INNOVATIONS IN SCIENCE, TECHNOLOGY AND MATHEMATICS EDUCATION IN NIGERIA by Ebele C. Okigbo, Nneka R. Nnorom, Ernest O. Onwukwe (the ebook reader .txt) đź“–
- Author: Ebele C. Okigbo, Nneka R. Nnorom, Ernest O. Onwukwe
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The study was carried out in two Colleges of Education in Anambra State –Federal College of Education (Technical), Umunze and Nwafor Orizu College of Education Nsugbe.
Population of the study
The population of the study is all NCE second year chemistry students in two Colleges of Education in Anambra state, with a population of one hundred and twenty-five (125)
Sample and Sampling Techniques
All the NCE II students numbering one hundred and twenty-five (125) constitute the sample for the study. No sampling was done. The entire population was used. Out of the two Colleges of Education one was randomly assigned to SWH treatment group and the other to the conventional laboratory (control) group.
Instrument for Data Collection
The instrument for data collection is a teacher constructed Achievement Test on Redox Reactions (ATORR) comprising 35 multiple choice questions on redox reactions. The reliability of the test ATORR was established through the use of Kuder Richardson formula 21 (K-R 21) to establish the internal consistency of the ATORR.
Method of Data Collection
Data were collected using a pre-test and post-test that were administered by the researcher with the help of research assistants. The pre-test was given at the beginning of the semester. The pre-test was given to determine if there were any pre-existing differences between the treatment group and the control group. The experimental group used the SWH while the control group used the conventional mode of laboratory practical.
Laboratory practical on redox titration was done for a period of six weeks for the treatment group and the control group.
Method of Data Analysis
The research questions were analysed using means and standard deviations. The hypotheses were analysed using Analysis of Covariance ANCOVA.
Results
The presentation of the results is according to the research questions and stated hypotheses
Research Question1: What are the mean scores of NCE chemistry students taught redox reactions using SWH and conventional laboratory instructional modes?
Table 2: The mean and standard deviations of students’ scores in SWH and conventional laboratory instructional modes
Pre-Test
Post-Test
Group
N
Mean
SD
Mean
SD
Control
47
7.72
3.81
14.77
3.18
Experimental
78
10.10
4.16
23.12
3.78
Research Question 2: What are the mean achievement scores of male and female NCE chemistry students taught redox reactions using SWH and conventional laboratory instructional modes?
Table 3: The mean and standard deviations of male and female students’ achievement scores in SWH and conventional method
Group
Gender
N
Pre Mean
SD
Post Mean SD
Control
Male
10
8.30
3.62
16.70 2.11
Female
37
7.57
3.89
14.24 3.24
Experimental
Male
14
9.57
5.26
24.29 2.73
Female
64
10.22
3.92
22.86 3.95
Hypothesis
H01: There is no significant difference in the mean achievement scores of NCE chemistry students taught redox reactions using SWH and conventional laboratory instructional modes.
H02: There is no significant difference in the mean achievement scores of male and female NCE chemistry students taught redox reactions using SWH and conventional laboratory instructional modes.
Table 4: Summary of the Analysis of Covariance (ANCOVA) on the effects of the
treatment and gender
Source of Variation
Sum of
Squares
Degree of
Freedom
Mean Square
F
Sig. of F
Decision at 0.05 level
Corrected Model
2347.752a
2
195.646
17.320
0.000
Intercept
5014.811
1
5014.811
443.937
0.000
Pre-Test
15.645
1
15.645
1.385
0.242
Treatment
786.138
1
786.138
69.593
0.000
S
Gender
3.587
1
3.587
.271
.604
NS
Error
1265.176
112
11.296
Total
53493.000
125
Corrected Total
3612.928
124
Discussion
The result of the analysis on table 4 revealed that students taught redox reactions using SWH significantly achieved higher than those taught with the conventional method, F = 69.593 with significance of F at 0.000. This result agrees with some earlier research findings on the relationship that exists between some instructional strategies in teaching redox reactions and achievement in redox reactions. This is in line with Schroeder and Greenbowe (2008) who discovered in their study that connection exists between effective laboratory activities and student performance. This result also agrees with Mohammed (2007) whose study revealed a significant difference in the mean achievement scores of students taught chemistry concepts using SWH instructional strategy and those taught using the conventional laboratory instruction in Chemistry.
From these previous works and the findings of the present study, it is certain that there is a strong relationship between instructional strategy and achievement in science. Students achievement in chemistry is enhanced when teachers make use of inquiry laboratory practices. This could be due to the fact that the use of inquiry laboratory practices fosters positive classroom interaction and participation. Teachers need to identify different instructional strategies and utilize them for better achievement in Chemistry. Results of the present work also agree with the findings of Erkol, Kisoglu and Buyukkasap (2010) whose findings showed that the SWH approach significantly increased students’ achievement in physics, conceptual understandings and attitudes towards laboratory.
The difference in achievement between the students taught redox reactions using SWH and conventional laboratory instructional modes may be due to the differences between the classroom activities provided in the SWH and conventional laboratory approaches.
Also in Table 4, x-rayed that there is no significant difference in the mean achievement scores of male and female NCE chemistry students taught redox reactions using SWH and conventional laboratory instructional modes, F=0.271 with significance of F at 0.604.This finding is in line with the findings of Brickman, Gormally, Armstrong& Haller (2009) that there was no significant gender difference in the post test performance of the experimental group taught introductory Biology using SWH and conventional laboratory instructional modes notwithstanding the difference that existed in the pre-test result in favour of the male. Caukin (2010) and Arnold (2011) also found that gender was not a significant factor on students’ achievement in chemistry. These indicate that with the use of any good instructional strategy male and female students will achieve equal.
Conclusion
The use of the Science Writing Heuristic (SWH) by chemistry teachers enhances students achievement in chemistry. The experimental group in the study was taught redox reactions using the science writing heuristic and they had a significantly higher achievement score than the control group taught the same topic using conventional laboratory instructional approach. The study however showed no significant difference in the mean achievement score of male and female students.
Recommendation
The study recommended among others that:
Teachers should adopt the use of science writing heuristic as learner- centred inquiry laboratory instructional approach that facilitates learner’s achievement.
References
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STUDENTS’ PERCEPTIONS OF REASONS FOR DELAYED GRADUATION
AT NATIONAL OPEN UNIVERSITY OF NIGERIA
Prof. Chibuogwu V. Nnaka
Abstract
The National Open University of Nigeria (NOUN) is a single mode institution that operates through open and distance learning method. Students enrolled in the university are expected to graduate in a minimum of four (4) years and a maximum of eight (8) years. However, a significant number of the students fail to graduate even after spending eight years in the university. This study sought to find out what students perceive as the main reasons that delay their graduation. A qualitative case study design was employed for the study. The population consists of 250 students who registered for the Bachelor’s degree in the university from 2004 to 2014, and have taken the examinations for all the compulsory courses, submitted their assignments and their projects. The sample was made up of 25 male and 25 female students selected from one of the pioneer study centres of the university. Focus group interview was used for data collection. The interview was analyzed through content analysis. The findings revealed that missing/omitted examination results was the main reason for the delay in students’ graduation in the university. Demands of employment, family/personal problems, and financial problems, deficiency in entry requirement and delay in approval of project topics were also stated as reasons that delay graduation. Recommendations were made on how to enhance the timely graduation of students in the university.
Key words: Distance Education, Graduation, Missing Results, National Open University ofNigeria.
Introduction
The Nigeria National Policy on Education (FRN 2004) emphasizes equal access to educational opportunities for all citizens of the country at the basic, secondary and tertiary levels, both inside and outside the formal school system. In a bid to provide wider access to higher education, the Federal Government in 2001, resuscitated the National Open University of Nigeria (NOUN) which was established in 1983 but suspended in 1984.The university commenced full operation in 2004 with about 9,700 students in 23 study centres across the Federation. (NOUN At a Glance, 2018) The university is a uni-mode institution that operates through open and distance learning method. The administrative headquarters of the university is located in Abuja. Presently there are 78 study centres of the university spread across the country. The study centres are located in the 36 state capitals, including the Federal capital territory Abuja, and other locations. Special Study Centres are located in the Prisons, Air force Base, Military Base, Navy, Immigration and the National Assembly. Study centres also exist in various communities. (NOUN Profile, 2015/2016). NOUN has over 500,000 registered students and offers various programmes in Agriculture, Arts and Social Sciences, Education, Law, Management Sciences, Health Sciences and Science Technology. These programmes are offered at Certificate, Undergraduate, Postgraduate and Masters and Doctoral levels through the open and distance learning mode.
Concept of Distance Education
A brief discussion of the underlying principles of distance education is necessary to enhance the understanding of students’ problems and reasons for delayed graduation in the university. In 1973 Moore introduced the theory of independent study. This formed an important foundation for distance education. It suggests that successful teaching can take place even though teachers and learners are physically separated during the learning process. Distance education is also called distance learning, e-learning or online learning. Sheybani and Javidi (2004) defined distance education as a form of instruction given without an instructor present at the same time and place as the
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