Emmanuel Achor | Benue State University, Makurdi (original) (raw)

Papers by Emmanuel Achor

International Journal of Education, Learning and Development, 2022

The study examined the effect of group dynamics and visual clue teaching strategies on the academ... more The study examined the effect of group dynamics and visual clue teaching strategies on the academic performance of students of different cognitive abilities in secondary school (SSII) physics in Benue State. The quasi-experimental research design was adopted. It was a pre-test, post-test non-equivalent control group design. The study population was 1,920 SSII Physics
students from 48 Secondary Schools in Makurdi metropolis. The study sample of 157 was drawn from the population through purposive and simple random sampling techniques. Two research instruments named Physics Students’ Performance Test (PSPT) and Students’ Cognitive Ability Test (SCAT) were used for the study with reliability coefficients of 0.931 and 0.883, respectively. Data were obtained through the administration of pre-test and post-test on SSII students of the selected schools. Mean and standard deviations were used to answer the research questions. The null hypotheses were tested at 0.05 level of significance using Analysis of Covariance (ANCOVA). It is found that there is significant difference between the mean academic performance of students taught Physics using group dynamics strategy, visual strategy and conventional strategy; there is significant difference in the mean ability (i.e low, moderate and high) of students when group dynamics strategy was used in teaching Physics; there is significant difference in the mean ability (i.e low, moderate and high) of students when visual clue strategy was used in teaching Physics; and there is significant difference between the interaction effect of strategies and cognitive abilities
on academic performance of students in Physics. On the basis of these findings, the study recommended among others that since the interaction effect of strategies and cognitive abilities on academic performance of students in Physics was not significant, the use of both strategies
(group dynamics and visual clue) could be useful in fostering the academic performance of students with different cognitive abilities. The Physics teacher should therefore professionally use both strategies in teaching students in a manner that would enhance students’ performance.

Edukasiana: Jurnal Inovasi Pendidikan, 2025

This study examined how group dynamics and visual cues strategies can foster academic performance... more This study examined how group dynamics and visual cues strategies can foster academic performance of Senior Secondary II students of different cognitive abilities in Physics in Benue State, Nigeria. Specifically, the study determined which of the ability groups (i.e low, moderate and high) gained more when group dynamics and visual cues strategies were used in teaching Physics. The study adopted quasi-experimental design of pre-test, post-test non-randomized control group type. The population for this study comprised 815 SS II students offering Physics in public secondary schools in Makurdi Local Government Area in the 2023/2024 academic session, while a sample
of 114 students was selected using multi-stage sampling procedure. The instruments for data collection are Physics Performance Test (PPT) and Student Cognitive Ability Test (SCAT). The PPT SCAT were validated by three experts. The reliability coefficient of the instruments were obtained using K-R20 and found to be 0.81 for PPT and 0.72 for SCAT. The collected data were analyzed using mean and standard deviation to answer research questions and ANCOVA to test the null hypotheses at 0.05 level of significance. Findings revealed that the mean gain in academic performance score of
students taught Physics using group dynamics strategy was 22.75 for high, 18.47 for moderate and 3.45 for low ability students. There was significant difference in the mean academic performance scores of low, moderate and high cognitive ability students when group dynamics strategy was used in teaching Physics.The mean gain in academic performance score of students taught Physics using visual cues strategy was 22.79 for high, 15.72 for moderate and 3.22 for low ability students. There was significant difference in the mean academic performance scores of low, moderate and high cognitive ability students when visual cues strategy was used in teaching Physics. The study has established that for both experimental groups (that is, group dynamics and visual cues strategies) the performance of the students increases in the order of low ability →moderate ability → high ability. The study concludes that the effectiveness of the two strategies is dependent on cognitive abilities of the students. The high ability students benefited most, followed by the moderate ability students while the low ability students benefited the least from each of the strategies. It was therefore
recommended that teachers of Physics should employ group dynamics and visual cues teaching strategies in Physics class to ensure effective teaching and enhance academic performance of students in the subject and to ensure successful teaching and learning of the subject for improved cognitive abilities of students in Physics, among others

International Centre for Science, Humanities & Education Research Journal, 2024

The study investigated the effect of face-to-face and on-line laboratory strategies on the emotio... more The study investigated the effect of face-to-face and on-line laboratory strategies on the emotional intelligence of students in Basic Science and Technology in Benue Education Zone A, Nigeria using a quasi-experimental research design. Four research questions and four hypotheses guided the study. The population of the study comprised 27457 students. The sample consisted of 136 students selected from six secondary schools. On-line laboratory strategy apps were adapted and used by the researcher as pedagogical domains. The reliability of Emotional Intelligent Rating Scale(EIRS) was 0.84 using Cronbach alpha. The research question was answered with mean and standard deviation while the hypothesis was tested using analysis of covariance (ANCOVA) at 0.05 level of significance. The findings revealed that, there is significant difference in the mean emotional intelligence level of the students taught BST concepts using face-to-face learning, online laboratory and those taught using demonstration strategies; F(2, 206) = 13.960; p = 0.000 < 0.05. The bivariate comparisons of the strategies of teaching BST and its effect on the mean emotional intelligence level of students at P = 0.000 < 0.05 for face-to-face learning strategy and online laboratory strategy; P = 0.000 < 0.05 for face-to-face learning strategy and demonstration strategy and P = 0.000 < 0.05 for online laboratory strategy and demonstration strategy. There is no significant difference between the mean emotional intelligence level of male and female students taught BST concepts using face-to-face learning; F(1,71) = 2.107; p = 0.151 > 0.05. There is significant difference between the mean emotional intelligence level of the male and female students taught BST concepts with online laboratory strategy, F(1, 68) = 21.412; p = 0.000 < 0.05. Interaction effect between teaching strategies and gender was not statistically significant [F(2,203) = 2.089; p = 0.127 < 0.05]. Based on the findings, it was recommended among others that, the government and teacher-training institutions should give attention to the development, integration and implementation of face-to-face and on-line laboratory strategies since both enhance students’ learning outcomes.

American Journal of Education and Learning, 2024

The purpose of this study is to examine impact of teachers' assessment practices on students' acq... more The purpose of this study is to examine impact of teachers' assessment practices on students' acquisition of process skills and performance in basic science in Kogi State, Nigeria, utilizing a crosssectional survey research design. The sample comprises 393 Basic Eight students from a population of 20,885 in the study area using the multi-stage sampling procedure. Ten Basic Science teachers were observed in class. Data collection instruments include the Basic Science Process Skill Acquisition Test (BSPSAT), the Basic Science Performance Test (BSPT), and the Basic Science Teachers' Assessment Practices Observation Scale (BSTAPOS). The reliability coefficients were 0.71 for BSPSAT, 0.86 for BSPT using Kuder-Richardson Formula 21, and the BSTAPOS value was 0.66 using Spearman's rank correlation. The descriptive statistics of mean and standard deviation as well as an independent t-test and analysis of variance (ANOVA) were used for analysis. Significant differences were found regarding the impact of teachers' low, moderate, and high classroom assessment practices on the mean process skills acquisition scores and the mean performance scores of students in basic science. Students' gender did not show a significant difference regarding the impact of teachers' low, moderate, and high assessment practices on process skills acquisition and performance scores in basic science. It is recommended that teachers of basic science should use assessment guides and workbooks to acquaint themselves with the appropriate assessment practices.

Nigerian Journal of Literacy and English Education, 2024

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International Centre for Science, Humanities & Education Research (ICSHER) Journal, 2024

The search for a more effective strategy of teaching Physics for better performance has persisted... more The search for a more effective strategy of teaching Physics for better performance has persisted due persistent poor performance of candidates in external examinations. This study focused on fostering academic achievement in physics using context-based learning strategy among secondary students, Taraba State Nigeria. Two research questions and two hypotheses guided the study. The study adopted a quasi-experimental, specifically of the non-equivalent control group research design. Intact classes were assigned to both the experimental group (contextbased learning strategies) and control group (conventional strategy) using hat and draw simple random sampling technique and intact sampling technique. The sample for the study was 172 students comprising 113 males and 112 females drawn from secondary schools offering physics in Jalingo education zone. Data for the study were generated using Physics Achievement Test (PAT)). Kuder Richardson-20 (K-20) formula was used for the reliability of PAT and reliability index of 0.85 obtained. Mean and standard deviation were used to answer all research questions, while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. Based on the data collected and analyzed, the following findings were made: The mean score academic achievement in physics of students taught using context based learning strategy was higher than those taught using conventional strategy. There was significant difference in the mean score academic achievement in physics of students taught using contextbased learning strategy and those taught using the conventional strategy. There was no significant difference in the mean score academic achievement in physics of male and female students taught using context-based learning strategy. The following recommendations were made in the light of the findings of this study among others; Physics teachers should employ context-based learning in their interaction when teaching physics as the strategy has the capacity to enhance male and female students' academic achievement in physics. Physics teachers should regularly provide the structure and opportunity for students to employ contextbased strategies in their learning process. In-service training programs, seminars, workshops and symposia should be organised regularly.

International Online Journal of Primary Education , 2024

This research investigated teacher technological-creative fostering behaviour as determinant of t... more This research investigated teacher technological-creative fostering behaviour as determinant of teacher classroom practices in private primary schools in the Makurdi Local Government Area, Benue State, Nigeria. This study adopted the correlational research design. The population was all teachers in private primary schools in Makurdi. A sample of 70 mathematics teachers was drawn from 50 private primary schools. Two researcher-structured instruments were used for data collection, namely; the Mathematics Teacher Tech-Creativity Inventory (MTTI) and the Mathematics Teacher Classroom Practice Inventory (MTCPI). Correlation, scatterplots, and histograms were used to answer research questions, while analysis of variance was used to test the hypotheses at .05 level of significance. The following were the findings: the top three technological tools among others which mathematics teachers at the primary school level use most often to facilitate their teaching practices are, first interactive whiteboard, second, the calculator and third, internet surfing. Teacher tech-creativity fostering behaviour has a significant impact on teacher clarity, teacher classroom discussions, teacher feedback, teacher formative assessment and, teacher-teacher collaboration as teacher classroom practices. It was recommended that teachers of mathematics consider utilizing technology creatively during lessons as a catalyst to advance classroom teaching practices of teacher classroom clarity, class discussions, teacher feedback, formative assessment, and teacher-teacher collaboration.

Journal of Research in Science and Mathematics Education (J-RSME)

Purpose: This study aimed to investigate the perceived influence of test anxiety on the academic ... more Purpose: This study aimed to investigate the perceived influence of test anxiety on the academic performance of secondary school students in physics in Benue State, Nigeria. Methodology: The research utilized a descriptive survey design, with a target population of 15,060 students from government-approved secondary schools in the Obi Local Government Area of Benue State. A random sampling technique was employed to select 250 students from five secondary schools. The data collection instruments employed were the Mathematics Text Anxiety Questionnaire (MTAQ) and Mathematics Performance Text (MPT). The collected data were analyzed using measures such as means and standard deviation to address the research questions, while the analysis of variance was conducted to test the hypothesis at a significance level of 0.05. Findings: The findings indicated a significant difference in the influence of test anxiety levels exhibited by students on their average performance in physics within the se...

Edukasiana: Jurnal Inovasi Pendidikan, 2024

This study focused on fostering academic achievement in physics using graphic organizer-enhanced ... more This study focused on fostering academic achievement in physics using graphic organizer-enhanced learning strategy among secondary students, Taraba State Nigeria. Two research questions and two hypotheses guided the study. The study adopted a quasi-experimental, research design. The sample for the study was 172 students comprising 113 males and 112 females drawn from secondary schools offering physics in Jalingo education zone. Data for the study were generated using Physics Achievement Test (PAT). Kuder Richardson-20 (K-20) formula was used for the reliability of PAT with index of 0.85 obtained. Mean, standard deviation and Analysis of Covariance (ANCOVA) were used for data analysis. The following findings emerged: There was significant difference in the mean score academic achievement in Physics of
students taught using graphic organizer-enhanced learning strategy and those thought using the conventional strategy. There was significant difference in the mean score academic achievement in physics of male and female students taught using graphic organizer-enhanced learning strategy. It was recommended that Physics teachers should employ graphic organizer-enhanced learning strategy in their interaction when teaching physics as the strategy has the capacity to enhance male
and female students’ academic achievement in physics. Physics teachers should regularly provide the structure and opportunity for students to employ graphic organizer-enhanced strategy in their learning process.

FNAS Journal of Mathematics and Science Education,, 2024

This study aimed to scale up the emotional intelligence and critical thinking of students in Biol... more This study aimed to scale up the emotional intelligence and critical thinking of students in Biology using two concept-mapping instructional strategies in Katsina-Ala Township. Two research questions and two hypotheses guided the study. A quasi-experimental design which involved two experimental groups and one control group was employed. One hundred and fourteen (114) Senior Secondary (SS) II students offering Biology out of a population of 3,537 were drawn using random sampling. Two instruments: The students' Emotional Intelligence Questionnaire (SEIQ) and the Critical Thinking Test (CTT) with reliability indexes of 0.82 and 0.87 using Cronbach Alpha and Kuder-Richardson 21 (K-R21) formulae respectively were used. Trained research assistants used the lesson plans for teaching. Mean and standard deviation aided in answering research questions and Analysis of Covariance (ANCOVA) was utilised to test hypotheses at 0.05 significant level. Significant differences existed in mean emotional intelligence ratings of students in Concept Mapping Instructional Strategy (CMIS), Peer-Collaboration Concept Mapping Instructional Strategy (PCMIS) and Conventional Instructional Method (CIM) groups (p<0.05). Post Hoc test revealed a significant difference in the mean emotional intelligence ratings between students taught using CMIS and CIM (p<0.05), PCMIS and CIM (p<0.05), but not between CMIS and PCMIS (p>0.05). Findings also revealed a significant difference in students' mean critical thinking scores among CMIS, PCMIS and CIM groups (p<0.05). Post Hoc test revealed a significant difference in the mean critical thinking scores between students taught using CMIS and CIM (p<0.05), PCMIS and CIM (p<0.05), but not between CMIS and PCMIS (p>0.05). Hence it was recommended that teachers should use PCMIS strategies to improve students' emotional intelligence and critical thinking in Biology

Journal of Research in Science and Mathematics Education (J-RSME), 3(1), 1-20., 2024

Purpose: This study focused on fostering critical thinking in physics using graphic organizer-enh... more Purpose: This study focused on fostering critical thinking in physics using graphic organizer-enhanced and context-based learning strategies among secondary students in Taraba State, Nigeria. Methodology: Five objectives guided the study using a quasi-experimental design. The sample comprised 225 students (males=113, females= 112). Data were collected using the Test of Critical Thinking Skill Acquisition (TOCTSA). The Kendal Tau-b inter-rater formula was used to determine the reliability of TOCTSA. Mean, standard deviation, and ANCOVA were the statistical methods employed. Findings: The study revealed a significant difference in the mean critical thinking scores in physics for students taught using the graphic organizer-enhanced learning strategy compared to those taught using the conventional strategy (F1,172 = 174.230; p = 0.000 < 0.05), as well as for those taught using the context-based learning strategy compared to the conventional strategy (F1,169 = 7.772; p = 0.006 < 0.05). However, there was no significant difference in the mean score of critical thinking in physics between male and female students taught using the graphic organizer-enhanced strategy (F1, 50 = 2.897; p = 0.095 > 0.05). Conversely, there was a significant difference in the mean score of critical thinking in physics between male and female students taught using the context-based learning strategy (F1,47 = 17.578; p = 0.000 < 0.05). Significance: These strategies have the potential to enhance the academic achievement of both male and female students and promote the acquisition of critical thinking skills in physics.

Online Journal of Primary Education (IOJPE), 2024

Innovare Journal of Education, 2024

The authors acknowledge the principals of schools used for the study and their physics teachers. ... more The authors acknowledge the principals of schools used for the study and their physics teachers. We equally acknowledge those who helped to validate the instrument. Authors' Contributions: EEA contributed to the research idea, conceptualization, writing, revising the paper, and data analysis. EEE contributed to the methodology and writing of the paper. BSK contributed to data collection and original draft preparation. VFA contributed to theoretical construction, literature drafting, and paper revising. All authors contributed to the article and approved the submitted version. Conflict of Interest: There is no conflict of interest in this study. All authors agreed to all terms and worked in harmony. Funding Source: The authors funded this work personally. We had no sponsorship.

Journal of Research in Science and Mathematics Education (J-RSME), 2023

This paper aims to compare the effects of Jigsaw, Think-pair-share, and Coop-Coop Cooperative Ins... more This paper aims to compare the effects of Jigsaw, Think-pair-share, and Coop-Coop Cooperative Instructional Strategies on the retention of students' knowledge in Carbohydrate in Jalingo metropolis, Taraba State, Nigeria. Methodology: The study employed a quasi-experimental non-randomized pre-test, post-test design. The study population comprised 1936 students in all 41 public secondary schools in Jalingo metropolis, Taraba State, Nigeria. The sample consisted of 322 students (males = 184, females = 138) drawn from the population. An Achievement Test in Carbohydrate (ATC), consisting of 50 multiple-choice questions, was used to collect data for the study. The reliability index of the ATC was estimated using Kuder-Richardson (K-20) and yielded a value of .86. Both descriptive statistics, including Mean and standard deviation, and inferential statistics, such as Analysis of Covariance, were adopted for the analysis. Findings: Findings revealed that students taught carbohydrates using Jigsaw retained knowledge more than their counterparts taught using think-pair-share and coop-coop cooperative instructional strategies. Significance: There was no significant difference between the mean retention scores of male and female students taught carbohydrates using Jigsaw, Think-pair-share, and Coop-Coop Cooperative Instructional Strategies. The interaction effects between instructional strategies and gender on retention were not statistically significant. Among other recommendations, it was suggested that there is a need for an urgent workshop to address the use of Jigsaw to teach organic concepts and operations to enable chemistry teachers to deploy it appropriately.

Nigerian Journal of Trends in Language, Arts & Social Sciences Education, 2023

This study investigated the effect of gamification strategy on students' engagement in Social Stu... more This study investigated the effect of gamification strategy on students' engagement in Social Studies in Gwer-West Local Government Area of Benue State, Nigeria. The study was guided by two research questions. Two null hypotheses were formulated and tested. The study adopted quasi-experimental design, specifically the nonrandomised, pre-test post-test control group design. The population consisted of 274 Upper Basic 2 students during the 2021/2022 academic session. The sample comprised 79 Upper Basic 2 students drawn from three intact classes using multi-stage sampling technique. Social Studies Engagement Questionnaire (SSEQ) with reliability value of 0.83was used for data collection. The data collected were analysed using mean and standard deviation to answer the research questions and Analysis of Covariance (ANCOVA) to test the null hypotheses at 0.05 alpha level. The findings of the study revealed that students exposed to gamification strategy had significantly higher mean engagement scores in Social Studies than those taught with modified lecture strategy (p=0.000<0.05). However, there was no statistically significant difference in the mean engagement scores of male and female students taught Social Studies using gamification strategy (p=0.487>0.05). Based on the findings, it was recommended among others that Social Studies teachers should use gamification strategy to teach the subject to enhance male and female students' engagement in the subject.

International Centre for Science, Humanities and Education Research Journal , 2023

ICSHER Journal Vol. 5 No. 3, June 2023

Al-Hijr: Journal of Adulearn World, 2023

The study determined the predictive power of split-half attention and dual-processing in working ... more The study determined the predictive power of split-half attention and dual-processing in working memory on students' learning outcome in Physics. The population for the study comprised 5138 science students in public senior secondary schools. The sample was 650 SSII students currently offering Physics as a school subject in 22 secondary schools in the study area. Three sets of instruments used for data collection were Attention Lapses Clicker (ALC), Force Concept Inventory (FCI) and Cognitive Reflection Test (CRT). The instruments were face validated by three experts. Estimate of internal consistency was obtained through Kuder-Richardson (K-R21) for FCI with coefficient of internal consistency as 0.73. Data normalization was done using ZT-score and T-score. The data collected were analyzed using regression analysis to answer research questions and test null hypotheses at 0.05 level of significance. It was spotlighted that split-half attention as well as dual-processing in working memory had significant predictive power on students' learning outcome in Physics. Similarly, the combination of split-half attention and dual-processing in working memory had significant predictive power on students' learning outcome in Physics. Based on these findings, it was recommended among others that Physics teachers should guide students to gain control of attention and action to facilitate and mandate encoding of stimulus into working memory for enhanced learning outcome in Physics. The information selected for students to be held in working memory should be relevant to current objectives of instructional delivery to reduce split-half attention effect and enhance learning outcome in Physics.

THE SEPHERED TREASURE CHEST: A PUBLICATION OF THE SEPHERED HERITAGE ACADEMY, MAKURDI NIGERIA, 2023

This paper examines the armless fight between youths and political elites on who are the leaders ... more This paper examines the armless fight between youths and political elites on who are the leaders of tomorrow and its implications on Nigeria education and development. It is obvious in Nigeria that the political elites have held permanently to power and that the youths have no hope of becoming leaders of tomorrow they were told because tomorrow is futuristic and so, cold war exists. There is the belief that those in power will not give up their position willingly and so action is required to shift them to allow what is required take place. Lack of actions in this direction has denied a lot of youths the emancipatory learning. This paper posits that the nation Nigeria is only paying for what they denied the youths-transformation by way of conscientisation. A transformed individual cannot conform to what is not right, not just, not fair, unethical, immoral and corrupt. As a follow up, the youths should develop themselves skillfully, to be a solution provider, be creative and critical in thinking, and therefore, watch the opportunity present itself someday take over power. Also, learners should be exposed to adequate and current education and modern analytical techniques. Conscientisation pedagogical approaches should be adopted or integrated for all disciplines in schools at all levels.

Journal of Research in Science and Mathematics Education(J-RSME), 2023

This study aimed to investigate the perceived influence of test anxiety on the academic performan... more This study aimed to investigate the perceived influence of test anxiety on the academic performance of secondary school students in physics in Benue State, Nigeria. Methodology: The research utilized a descriptive survey design, with a target population of 15,060 students from government-approved secondary schools in the Obi Local Government Area of Benue State. A random sampling technique was employed to select 250 students from five secondary schools. The data collection instruments employed were the Mathematics Text Anxiety Questionnaire (MTAQ) and Mathematics Performance Text (MPT). The collected data were analyzed using measures such as means and standard deviation to address the research questions, while the analysis of variance was conducted to test the hypothesis at a significance level of 0.05. Findings: The findings indicated a significant difference in the influence of test anxiety levels exhibited by students on their average performance in physics within the secondary schools of the Obi Local Government Area in Benue State. Moreover, the results revealed a significant difference in the influence of test anxiety levels exhibited by male students on their average performance in physics in secondary schools. Significance: Similarly, a significant difference was observed in the influence of test anxiety levels exhibited by female students on their average performance in physics within secondary schools. Based on these findings, recommendations for school management are proposed.

International Journal of Education, Learning and Development, 2022

Edukasiana: Jurnal Inovasi Pendidikan, 2025

International Centre for Science, Humanities & Education Research Journal, 2024

American Journal of Education and Learning, 2024

Nigerian Journal of Literacy and English Education, 2024

See pdf attached

International Centre for Science, Humanities & Education Research (ICSHER) Journal, 2024

International Online Journal of Primary Education , 2024

Journal of Research in Science and Mathematics Education (J-RSME)

Edukasiana: Jurnal Inovasi Pendidikan, 2024

FNAS Journal of Mathematics and Science Education,, 2024

Journal of Research in Science and Mathematics Education (J-RSME), 3(1), 1-20., 2024

Online Journal of Primary Education (IOJPE), 2024

Innovare Journal of Education, 2024

Journal of Research in Science and Mathematics Education (J-RSME), 2023

Nigerian Journal of Trends in Language, Arts & Social Sciences Education, 2023

International Centre for Science, Humanities and Education Research Journal , 2023

ICSHER Journal Vol. 5 No. 3, June 2023

Al-Hijr: Journal of Adulearn World, 2023

THE SEPHERED TREASURE CHEST: A PUBLICATION OF THE SEPHERED HERITAGE ACADEMY, MAKURDI NIGERIA, 2023

Journal of Research in Science and Mathematics Education(J-RSME), 2023

Paper Presented at the Formal Inauguration of the Benue State Chapter of the Association of Christian Schools International (ACSI), 2024

Assessment is the same anywhere except that in christian schools the God factor is considered alo... more Assessment is the same anywhere except that in christian schools the God factor is considered along. This is because the Christians belief that the origin of knowledge and wisdom is God and before anything at all, He (God) was. Capitalising on Bloom's modified educational taxonomy, ample examples of objectives reflecting cognitive, affective and psychomotor/creativity are given to guide the teachers. Equally provided is how to bring the philosophy and objectives of education in a country (eg Nigeria); reflecting the vision, mission and core values of a christian school as well as addressing the subject matter on a given lesson are provided. The specific purpose and utilisation of assessment are outlined in this paper.This paper concludes that amidst the growing complexity of assessment vocabulary: formative, summative, diagnostic, interim, performance and standardized-the most important words in assessment are the prepositions: of and for. If we use assessment for learning strategies well, students will be prepared to do well when it is time to do the assessment of learning. It is therefore recommended that christian schools should be able to structure their lesson objectives in such a manner that it should by the end of the study produce individuals that are competent academically, socially, morally and spiritually and who will not be ashamed of the faith they profess.

The study examined the effect of frequency of practical work on achievement of senior secondary t... more The study examined the effect of frequency of practical work on achievement of senior secondary two (SS2) students in Biology. A sample of 228 SS2 Students from three government-approved schools in Konshisha Local Government Area of Benue State Nigeria was used. Biology Achievement Test (BAT) with reliability coefficients of 0.89 was used to collect data from students in Biology. Mean and standard deviations were used to answer research questions while analysis of covariance was used to test the hypotheses at 0.05 level of significance. ANCOVA with the P-value of less than 0.05 for achievement (F 2 , 221 = 240.521, p<0.05) among the harmonized, intermediate and the control groups showed that there was significant difference in achievement. No significant difference was observed between boys and girls in the intermediate (F 1 , 278 =0.015, p>0.05) and the harmonized (F 1 , 65 = 3.248, p>0.05) groups. It is recommended that teachers should endeavour to organize practical work for students as frequently as possible (at least once a week) so as to develop in the students the practical skills required of them for final examination. Also students should be advised to take every biology practical work very seriously. Finally laboratory technicians should be employed by school authorities to assist biology teacher(s) in the area of practical work so that workload, time management and frequent practical are realistic to enhance students' achievement.

British Journal of Education, 2021

The study focused on enhancing students' retention of knowledge using two elearning strategies in... more The study focused on enhancing students' retention of knowledge using two elearning strategies in Basic Science and Technology in Benue, Nigeria. A non-randomised control group, pretest-posttest quasi-experimental design was employed. The study population comprised 27367 Upper Basic II students where a sample of 202 was drawn using multistage sampling technique. Developed Machine-Assisted Learning (MAL) and Virtual Science Laboratory (VSL) apps by the researchers were used as pedagogical strategies. The instrument used for data collection was Basic Science and Performance Test (BSTPT) which was transformed to Basic Science and Technology Retention Test (BSTRT) through reshuffling. This was validated, trial-tested and subjected to reliability analysis using Kuder Richardson (KR)-21 which gave 0.94. Four research questions were stated and analysed using mean and standard deviation, and graphs while four hypotheses were stated and tested using Analysis of Covariance (ANCOVA) at 0.050 level of significance. The findings revealed that, there were significant differences in the mean retention scores [F2, 195 = 199.689, p = 0.000 < 0.050] among MAL, VSL and Expository groups. A follow up pair wise comparisons confirmed the hypothesis in all the three combinations: MAL and VSL (p = 0.000 < 0.05); MAL and Expository (p = 0.00 0< 0.05) and VSL and Expository (p = 0.000 < 0.05). The findings also revealed that, there was no significant gender disparity in the mean retention scores of the students in MAL [F1, 57 = 0.817, p = 0.370 > 0.050] and VSL [F1, 72 = 0.226, p = 0.636 > 0.050]. It was further found that, there was no significant interaction effect of strategies and gender on the students' mean retention score [F2, 195 = 0.191, p =0.826 > 0.050]. The study concluded that the use of MAL and VSL apps have enhanced students' knowledge retention in BST than expository strategy. Based on the findings, it was recommended among other things that, the government and teachers-trainees' institutions should train teachers on the development and implementation of the MAL and VSL since they have greater effects on students' durable memory.

Journal of Research in Instructional, 2022

The study examined the implications of cognitive abilities of students on their academic performa... more The study examined the implications of cognitive abilities of students on their academic performance when taught Physics using group dynamics and visual clue strategies. The quasi-experimental research design was adopted. The study population was 1,920 SSII students from 48 Secondary Schools in Makurdi metropolis from where the sample of 157 was drawn. The instruments: Physics Students' Performance Test (PSPT) and Students' Cognitive Ability Test (SCAT) were used for data collection. Hypotheses were tested at 0.05 level using Analysis of Covariance (ANCOVA). There was significant difference between the mean academic performance of students taught Physics using group dynamics strategy, visual strategy and demonstration method; there was significant difference among the mean abilities of students when group dynamics strategy was used and also when visual clue strategy was used in teaching Physics; there is significant difference between the interaction effect of strategies and cognitive abilities on academic performance of students in Physics. The study recommended among others that since the interaction effect of strategies and cognitive abilities on academic performance of students in Physics was significant, the use of both strategies could be useful in fostering the academic performance of students of high ability groups while use with low and moderate ability groups should be with caution.

BSU JOURNAL OF SCIENCE, MATHEMATICS AND COMPUTER EDUCATION, 2021

This is to bring to the notice of the university community, research institutions/organizations, ... more This is to bring to the notice of the university community, research institutions/organizations, individuals, stakeholders and the general public that well-researched, authentic manuscripts/ articles are invited for publication in the BSU Journal of Science, Mathematics and Computer Education (BSU-JSMCE).

British Journal of Education, 2021

Journal of the Internaltional Centre for Science, Humanities and Education Research, 2021

The Editorial Board for the International Centre for Science, Humanities and Education Research J... more The Editorial Board for the International Centre for Science, Humanities and Education Research Journal (ICSHERJ) invites scholarly empirical and theoretical/critique research based articles of a contemporary nature (Multidisciplinary) for publication in her Journal. ICSHERJ is now published annually (ie, June every year). Note the following: 1. All papers, not exceeding 12 pages of A4 paper should be scholarly and typed double-spaced on computer. Three copies should be submitted to the Editor-in-Chief for assessment. Originality of articles is emphasised. 2. The abstract should be precise, not exceeding 250 words in all. 3. Tables, diagrams, graphs and other illustrations should be infused inside the body of the article where necessary or put in appendix if too large. 4. The approved referencing style is the current American Psychological Association (APA) format. 5. Author's names, designations and affiliations should be typed on a separate sheet and attached to the article. 6. All articles should be forwarded with two stamped self-addressed envelopes (of 10 by 8cm) and non-refundable assessment fee of N3000.00 or 20 USD payable in cash or bank draft only to the Editor-in-Chief ICSHER Journal. On-line payment into First bank Plc. No.2005543508 "NASHER JOURNAL" and carbon copy of teller (not photocopy) mailed along with papers is acceptable.

BSU Journal of Science, Mathematics and Computer Education (BSU-JSMCE), 2020

INTERNATIONAL CENTRE FOR SCIENCE, HUMANITIES AND EDUCATION RESEARCH JOURNAL (ICSHERJ), 2018

This chapter presents the implications of combining Teaching-Practice (TP) with Course-Work (CW) ... more This chapter presents the implications of combining Teaching-Practice (TP) with Course-Work (CW) on undergraduate student-teachers' stress and academic commitment. Three research questions guided the study. Students' Teaching Practice Questionnaire (STPQ) with a reliability coefficient of 0.96 (determined by Chronbach Alpha) was used to obtain data for the study. The STPQ was administered to a randomly drawn sample of 183 student-teachers out of the 495 in Benue State University (BSU), Makurdi who did their TP during the 2017/2018 academic session. Data were analysed using mean and standard deviation. Findings were that combining TP with CW has significant negative influence on student-teachers' stress and makes student-teachers to be neither committed to TP nor CW; leading to poor performance in both TP and course work. The central implication of these resultant effects is that the standard of qualitative teacher training and production is compromised to the detriment of qualitative education in Nigeria in the long run. The fact being that no nation can rise above the quality of its education; and that quality of education is dependent of the quality of teachers. To contain these, it is recommended that government should take university education more seriously and do all to avoid unstable academic calendar. Also, universities should ensure good academic planning, which provides a lecture-free semester or period during TP. The National Universities Commission (NUC) should monitor and ensure compliance to non-combination of TP with CW; defaulters should be sanctioned.

INTERNATIONAL CENTRE FOR SCIENCE, HUMANITIES AND EDUCATION RESEARCH JOURNAL (ICSHERJ), 2020

BSU Journal of Science, Mathematics and Computer Education (BSU-JSMCE)., 2021

Workshop organized by Benue State Ministry of Education for Secondary School Teachers, 2008

This workshop paper examines strategies for repositioning teaching and learning of physics in sec... more This workshop paper examines strategies for repositioning teaching and learning of physics in secondary schools in Benue State of Nigeria with a view to using some innovative strategies as teaching samples. Strategies used as samples in this workshop paper were concept mapping strategy, conceptual change strategy, field trip/excursion strategy, guided discovery method, experimental/laboratory method and demonstration method. The strategies are therefore recommended for teachers in secondary schools in Benue State Nigeria to use in teaching for improved performance.

JIGAWA JOURNAL OF MULTIDISCLINARY STUDIES (JJMS), 2021

This study examined the effects of play-way method (PWM) on pre-basic education pupils' achieveme... more This study examined the effects of play-way method (PWM) on pre-basic education pupils' achievement and retention in Basic Science and Technology (BST) in Makurdi Metropolis, Benue State. The study was guided by four research questions and four hypotheses. Quasi-experimental design was adopted for the study. Pre-basic 1-2 pupils in 22 public primary schools comprised the population. A total of 108 out of 250 pupils were used in intact classes. Basic Science Achievement Test (B-STAT) with reliability coefficient of 0.96 and retention test were used for data collection. Data collected were analyzed using mean and standard deviation to answer the research questions and Analysis of Covariance (ANCOVA) for testing the hypotheses at 0.05 level of significance. The result showed that there was a significant difference in mean achievement F [(1,105) = 279.50, p=0.00< 0.05] and retention [F (1,105)-210.33, p = 0.000 < 0.05] scores of pupils taught using play-way method. There was no significant difference between the mean achievement scores of male and female pupils in post-test [F (1,55) = 0.11, p = 0.74 > 0.05] and retention test [F (1,55) = 0.29, p=0.59 <0.05] who were taught using play-way method. Therefore, it was recommended among other things that seminars and workshops should be organized on the use of play-way method at the pre-basic education level.

BSU Journal of Science, Mathematics and Computer Education , 2021

This study investigated the effect of Brain-Based Learning Strategy on students' attitude towards... more This study investigated the effect of Brain-Based Learning Strategy on students' attitude towards Physics in Taraba State, Nigeria. Quasi-experimental design, involving non-equivalent pretest, posttest and control group design was used for the study. Two research questions and two null hypotheses guided the study. The population consisted of 2115 secondary school II students that offer Physics from 25 public secondary schools in Jalingo LGA of Taraba State. The sample size for the study is 88 Physics students of secondary school II; consisting of 54 males and 34 females drawn from two public science oriented secondary schools using multistage sampling techniques. Instrument used for the study is Physics Attitude Scale (PAS) with reliability index of 0.86 using Cronbach's alpha. The research questions were answered using mean and standard deviation, while the null hypotheses were tested at 0.05 level of significance using Analysis of Covariance (ANCOVA). The findings revealed statistical significant difference between the mean attitude scores of students taught Physics using Brain-Based learning strategy and those taught using conventional learning strategy. The findings on gender revealed no statistical significant difference in the mean attitude scores of male and female students taught Physics using Brain-Based learning strategy. Based on these findings, we concluded that the use of Brain-Based learning strategy is effective in bridging the gap between male and female physics students' attitude. It is therefore recommended that pre-service Physics teachers' trainees should be exposed to the use of Brain-Based learning strategy, and teachers of Physics should be encouraged to use Brain-Based learning strategy to improve attitude of students towards Physics.

BSU Journal of Science, Mathematics and Computer Education, 2021

The study investigated how utilizing interactive students notebook with feedback strategies could... more The study investigated how utilizing interactive students notebook with feedback strategies could enhance science process skills acquisition Physics in Plateau State, Nigeria. Two research questions and two null hypotheses formulated guided the study. The study adopted quasi-experimental research design and of pretest, posttest, control group and on randomized type. The population consists of 3,182 Senior Secondary (SS) II Physics students. A sample of 113SS II students (obtained through multi-stage sampling technique) who offer Physics from four intact classes were used for the study. Test of Science Process Skills Acquisition (TOSPSA) with reliability coefficient of 0.98 (obtained using Cronbach's alpha)was used for data collection. Data were analyzed using mean and standard deviation to answer research questions and Analysis of Covariance (ANCOVA) was used to test the null hypotheses at 0.05 level of significance. Findings revealed that there is a significant difference between the mean science process skills acquisition scores [F(1, 110) = 54.083; p = 0.000< 0.05] of students taught using the interactive students' notebook with feedback and those taught using the conventional strategy. There is no significant difference between the mean science process skills acquisition scores of male and female students taught Physics using the interactive students' notebook with feedback [F(1, 59) = 3.025; p = 0.087> 0.05].It was recommended that Physics teachers should employ interactive students' notebook with feedback strategy in their classroom when teaching Physics used to promote science process skills acquisition in Physics. In service training, seminars, workshops and symposia should be organized by the state and federal ministry of education to train physics teachers on how to use interactive students' notebook with feedback in teaching the subject among others.

BSU Journal of Science, Mathematics and Computer Education , 2021

The effects assertive questioning and prior knowledge of behavoural objective strategies on inter... more The effects assertive questioning and prior knowledge of behavoural objective strategies on interest of students' of different mental abilities and gender were ascertained. Six research questions were answered and six null hypotheses were tested. The study was a quasi-experiment, pretest posttest design. A sample of 122 students from three intact classes was selected from104 accredited governments and government grant-aided schools in Benue State using purposive and random sampling techniques. Two instruments namely, Chemistry Interest Inventory in Difficult Concept (CIIDC) and Mental Ability Test (MAT) were used for data collection. The reliability estimates of the instruments were established through trial testing. Data collected with CIIDC were used for analysis using Cronbach Alpha and it yielded reliability coefficient of 0. 96. The data obtained using MAT was subjected to analysis using Kuder Richardson (KR-21). The reliability coefficient of MAT was 0.98. The data collected by use of CIIDC were analyzed using mean, standard deviation to answer the research questions and the hypotheses were tested at 0. 05 level of significance using ANCOVA. The data collected by the 10-item MAT was used to group the students into high, middle and low mental abilities. The findings of the study revealed that the experimental groups developed significant interest in the concepts than control group used p=0.000 < 0.05, p= 0.000 < 0.05. On the basis of different mental ability of students, there were no significant difference in the students' mean interest rating developed, p = 0.909 > 0.05. There were no significant differences between mean interest rating developed by boys and girls p= 0.717 > 0.05 and also using PKB teaching strategy, no significant difference between the mean interest rating developed by boys and girls p = 0.463 > 0.05.The study recommended among others, that teachers should be encouraged to use assertive questioning and prior knowledge of behavoural objective as strategies of instruction in teaching chemistry in senior secondary schools and for teaching electrolysis and rate of chemical reaction.

BSU Journal of Science, Mathematics and Computer Education, 2021

The study investigated the effect of analogy teaching strategy on academic performance of Basic s... more The study investigated the effect of analogy teaching strategy on academic performance of Basic science students of different cognitive styles in Basic Science, Benue State Nigeria. Two research questions and two hypotheses guided the study. The population was 11,664 Upper basic II students and a sample of 166 students from 4 intact classes in the 4 schools selected for the study constituted the sample using multi-stage sampling technique. The study adopted a quasi-experimental design of pretest post-test control group. The instruments used for the study were Basic Science performance test (BSPT) and Group Embedded Figure Test (GEFT). Four experts validated one of the instruments which is the (BSPT). The reliability coefficient of 0.98 was obtained using Kuder-Richardson-20 (K-R20) formula. GEFT-was adopted. Mean and standard deviation was used to answer the research questions and analysis of covariance was used to test the hypotheses at 0.05 level of significance. Findings of the study revealed that students taught Basic Science using analogy teaching strategy performed significantly higher than those taught using conventional method (f(977.754); p=0.000 < 0.05, field-independent cognitive style students, performed better than the field-dependent cognitive style students using analogy teaching strategy (f(52.299); p=0000 < 0.05. There is significant difference between the mean performance scores of field-dependent cognitive styles students taught Basic Science using analogy strategy and those taught using conventional teaching strategy[F(1, 86) = 890.552; p = 0.000< 0.05].There is significant difference between the mean performance scores of field independent cognitive style students taught Basic Science using analogy teaching strategy and those taught using conventional strategy[F(1, 74) = 671.503; p = 0.000< 0.05]. Based on the findings of the study, the following recommendations were made among others. Basic Science teachers should use analogy teaching strategy in teaching Basic Science as it was found to enhance performance. Basic science teachers should bear in mind cognitive styles of students while preparing their lessons to incorporate different teaching strategies and different activities.

Proceedings of 61st Annual Conference of Science Teachers Association of Nigeria (STAN), 2021

This study investigated the use of conceptual change pedagogy as an intervention strategy for imp... more This study investigated the use of conceptual change pedagogy as an intervention strategy for improving students' academic performance in physics in Kogi east education zone of Kogi state Nigeria. The study adopted quasi-experimental design. Two research questions and two hypotheses guided the study. A validated instrument, Thermal Physics Performance Test (TPPT) was used to collect data from a sample of 194 students using multi-stage sampling technique. The instrument yielded the reliability coefficient of 0.79 using Kurder-Richardson Formula 21. Data collected was analyzed using mean and standard deviation for research questions and ANCOVA for hypotheses at 0.05 level of confidence. The results show that there was significant difference in mean performance scores of students taught physics using conceptual change pedagogy and traditional physics instructional strategy. Based on the findings, recommendations were made among which are that physics teachers should be encouraged to use conceptual change pedagogy to teach physics.

OIDA International Journal of Sustainable Development, 2011

Focusing on some Nigerians' extent of awareness, possible causes and the way forward on energy cr... more Focusing on some Nigerians' extent of awareness, possible causes and the way forward on energy crisis, this paper examined the status of energy crisis in Africa and its strong link to development in the Continent using Nigeria (the so called giant of Africa) as a case study. Four hundred and forty nine (N = 449) post graduate students from Benue State University and University of Agriculture all in Makurdi (representing 33 out of 36 States in Nigeria) responded to "Perception of Energy Crisis in Nigeria Questionnaire (PECNQ) developed and validated by the researcher. The instrument which has a reliability coefficient of 0.79 using Cronbach Alpha was used to collect data which were analysed using frequency, means, standard deviation and rank order. The results show among others that even the educated are only aware to a little extent on the extent of energy crisis in Nigeria; most people are not conscious of the contributions of the society through poor maintenance culture and waste to the crisis. However, corruption, conscientization and illiteracy ranked highest among factors that lead to energy crisis. On the other hand, a change in attitude to life was considered the most important step towards elimination of energy crisis followed by the need for mass literacy campaign, education of the generally poor rural populace and drastic reduction in population through birth control and tax on extra number of children above the maximum allowed.

International Journal of Literacy and Education, 2021

The study was to investigate if there any possibility of enhancing students' metacognitive awaren... more The study was to investigate if there any possibility of enhancing students' metacognitive awareness in Chemistry in Ekiti State, Nigeria using Predict-Explain-Observe-Explain and Vee Heuristic Strategies. The instrument used for data collection was Metacognitive Awareness Inventory (MAI). Cronbach Alpha was used to ascertain the reliability index of MAI which gave reliability value of 0.84. The target population of this study was 14,753 which was the population of SSII chemistry students in study area. A sample of 308 students comprising 174 boys and 134 girls drawn from 9 schools within 9 Local Government Areas (LGA) out of 16 LGA in the Ekiti State, Nigeria selected using multi-stage sampling techniques. Two research questions and two null hypotheses guided the study. The research questions were answered using Mean and Standard Deviation scores while the null hypotheses were tested at 0.05 level of significance using Analysis of Covariance (ANCOVA). The study revealed that PEOE and VH strategies significantly improved students' metacognitive awareness [F2, 301=3742.616, P<0.05] than discussion method. It was also found that there was no significant interaction effect of treatments and gender on the mean metacognitive awareness [F2, 301 = .600, P>0.050] of students in Chemistry. It was recommended among others that since PEOE and VH strategies were found to be effective strategies for enhancing students' metacognitive awareness in Chemistry; Chemistry teacher's trainee should be trained on the use of PEOE and VH strategies and serving teachers should use it.

CCU Journal of Science, 2020

The study determined the effects of analogy and demonstration teaching strategies on Basic eight ... more The study determined the effects of analogy and demonstration teaching strategies on Basic eight students' achievement and retention in basic science in Buruku Local Government Area of Benue State, Nigeria. The study adopted a quasi-experimental design, specifically the pre-test, post-test control group design. One hundred and seventy-four basic eight students in four randomly selected schools were used for the study. A validated 20 items Basic Achievement Test (BSAT) was the instrument used for data collection. Reliability coefficient of 0.76 was established using Kuder Richardson Formula 20. Out of the four schools, two were assigned to experimental and two for control groups. Mean and standard deviations were used to answer the research questions and Analysis of Covariance (ANCOVA) was used to test the four hypotheses at P = 0.05 level of significance. The findings showed that analogy strategy was more effective in facilitating students' achievement and retention in basic science [F1,171 =82.013, P<0.05] and [F1,171 =46.200, P<0.05] respectively. The result also revealed that gender was not a factor in the achievement and retention of students in basic science [F1,89 =0.06, P>.05] and [F1,89 =0.39, P>0.05] respectively. Based on the findings, it was recommended that basic science teachers should be encouraged to use analogy strategy to teach basic science for effective leaning of the subject.

International Journal of Education, Learning and Development, 2021

This study focused on effects of two teaching methods on achievement of senior secondary two stud... more This study focused on effects of two teaching methods on achievement of senior secondary two students in difficult chemistry concepts in Benue State, Nigeria. Two difficult concepts investigated were electrolysis and rate of chemical reaction. Two research questions were answered and two null hypotheses were tested. The study was a quasi-experiment, pretest posttest control group design. The target population was all senior secondary two (SS2) students in Benue State of Nigeria. A sample of 122 students was selected from104 accredited governments and government grant - aided schools in Benue State by purposive and random sampling techniques. Three intact classes were used and members constitute the sample. Chemistry Achievement Test (CAT) was used for data collection. The instrument was validated by experts in the course of the study. The reliability estimate of the instrument was established through trial testing. The data obtained using CAT were subjected to analysis using Kuder Richardson (KR-21). The reliability coefficient of CAT was 0.98. Mean and standard deviation were used to answer the research questions and the hypotheses were tested at using 0. 05 level of significance using ANCOVA. The findings of the study revealed that there is significant difference in the mean chemistry achievement scores of students taught electrolysis and rate of chemical reaction using assertive questioning, prior knowledge and those taught using conventional strategies. However, there is no significant difference in the mean chemistry achievement scores of students taught electrolysis and rate of chemical reaction using assertive questioning strategy and prior knowledge teaching strategy but significant difference exist between each experimental strategies(that is, assertive questioning and prior knowledge of behavioural objectives) and conventional strategy. There is no significant difference in the mean chemistry achievement scores of male and female students taught electrolysis and rate of chemical reaction using assertive questioning teaching strategy as well as in the mean chemistry achievement scores of male and female students taught electrolysis and rate of chemical reaction using prior knowledge of behavioural objective teaching strategy. There is no significant interaction effect of methods and gender on students’ achievement in difficult chemistry concepts (electrolysis and rate of chemical reaction). The study recommended among others, that teachers should be encouraged to use assertive questioning and prior knowledge of behavoural objective as methods of instruction in electrolysis and rate of chemical reaction

Assessment of Junior Secondary School Home Economics Curriculum and students’ Cognitive thinking levels, 2023

The aim of this study was to determine if achievement in home economics is consistent with learne... more The aim of this study was to determine if achievement in home economics is consistent with learner’s cognitive thinking levels. The study used expost-facto design for data collection. The study population comprised all students from schools offering home economics at the junior secondary school level in Benue State, Nigeria. Instruments for data collection included the curriculum analysis taxonomy (CAT), the home economics achievement test (HEAT) and the cognitive reasoning task (CRT). Results indicated that a preponderance of the participants demonstrated concrete reasoning than formal reasoning. There was also a match between students’ cognitive reasoning level and the cognitive demand of the examination questions. Furthermore, the study indicated no relationship between students’ performance on the HEAT and their measure of cognitive thinking (r=0.036; p>0.528). The agency responsible for curriculum planning and development and other relevant education stakeholders need to strengthen the link between cognitive demand of home economics examinations and cognitive thinking level of students.

Pedagogy and Practice of Education in Honour of Late Professor Cornelius Madas Fuandai. In, O. B. Shiaki, U. M. Okonkwo, C. Ashasim, S. A. Iyekekpolor, M. A. B. Ibi (Eds.), 2023, Pp.234-255. Selfers Academic Press Ltd, Makurdi-Nigeria ISBN: 978=978-794-196-6, 2023

There is an adage that says what you do every day calls for expert handling and therefore demands... more There is an adage that says what you do every day calls for expert handling and therefore demands perfection. We are not too sure if this is true with regards to research and research reporting in education and even in other disciplines. Right from undergraduate to doctoral level, ability to conduct research and report the same is a requirement for graduation. In most cases high credit loads are allocated indicating weight or importance attached to it as a course of study. The issue of research and research reporting will continue to be on the front burner in education because education and indeed knowledge is dynamic. Changes constantly come in and there is every need to update both the learners and the texts in use. Of particular interest in this chapter is knowing what is research, why we conduct research, types of research often conducted and the various ways of reporting them. What we have in this chapter is not all inclusive but it is a sufficient guide to both beginners in research and even experts in the field.

Every change in curriculum brings corresponding demands on the teacher. For Core Curriculum for M... more Every change in curriculum brings corresponding demands on the teacher. For Core Curriculum for Minimum Academic Standards (CCMAS), one of its expensive demand is how best to deliver the contents to students without stress on the teacher and the learners. As diverse as the disciplines are, attempt is made in this paper to provide strategies considered as alternatives to lecture method for use by respective lecturers. Beyond the suggested strategies are three examples of teaching from three different disciplines using some named strategies. It is hoped in this papers that lecturers in the university who shall implement this curriculum are well guided. Tips on best practices in teaching are equally given. It is therefore recommended that this paper be consulted by both professional and non-professional teachers during implementation of the CCMAS in Nigeria and for any other person teaching in the university elsewhere.

Monthly Seminar Series of the Science Teachers Association of Nigeria (STAN) Presented 30th September, 2024, 2024

This paper examines how to overcome challenges of using ICT related strategies in teaching scienc... more This paper examines how to overcome challenges of using ICT related strategies in teaching science in schools in rural locations in Nigeria.This paper recognises the extra miles of improvisation, local construction, borrowing, befriending experts to help once in a while and have good link with parents through parent teachers association of the school. Therefore a list of possible ICT related strategies were provided in addition to the ones that can be created by simply integrating ICT into some long existing methods and strategies to have strategies like e-activity method, eguided discovery method. Equally provided is how to boost the network when there is weak or no network. A number of ways to facilitate use of ICT in teaching in schools in rural locations are identified as integration not Isolation of ICT, focusing on learning outcomes, teacher training and support, equity and accessibility of resources available, digital citizenship and safety, data-driven decisions, collaboration and sharing, mandating ICT education, provision of adequate ICT facilities, providing social amenities and mapping out enough funds to manage the rural schools.It was recommended among others that the teacher's android phones, iPad, television, etc can be used where there is none, engaging technicians to boost networks eg through the television antenna, satellite dish, cracked modems, having once in a term ICT teaching day where necessary gadgets could be borrowed from teachers and significant others in the location as well as using downloaded video clips, recorded sampled teaching using ICT, artifacts, instructional materials cloud file.