Journal of Science, Technology and Mathematics Pedagogy

ADDRESSING CHALLENGES OF MATHEMATICS EDUCATION IN NIGERIA THROUGH IMPLEMENTATION OF MATHEMATICS EDUCATION 5.0

2024-03-31T14:06:52+00:00

Mathematics education 5.0 is a new approach to teaching and learning Mathematics that emphasizes personalized and interactive learning experiences using technology. This paper examines the challenges and prospects of Mathematics education 5.0 in Nigeria. The paper identifies the major challenges facing Mathematics education in Nigeria, including the shortage of qualified teachers, poor infrastructure, and limited access to technology. The paper explores how Mathematics education 5.0 can address these challenges and improve the quality of Mathematics education in Nigeria. The study also offers recommendations for the successful implementation of Mathematics education 5.0 in Nigeria, including making investments on infrastructure and technology, training for teachers, reviewing the curriculum, working with business, and monitoring and assessment. The article comes to the conclusion that Mathematics education 5.0 has the potential to change how students are taught mathematics in Nigeria and increase their mathematical competency, but its success will rely on how well the recommended strategies are put into practice.

ASSESSMENT OF THE APPROPRIATENESS OF INSTRUMENTS USED FOR DATA COLLECTION IN B.Sc. Ed. RESEARCH PROJECTS IN A NIGERIAN UNIVERSITY

2024-03-31T14:22:04+00:00

The study examined the appropriateness of instruments used for data collection in B.Sc. Ed. research project in Kogi State University, Anyigba. Two research questions were raised for the study. The study employed the Meta analysis research design. The population consisted of 950 bound B.Sc. Ed. research projects for years 2019/2020 and 2020/2021 academic sessions in the Faculty of Education, Kogi State University, Anyigba. A sample of 281 bound research projects was drawn through the proportionate random sampling technique. The instrument used for data collection was a proforma developed by the researchers. Research questions were answered using frequency count and proportion. The results showed that questionnaire was the most commonly used research instrument. It was further revealed that the proportion of B.Sc. Ed. research projects that have appropriate research instruments was 0.54 which was less than the National University Commission standard of 0.75. Based on the above finding, it was concluded that most the instruments used for data collection in B.Sc. Ed. research projects in Kogi State University, Anyigba were inappropriate. Thus, it was recommended among others that lecturers that teach research methods should expose B.Sc. Ed. students to practical to enable them acquire the basic skills for selection and utilization of appropriate research instruments for data collection. Also, project supervisors should be more thorough in their supervision and be conversant with the appropriate research instruments suitable for data collection on a particular study so as to give the necessary guidance to their supervisees.

QUALITY STEAM EDUCATION FOR EMPLOYABILITY IN NIGERIA: RUNNING AHEAD

2024-03-31T14:30:34+00:00

The core mandate of the Nigerian education industry includes employment generation, poverty eradication, socioeconomic transformation, and wealth creation among others. One in every three (33.3 %) employable Nigerians are unemployed. Globally, education is regarded as a potent tool for sustainable national development, and the key to eradicating poverty, unemployment and insecurity. In spite of the fact that there are hundreds of tertiary educational institutions and several thousands of primary and secondary schools in the nation, unemployment increases at an alarming rate annually, while human development remains appalling. This calls to question the quality of education available in the nation. It equally raises an urgent need to revamp the education sector and focus specially on STEAM education in order to eradicate unemployment and poverty and put the nation on the path to sustainable socio-economic development. Therefore, this paper focuses on operationalization of Sustainable Development Goal (SDG) number 4 (Quality Education) and leveraging it to promote employability of products of STEAM education from Nigerian educational institutions. The paper advocates for innovative quality control mechanism in the education system, curricula changes and stronger synergy between the work places and education sector.

EFFECTS OF HANDS-ON TEACHING STRATEGY ON SENIOR SECONDARY CHEMISTRY STUDENTS’ ATTITUDE TOWARDS ORGANIC CHEMISTRY IN ILORIN METROPOLIS, KWARA STATE, NIGERIA

2024-03-31T14:41:56+00:00

This study investigated the effects of hands-on teaching strategy on senior secondary Chemistry students’ attitude towards organic chemistry in Ilorin metropolis, Kwara State, Nigeria. The study specifically examined the attitudes of students towards Chemistry before and after treatment. The population of this study comprised 12,240 senior secondary school students in all public senior secondary schools in Ilorin metropolis, Kwara State, Nigeria. The sample consisted of 180 SSS II students. The sample was selected using multistage sampling procedure. Students Attitudinal Scale (SAS) were used to gather data used for the study. The face and content validity of the instruments were ensured by experts in Test-Measurement and the reliability was determined using test-retest method while the reliability of the instruments was determined using Pearson’s Product Moment Coefficient Correlation; the analysis yielded reliability coefficients of 0.87 and 0.79 respectively. The data were analysed using descriptive statistics involving percentage, mean and standard deviation and inferential statistics of ANCOVA. The two hypotheses were tested at 0.05 level of significance. The findings from the study revealed that students’ attitude towards Chemistry was negative before treatment and became positive after treatment; students taught with hands-on teaching strategy performed better than those taught using conventional teaching method. It implies that the hands-on teaching strategy is more effective for enhancing better performance in organic Chemistry. Based on the findings of this study, it was concluded that the hands-on teaching strategy is more potent in producing better performance outcomes in senior secondary school chemistry than the conventional method. It was recommended among others that Chemistry teachers should be made to recognize the potentials of hands-on teaching strategy and utilize it for better performance of students in Chemistry.

EFFECTS OF TWO TEACHING STRATEGIES ON STUDENTS’ ACADEMIC ACHIEVEMENT IN SCIENCE AND TECHNOLOGY EDUCATION IN KOGI STATE, NIGERIA

2024-04-16T21:44:54+00:00

This study examined the effects of two of teaching strategies on students’ academic achievement in science and technology education in Kogi State. Two research questions and two null hypotheses guided the study. The study adopted quasi-experimental design of pre-test, post–test non randomized control group. The sample consisted of 149 (SS)II science and technology education students selected through multi-stage sampling technique. The instrument used for data collection was Science and Technology Education Achievement Test (STAT) validated by three experts. The reliability coefficient obtained was 0.86 using Kudder Rechardson20 (KR-20) formula. Data collected were analyzed using mean and standard deviation for research questions and analysis of covariance (ANCOVA) at 0.05 level of significance for the hypotheses. The results revealed that students taught science and technology education with Think-Pair-Share Teaching Strategy (TPSTS) and Scaffolding Teaching Strategy (STS) achieved significantly higher than those taught with Traditional Lecture Teaching Method (TLTM).Gender and achievement level do not significantly influence the mean achievement score of students taught Science and Technology Education using TPSTS and STS. The study recommended among others that curriculum planners should integrate TPSTS and STS in the teaching and learning of Science and Technology Education in secondary schools.

INFLUENCE OF SCHOOL TYPE AND GENDER ON STUDENTS’ PERFORMANCE IN MATHEMATICS IN DAMATURU EDUCATION ZONE, YOBE STATE, NIGERIA

2024-04-01T19:47:49+00:00

This study was carried out to investigate the influence of school type and gender on students’ performance in Mathematics in Damaturu Education Zone, Yobe State, Nigeria. The population of the study comprised 1, 887 senior secondary two (SSII) students in eight public and private schools in Damaturu education zone registered for 2021/2022 academic session with 983 male and 904 female students. The research used an ex-post- facto research survey design and through simple random sampling procedure, the sample size of 241 was drawn for the study. The instrument used for data collection was Mathematics Performance Test (MPT) made up of 40-item multiple choice questions constructed by the researcher and validated by experts in the field of Mathematics education, Measurement and evaluation. The Reliability index of MPT was 0.85 computed using Kuder-Richardson 20 (KR-20) formula. Two research questions were stated to guide the study while two null hypotheses were formulated and tested at 0.05 level of significance. In terms of data analysis, data obtained were analyzed using means, standard deviations and Z-test statistics. Based on the findings, it was found that there is significant influence (difference) in the mean performance of students in public and those in private secondary schools in Mathematics Performance test, students in private schools performed better than those in public schools (p<0.05). The result also revealed that there is significant influence (difference) in the mean performance of students in Mathematics test; female students performed better than male counterparts (p<0.05). The study recommended among others that government should raise the standard of public schools to the level of private schools where the students performed better in Mathematics than students in public schools by providing facilities and personnel. In co-educational schools, teachers should peer both male and female students in solving Mathematics problems or tasks in order to avoid gender differences in Mathematics achievement.

EFFECT OF COMPUTER-ASSISTED INSTRUCTION ON STUDENTS’ ACADEMIC PERFORMANCE AND RETENTION IN CHEMISTRY CONCEPTS

2024-03-31T15:47:09+00:00

The study determined the effect of Computer-Assisted Instruction on students’ academic performance and retention in chemistry concepts among senior secondary school students in Kankia, Katsina State-Nigeria. The study had two research objectives, two research questions and two null hypotheses. A total number of 123 students consisting of 78 males and 45 female selected using Simple random sampling techniques formed the sample for the study. The study adopted the pretest, posttest, and post post-test quasi experimental and control group design. The subjects in the experimental group were taught using Computer-Assisted Instruction (CAI), while the control group was exposed to lecture method for a period of six weeks. One validated research instrument, with reliability coefficient of 0.88, namely chemistry Performance Test (CPT), was used in data collection. Two null hypotheses were tested using t-test statistic at P ≤ 0.05 level of significance. The major findings from the study revealed that there is significant difference in the posttest mean performance scores of experimental and control groups in favour of experimental group. Furthermore, students exposed to Computer-Assisted Instruction had higher level of retention ability in learning chemistry concept than lecture group. The study found CAI an effective teaching method. Based on that findings emanating from this study it was recommended that federal and state governments should adequately train Chemistry teachers on using Computer-Assisted Instruction in teaching chemistry among others.

THE TEACHING OF ENGLISH LANGUAGE EDUCATION USING TECHNOLOGY IN THE 21ST CENTURY

2024-04-01T07:56:53+00:00

The application of modern technology represents a significant advance in contemporary English language teaching methods. Electronic teaching programmes have become the predominant preference of instructors since they arguably boost positive student engagement with teachers and incentivize overall English language learning. Most contemporary English language teachers now actively incorporate a range of technological aids designed to facilitate optimum teaching and learningThis paper therefore addressed various elements of the technology used in English teaching by devising innovative curricula which harnesses recent scientific and technical developments, equip instructors with the technological skills to ensure effective and quality subject delivery, provide technical media such as audio-visual and modern technical programmes, and create student-teacher platforms which maximize positive language learning outcomes. The relevant literature has been reviewed, technology defined linguistically and conventionally, and correlation with modern teaching skills fully evaluated. The paper concluded by offering a number of recommendations English teachers should develop classroom dialogue and discussion programmes which use modern technical means such as screens, projectors, and smart panels in order to promote student mastery of the English language.

EFFECT OF REAL OBJECT ON ACADEMIC PERFORMANCE OF BIOLOGY STUDENTS IN SECONDARY SCHOOLS IN EMUOHA LOCAL GOVERNMENT AREA, RIVERS STATE

2024-04-01T08:05:00+00:00

The study examined the effect of real object on academic performance of Biology Students in Secondary Schools in Emuoha Local Government Area of Rivers State, the study adopted quasi-experimental research design, population comprises of 1,115 students from three samples secondary schools in Emuoha Local Government Area of Rivers State. 150 students make up the sample size and Biology Performance Test (BPT) was used as the instrument for the study. mean and standard deviation was used to answer research questions while z-test was used to test the hypotheses. Result revealed showed that students taught with real objects performed better than those taught without the use of real objects and the male students performed better than their female counterparts when taught with real objects. The study therefore recommends seminar/workshop for Biology teachers on the use of diverse real objects in teaching Biology in Secondary Schools especially in Emohua Local Government Area, Rivers State. State organized committee should be set up by government to monitor the teachers during the teaching and learning process to ensure the use of real objects in teaching Biology in Secondary Schools in Rivers State generally.

STRATEGIES FOR IMPROVING ONLINE TEACHING AND LEARNING OF CHEMISTRY IN SECONDARY SCHOOLS IN A PANDEMIC ERA IN KOGI STATE, NIGERIA

2024-04-22T06:34:18+00:00

This study looked for ways to enhance chemistry instruction online during a pandemic in Kogi State's secondary education system. The study used a descriptive survey research design. There were 122 chemistry teachers in the study population. Using a multi-stage sampling technique, 93 chemistry teachers from two education zones made up the study's sample size. Two research questions and two null hypotheses served as the study's compass. The structured questionnaire known as the "strategies for improving online teaching and learning questionnaire" (SIOTLQ) was used as the data gathering tool. Using Cronbach Alpha, the instrument's dependability index was found to be 0.91. Statistics such as mean, standard deviation, and t-test were used to examine the acquired data. The findings showed that the majority of the items on the list—including setting up social media platforms, allowing for feedback, and maintaining a steady supply of electricity—were effective methods for enhancing online chemistry instruction during a pandemic. However, the majority of the other items on the list—such as the infrequent training of chemistry teachers, the absence of technical support, and a lack of motivation—were barriers that educators had to overcome in order to improve chemistry instruction in secondary schools during a pandemic. Based on the findings, the study recommends among others that government and other stakeholders in education should create adequate strategies that would improve online teaching and learning of chemistry in secondary schools which would make the students to derive motivation in their study so as to ensure maximum productivity and efficiency in chemistry subject.

TEACHER CHARACTERISTICS AS CORRELATES OF STUDENT’S ACADEMIC ACHIEVEMENT IN SENIOR SECONDARY SCHOOL CHEMISTRY IN KOGI STATE, NIGERIA

2024-04-22T06:51:57+00:00

This study looked at the relationship between Kogi State pupils' academic success in chemistry and the characteristics of their professors. The study is guided by four distinct objectives, four research questions, and four null hypotheses. The study was designed using a correlational survey approach. 1504 SS2 chemistry students and 122 chemistry teachers from 254 public secondary schools in Kogi State made up the study's population. Using a multi-stage sampling approach, the study's sample consisted of 315 chemistry SCII students and 93 chemistry teachers from 24 coeducational secondary schools. The Chemistry Achievement Test (CAT) and the Teacher Characteristics Questionnaire (TCQ) were the devices utilized to collect the data. Two professionals in the field of educational measurement and assessment validated the tools. Additionally, Prince Abubakar Audu University in Anyigba, Kogi State, Nigeria, has a science education expert. The TCQ and CAT had reliability values of 0.86 and 0.85, respectively, for the devices. Crunbach Alpha for the TCQ and KR20 for the CAT were used to analyze data from a trial test that included 20 chemistry students and 10 chemistry teachers. The respondents received the instruments in their educational institutions. To address study questions, the Pearson product moment correlation coefficient (PPMC) was employed. The hypotheses were tested using regression analysis. The analysis's findings demonstrated that both the teaching style and the teachers' qualifications strongly predicted the academic success of their students in chemistry. Based on the findings, the study recommended among others that teachers should engage students-centered teaching methods for curriculum delivery and government should prioritize those with educational background/qualifications during teacher’s recruitments for effective teaching and learning of chemistry in senior secondary schools.

ENTREPRENEURSHIP/VOCATIONAL SKILLS ACQUISITION AS CORRELATE OF CURBING UNEMPLOYMENT IN ONDO STATE

2024-04-22T06:58:43+00:00

The rising tide of unemployment and its concomitant ugly effects on the society remains a major concern to nations, including Nigeria. The ambitions of Nigerian Youths especially graduates call for urgent attention, hence, the need for entrepreneurship education. Entrepreneurship has no definite definition. In order to curb unemployment among students at graduation, it is imperative that all hands must be on deck. This study therefore examined the entrepreneurship/vocational skills acquisition as correlate of curbing employment in Ondo State, Nigeria. The study was streamline to Akure South Local Government Area of Ondo State where, Federal University of Technology, Akure was purposively used for the study. One Hundred (100) students from all the departments in the institutions were randomly selected for the study. It was evident in the study that curbing unemployment is as important as schooling itself. Furthermore, it was evident that female students do well in entrepreneurship skills than the males. It was concluded that unemployment is on its verge in Nigeria. Considering the numbers of graduates each year, the incidence of unemployment is an indication that the nation is set on the part of un-productivity. The need to adequately cater for this incidence therefore can be ameliorates through vocational and entrepreneurship teachings. Among others, it was recommended that grants should be encouraged by philanthropists, governments and all and sundry in order to encourage vocational and entrepreneurship skills among students