Browsing by Author "Agu, P.A."

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    EFFECT OF COMPUTER ASSISTED INSTRUCTION ON ACADEMIC ACHIEVEMENT AND INTEREST OF MECHANICAL ENGINEERING CRAFT PRACTICE STUDENTS IN TECHNICAL COLLEGES, NASARAWA STATE, NIGERIA
    (DEPARTMENT OF PHYSICS FACULTY OF NATURAL AND APPLIED SCIENCES NASARAWA STATE UNIVERSITY, KEFFI NIGERIA, 2017-07-13) Agu, P.A.; Esson, I.K.
    This study investigated the effect of computer-assisted instruction on academic achievement and interest of Mechanical Engineering Craft Practice (MECP) students in technical colleges in Nasarawa State, Nigeria. Quasi-experimental design of the non-randomized per-test, post-test control group design was employed in the study. The population of the study comprised SS2 students in the three technical colleges in the state. Two intact classes with very close scores were selected from the study area based on the results of a per-test administered on the schools. They were then randomly assigned to the experimental and control groups for the purpose of the experiment. The experimental group was taught using the Computer-Assisted Instruction (CAI) package while the control group was taught using the conventional or lecture method. Following the treatment, a Mechanical Engineering Craft Practice Achievement Test (MECPAT) and Mechanical Engineering Craft Practice Interest Rating Scale (MECPIRS) were administered on the two groups. Mean and Standard deviation were used to answer the research questions while ANCOVA was used to test the null hypotheses at 0.05 level of confidence. The findings of the study revealed that students taught MECP using the CAI package performed better than those who were taught using the conventional method. Also, the results of the ANCOVA test indicate that there was significant difference in both the achievement scores and interest scores of the two groups in favor of the group taught using CAI. Based on this result, it was recommended that the CAI method should be adopted for teaching of Mechanical Engineering Craft Practice in technical colleges.
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    EFFECT OF COOPERATIVE LEARNING STRATEGY, DEMONSTRATION METHOD AND GENDER DISPARITY ON ACHIEVEMENT OF BASIC SCIENCE STUDENTS IN ABUJA MUNICIPAL AREA COUNCIL, NIGERIA
    (Department of Educational Foundation,Nasarawa State University Keffi, 2019-07-19) Agu, P.A.; Ijeoma, I.M.
    This study investigated the effects of Student Teams Achievement Division (STAD) Cooperative Learning Strategy Demonstration Methods and Gender Disparity on the Achievement of Basic Science Students in Abuja Municipal Council Area. A quasi experimental design with pre-test, post-test, experimental and control groups were used. The population of the study comprised all Junior Secondary Schools in Abuja Municipal Council Area. Three schools from which three intact classes of 191 students were randomly sampled from the 48 Junior Secondary Schools in Abuja Municipal Council Area. Basic Science Achievement Test (BSAT) which was the instrument used for data collection consists of 30 test items and a reliability index of 0.71. Students in two experimental groups were taught using STAD cooperative leani ng strategy and demonstration methods respectively while students in the control group were aught using the lecture method. Pre-test was administered to students in all groups before teaching commenced and after the teaching and experiment, a post-test was administered. Four research questions guided. Four research hypotheses were stated and tested aiO.05. Data obtained were analyzed using mean, standard deviation and ANCOVA. It revealed that STAD Cooperative Learning Strategy was more effective for teaching Basic Science than the Demonstration method. The study further revealed that the Cooperative Strategy was more effective for both male and female students than the Demonstration Method of teaching. It was recommended among others that STAD Cooperative Learning be adopted in the teaching of Basic Science in Junior Secondary Schools.
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    Effect of Peer Collaboration L Technology Students earning Strategy on Basic Science and ’ Achievement in Nasarawa State, Nigeria
    (Department of Science, Technology and Mathematics Education, Nasarawa State University Keffi., 2020-11-11) Aku, Philip Eggon; Agu, P.A.
    This study examined the effect of peer collaboration learning strategy on Basic Science and technology students' achievement in Nasarawa state, Nigeria. The study employed non-equivalent group pre-test, post-test quasi experimental design. The population of the study was 638 upper basic school levels. A simple random sampling technique was used to sample 128 students from six co-educational schools within Lafia Local Government Area of Nasarawa State, Nigeria. Two research questions with two correspondent hypotheses guided the study. The instrument used for data collection war Basic Science and Technology Achievement Test (BSTAT) which was pilot tested using Kuder-Richardson (K-R, 20) formula to determine its reliability coefficient and this was found to be 0.99. Descriptive statistics of means and standard deviations were.used to answer the research questions and inferential statistics of Analysis of Covariance (ANCOVA) used to test the hypotheses at 0.05 significant level. The results of the study showed that, Peer Collaboration Learning Strategy enhanced students’ achievement in Basic Science better than Demonstration method. There was a significant difference between the mean achievement scores of students taught Basic Science using peer collaborative learning strategy and those taught using demonstration methods and there was no significant difference between the mean achievement scores of male and female students taught Basic Science and Technology using peer-collaborative learning strategy. The study, therefore, recommended among others that Basic Science and Technology teachers should not only use peer collaborative strategy to teach students the subject matter but should also allow them to interact with one another, so that the students can take charge of how they learn. was
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    EFFECTS OF BRAINSTORMING AND CONCEPT MAPPING INSTRUCTIONAL STRATEGIES ON JUNIOR SECONDARY SCHOOL STUDENTS’ SOCIAL STUDIES ACHIEVEMENT AND RETENTION IN NASARAWA STATE
    (Department of Educational Foundation,Nasarawa State University Keffi, 2019-02-06) Aminu, A. D.; Agu, P.A.; Mohammed, S. A.
    The study used quasi—experimental research design involving the non-randomized pretest, posttest, post posttest control group design. The target population comprised 17,550 (9752 male and 7798 female) JS 11 students from secondary schools in Nasarawa State for the 2016/2017 academic session. A sample of 195 (111 male and 84 female), JS II students from three public secondary schools in Nasarawa Local Government Area of Nasarawa State was used for the study. Data were collected using Social Studies Achievement Test (SOSAT). The logical consensus of the experts gave 0.88 index of rational validity for the SOSAT and the reliability coefficient of 0.85 was obtained for SOSAT using Kuder Richardson formula (KR21). Analysis of covariance (ANCOVA) was used to test the hypotheses at 0.5 % level of significance. Results revealed that students taught Social studies using brainstorming and concept mapping strategies achieved higher than those taught using the lecture (convectional) method. Similarly, students taught using the two instructional strategies retained more of what they learnt when compared to the conventional method. It was concluded that brainstorming and concept mapping were more effective in enhancing students ’ achievement and retention in Social studies than conventional instructional method. The study recommended that Nasarawa State Ministry of Education Science and Technology should formulate policies that would mandate JS Social studies teachers to use brainstorming and concept mapping instructional strategies to enhance students * academic achievement and retention in Social studies.
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    MOTIVATIONAL INITIATIVES FOR ENCOURAGING NATIONAL TECHNICAL CERTIFICATE GRADUATES TO ENGAGE IN METAL FITTING PRACTICE IN NASARAWA STATE
    (Department of Microbiology, Nasarawa State University, Keffi., 2017-07-05) Ombugus, D.A; Agu, P.A.
    This study aimed at identifying motivational initiatives for encouraging National Technical Certificate (NTC) graduates to engage in Metal fitting practice in Nasarawa State. Survey research design was adopted for the study. The study was carried out in Nasarawa State involving three Vocational Training Zones namely, Lafia, Akwanga and Nasarawa Toto. The population for the study/ was 44 respondents made up of 15 community leaders, 8 company executives, 12 lecturers from the Department of Technical Education in College of Education, Akwanga and 9 Ministry of Science and Technology officials. Four research questions were raised and answered in the study. Four hypotheses were formulated and tested at 0.05 level of significance. The instrument for data collection was Questionnaire which was developed by the researchers and used for collecting data from the respondents. The questionnaire was validated by three experts, two from the Department of Industrial Technical Education and one from the Department of Educational Measurement and Evaluation in the University of Nigeria, Nsukka. Data collected were analyzed using mean and standard deviation to answer the research questions while t-test statistics was used to test the null hypotheses at 0.05 level of significance. From the results of the study it was found that 7 motivational initiatives, 10 motivational initiatives, 10 motivational initiatives, and 7 motivational initiatives could be adopted by the community, government, company and vocational institutions respectively to encourage graduates of NTC to engage in metal fitting practice in Nasarawa state. It was therefore recommended that the motivational initiatives identified in this study should be adopted by the stake holders concerned to encourage the NTC graduates engage in metal fitting practice