Ekwue N L, Ajaegba N M, Umukoro P, O. M, Amos-Emeaso C P
This study investigates the effectiveness of GeoGebra application on geometrical mathematics among secondary school students in Delta state. Dynamic mathematics software (GeoGebra) is a freely available interactive dynamic software for the teaching and learning of mathematics that combines geometry and algebra into a single package. A descriptive survey and quasi–experimental design was used, specifically, the pretest-posttest non-equivalent control group. The population consists of all the SS 2 students and mathematics teachers in all the public and private schools in Delta State. Fifteen mathematics teachers participated in the online workshop and that form the sample size of the teachers and 600 students were sampled, but 516 scripts were returned. Three (3) research questions guide the study. Two instruments were developed for the study; Mathematics Ability Test (MAT) and a Questionnaire on Mathematics Teacher's Attitudes toward GeoGebra Software (QMTAGS) were used for data collection. MAT was administered as a pre-test and post-test to the experimental and control groups which have 15 objective questions, while QMTAGS was administered to teachers after the workshop exercise on the GeoGebra software which contained 14 multiple-choice items. The data obtained were subjected to mean and standard deviation. The result of the findings showed that GeoGebra makes the teaching and learning of mathematics fun and enjoyable and factors responsible for mathematics teachers’ non-access to digital teaching of mathematics are lack of computer-literate skills, non-availability of computer lab software, lack of power supply, and lack of professional development. Male students performed better than their female counterparts; private schools also performed better than public school students. It was recommended that GeoGebra should be fully integrated into Nigeria’s education curriculum.
{"title":"Effectiveness of geogebra application on geometrical mathematics among secondary schools students in delta state","authors":"Ekwue N L, Ajaegba N M, Umukoro P, O. M, Amos-Emeaso C P","doi":"10.4314/gjedr.v22i1.8","DOIUrl":"https://doi.org/10.4314/gjedr.v22i1.8","url":null,"abstract":"This study investigates the effectiveness of GeoGebra application on geometrical mathematics among secondary school students in Delta state. Dynamic mathematics software (GeoGebra) is a freely available interactive dynamic software for the teaching and learning of mathematics that combines geometry and algebra into a single package. A descriptive survey and quasi–experimental design was used, specifically, the pretest-posttest non-equivalent control group. The population consists of all the SS 2 students and mathematics teachers in all the public and private schools in Delta State. Fifteen mathematics teachers participated in the online workshop and that form the sample size of the teachers and 600 students were sampled, but 516 scripts were returned. Three (3) research questions guide the study. Two instruments were developed for the study; Mathematics Ability Test (MAT) and a Questionnaire on Mathematics Teacher's Attitudes toward GeoGebra Software (QMTAGS) were used for data collection. MAT was administered as a pre-test and post-test to the experimental and control groups which have 15 objective questions, while QMTAGS was administered to teachers after the workshop exercise on the GeoGebra software which contained 14 multiple-choice items. The data obtained were subjected to mean and standard deviation. The result of the findings showed that GeoGebra makes the teaching and learning of mathematics fun and enjoyable and factors responsible for mathematics teachers’ non-access to digital teaching of mathematics are lack of computer-literate skills, non-availability of computer lab software, lack of power supply, and lack of professional development. Male students performed better than their female counterparts; private schools also performed better than public school students. It was recommended that GeoGebra should be fully integrated into Nigeria’s education curriculum.","PeriodicalId":197960,"journal":{"name":"Global Journal of Educational Research","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130365379","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ekon Esther Etop, Sambo Godswisdom Iboro, Ashiwere Isaac Obogo
This study examined the influence of locally available instructional materials on biology students’ academic achievement in Abak Local Government Area of Akwa Ibom State. To guide the study, 2 research questions and 2 research hypotheses were formulated. A pretest, posttest non-equivalent quasi-experimental research design was used in the study. A sample of 75 senior secondary school two (SS 2) biology students from 2 co-educational public secondary schools in intact classes were used for the study. The instrument for data collection was Senior Secondary School Biology Achievement Test (SSSBAT) with reliability index of 0.81. The data collected were analyzed using Analysis of Covariance (ANCOVA) at .05 level of significance to test the hypotheses. The findings revealed that there is a significant influence of locally available instructional materials on biology students’ academic achievement. Also, there was no significant influence of gender on the use of locally available instructional materials on biology students’ academic achievement. It was recommended amongst other that biology teachers should be encouraged to source for and use locally available instructional materials for effective teaching and learning as it stimulates biology students critical thinking/imaginative skills as well as help in reducing subject abstraction phobia, thus, improving biology students’ academic achievement.
{"title":"Influence of locally available instructional materials on biology students’ academic achievement in abak local government area of akwa ibom state, nigeria.","authors":"Ekon Esther Etop, Sambo Godswisdom Iboro, Ashiwere Isaac Obogo","doi":"10.4314/gjedr.v22i1.9","DOIUrl":"https://doi.org/10.4314/gjedr.v22i1.9","url":null,"abstract":"This study examined the influence of locally available instructional materials on biology students’ academic achievement in Abak Local Government Area of Akwa Ibom State. To guide the study, 2 research questions and 2 research hypotheses were formulated. A pretest, posttest non-equivalent quasi-experimental research design was used in the study. A sample of 75 senior secondary school two (SS 2) biology students from 2 co-educational public secondary schools in intact classes were used for the study. The instrument for data collection was Senior Secondary School Biology Achievement Test (SSSBAT) with reliability index of 0.81. The data collected were analyzed using Analysis of Covariance (ANCOVA) at .05 level of significance to test the hypotheses. The findings revealed that there is a significant influence of locally available instructional materials on biology students’ academic achievement. Also, there was no significant influence of gender on the use of locally available instructional materials on biology students’ academic achievement. It was recommended amongst other that biology teachers should be encouraged to source for and use locally available instructional materials for effective teaching and learning as it stimulates biology students critical thinking/imaginative skills as well as help in reducing subject abstraction phobia, thus, improving biology students’ academic achievement.","PeriodicalId":197960,"journal":{"name":"Global Journal of Educational Research","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126992087","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The influence of hybrid learning environments on professional development in teacher education was the focus of this paper. It also examined how professionalism in teaching relates with reflective teaching. In this paper, hybrid learning environments was defined as educational model that utilizes the benefits of both on-line and on-campus learning. All the lecturers (742) and students (2,046) of the three Faculties of Education, University of Calabar constituted the population of the study (2,788) from where a sample size of 500 (140 lecturers and 360 students) was selected. Multiple sampling methods were adopted in selecting the sample, including stratified, simple random and purposive sampling methods. A 15-item researcher made questionnaire was used to elicit data from respondents. It was a survey research study and descriptive statistics (frequency counts, weighted means, standard deviation and percentages were adopted for data analysis. A mean score of 2.00 formed the significant/acceptance level. It was found that hybrid learning environments are models of professional development in teacher education especially in the post COVID-19 pandemic. It also found that professionalism in teaching relates positively with reflective teaching. It was recommended that more learning and teaching opportunities should be created by universities and colleges for flexibility in instructional options and that continual deepening of knowledge and skills should be encouraged.
{"title":"Hybrid learning environments for professional development in teacher education: university of calabar, nigeria as a case study","authors":"Okon Abigail Edem","doi":"10.4314/gjedr.v22i1.7","DOIUrl":"https://doi.org/10.4314/gjedr.v22i1.7","url":null,"abstract":"The influence of hybrid learning environments on professional development in teacher education was the focus of this paper. It also examined how professionalism in teaching relates with reflective teaching. In this paper, hybrid learning environments was defined as educational model that utilizes the benefits of both on-line and on-campus learning. All the lecturers (742) and students (2,046) of the three Faculties of Education, University of Calabar constituted the population of the study (2,788) from where a sample size of 500 (140 lecturers and 360 students) was selected. Multiple sampling methods were adopted in selecting the sample, including stratified, simple random and purposive sampling methods. A 15-item researcher made questionnaire was used to elicit data from respondents. It was a survey research study and descriptive statistics (frequency counts, weighted means, standard deviation and percentages were adopted for data analysis. A mean score of 2.00 formed the significant/acceptance level. It was found that hybrid learning environments are models of professional development in teacher education especially in the post COVID-19 pandemic. It also found that professionalism in teaching relates positively with reflective teaching. It was recommended that more learning and teaching opportunities should be created by universities and colleges for flexibility in instructional options and that continual deepening of knowledge and skills should be encouraged.","PeriodicalId":197960,"journal":{"name":"Global Journal of Educational Research","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122084656","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Otu Bernard Diwa, Ojini Richard Ayuh, Uchegbue Henrietta Osayi, Abang Kingsley Bekom
The purpose of this study was to determine teachers’ gender, effective classroom management and teaching methods as a dimension for teaching effectiveness of Mathematics Teachers in Ikom Education Zone of Cross River State, Nigeria. To achieve the purpose of this study, two hypotheses were formulated to guide the study. Literature related to the variables under this study were reviewed accordingly. Survey research design was adopted for the study. A sample of 145 mathematics teachers were selected from a population of 182 teachers for the study. The selection was done through the census sampling technique. The questionnaire was the instrument used for data collection. To test the hypotheses independent t-test and population t-test statistical analysis were adopted. The .05 level of significance was used for the statistical testing of the hypothesis. The result of the analysis revealed that, teachers’ gender significantly influence teaching effectiveness of Mathematics teachers in terms of knowledge of subject matter and effective classroom communication. The result also revealed that effective classroom management and teaching methods as dimensions for teaching effectiveness of Mathematics Teachers in Ikom Education Zone of Cross River State, Nigeria are significant high. Based on the findings of the study, it was recommended that teachers’ should develop good student-teacher relationship to asset for effective teaching. Workshops, seminars, and conferences should be organized by government and other professional bodies to enlighten the teachers on the importance of teaching effectiveness in the school system.
{"title":"Teachers’ gender and effective classroom management and teaching methods as a dimension for teaching effectiveness of mathematics teachers in ikom education zone of cross river state, nigeria","authors":"Otu Bernard Diwa, Ojini Richard Ayuh, Uchegbue Henrietta Osayi, Abang Kingsley Bekom","doi":"10.4314/gjedr.v22i1.3","DOIUrl":"https://doi.org/10.4314/gjedr.v22i1.3","url":null,"abstract":"The purpose of this study was to determine teachers’ gender, effective classroom management and teaching methods as a dimension for teaching effectiveness of Mathematics Teachers in Ikom Education Zone of Cross River State, Nigeria. To achieve the purpose of this study, two hypotheses were formulated to guide the study. Literature related to the variables under this study were reviewed accordingly. Survey research design was adopted for the study. A sample of 145 mathematics teachers were selected from a population of 182 teachers for the study. The selection was done through the census sampling technique. The questionnaire was the instrument used for data collection. To test the hypotheses independent t-test and population t-test statistical analysis were adopted. The .05 level of significance was used for the statistical testing of the hypothesis. The result of the analysis revealed that, teachers’ gender significantly influence teaching effectiveness of Mathematics teachers in terms of knowledge of subject matter and effective classroom communication. The result also revealed that effective classroom management and teaching methods as dimensions for teaching effectiveness of Mathematics Teachers in Ikom Education Zone of Cross River State, Nigeria are significant high. Based on the findings of the study, it was recommended that teachers’ should develop good student-teacher relationship to asset for effective teaching. Workshops, seminars, and conferences should be organized by government and other professional bodies to enlighten the teachers on the importance of teaching effectiveness in the school system.","PeriodicalId":197960,"journal":{"name":"Global Journal of Educational Research","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128879625","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study examined teachers’ competence in evaluating students’ learning outputs. It was a descriptive survey design whose area of coverage was 2021/2022 school year in public secondary schools across Calabar Education Zone of Cross River State, Nigeria. Four out of seven Local Government Areas, 20 out of 100 secondary schools and 496 out of 1,502 teachers (evaluators) formed the sample of the study. Each teacher had one student to examine on; punctuality, obedience, self-control and honesty (Affective Domains); the evaluation methods considered were formative and summative evaluation. The sampling methods adopted were purposive, simple random and systematic sampling methods. Two sets of questionnaire were used for data collection in addition to students’ result sheets (first term junior secondary school two (JSS 2) and teaching staff disposition (teachers’ register). The two sets of questionnaire were Teachers’ Competence Evaluation Questionnaire (TCEQ) and Teachers’ Score on Students’ Affective Domain Questionnaire (TSSADQ). The questionnaire instruments were validated by experts in different areas of research affected. The results obtained from the test-retest pilot study were correlated using Pearson Product Moment Correlation to obtain the internal consistency of the measures whose coefficient was 0.76. Data collected were analyzed using contingency chi-square technique to test the formulated null hypotheses. It was found that evaluation methods influence students’ learning outputs and that the quality of teacher competence evaluation also influence students’ affective domain. It was recommended that teachers should intermittently evaluate students learning in the course of instruction and not forgetting the final evaluation. Also, teachers should improve their evaluation strategies by making learning a life-long affair.
{"title":"Competence evaluation by public secondary school teachers: a panacea for students improved performance in calabar zone, nigeria","authors":"Okon Abigail Edem, Okon Celestina Edem","doi":"10.4314/gjedr.v22i1.6","DOIUrl":"https://doi.org/10.4314/gjedr.v22i1.6","url":null,"abstract":"The study examined teachers’ competence in evaluating students’ learning outputs. It was a descriptive survey design whose area of coverage was 2021/2022 school year in public secondary schools across Calabar Education Zone of Cross River State, Nigeria. Four out of seven Local Government Areas, 20 out of 100 secondary schools and 496 out of 1,502 teachers (evaluators) formed the sample of the study. Each teacher had one student to examine on; punctuality, obedience, self-control and honesty (Affective Domains); the evaluation methods considered were formative and summative evaluation. The sampling methods adopted were purposive, simple random and systematic sampling methods. Two sets of questionnaire were used for data collection in addition to students’ result sheets (first term junior secondary school two (JSS 2) and teaching staff disposition (teachers’ register). The two sets of questionnaire were Teachers’ Competence Evaluation Questionnaire (TCEQ) and Teachers’ Score on Students’ Affective Domain Questionnaire (TSSADQ). The questionnaire instruments were validated by experts in different areas of research affected. The results obtained from the test-retest pilot study were correlated using Pearson Product Moment Correlation to obtain the internal consistency of the measures whose coefficient was 0.76. Data collected were analyzed using contingency chi-square technique to test the formulated null hypotheses. It was found that evaluation methods influence students’ learning outputs and that the quality of teacher competence evaluation also influence students’ affective domain. It was recommended that teachers should intermittently evaluate students learning in the course of instruction and not forgetting the final evaluation. Also, teachers should improve their evaluation strategies by making learning a life-long affair.","PeriodicalId":197960,"journal":{"name":"Global Journal of Educational Research","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126590986","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Meremikwu, Cecilia Olunwa Ekwueme, David Abua Opoh
This study assess modern teaching strategies and mathematics academic achievement among junior secondary school students in post– covid–19 era in Calabar education zone, Cross River State, Nigeria. Three research questions and hypotheses were formulated to provide focus and to direct the study. The design of this study is quasi-experiment design involving pre-test-post-test. The sampling technique adopted in the study was a simple random sampling technique. The sample comprised of 90 Junior Secondary School III Mathematics Students. Two instruments were used for data collection; the first involved the design of one instructional package on modern teaching strategies and the second instrument was a Mathematics Achievement Test (MAT). The experimental group was taught using modern teaching strategies while the control group was taught using the conventional teaching method. The data obtained were analysed using analysis of covariance (ANCOVA). The result revealed that students taught with innovative teaching strategies, modern technologies and using of mother tongue outperformed those taught using the conventional teaching method. It was recommended that school administrators and government should organize workshops to introduce teachers to modern teaching strategies using innovative teaching, modern technology and using of mother tongue to enhance learning. Efforts should be made to provide well-equipped mathematics laboratory to junior secondary schools to support these modern teaching approaches.
{"title":"Modern teaching strategies and mathematics academic achievement among junior secondary school students in post– covid–19 era in calabar education zone, cross river state, nigeria.","authors":"A. Meremikwu, Cecilia Olunwa Ekwueme, David Abua Opoh","doi":"10.4314/gjedr.v22i1.1","DOIUrl":"https://doi.org/10.4314/gjedr.v22i1.1","url":null,"abstract":"This study assess modern teaching strategies and mathematics academic achievement among junior secondary school students in post– covid–19 era in Calabar education zone, Cross River State, Nigeria. Three research questions and hypotheses were formulated to provide focus and to direct the study. The design of this study is quasi-experiment design involving pre-test-post-test. The sampling technique adopted in the study was a simple random sampling technique. The sample comprised of 90 Junior Secondary School III Mathematics Students. Two instruments were used for data collection; the first involved the design of one instructional package on modern teaching strategies and the second instrument was a Mathematics Achievement Test (MAT). The experimental group was taught using modern teaching strategies while the control group was taught using the conventional teaching method. The data obtained were analysed using analysis of covariance (ANCOVA). The result revealed that students taught with innovative teaching strategies, modern technologies and using of mother tongue outperformed those taught using the conventional teaching method. It was recommended that school administrators and government should organize workshops to introduce teachers to modern teaching strategies using innovative teaching, modern technology and using of mother tongue to enhance learning. Efforts should be made to provide well-equipped mathematics laboratory to junior secondary schools to support these modern teaching approaches.","PeriodicalId":197960,"journal":{"name":"Global Journal of Educational Research","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130282690","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ategwu Patrick Ogar, Okon Roslyn Asuquo, Amadi John Oyekachi, Chinyere Naomi Nwakpa
The study was to examine management of higher institution in the 21st century. The study was anchor on the following sub-headings: Higher Education in Nigeria, Administration: Roadmap to Total Quality Management in Universities in Nigeria, Management Styles, Factors mitigating against higher education leadership, Management in Nigerian Polytechnics, Polytechnic/Technical Education – A Panacea to Human Resource Development, Major Challenges and Constrains to Polytechnic/Technical Education in Nigeria, and Management of the Nigerian Colleges of Education was consider in the study. From the qualitative exploration of the study, it was recommended among others that: Federal and State Governments should provide adequate funds that will promote effective management of the higher institutions for sustainability of a better today and tomorrow in Nigeria.
{"title":"Management of higher institution in the 21st century","authors":"Ategwu Patrick Ogar, Okon Roslyn Asuquo, Amadi John Oyekachi, Chinyere Naomi Nwakpa","doi":"10.4314/gjedr.v22i1.12","DOIUrl":"https://doi.org/10.4314/gjedr.v22i1.12","url":null,"abstract":"The study was to examine management of higher institution in the 21st century. The study was anchor on the following sub-headings: Higher Education in Nigeria, Administration: Roadmap to Total Quality Management in Universities in Nigeria, Management Styles, Factors mitigating against higher education leadership, Management in Nigerian Polytechnics, Polytechnic/Technical Education – A Panacea to Human Resource Development, Major Challenges and Constrains to Polytechnic/Technical Education in Nigeria, and Management of the Nigerian Colleges of Education was consider in the study. From the qualitative exploration of the study, it was recommended among others that: Federal and State Governments should provide adequate funds that will promote effective management of the higher institutions for sustainability of a better today and tomorrow in Nigeria. \u0000 ","PeriodicalId":197960,"journal":{"name":"Global Journal of Educational Research","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121603990","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study evaluated the impact of the in-service training program offered by the Universal Basic Education Commission (UBEC) in Nigeria on the testing skill of Mathematics teachers in Akwa Ibom State, Nigeria. The study adopted the expo facto research design research. A two-stage sampling involving simple random and stratified techniques were employed to select 134 from the 530 Mathematics teachers in the public secondary schools in Akwa Ibom State, Nigeria. The instrument used for the data collection was, Teacher Testing Skills Assessment Scale (TTSAS) developed by the researchers based on the objective of the study. The instrument was validated by three measurement experts and trial tested. The reliability coefficient of .77 was obtained from the inter-rater method of reliability estimate. The data collected was analyzed using mean, standard deviation and independent sample t-test. The results of the analysis revealed that the UBEC in-service training program has significant positive impact on Mathematics teachers’ testing skills. It was concluded that the UBEC teachers’ capacity development program is a profitable venture with promising national gains. It was recommended that government should continue with her support for the UBEC in sustaining regular in-service training program for teachers in secondary schools across the nation.
{"title":"Impact evaluation of universal basic education commission capacity building program on mathematics teacher testing skills in akwa ibom state, nigeria","authors":"Ekim Roseline E Dick, Dada Oluseyi Akintunde","doi":"10.4314/gjedr.v22i1.10","DOIUrl":"https://doi.org/10.4314/gjedr.v22i1.10","url":null,"abstract":"This study evaluated the impact of the in-service training program offered by the Universal Basic Education Commission (UBEC) in Nigeria on the testing skill of Mathematics teachers in Akwa Ibom State, Nigeria. The study adopted the expo facto research design research. A two-stage sampling involving simple random and stratified techniques were employed to select 134 from the 530 Mathematics teachers in the public secondary schools in Akwa Ibom State, Nigeria. The instrument used for the data collection was, Teacher Testing Skills Assessment Scale (TTSAS) developed by the researchers based on the objective of the study. The instrument was validated by three measurement experts and trial tested. The reliability coefficient of .77 was obtained from the inter-rater method of reliability estimate. The data collected was analyzed using mean, standard deviation and independent sample t-test. The results of the analysis revealed that the UBEC in-service training program has significant positive impact on Mathematics teachers’ testing skills. It was concluded that the UBEC teachers’ capacity development program is a profitable venture with promising national gains. It was recommended that government should continue with her support for the UBEC in sustaining regular in-service training program for teachers in secondary schools across the nation. \u0000 ","PeriodicalId":197960,"journal":{"name":"Global Journal of Educational Research","volume":"386 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134344439","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ibok Ekpenyong Effiong, Meremikwu Anne Ndidi, Orim Richard Ekonsi, Anditung Peter Agbudu, Inah Lovina Idoko
This study examined influence of birth order and gender on junior secondary school students’ attitude toward Mathematics in Eket southern Nigeria. Ex-post facto research design was used. A sample of 1000 students was selected by stratified, random sampling procedures. Data was collected with a structured Questionnaire; with a Cronbach Alpha reliability estimate of .77. One-way Analysis of Variance (ANOVA) and Independent t- test were used for statistical test of the hypotheses at .05 level of significance. The result showed that first-borns had more positive attitude toward Mathematics than their other siblings (ANOVA: F= 16.096; p=0.000). Male students showed more positive attitude to Mathematics than their female counterpart (t=6.110; p=0.001). Study concluded that birth order and gender influenced students’ attitude to mathematics Eket Nigeria. It was recommended that Mathematics teaching and evaluation strategies should be gender-sensitive so as to minimize gender-related bias and inequity.
{"title":"Does birth order or gender influence students’ attitude toward mathematics in junior secondary schools in eket akwa ibom state, nigeria?","authors":"Ibok Ekpenyong Effiong, Meremikwu Anne Ndidi, Orim Richard Ekonsi, Anditung Peter Agbudu, Inah Lovina Idoko","doi":"10.4314/gjedr.v22i1.4","DOIUrl":"https://doi.org/10.4314/gjedr.v22i1.4","url":null,"abstract":"This study examined influence of birth order and gender on junior secondary school students’ attitude toward Mathematics in Eket southern Nigeria. Ex-post facto research design was used. A sample of 1000 students was selected by stratified, random sampling procedures. Data was collected with a structured Questionnaire; with a Cronbach Alpha reliability estimate of .77. One-way Analysis of Variance (ANOVA) and Independent t- test were used for statistical test of the hypotheses at .05 level of significance. The result showed that first-borns had more positive attitude toward Mathematics than their other siblings (ANOVA: F= 16.096; p=0.000). Male students showed more positive attitude to Mathematics than their female counterpart (t=6.110; p=0.001). Study concluded that birth order and gender influenced students’ attitude to mathematics Eket Nigeria. It was recommended that Mathematics teaching and evaluation strategies should be gender-sensitive so as to minimize gender-related bias and inequity.","PeriodicalId":197960,"journal":{"name":"Global Journal of Educational Research","volume":"4 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129247552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ategwu, P. O., Kenn-Aklah, F. U., Fanan, A. G., Uzoigwe, M. C.,
This study investigated the availability and utilization of instructional technologies in supervision in public secondary schools in Cross River State, Nigeria. To achieve the purpose of this study, descriptive survey research design was adopted; a research question was raised and two hypotheses were formulated to guide the study. The population of this study comprised the entire 279 respondents drawn through census approach from all the public secondary schools in Cross River State.Data collection was carried out with the use of researchers’ constructed instrument titled: Availability and Utilization of Instructional Technologies in School Supervision during COVID-19Pandemic Survey (AUITSSCOVID-19PS). The instrument was validated and reliability was established through Cronbach Alpha analysis which yielded .90 hence indicating high internal consistency in achieving the purpose of this study. In order to answer the research question, data collected were analyzed using mean and standard deviation while the hypotheses were tested with independent t-test statistical techniques. The results showed that the availability of instructional technologies used in school supervision is very low. It was also found that the extent of utilization of instructional technologies in school supervision is very low. Based on the findings and discussion, conclusions were made. It was therefore recommended among others that the government should ensure that adequate instructional technologies are provided and utilized in supervising secondary schools especially during this period of global COVID-19 pandemic.
{"title":"Availability and utilizationof instructional technologies in supervision in public secondary schools during coivid-19 era in cross river state, nigeria","authors":"Ategwu, P. O., Kenn-Aklah, F. U., Fanan, A. G., Uzoigwe, M. C.,","doi":"10.4314/gjedr.v21i2.11","DOIUrl":"https://doi.org/10.4314/gjedr.v21i2.11","url":null,"abstract":"This study investigated the availability and utilization of instructional technologies in supervision in public secondary schools in Cross River State, Nigeria. To achieve the purpose of this study, descriptive survey research design was adopted; a research question was raised and two hypotheses were formulated to guide the study. The population of this study comprised the entire 279 respondents drawn through census approach from all the public secondary schools in Cross River State.Data collection was carried out with the use of researchers’ constructed instrument titled: Availability and Utilization of Instructional Technologies in School Supervision during COVID-19Pandemic Survey (AUITSSCOVID-19PS). The instrument was validated and reliability was established through Cronbach Alpha analysis which yielded .90 hence indicating high internal consistency in achieving the purpose of this study. In order to answer the research question, data collected were analyzed using mean and standard deviation while the hypotheses were tested with independent t-test statistical techniques. The results showed that the availability of instructional technologies used in school supervision is very low. It was also found that the extent of utilization of instructional technologies in school supervision is very low. Based on the findings and discussion, conclusions were made. It was therefore recommended among others that the government should ensure that adequate instructional technologies are provided and utilized in supervising secondary schools especially during this period of global COVID-19 pandemic.","PeriodicalId":197960,"journal":{"name":"Global Journal of Educational Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128507323","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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