the sense of Caputo is formulated. The host population is divided into five mutually exclusive compartments of susceptible, malpractice, punished or disciplined, recovered and resistant individuals. The positivity, existence and uniqueness result of the model were established, and the two equilibria, that is, the malpractice free and malpractice presence equilibrium solutions of the model in the presence of effective examination malpractice control strategies for the green smart school initiative are presented. The graphical representation showing the basic reproduction number when less than unity is is displayed. Simulations involving the effectiveness of the control strategies in prevention and control of examination malpractice for the smooth implementation of the green smart school initiatives are observed. In addition, we graphically illustrate the optimal control of the strategies with numerical technique of fractional multi-Stage Differential Transform Method via Matlab which showed that the control strategies is capable of preventing and controlling examination malpractice and subsequently facilitating the effective implementation of green smart school initiativ