Godfrey Okoye University Journals
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EFFECTS OF EXPOSITORY ADVANCE COGNITIVE ORGANIZER ON SENIOR SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN MATHEMATICS IN ENUGU EAST L. G. A. OF ENUGU STATE
No full textThe consistent poor achievement of students in Mathematics has continued to generate reactions from both the government and stakeholders in education sector. Against this background, several efforts have been made to find solutions to the problem. It is on this note that this study investigated effect of expository advance cognitive organizer on senior secondary school students’ achievement in Mathematics in Enugu East L. G. A. Enugu State, Nigeria. The study has two research questions and three research hypotheses. It adopted a non-equivalent control group quasi-experimental research design. The sample size for this study was 157 which was made up 59 males and 98 females. Out of the 10 public secondary schools in Enugu East L.G.A., five are co-educational schools and two schools were randomly chosen from the five schools. In each of the two schools sampled, two intact classes were randomly selected and used for the study. The instrument used for data collection was Circle Geometry Achievement Test (CGAT). The reliability coefficient of the CGAT was determined to be 0.75 using K-R 20 formula. The instrument was administered to the students before the treatment and after the treatment. The research questions were answered with mean and standard deviation while the hypotheses were tested with ANCOVA probability level of .05. After the data analysis, the following findings were made: students taught circle geometry with expository advance cognitive organizer achieved better than the students taught with traditional method; there is no significant difference between the mean scores of male and female students with expository advance cognitive organizer. Based on the findings, the researcher recommended that, in addition to organizing conferences for in-service Mathematics teachers; seminars and workshops should be organized by the school board for Mathematics teachers on how to use advance cognitive organizers in teaching Mathematic
EFFECTS OF CLASS AND HOMEWORK ON STUDENTS’ ACHIEVEMENTS IN BIOLOGY IN SECONDARY SCHOOLS IN ENUGU EAST LOCAL GOVERNMENT AREA OF ENUGU STATE OF NIGERIA
No full textThe continuous deteriorating trend of students’ achievement in biology had given concern to all facets of the society. Also the method of teaching used by teachers in teaching Biology in Nigerian secondary schools had been implicated. In view of the above problems, the present research work was designed to investigate the effects of class and homework on SS2 students’ achievement in Biology. The researcher adopted a non-equivalent quasi-experimental design. A sample of 240 SS2 students was drawn from the three schools in Enugu East L.G.A. of Enugu State. In each of the three school used, two intact classes were randomly drawn, one intact class was then randomly assigned to the experimental groups 1 and II. The two groups were taught using class and homework for experimental group I and experimental group II respectively. A research questions and a hypothesis guided the study. Relevant data for the study were collected using Biology Achievement Test (BAT). Research question was answered using mean and standard deviation while hypothesis was tested using Analysis of Covariance (ANCOVA). The results revealed that the use of homework in teaching Biology in the secondary schools was found to achieve higher than those taught using classwork. Some recommendations were made based on the findings of the stud
INTEGRATING COMPUTER-ASSISTED INSTRUCTION IN QUANTITATIVE REASONING IN MIDDLE BASIC EDUCATION: AN IMPERATIVE TO REPOSITIONING EDUCATION FOR THE 4TH INDUSTRIAL REVOLUTION
No full textAs the Fourth Industrial Revolution (4IR) ushers in rapid technological advancements, the ability of pupils to engage in self-directed learning becomes increasingly crucial. To address the evolving educational landscape, this study investigates the impact of Computer Assisted Instruction (CAI) on enhancing the quantitative reasoning skills of middle school pupils. CAI is a method that leverages computers for instruction, progress tracking, and feedback. The research, conducted in the Enugu Education Zone of Enugu State, employed a quasi-experimental design, targeting 8924 middle basic two pupils across 98 schools during the 2019/2020 academic session. A sample of 490 pupils was selected using stratified, purposive, and simple random sampling techniques. The study utilized the Quantitative Reasoning Achievement Test (QRAT), a validated 40-item multiple-choice test with a reliability coefficient of 0.77 (KR-20). Data were analyzed using mean, standard deviation, and Analysis of Covariance (ANCOVA) at a 0.05 significance level. The findings indicate that pupils taught using CAI outperformed those taught through traditional methods. The study recommends the uniform implementation of CAI across schools in the Enugu Education Zone to standardize learning outcomes and ensure equitable instruction in quantitative reasoning amid the 4I
Information, Communication, and Technology (ICT) Integration in Mathematics Classroom: A Challenge for Nigeria
No full textBeyond the school-age population, people must be aware and come to terms with the interplay of technological advancement in all spheres of life endeavours. The management of such advancements needs to be tackled at the instructional levels of the learning enterprise. Information and communication technology (ICT) is a promising practice in mathematics classrooms, but its success depends mainly on several issues, such as teachers\u27 perception of ICT capabilities, teachers\u27 attitudes towards the contribution of ICT to mathematics teaching, and students\u27 understanding of mathematics. The success of ICT integration exercises in mathematics classrooms depends largely on these issues. Despite the many challenges faced, Nigeria has great hopes for improving the outcome of education and learning. This requires the cooperation of policymakers, educators, and stakeholders to improve technology access, provide adequate teacher training and support, align curriculum and assessments with ICT standards, address privacy and security issues, and invest in infrastructure and maintenance. This paper provided an exploratory study that looked into the feasibility of combining ICT with traditional teaching methods in Mathematics Education in Nigeria. The management of this combination lies in the domain of education policies and implementation structures. The study proposed implications and consequences of the integration of ICT in Mathematics Education by exploring plausible causes/scenarios for the performance and disposition of teachers and students towards the use of ICT in teaching mathematics in Nigeria
Introducing Transformative Pedagogies in Teaching and Learning of the English Language: A Strategy for Educational Sustainability
No full textThe shift from traditional classrooms to digital platforms has transformed language acquisition in the 21st century, making sustainability education more critical than ever. This theoretical study examines the intersection of education and sustainability within the context of English language teaching and learning. It explores how transformative pedagogies can support sustainable practices in an evolving technological landscape. The first section defines sustainability education, outlining its goals and the importance of equipping students with the linguistic skills to address complex environmental, social, and economic challenges. However, integrating sustainability into language instruction poses challenges, such as aligning sustainability topics with language learning objectives. This work highlights these issues and their societal implications, stressing the need to redesign educational systems with sustainability at the forefront. The study proposes transformative pedagogical strategies that educators and policymakers can adopt to foster a generation of socially and ecologically conscious global citizens. Ultimately, it offers practical recommendations for integrating sustainability into curricula, guiding stakeholders in navigating the challenges posed by technological disruption in language education
EFFECT OF THREE ALGERAIC GAMES ON JUNIOR SECONDARY SCHOOL STUDENTS’ RETENTION IN ALGEBRA IN ENUGU STATE
No full textThis study investigated the Effect of three Algebraic Games on Junior Secondary School Students’ retention in algebra. Two research questions and three hypotheses guided the study. Non-equivalent control group quasi-experimental design was used for the study. The population of the study was 5,476 Junior Secondary School two (JSS II) students in the 31 government schools in Enugu Education Zone of Enugu State. A sample of 380 JSS II students drawn from two boys’ secondary schools and two girls’ secondary schools in Enugu education zone was employed for the study. Two JSS II classes were randomly assigned to experimental and control groups in each of the schools. The students were taught by their normal class mathematics teachers who served as research assistants. The instrument for data collection was Algebra Achievement Test (AAT). The instrument was constructed by the researcher, face validated by three experts, two from Mathematics Education, one from Measurement and Evaluation and content validated through table of specification. A trial test was carried out to verify the reliability of the instrument. Kuder Richardson 20 formula (K-R 20) was used to establish the reliability of AAT and the reliability coefficient was 0.73. Mean and standard deviation were used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 alpha level. Major findings of the study revealed that the students taught algebra with three Algebraic Games retained knowledge gained more than those taught with Expository Method. There was no significant difference between male and female students taught algebra with three algebraic games. There was no significant interaction effect of teaching methods and students’ gender on students’ retention. The researcher recommended that Four Algebraic Games should be used by Mathematics teachers in teaching algebra, Mathematics teachers should be retrained through seminars, conferences, workshops and in-service training on how to apply the strategy for instructional improvement in algebra among other
FACTORS MILITATING AGAINST EFFECTIVE TEACHING OF COMPUTERS STUDIES IN SECONDARY SCHOOLS IN ENUGU EAST AND ENUGU NORTH LOCAL GOVERNMENT AREAS OF ENUGU STATE
No full textThe study investigated the factors militating against effective teaching of computer studies in secondary school in Enugu East and Enugu North Local Government Areas of Enugu State. Descriptive survey research design was used for the study. The population of the study comprised the entire computer teachings teaching in secondary schools within Enugu East and Enugu North Local Government Areas. There are twenty (20) schools in Enugu East and Enugu North. We estimated about fifty-two (52) computer teachers in the two local government areas. All the fifty two (52) teachers were used for the study. Therefore, there was no sampling. The data analyzed using the mean score showed that non-availability, poor maintenance and irregular power supply and lack of qualified teachers contributed to effective teaching of computer education in secondary schools in Enugu East and Enugu North Local Government Areas of Enugu State. Conclusion was made and it was recommended that government and private organization should help in providing computer equipment and facilities. The government should ensure that there is regular power such as generator for the school. Therefore, teachers teaching this subject should be qualified
Assessment of 21st Century Competencies Science Education Lecturers Possess in Universities in Enugu State, Nigeria
No full textThis study investigated 21st-century competencies possessed by science education lecturers at the University of Nigeria Nsukka and Godfrey Okoye University Enugu. One research question and three null hypotheses guided the study, adopting a descriptive survey research design. The sample for the study comprised 67 Faculty of Science Education lecturers at the University of Nigeria Nsukka and Godfrey Okoye University Enugu. A simple random sampling technique was used to select the sample. Data was collected using a 20-item 21st-century competency questionnaire developed by the researchers. The instrument was validated by three validators in educational measurement and evaluation at the Faculty of Education, University of Nigeria Nsukka. A 0.79 coefficient of internal consistency index was for the instrument using Cronbach Alpha. The collected data were analyzed using frequency, percentage, mean, standard deviation, t-test, and ANOVA statistics. Findings revealed that communication and collaboration skills are possessed by Science Education lecturers to a high extent, whereas learning and innovation skills, information literacy skills, digital literacy skills, and life career skills are possessed to a low extent. Also, there was a significant difference in the 21st-century competencies of science education lecturers based on gender, experience, and qualification. The study concluded that 21st-century competencies are vital for lecturers to thrive in modern society and recommends that tertiary institutions organize in-service hands-on workshops to teach lecturers 21st-century competencies; and lecturers should see private avenues to improve their 21st-century skill
Education and Development: Way Forward in Repositioning Education in the 4th Industrial Revolution
No full textTeacher education is a vital part of the educational process. In the last decade, teachers have made significant progress in the field of teacher education. In this paper, we discuss the current state of the art in the teaching of English as a foreign language. We also review the current research trends in the subject of teaching and learning, examining teachers\u27 educational needs and emerging priorities, and examining their perspectives on teacher education and development. Now, it becomes necessary that the teachers should change or modify themselves to the demands or the needs that are arising in society. That change; change in the teacher’s training; teaching and learning materials; theoretical and practical aspects; curriculum; professional development; evaluation and assessment and many more, etc., in the same area, has also to be taken into consideration. This paper focuses on the study of the concept of teacher education, its various components, and various facets of teacher development and associated factors. Teacher Education and Development should be prioritized, we can empower teachers to provide high-quality education and prepare students for success in our societ
Smart Green Schools in Enugu State: Overcoming Perceived Future Challenges, Embracing Opportunities for Sustainable Education
No full textThe implementation of smart green schools in Enugu State presents both perceived future challenges and opportunities in the realm of education and sustainability. Challenges include initial infrastructure costs, technological integration hurdles, and the need for extensive teacher training to adapt to new educational paradigms. Additionally, ensuring equitable access to these facilities across urban and rural areas poses a logistical challenge. However, the prospects are promising. Smart green schools offer an opportunity to revolutionize education by incorporating technology for interactive learning experiences, enhancing students’ digital literacy skills. These schools also prioritize environmental sustainability through energy -efficiency, infrastructure, waste reduction measures, and eco-friendly curriculum integration, fostering a culture of environmental stewardship among students. Furthermore, the implementation of smart green schools aligns with global trends towards sustainable development, positioning Enugu State as a leader in environmentally conscious education. It has the potential to attract funding and partnerships from government and non-governmental organizations dedicated to sustainability initiatives. The adoption of smart green schools in Enugu State presents its share of perceived challenges; the potential benefits far outweigh them. With proper planning, investment, and commitment from stakeholders, these schools can serve as models of innovative, sustainable education contributing to the holistic development of students and the advancement of Enugu State’s educational landscape