14 research outputs found
Perceived Effect of Practice on Secondary School Chemistry Students: the Case Study of Selected Schools in the Ovia North Eastlocal Government Area, Edo State, Nigeria.
No full textThis study investigated the perceived effect of practical senior secondary school student & amp;#39; performance in chemistry: the case study of selected schools in Ovia North East Local government area, Edo state. To achieve this purpose, three research questions were raised. The study design was quasi-experimental, using pre-test and post-test approaches. The study population consisted of all public senior secondary schools in the Ovia North East Local Government, Edo State, while the study sample size was 400 students drawn from the twenty- seven (27) public senior secondary schools in the local government area. Simple random sampling techniques was used to select fourteen school representing fifty percent. Purposive sampling was used to select 400 students from the fourteen schools. The instrument for the study was an achievement test drawn from past questions from the West African Examinations Council (WAEC) and the National Examinations Council (NECO). Two teachers of Chemistry and three Measurement and Evaluation experts validated the test items. The reliability of the instrument was checked using the Kuder-Richardson formula 20 reliability statistics and gave an index of 0.89. The collected data were analyzed using the mean and standard deviation, the t-test, and a two-way analysis of variance
Perceived Effect of Practice on Secondary School Chemistry Students: the Case Study of Selected Schools in the Ovia North Eastlocal Government Area, Edo State, Nigeria.
No full textThis study investigated the perceived effect of practical senior secondary school student & amp;#39; performance in chemistry: the case study of selected schools in Ovia North East Local government area, Edo state. To achieve this purpose, three research questions were raised. The study design was quasi-experimental, using pre-test and post-test approaches. The study population consisted of all public senior secondary schools in the Ovia North East Local Government, Edo State, while the study sample size was 400 students drawn from the twenty- seven (27) public senior secondary schools in the local government area. Simple random sampling techniques was used to select fourteen school representing fifty percent. Purposive sampling was used to select 400 students from the fourteen schools. The instrument for the study was an achievement test drawn from past questions from the West African Examinations Council (WAEC) and the National Examinations Council (NECO). Two teachers of Chemistry and three Measurement and Evaluation experts validated the test items. The reliability of the instrument was checked using the Kuder-Richardson formula 20 reliability statistics and gave an index of 0.89. The collected data were analyzed using the mean and standard deviation, the t-test, and a two-way analysis of variance
Perceived Effect of Practice on Secondary School Chemistry Students: the Case Study of Selected Schools in the Ovia North Eastlocal Government Area, Edo State, Nigeria.
No full textThis study investigated the perceived effect of practical senior secondary school student & amp;#39; performance in chemistry: the case study of selected schools in Ovia North East Local government area, Edo state. To achieve this purpose, three research questions were raised. The study design was quasi-experimental, using pre-test and post-test approaches. The study population consisted of all public senior secondary schools in the Ovia North East Local Government, Edo State, while the study sample size was 400 students drawn from the twenty- seven (27) public senior secondary schools in the local government area. Simple random sampling techniques was used to select fourteen school representing fifty percent. Purposive sampling was used to select 400 students from the fourteen schools. The instrument for the study was an achievement test drawn from past questions from the West African Examinations Council (WAEC) and the National Examinations Council (NECO). Two teachers of Chemistry and three Measurement and Evaluation experts validated the test items. The reliability of the instrument was checked using the Kuder-Richardson formula 20 reliability statistics and gave an index of 0.89. The collected data were analyzed using the mean and standard deviation, the t-test, and a two-way analysis of variance
Attitude of Undergraduates towards Early Childhood Education as a Course of Study: A Case Study of the University of Benin
No full textThis study investigated the attitude of undergraduates towards Early Childhood Education as a course. The population and sample of the study were the two hundred and eighty-eight Early Childhood Education Students at the Institute of Education, Ekehuan Campus, University of Benin, Benin City. The instrument for this study was a questionnaire. The data were analysed using mean, standard deviation, the independent sample t-test and analysis of variance (ANOVA). The findings from the analysis of the data showed that undergraduate students’ attitude towards Early Childhood Education as a course was positive; there was a significant difference in the attitude of male and female undergraduates towards Early Childhood Education; and there is a significant difference in the attitude of undergraduates towards Early Childhood Education based on the students’ level. The study therefore, recommended that government and stakeholders should put more efforts into developing and implementing proper curriculum and programmes for Early Childhood Education in Nigeri
Public Secondary School Teachers’ Knowledge and Application of Formative Assessment in the Teaching of Mathematics in Benin Metropolis.
No full textTeaching and learning is incomplete without assessment. Mathematics, as a subject is indispensable because it forms the bedrock of the development of any nation, hence, it is made a core subject. For the teaching and learning of Mathematics to be effective and meaningful, the teachers must learn the art of formative assessment, which is ‘assessment as you go’. This study therefore, examined the knowledge and application of formative assessment in the teaching of Mathematics in public secondary schools in Benin Metropolis. To achieve it, three research questions were raised. The study adopted the survey research design, and the population of the study consisted of Mathematics teachers in Benin Metropolis, while the sample size was 188. A structured questionnaire was used for the data collection. It was validated by experts in Measurement and Evaluation, with a reliability index of 0.89. The data were analysed using descriptive statistics of mean and standard deviation and Chi-square statistics. A normative mean of 32.50 and 37.50 was used to ascertain teachers’ knowledge and application of formative assessment. The findings revealed that the Mathematics teachers were knowledgeable in the art of formative assessment, but their application of it in teaching Mathematics was low. Also, only years of experience influenced the knowledge and application of formative assessment. It was recommended that the teachers should be trained on how to apply formative assessment in the teaching of Mathematics
MENTORING AND JOB SATISFACTION, AS PREDICTORS OF TEACHERS’ RETENTION IN PUBLIC SECONDARY SCHOOL IN BENIN CITY, NIGERIA
No full textThe supply and demand of teachers in the educational industry is an important challenge faced by many countries of the world, including Nigeria. This shortage of teachers was occasioned by the departure of older and more experienced teachers from the profession, while a low number is recruited and this has affected negatively student learning and had also incurred large economic costs. It has been observed that schools the world over, struggle to recruit and retain quality teachers because the teachers are not satisfied with their job due to poor welfare. The study examined mentoring and job satisfaction as predictors of teachers’ retention in public secondary schools in the Benin City. To achieve this purpose, four research questions were raised. The descriptive survey research design was adopted for the study. The population of the study consisted of teachers in the 150 public secondary schools in Benin City, while the sample size was 700 teachers drawn from 50 schools. The research instrument was a questionnaire titled “Teachers Mentoring and Job Satisfaction Questionnaire (TMTSQ)”. It was validated by three experts in Measurement and Evaluation, and two others from Educational Management at, the University of Benin, Nigeria. The reliabilities of the instrument were ascertained using Cronbach Alpha and gave alpha values of 0.89 and 0.90 for mentorship and job satisfaction of teachers. The data collected were analyzed using mean, standard deviation, multiple regression, and ordinal regression. The findings that emerged from the study showed that the retention rate of teachers was high, and the level of mentorship and job satisfaction of teachers was also high. It also revealed that mentorship and job satisfaction predict teachers’ retention significantly, and the experience of teachers increases the likelihood of teachers’ retention in secondary schools. It was therefore recommended among others that, for teachers to be retained in secondary schools, mentoring strategies and job satisfaction measures should be adopted
Difficult Topics in Mathematics as Perceived by Senior Secondary School One Student in Benin Metropolis, Edo State
No full textThe study investigated the perceived difficult topics in Senior Secondary Schools (SSI) Mathematics by students in Benin Metropolis, Edo State. Four research questions guided the study. The study adopted a descriptive survey research design. The population consisted of senior secondary school one students (SSI) students in Benin City, Edo State. [1]The sample size consisted of 250 students selected from 16 public and 30 private senior secondary school one (SSI) students in Benin City using the multi-stage sampling technique. The questionnaire was the instrument for data collection. The validity of the instrument was ascertained by three experts in the field of Mathematics, and Measurement and Evaluation, at the Institute of Education, University of Benin. The reliability of the instrument was ascertained using the Cronbach alpha reliability statistic and gave an alpha value of 0.89. The data collected were analysed using mean and standard deviation, and the independent sample t-test, at a 0.05 level of significance. The findings revealed that simple equations and variation, quadratic equations, geometrical construction, trigonometry, formal geometry, mensuration, and logical reasoning were perceived by the students as very difficult, modular arithmetic was difficult while number base system, indices, and statistics and data presentations were less difficult. In addition, a significant difference exists in the perception of difficult mathematics topics by gender, school location and schools. It was recommended among others that workshops should be organized for the teachers of mathematics to train them on how to effectively teach the identified difficult mathematics topics in the senior secondary one school curriculu
Computer Science Teachers' Knowledge And Application Of Formative Assessment In Secondary Schools In Benin City
No full textThis study examined the knowledge and application of formative assessment in teaching Computer Science in Secondary Schools in Benin City. To achieve this, three research questions were raised. The descriptive survey design was adopted for the study. The population of the study consisted of Computer Science teachers in public and private Secondary Schools in Benin City. The sample size for the study was 300 Computer Science teachers in some selected public and private Secondary Schools in Benin City. The research instrument used for the collection of data was a questionnaire titled "Secondary School Teachers' Knowledge and Applications of Formative Assessment in Computer Science Questionnaire (SSTKAFACSQ)". The validity of the instrument was determined by three experts in Measurement and Evaluation, and two others from Computer Science Education, University of Benin, Nigeria. The reliability of the research instrument was ascertained using the Cronbach alpha reliability statistics and yielded alpha values of 0.89 and 0.90. The data collected were analyzed using mean, standard deviation, and Chi-square statistics. The findings showed that the teachers had a high knowledge of formative assessment and its application in the teaching of Computer Science, and the teachers in public schools had a better level of the applications than their counterparts in private schools. The study also revealed that qualification and school ownership of teachers were determining factors in Computer Science teachers' application of formative assessment. However, the application of formative assessment was not dependent on the sex and years of experience of teachers. It was therefore recommended that public and private Secondary School teachers should be trained on the use of formative assessment in Computer Science, as well as how to use the various tools and techniques. Government at the State and Federal levels should ensure that teachers without the prerequisite teaching qualification should desist from teaching
Exploring the Impact of Academic Stress on Junior Secondary School Students in Oredo Local Government Area, Edo State, Nigeria
No full textThis study investigated the impact of academic stress on Junior Secondary School Three (JSS3) students in Oredo Local Government Area, Edo State, Nigeria. Using a descriptive survey design, data were collected from 500 students across public and private schools through a validated questionnaire (Cronbach’s alpha = 0.84). Data were analyzed using means, standard deviations, frequency counts, and independent samples t-tests. Findings revealed that JSS3 students experience high levels of academic stress, with the most significant contributors being high parental and teacher expectations, heavy workloads, and frequent examinations. While no significant difference was found in stress levels between male and female students, private school students reported higher stress compared to their public-school counterparts. The study concludes that academic stress among JSS3 students is systemic and shaped by unrealistic expectations, potentially undermining students’ well-being and academic achievement. It recommends the integration of stress management programs into school curricula, the strengthening of guidance and counseling services, sensitization of parents and teachers, provision of balanced academic workloads, and policy interventions to ensure supportive learning environment
Management of Disciplinary Problems in Primary and Secondary Schools in Nigeria
No full textThe school as an agent of socialization is among other functions which model the behaviour of people who pass through it. But a cursory look at the school today shows that there is a downward trend with respect to the way its products acts, most especially the misbehaviour of primary and secondary school students. The mis-behaviour stems from the management of disciplinary problems in public primary and secondary schools in Nigeria. As society changes, educators are faced with the task of coping with various forms of indiscipline including truancy, fighting, damaging school property, disrespect for teachers , extortion, cultism and sexual harassment This paper therefore, identified the various forms of indiscipline and factors responsible for it, the effects and the various management styles and their effectiveness.  
