Browsing by Author "Hussaini, Pwatiye Simon"

Now showing 1 - 4 of 4
  • Thumbnail Image
    ItemOpen Access
    Effect of Collaborative Learning Strategy on Students' Attitude and Achievement in Energy in Nasarawa State, Nigeria
    (Department of Science Euducation, Nasarawa State University Keffi, 2022-03-03) Aku, Philip Eggon; Hussaini, Pwatiye Simon; Gabi, Samson Suleiman
    The study investigated the effects of collaborative learning strategy on students' attitude and achievement in energy in Nasarawa state, Nigeria, The population of the study consisted of 31,731 Junior Secondary School Students in Nasarawa State Nigeria. The sample comprised two intact classes with 138 JSII Students. The design used was a quasi- experimental pre-test, post-test post post-test non- equivalent control design. Two research questions were raised in relation with two objectives of the study and two correspondent hypotheses. A multistage random sampling technique was used for the study. The instruments used were: Energy Achievement Test (EAT) and Energy Attitude Scale (EAS). The validity indexes were 0.83 EAT and 0.89 EAS respectively. The reliability co-efficient of the instruments was determined using Kuder- Richardson Kr21 formula for EAT and Cronbach Alpha. Their reliability indexes were 0.81 for EAT and 0.79 for EAS. Description statistics of mean and standard deviation were used to answer the research questions, while inferential statistics of ANCOVA was used to test the hypothesis at 0.05 level of significant. The findings revealed that students who were taught Energy using collaborative learning strategy performed better than those taught using conventional method. (F= 100. 938; p = 0.000 < a = 0.05) for attitude and F=13.453; P= 0.000 < a = 0.05 for achievement. The study therefore concludes that teaching students of Basic Science using collaborative strategy improved their attitude, academic achievement of knowledge in Energy. Based on this finding, it is recommended among others that Basic science teachers should be encouraged to develop and adopt the use of collaborative learning strategy in teaching Energy at the junior secondary school. Government should endeavour to organize regular workshops to train teachers on the development and use of this strategy at JSII level.
  • Thumbnail Image
    ItemOpen Access
    EFFECT OF JIGSAW I MODEL ON UPPER-BASIC EIGHT STUDENTS INTEREST IN MATTER IN NASARAWA STATE, NIGERIA.
    (Department of Science Euducation, Nasarawa State University Keffi, 2022-03-28) Aku, Philip Eggon; Hussaini, Pwatiye Simon; Gabi, Samson Suleiman
    This study investigated the Effect of Matter & Jigsaw I Model on Basic Eight JL Students' Interest in Matter in Nasarawa State, Nigeria. Three research questions and three hypotheses guided the study. The study adopted an ex-post facto design. The population consisted of 1,677 (1,000 males and 677females) Upper basic eight Matter students. Sample size of 63 (38 males and 25 females) students were randomly selected using a simple random sampling technique. The instrument used for data collection was Students' Matter Interest Questionnaire (SM1Q) and was validated by experts. Two research questions and two null hypotheses were raised for the study. Descriptive statistics of mean rank and sum of mean rank were used to answer the research questions. Inferential statistics of Mann-Whitney U-test was the statistical tool used for testing the hypotheses at p< 0.05 level of significance. The finding among others reveal that: there was a significant difference between the interest level of Upper Basic eight students' taught Matter using Jigsaw I model and those taught using Lecture method in favor of the Upper Basic eight students taught using Jigsaw I model Also, there was no significant difference between the interest level of male and female Basic eight students taught Matter using Jigsaw I Model. It was therefore recommended among others that Jigsaw I model should be used to teach students irrespective of gender.
  • Thumbnail Image
    ItemOpen Access
    Effect of Stimulus Variation Strategy on Students' Academic Achievement in Energy in Nasarawa State, Nigeria
    (Department of Science, Technology and Mathematics Education, Nasarawa State University Keffi., 2022-03-03) Aku, Philip Eggon; Hussaini, Pwatiye Simon; Gabi, Samson Suleiman
    The study investigated the effect of stimulus variation strategy on students' academic achievement in Energy in Nasarawa State, Nigeria. 17,807 males and 13,924 females were used as the population of the study. The sample comprised two intact classes with 138 JSH Students using multistage random sampling technique. The design used was a quasi- experimental pretest, posttest post posttest equivalent control design. Two research questions with correspondent hypotheses were used.The instruments used were: Energy Achievement Test (EAT). The validity and reliability indices were 0.83 and 0.81 using content validity and using Kuder-Richardson KR20. Description statistics of mean and standard deviation were used to answer the research questions, while inferential statistics of ANCOVA was used to test the hypothesis at 0.05 level of significant. The findings among others revealed that students who were taught Energy using stimulus variation strategy performed better than those taught using conventional method. The study therefore concludes that teaching students of Basic Science using stimulus variation strategy improved students' academic achievement of knowledge in Energy. Based on this finding, it is recommended among others that Energy teachers should be encouraged and develop and adopt the use of stimulus variation strategy in teaching Energy. Government should endeavor to organize regular workshops to train Energy teachers on development and use of these strategies at JSII level.
  • Thumbnail Image
    ItemOpen Access
    EFFECTS OF SCAFFOLDING AND JIGSAW I INSTRUCTIONAL STRATEGIES ON SENIOR SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN ECOLOGY IN NASARAWA STATE, NIGERIA.
    (Department of Science, Technology and Mathematics Education, Nasarawa State University Keffi., 2022-03-03) Aku, Philip Eggon; Hussaini, Pwatiye Simon; Gabi, Samson Suleiman
    The study investigated the effect of Scaffolding and Jigsaw I instructional strategies on SSI students ’ achievement in Ecology in Nasarawa state, Nigeria. 13,526 (7,147 male and 6,379female) were used as the population of the study. The sample comprised three intact classes with 150 SS I Students using multistage random sampling technique. The design used was a quasi- experimental pretest, posttest post posttest non-equivalent control design. Three research questions with correspondent hypotheses were used. The instruments used were: Ecology Achievement Test (EAT). DescriptiMZstatistics of mean and standard deviation were used to answer the research questions, while inferential statistics ofANCOVA was used to test the hypothesis at 0.05 level of significant. The findings among others revealed that students who were taught Ecology using Scaffolding and Jigsaw I instructional strategies performed better than those taught using conventional method. The study therefore concludes that teaching students of Biology using Scaffolding and Jigsaw I instructional strategies improved students' academic achievement. Based on this finding, it is recommended among others that Biology teachers should be encouraged to develop and adopt the use of Scaffolding and Jigsaw I instructional strategies in teaching Biology. Government should endeavor to organize regular workshops to train Biology teachers on development and use of these strategies at SS I level.