Effect of instructional materials on the teaching and learning of basic science in junior secondary schools in Cross River State, Nigeria (original) (raw)
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This study examined the effect of instructional materials on the teaching and learning of Basic Science in Junior Secondary Schools in Kebbi State. The study examined the role of instructional materials in the science classroom and how instructional materials have affected the teaching and learning of Basic Science. The study employed quasi experimental design. Two research questions and two hypotheses guided the study. 240 students were randomly selected by simple ballot method from four secondary schools in Zuru Local Government Area of Kebbi State. A 20-item test called Diffusion Achievement Test [DAT] constructed by the researchers was used to collect data for the study. The test had a reliability of 0.86.Scores generated from pre-test and post-test were analyzed using mean, standard deviation and independent t-test. The result showed that the use of instructional materials have a favourable effect on students' achievement in basic science concepts. The result also indicated that there is a significant difference in the mean achievement scores of students with females having a higher mean score than males. Recommendations were made among others that teachers should source for instructional materials for effective lesson delivery.
This study was conducted to assess the utilization of instructional materials in teaching and learning of basic science in secondary schools in Owerri Municipal Council. The study employed a descriptive survey design to determine the utilization of instructional materials in the teaching and learning of basic science in secondary schools in Owerri Municipal Council, Imo State, Nigeria. Two hundred (200) respondents comprising teachers and students from seven (7) public secondary schools in the council were interviewed using a modified fivepoint Likert instrument (questionnaire). The data collected were coded into SPSS and analyzed with descriptive statistics. The results showed that 95 persons reported they were provided with background information on the subject matter, 111 persons reported that instructional materials are used by teachers to develop lesson plan, 115 persons strongly agreed that chalk or marker boards is one of the types of instructional materials used in the teaching and learning of basic science in secondary school. Also, 89 persons strongly agreed that instructional materials are not usually available for basic science teachers to use. The results showed that the cluster mean in each research questions were above 2.5 as stated standards and it shows statistical significance. Then, lack of instructional materials/ facilities and non-utilization were among the major causes of poor performance of students in basic science in Owerri Municipal Council. In conclusion, the basic science teachers, school administrators and government in general were all aware of the problems of instructional materials in teaching and learning of basic science and they equally knew the strategies that will enhance the availability and utilization of such instructional materials in order to achieve production of resourceful teachers. Therefore, Government and schools authorities should help to provide instructional materials such as relevant and modern textbooks, charts, posters, computers, and so because basic science in secondary schools cannot be adequate learned without instructional materials.
Sokoto Educational Review
The paper examined the rate at which instructional material is been put to use in science teaching in secondary schools in Nigeria. The paper looked at the meaning of instructional material, it utilization, some common science instructional material were also looked at, the role play by instructional material in Science teaching were also discussed. The paper looked at some major problems of science teaching as resources problems, teachers’ problems which include lack of adequate professionally trained physics teachers, students’ problems which include poor students’ background in science and negative attitude of students towards science and government/stakeholders’ problems which include poor remuneration/incentive of the science teachers, there is no effective supervision, inadequate instructional materials .The resultant effects are increased in massive failure of science students in senior school certificate examination and negative attitude towards science. The paper therefore ...
This project work is design to investigate the effect of teachers qualification and instructional materials on Basic science students academic performance in Ukwuani LGA of Delta State. On the basis of this, four research hypotheses were formulated and tested. A total of one hundred (100) copies of questionnaire were distributed to one hundred (100) sampled students from five (5) different schools to elicit their responses. The instrument used in the study was questionnaire, the Chi-Square statistics was used to analyze the data collected from respondents. The findings include the following; it is evident there is a significant relationship between teachers qualification/experience and students performance in basic science, it is evident there is a significant relationship between laboratory facilities and the effective teaching and learning of basic science, it is evident there is a significant relationship between teachers method of teaching basic science and students performance, it is evident there is a significant relationship between teachers gender in teaching basic science and students performance. Moreover, in all findings; the table shows that there are relationships in all. Based on these findings, recommendations were made.
Online Journal by League of Educational Researchers International (LERI), 2020
The study investigated effects of two innovative instructional delivery strategies on junior secondary school students’ achievement in Basic Science and Technology. The population comprised 3050 JSII students in 41 public co-educational junior secondary schools in Karu LGA of Nasarawa state made up of 1701 male students and 1349 female students. A quasi-experimental pre-test, posttest non-equivalent group research design was employed as design and without a control group. Through multi-stage random sampling, 2 intact JSII classes were selected with sample size of 121. Using balloting, one of the classes was assigned as experimental group taught using sensory stimulation strategy and the other with inquiry strategy. The instrument used for data collection was Basic Science and Technology Achievement Test (BSTAT) with a reliability coefficient of BSTAT is 0.82 analyzed using Spearman Brown rank order correlation. Two research questions were formulated with corresponding hypotheses and were tested at 0.05 level of significance for the study. Data collected were analyzed using mean, standard deviation and ANCOVA statistics. The study revealed significantly higher achievement for students taught Basic Science and Technology concepts using sensory stimulation as against those taught using inquiry strategies. Though male students achieved higher than their female counterparts when taught using sensory stimulation strategy, the difference is not significant. It is recommended that teachers of Basic Science and Technology should adopt sensory stimulation strategy in their instructional delivery approach. The multiple appeals to students’ senses by sensory stimulation strategy tends to make learning pleasurable and supports meta-cognitive processes which aids easy remembering, reduces agitation and increases alertness during learning.
Advances in Multidisciplinary & Scientific Research (AIMs) Journal, ,, 2016
The study examined the efficacy of using environmental resources in teaching Matter and its properties amongst Basic Science pupils in Cross River State, Nigeria. The environmental resources used for teaching Matter included camphor balls,, egg in a bottle, kerosene, balloon, and a piece of magnet. Two null hypotheses were formulated to guide the investigation. The design adopted was a quasi-experimental design where the experimental group was taught the concept of Mater and its properties with innovative approach of making students interact with environmental resources that are locally sourced while the control subjects were taught the same topic without these environmental materials. The treatment lasted for two months. The reliability of the instrument used for obtaining data (Basic Science Performance Test (BSPT) was established using Richard-Kudarson formula (KR-21). The reliability yielded a coefficient of 0.86. The data obtained were analyzed using the independent t-test analysis technique. Results revealed that the experimental class which was allowed to interact with environmental resources as they were taught Matter and its properties, performed significantly better than the control group taught without this interaction. On this basis recommendations were made in support of teaching basic science with environmental resources, which will help to enhance the efficiency of learning the subject among pupils in primary schools. Primary School science teachers should adopt the use of environmental resources which abound within the learners' environment to promote performance of pupils in Basic Science.
The method a teacher employs in the classroom matter a lot. For this can hinder or enhance pupils understanding of any subject .Science is a subject with complex concepts which may mean different things in the child’s language. The method a teacher uses in the class to communicate science concept can be a barrier to their understanding. This study therefore seeks to examine method of teaching as a barrier to understanding science concepts among primary six pupils in Cross River State, Nigeria. One hypothesis was raised and tested. Two instruments were used for data collection. They were, Method of teaching science questionnaire (MTSQ) and 50 item primary science achievement tests. One thousand, eight hundred and eighteen pupils out of sixty eight thousand two hundred and one pupils were randomly selected for the study. Data obtained was analyzed using independent t-test analysis at 0.05 level of significance. The result revealed that there is a significant relationship between method of teaching and pupils’ understanding of scientific concepts and academic performance. It is therefore recommended that teachers should use appropriate methods of teaching to communicate science concept to pupils. Keywords: Method of teaching, Science concepts, Primary school pupils, Academic performance
There are certain factors which can hinder pupils understanding of science concept in the primary school. These factors need to be identified and addressed properly if pupils are to have a sound knowledge of science at that level. This study examined the relationship between limitations to understanding scientific concepts and academic performance in Primary Science among primary six pupils in Cross River State, Nigeria. In order to achieve the set objectives of this study, two hypotheses were formulated and tested. Two instruments were used for data collection. They were limitations to understanding scientific concepts questionnaire (LUSCQ) and a 50-item primary science achievement test. These instruments were validated and administered to 1818 pupils out of 68,201 pupils in 70 schools in the study population. A proportionate stratified random sampling technique was adopted hence; the study area was stratified into three educational zones with different populations. The data obtained were analyzed using Pearson Product Moment Correlation Coefficient (r) statistical tests at 0.05 level of significance. The findings revealed that there is a significant relationship between pupils’ perception of scientific language and academic performance. Also the findings further revealed a significant relationship between pupils’ pre-experience and their academic performance in primary science. This paper recommends that pupils should be helped to understand the technical terms in science and be exposed to more science experiences in their environment. This will enable them improve their academic performance in primary science.
Utilization of Instructional Media and Academic Performance of Students in Basic Science
The use of instructional media is of vital importance for the teaching and learning of the basic sciences in primary and secondary schools, as it drives home the lesson point of the subject being taught and reduces stress for both teacher and student. The imaginative use of well-planned visual aids during classroom lessons does boost academic performances of students learning physics, chemistry, biology, and mathematics. This chapter investigates the impact of instructional media or design usage on the learning outcomes of students in the basic sciences in Lagos, Nigeria. The research design is Quasi-Experimental. The sample population consists of an experimental and a control group. The experimental group is taught with instructional media for a fortnight. The findings show that the use of instructional media positively impacted the learning outcomes of the students, thus highlighting the vital essence of using instructional media during lessons for enhancement of students' learning.