The study investigated teaching methods employed by agriculture lecturers in federal and state-owned colleges of education and its effect on students’ skills development for food security. Descriptive survey design was employed on a target population of 4,996 students and 84 agriculture lecturers. The actual sample size was 393 students and 77 agriculture lecturers. Data was collected using Agricultural Teachers 'Interview Timetable and Students' Focus Group Conversation Guide. The study found that discussion approach provides ways for the teacher to learn from the students and promote the application of the educational objectives. It equally revealed that demonstration method was the most significant approach to agricultural teaching that develops skills for food security. The views of the students suggest that discussion and demonstration are the most effective approaches to developing food security skills, but the most widely used method was lecturing.
{"title":"Exploring the effect of teaching methods on development of agricultural skills for food security: Case study of colleges of education in North-East Region, Nigeria","authors":"M. Umar, I. Daniel","doi":"10.4314/kje.v3i2.13","DOIUrl":"https://doi.org/10.4314/kje.v3i2.13","url":null,"abstract":"The study investigated teaching methods employed by agriculture lecturers in federal and state-owned colleges of education and its effect on students’ skills development for food security. Descriptive survey design was employed on a target population of 4,996 students and 84 agriculture lecturers. The actual sample size was 393 students and 77 agriculture lecturers. Data was collected using Agricultural Teachers 'Interview Timetable and Students' Focus Group Conversation Guide. The study found that discussion approach provides ways for the teacher to learn from the students and promote the application of the educational objectives. It equally revealed that demonstration method was the most significant approach to agricultural teaching that develops skills for food security. The views of the students suggest that discussion and demonstration are the most effective approaches to developing food security skills, but the most widely used method was lecturing.","PeriodicalId":354761,"journal":{"name":"Kashere Journal of Education","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117189080","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 assessed school based-management committees' (SBMCs') involvement in Managing public primary schools in Maiduguri Metropolis Borno State, Nigeria. The objectives of the study were to assess: SBMCs' involvement in provision of educational resources; maintenance of educational resources and SBMCs' involvement in maintenance of discipline among pupils in public primary schools in Maiduguri Metropolis, Borno State, Nigeria. Three research questions were answered. Survey research design was adopted for the study. Simple random sampling technique was used to select 19 head teachers out of the population of 39 head teachers of public primary schools in Maiduguri Metropolis, Borno State. Questionnaire was used for data collection. The questionnaire was validated and pilot tested. The validity index yielded a coefficient of 0.78, while the reliability index yielded a coefficient of 0.72. Mean and standard deviation were used to analyze the data. The findings of the study revealed that there were passive SBMCS' involvement in the provision of educational resources, there were active SBMCS' involvement in the maintenance of educational resources, as well as active involvement in maintenance of discipline among pupils in public primary schools in Maiduguri Metropolis Borno State, Nigeria. Based on the findings of the study, it was recommended that government should create awareness to enlighten parents, alumni, community leaders, religious leaders on the importance attached to SBMCs involvement in provision and managing educational resources as well as maintenance of discipline among pupils in public primary schools in Maiduguri Metropolis, Borno State, Nigeria.
{"title":"Assessment of school based management committees' involvement in managing public primary schools in Maiduguri Metropolis, Borno State, Nigeria","authors":"Muhammad Mahboob Ali, Maryam Sani","doi":"10.4314/kje.v3i2.12","DOIUrl":"https://doi.org/10.4314/kje.v3i2.12","url":null,"abstract":"The study assessed school based-management committees' (SBMCs') involvement in Managing public primary schools in Maiduguri Metropolis Borno State, Nigeria. The objectives of the study were to assess: SBMCs' involvement in provision of educational resources; maintenance of educational resources and SBMCs' involvement in maintenance of discipline among pupils in public primary schools in Maiduguri Metropolis, Borno State, Nigeria. Three research questions were answered. Survey research design was adopted for the study. Simple random sampling technique was used to select 19 head teachers out of the population of 39 head teachers of public primary schools in Maiduguri Metropolis, Borno State. Questionnaire was used for data collection. The questionnaire was validated and pilot tested. The validity index yielded a coefficient of 0.78, while the reliability index yielded a coefficient of 0.72. Mean and standard deviation were used to analyze the data. The findings of the study revealed that there were passive SBMCS' involvement in the provision of educational resources, there were active SBMCS' involvement in the maintenance of educational resources, as well as active involvement in maintenance of discipline among pupils in public primary schools in Maiduguri Metropolis Borno State, Nigeria. Based on the findings of the study, it was recommended that government should create awareness to enlighten parents, alumni, community leaders, religious leaders on the importance attached to SBMCs involvement in provision and managing educational resources as well as maintenance of discipline among pupils in public primary schools in Maiduguri Metropolis, Borno State, Nigeria.","PeriodicalId":354761,"journal":{"name":"Kashere Journal of Education","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116300954","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 examined the association between public policy and the management of secondary schools in Kwara State. The research design adopted for this study was the descriptive research design of survey type. The population for the study was 523 principals in Kwara State secondary schools, and a purposive sampling technique was used to select 333 principals. The instrument used for this study was a researcher-designed questionnaire. The reliability of the instrument was tested using the test-retest method within an interval of four weeks. The data collected was analyzed using Cronbach’s alpha. The analysis of the collected data was done, and a reliability coefficient of 0.84 was obtained. Pearson product moment correlation was used to analyze the hypotheses raised for this study at the 0.05 level of significance. The findings of this study revealed that there was a positive significant relationship between public policy and academic planning (R-value 0.140, p-value = 0.017); between public policy and financial management (R-value 0.140, p-value = 0.023); between public policy and record keeping (R-value 0.140, p-value = 0.021); and between public policy and discipline (R-value 0.140, p-value = 0.015). This study recommended, among others, that school administrators and managers should always be guided by the policy and laid-down rules in decision-making and ensuring effective implementation of policies guiding school management.
{"title":"Association of public policy on the management of secondary schools in Kwara State, Nigeria","authors":"K. F. Oluwalola, K. Bello","doi":"10.4314/kje.v3i2.5","DOIUrl":"https://doi.org/10.4314/kje.v3i2.5","url":null,"abstract":"This study examined the association between public policy and the management of secondary schools in Kwara State. The research design adopted for this study was the descriptive research design of survey type. The population for the study was 523 principals in Kwara State secondary schools, and a purposive sampling technique was used to select 333 principals. The instrument used for this study was a researcher-designed questionnaire. The reliability of the instrument was tested using the test-retest method within an interval of four weeks. The data collected was analyzed using Cronbach’s alpha. The analysis of the collected data was done, and a reliability coefficient of 0.84 was obtained. Pearson product moment correlation was used to analyze the hypotheses raised for this study at the 0.05 level of significance. The findings of this study revealed that there was a positive significant relationship between public policy and academic planning (R-value 0.140, p-value = 0.017); between public policy and financial management (R-value 0.140, p-value = 0.023); between public policy and record keeping (R-value 0.140, p-value = 0.021); and between public policy and discipline (R-value 0.140, p-value = 0.015). This study recommended, among others, that school administrators and managers should always be guided by the policy and laid-down rules in decision-making and ensuring effective implementation of policies guiding school management.","PeriodicalId":354761,"journal":{"name":"Kashere Journal of Education","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121569967","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}
Mamman Babakura, Abdulfattah Khashiyah, Umara Kaumi, Jime Ahmed, M. Habib, Ali Kaltum, Z. Tahiru
The aim of this study is to examine the effect of blended learning on the teaching and learning large classes in among ore-service teachers in a Nigerian University. The study adopted Ex-Post Factor design to determine the effect of blended learning on teaching a large class size among pre-service teachers at the University of Maiduguri. A purposive sampling technique was to draw a sample of 1,608 from the two separates test. The data obtained were analyzed using descriptive statistics (mean and median) and an independent sample t-test to analyzed the results. The results of the study show that there is a significant difference in the mean scores of pre-service teachers taught through blended learning and those taught with the conventional approach in large classes. Similarly, there is not much difference between the mean scores of male and female pre-service teachers taught with blended learning in a large class. The findings of the study revealed that blended learning enhances the management of large classes and improve pre-service teachers’ achievement test. Therefore, blended learning integrated pedagogy is the effective strategy to manage large classrooms. The study recommends that there is a need to deploy teachers with adequate skills of handling large classes through the application of blended learning instructional strategies. Also, lecturers should be trained to develop skills and master the arts of integrating technology into their classroom teaching and management of classrooms with large population.
{"title":"Effect of blended learning on teaching large classes in Faculty of Education University of Maiduguri","authors":"Mamman Babakura, Abdulfattah Khashiyah, Umara Kaumi, Jime Ahmed, M. Habib, Ali Kaltum, Z. Tahiru","doi":"10.4314/kje.v3i2.9","DOIUrl":"https://doi.org/10.4314/kje.v3i2.9","url":null,"abstract":"The aim of this study is to examine the effect of blended learning on the teaching and learning large classes in among ore-service teachers in a Nigerian University. The study adopted Ex-Post Factor design to determine the effect of blended learning on teaching a large class size among pre-service teachers at the University of Maiduguri. A purposive sampling technique was to draw a sample of 1,608 from the two separates test. The data obtained were analyzed using descriptive statistics (mean and median) and an independent sample t-test to analyzed the results. The results of the study show that there is a significant difference in the mean scores of pre-service teachers taught through blended learning and those taught with the conventional approach in large classes. Similarly, there is not much difference between the mean scores of male and female pre-service teachers taught with blended learning in a large class. The findings of the study revealed that blended learning enhances the management of large classes and improve pre-service teachers’ achievement test. Therefore, blended learning integrated pedagogy is the effective strategy to manage large classrooms. The study recommends that there is a need to deploy teachers with adequate skills of handling large classes through the application of blended learning instructional strategies. Also, lecturers should be trained to develop skills and master the arts of integrating technology into their classroom teaching and management of classrooms with large population.","PeriodicalId":354761,"journal":{"name":"Kashere Journal of Education","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115126511","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}
U. Abdulhamid, U. B. Saulawa, J. Ekpo, Garba Altine, J. Mamman, T. H. Ilugbo, B. Abdullahi, Zabe Jurbe, Y. I. Shagori, U. Tukur
The broad objective of the study is to determine the relationship of parental occupation on students’ agripreneurial competency skills and choice of agribusiness after graduation. The study adopted a descriptive survey design with a population of 196 final year agricultural technology students of 2018/2019 session of the Abubakar Tafawa Balewa university, Bauchi. The sample size for the study was one hundred (100) students that were randomly selected. A self-developed questionnaire was designed and administered for data collection. The questionnaire was validated by three lecturers from the Faculty of Technology Education and Faculty of Agriculture and Agricultural Technology. The Alpha Cronbach’s reliability coefficient was 89.56% which was highly reliable. Data obtained was subjected to descriptive statistics and cross-tabulation. The frequency result indicated that majority of the students do not possess agribusiness skills. There was a significant association between parental occupation and agribusiness competency skills possessed by the students, i.e., students’ whose parents are civil-servants wants to be civil-servants and students whose parents are full-time farmers does want to be farmers.
{"title":"Correlational analysis of parental occupation on students’ agripreneurial competency skills and choice of agribusiness after graduation in Abubakar Tafawa Balewa University Bauchi, Nigeria","authors":"U. Abdulhamid, U. B. Saulawa, J. Ekpo, Garba Altine, J. Mamman, T. H. Ilugbo, B. Abdullahi, Zabe Jurbe, Y. I. Shagori, U. Tukur","doi":"10.4314/kje.v3i2.6","DOIUrl":"https://doi.org/10.4314/kje.v3i2.6","url":null,"abstract":"The broad objective of the study is to determine the relationship of parental occupation on students’ agripreneurial competency skills and choice of agribusiness after graduation. The study adopted a descriptive survey design with a population of 196 final year agricultural technology students of 2018/2019 session of the Abubakar Tafawa Balewa university, Bauchi. The sample size for the study was one hundred (100) students that were randomly selected. A self-developed questionnaire was designed and administered for data collection. The questionnaire was validated by three lecturers from the Faculty of Technology Education and Faculty of Agriculture and Agricultural Technology. The Alpha Cronbach’s reliability coefficient was 89.56% which was highly reliable. Data obtained was subjected to descriptive statistics and cross-tabulation. The frequency result indicated that majority of the students do not possess agribusiness skills. There was a significant association between parental occupation and agribusiness competency skills possessed by the students, i.e., students’ whose parents are civil-servants wants to be civil-servants and students whose parents are full-time farmers does want to be farmers.","PeriodicalId":354761,"journal":{"name":"Kashere Journal of Education","volume":"110 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115758606","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 the relationship between workload of teachers and academic performance of students in some selected secondary schools in Irepodun Local Government. The study adopted correlational research design. One hundred and twenty respondents were picked at random from twelve secondary schools (six public schools and six private schools). The data was collected from respondents via questionnaire and Achievement Test in Biology. Statistical Package for Social Scientists (SPSS) was used to evaluate the data collected between private and public secondary schools; Pearson's Product Moment Correlation and t-test Analysis were used to determine the impact of instructors' workload on students' academic achievement. According to the findings, there was a strong negative relationship between teacher workload and student academic performance. It was further discovered that there was a considerable disparity between students’ academic performance in public and private secondary schools. The findings also suggested that science teachers (Including biology) should only teach in accordance with the directive of 1:35 teacher-students ratio by National Policy of Education, as a result, teachers will be able to manage with the workload's stress. It was also recommended that government and other proprietors of Kwara state under the education ministry should employ teachers adequately as likely to conquer the problem in public schools and also to advance the value of teaching-learning development in secondary schools.
本研究考察了Irepodun地方政府选定的一些中学教师工作量与学生学习成绩之间的关系。本研究采用相关研究设计。120名受访者是从12所中学(6所公立学校和6所私立学校)中随机抽取的。数据通过问卷调查和生物学成绩测试收集。采用SPSS (Statistical Package for Social Scientists)软件对私立和公立中学之间收集的数据进行评估;使用Pearson积差相关和t检验分析来确定教师工作量对学生学业成绩的影响。根据研究结果，教师工作量与学生学习成绩之间存在强烈的负相关关系。我们进一步发现，公立中学和私立中学的学生在学习成绩上存在相当大的差距。研究结果还表明，科学教师(包括生物)只应按照国家教育政策的1:35师生比例进行教学，从而使教师能够应对工作量的压力。报告还建议，Kwara州的政府和教育部下属的其他业主应充分雇用教师，以解决公立学校的问题，并提高中学教与学发展的价值。
{"title":"Relationship between teachers’ work load and students’ academic performance in senior secondary schools in Irepodun Local Government, Kwara State, Nigeria.","authors":"A. A. Ogundare, A. B. Ambode, F. Babalola","doi":"10.4314/kje.v3i2.3","DOIUrl":"https://doi.org/10.4314/kje.v3i2.3","url":null,"abstract":"The study examined the relationship between workload of teachers and academic performance of students in some selected secondary schools in Irepodun Local Government. The study adopted correlational research design. One hundred and twenty respondents were picked at random from twelve secondary schools (six public schools and six private schools). The data was collected from respondents via questionnaire and Achievement Test in Biology. Statistical Package for Social Scientists (SPSS) was used to evaluate the data collected between private and public secondary schools; Pearson's Product Moment Correlation and t-test Analysis were used to determine the impact of instructors' workload on students' academic achievement. According to the findings, there was a strong negative relationship between teacher workload and student academic performance. It was further discovered that there was a considerable disparity between students’ academic performance in public and private secondary schools. The findings also suggested that science teachers (Including biology) should only teach in accordance with the directive of 1:35 teacher-students ratio by National Policy of Education, as a result, teachers will be able to manage with the workload's stress. It was also recommended that government and other proprietors of Kwara state under the education ministry should employ teachers adequately as likely to conquer the problem in public schools and also to advance the value of teaching-learning development in secondary schools.","PeriodicalId":354761,"journal":{"name":"Kashere Journal of Education","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127119792","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 paper discusses Guidance and counselling; and Social Studies Education in relationship to national rebirth and nation building viz their roles in sensitizing the Nigerian students on the need for behaviour modification and general attitudinal restructuring for the main purpose of nation building and national transformation. In the context of this, the paper is centred on the concept of guidance and Counselling, Social Studies Education national rebirth, nation building, behavioural factors that negate nation building and the place of Guidance Counselling and Social Studies as well as the various strategies applicable to the two subject areas in preparing the learners nation building. On the basis of the issues discussed, the paper made recommendations that Government at all levels should be committed to education development through the employment of qualified counsellors and social Studies educators for effective citizenship orientation in Nigeria to achieve the desired result, provision of office accommodation and other working tools to the counsellors, adequate funding of education by government at all levels, etc.
{"title":"Guidance counselling and social studies education: impetus for national rebirth in the wake of social milieu in Nigeria","authors":"R. M. Tinja, O. Tijani, Y. Ishaq","doi":"10.4314/kje.v3i2.1","DOIUrl":"https://doi.org/10.4314/kje.v3i2.1","url":null,"abstract":"This paper discusses Guidance and counselling; and Social Studies Education in relationship to national rebirth and nation building viz their roles in sensitizing the Nigerian students on the need for behaviour modification and general attitudinal restructuring for the main purpose of nation building and national transformation. In the context of this, the paper is centred on the concept of guidance and Counselling, Social Studies Education national rebirth, nation building, behavioural factors that negate nation building and the place of Guidance Counselling and Social Studies as well as the various strategies applicable to the two subject areas in preparing the learners nation building. On the basis of the issues discussed, the paper made recommendations that Government at all levels should be committed to education development through the employment of qualified counsellors and social Studies educators for effective citizenship orientation in Nigeria to achieve the desired result, provision of office accommodation and other working tools to the counsellors, adequate funding of education by government at all levels, etc.","PeriodicalId":354761,"journal":{"name":"Kashere Journal of Education","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130259991","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 was designed to determine the effects of genre-based approach on secondary school students’ achievement in narrative composition writing in Toro LGA, Bauchi State. The study adopted quasi-experimental research design consisting of two groups of SS 2 students, experimental and control. All conditions were similar in the two groups except that the students of the experimental group were exposed to the treatment of genre-based approach. Purposive sampling techniques of 79 SS2 students ware used. Narrative test instruction was adopted from past WAEC narrative questions which were administered at the end of series of narrative composition writing lessons. Data collected were analyzed using t-test statistics observed at 0.05 level of significance. The null hypotheses of no significant difference were tested and rejected while the alternate hypotheses were accepted. The result revealed that experimental group performed significantly better than the control group. This means that genre-based approach has a significant effect when taught narrative composition writing. It is therefore recommended that genre-based approach should be adopted in order to improve SS2 students’ achievement in narrative writing.
{"title":"Effect of genre-based approach on secondary school students’ achievement in English narrative writing in Toro LGA, Bauchi State","authors":"Yau. Usman, M. Muktar, A. A. Muhammad","doi":"10.4314/kje.v3i2.2","DOIUrl":"https://doi.org/10.4314/kje.v3i2.2","url":null,"abstract":"This study was designed to determine the effects of genre-based approach on secondary school students’ achievement in narrative composition writing in Toro LGA, Bauchi State. The study adopted quasi-experimental research design consisting of two groups of SS 2 students, experimental and control. All conditions were similar in the two groups except that the students of the experimental group were exposed to the treatment of genre-based approach. Purposive sampling techniques of 79 SS2 students ware used. Narrative test instruction was adopted from past WAEC narrative questions which were administered at the end of series of narrative composition writing lessons. Data collected were analyzed using t-test statistics observed at 0.05 level of significance. The null hypotheses of no significant difference were tested and rejected while the alternate hypotheses were accepted. The result revealed that experimental group performed significantly better than the control group. This means that genre-based approach has a significant effect when taught narrative composition writing. It is therefore recommended that genre-based approach should be adopted in order to improve SS2 students’ achievement in narrative writing.","PeriodicalId":354761,"journal":{"name":"Kashere Journal of Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128495807","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}
B. E. Ozoji, Godiya B. Iliya, S. A. Garba, S. D. Isuwa
The study investigated the possibility of achieving gender equity in Basic Science and Technology classrooms with Metacognitive Skills Package in Pankshin, Plateau State, Nigeria. The study adopted the non-randomized pre-test, post-test quasi-experimental control group design. The population comprised 1,873 Junior Secondary two students out of which 235 students constituted the sample. Two research questions and two hypotheses guided the study. The Basic Science and Technology Achievement Tests with reliability index of .85 established using the Cronbach alpha method was used to collect data from the sample. The data were analyzed using Statistical Package for Social Sciences (SPSS) version 25.0. Research questions were answered using mean and standard deviation while hypotheses were tested using Analysis of Covariance at .05 level of significance. The study revealed that students taught with metacognitive strategy achieved better in Basic Science and Technology when compared to those taught using the lecture method. It was also revealed that metacognitive skills package enhanced achievement of both male and female students thereby improving gender equity in Basic Science and Technology. Based on the findings of this study, it was recommended that Basic Science and Technology teachers should teach their students with metacognitive skills package to enhance students’ achievement in the subject. Metacognitive skills package should also be used by teachers as a gender-friendly package to improve gender equity in Basic Science and Technology.
{"title":"Achieving Gender Equity in Nigerian Basic Science and Technology Classrooms with Metacognitive Skills Package","authors":"B. E. Ozoji, Godiya B. Iliya, S. A. Garba, S. D. Isuwa","doi":"10.4314/kje.v3i1.20","DOIUrl":"https://doi.org/10.4314/kje.v3i1.20","url":null,"abstract":"The study investigated the possibility of achieving gender equity in Basic Science and Technology classrooms with Metacognitive Skills Package in Pankshin, Plateau State, Nigeria. The study adopted the non-randomized pre-test, post-test quasi-experimental control group design. The population comprised 1,873 Junior Secondary two students out of which 235 students constituted the sample. Two research questions and two hypotheses guided the study. The Basic Science and Technology Achievement Tests with reliability index of .85 established using the Cronbach alpha method was used to collect data from the sample. The data were analyzed using Statistical Package for Social Sciences (SPSS) version 25.0. Research questions were answered using mean and standard deviation while hypotheses were tested using Analysis of Covariance at .05 level of significance. The study revealed that students taught with metacognitive strategy achieved better in Basic Science and Technology when compared to those taught using the lecture method. It was also revealed that metacognitive skills package enhanced achievement of both male and female students thereby improving gender equity in Basic Science and Technology. Based on the findings of this study, it was recommended that Basic Science and Technology teachers should teach their students with metacognitive skills package to enhance students’ achievement in the subject. Metacognitive skills package should also be used by teachers as a gender-friendly package to improve gender equity in Basic Science and Technology.","PeriodicalId":354761,"journal":{"name":"Kashere Journal of Education","volume":"98 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129534896","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 analyzed Non-Parametric Methods of Detecting Differential Item Functioning (DIF) in SSCE 2019 Economics Multiple Choice Items. Three (3) research questions were raised to guide the study. The survey research design was employed. The population of the study consists of 14,400 SS II Economics students from Edo South Senatorial District of Edo State, Nigeria. The number of sample size used in the study was 1,440 SS II Economics students. The stratified random sampling technique was adopted for this study. The instrument used to gather information was 60 Economics multiple choice items of NECO SSCE 2019 June/July. The instrument was validated by experts in Economics and Measurement and Evaluation and Quality Assurance Unit of National Examination Council (NECO) officials. Reliability was determined using Cronbach’s Alpha Statistics and coefficient of 0.72 was obtained to detect the items that functioned differentially by sex, three (3) DIF methods (Mantel Haenszel, Standardized p-diff and transform item difficulty (delta plot) were used. The findings showed that the three (3) methods displayed DIF. It was found that standardized p-difference and transform item difficulty are most suitable methods than Mantel Haenszel statistics in detecting 2019 Economics Multiple Choice Items prepared by SSCE 2019. It was also recommended that other non-parametric statistics be used to detect differential item functioning.
{"title":"Non-parametric Method of Detecting Differential Item Functioning in Senior School Certificate Examination (SSCE) 2019 Economics Multiple Choice Items","authors":"K. E. Aituariagbon, H. J. Osarumwense","doi":"10.4314/kje.v3i1.19","DOIUrl":"https://doi.org/10.4314/kje.v3i1.19","url":null,"abstract":"This study analyzed Non-Parametric Methods of Detecting Differential Item Functioning (DIF) in SSCE 2019 Economics Multiple Choice Items. Three (3) research questions were raised to guide the study. The survey research design was employed. The population of the study consists of 14,400 SS II Economics students from Edo South Senatorial District of Edo State, Nigeria. The number of sample size used in the study was 1,440 SS II Economics students. The stratified random sampling technique was adopted for this study. The instrument used to gather information was 60 Economics multiple choice items of NECO SSCE 2019 June/July. The instrument was validated by experts in Economics and Measurement and Evaluation and Quality Assurance Unit of National Examination Council (NECO) officials. Reliability was determined using Cronbach’s Alpha Statistics and coefficient of 0.72 was obtained to detect the items that functioned differentially by sex, three (3) DIF methods (Mantel Haenszel, Standardized p-diff and transform item difficulty (delta plot) were used. The findings showed that the three (3) methods displayed DIF. It was found that standardized p-difference and transform item difficulty are most suitable methods than Mantel Haenszel statistics in detecting 2019 Economics Multiple Choice Items prepared by SSCE 2019. It was also recommended that other non-parametric statistics be used to detect differential item functioning.","PeriodicalId":354761,"journal":{"name":"Kashere Journal of Education","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134306488","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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