Browsing by Author "Isaac, Jangson Kukwi"

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    COMPARATIVE ANALYSIS OF RATES OF EXAMINATION MALPRACTICES IN MATHEMATICS, ECONOMICS AND ENGLISH LANGUAGE EXAMINATIONS OF WAEC, NABTEB, NECO AND JAMB IN NORTH CENTRAL STATES, NIGERIA
    (Department of Educational Foundations, Nasarawa State University Keffi, 2020-02-03) Allahnana, Kwanza Maikudi; Akande, Martina Taiwo; Isaac, Jangson Kukwi
    This study compared the analysis of WAEC, NABTEB, NECO and JAMB rates of examination malpractices, in Mathematics, Economics and English Language in North Central States, Nigeria. Ex-post facto survey research design was used. The study highlights the causes and rates of examination malpractices among secondary school students, the effect of examination malpractice and solutions to examination malpractices in schools. A population of200,530 students with 1,833 senior secondary schools were used. A sample o f 302 students using multistage random sampling techniques were used. The research instrument used for the study was a Proforma which was validated and used for the collection of data from the sampled schools. The instrument was validated by experts in Mathematics, Economics and English Language for assessment. Internal consistency was established with the use of Cronbach's alpha reliability method and the index was 0.94 respectively. Descriptive and inferential statistics were used for the analysis. Findings from the study showed that WAEC recorded high rate cases of examination malpractices followedby NECO, NABTEB and JAMB. The paper recommends that both parents and teachers should encourage students to study on their own without depending on teachers or gofor miracle centres to take their examinations.
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    Effects of Formative Assessment on Econometric Test Anxiety and Students Academic Achievement in Nasarawa State University, Keffi, Nigeria
    (Department of Educational Foundation, Nasarawa State University Keffi, 2020-08-17) Salihu, Abdullahi Galle; Isaac, Jangson Kukwi
    The study of econometrics as branch of economics which served as a core course for all the economics students in the Nigerian Universities because of the vital role it plays in enhancement of growth and development of the nation. A shortfall in the knowledge of the students in econometrics due to level of anxiety would led to failure in dream goal, therefore the need to improve lecture strategies for solving anxiety to minimize students failure in the subject. This study investigated the effects of a formative assessment on econometrics test anxiety and students academic achievement in Nasarawa State University, Keffi, Nigeria. Quasi-experimental research design was adopted. The population of study consisted of 420 year three economics students 2018/2019 academic season and a simple random sample of 92 year three students were selected for the study from two faculties. Econometrics test anxiety scale and econometrics achievement test were used for data collection. Data were analyzed using descriptive for answering research question and inferential statistical techniques were used for testing hypotheses at .05 level of significance. The finding reveals that formative assessment reduced anxiety level and significantly increased econometrics academic achievement of the students. It was recommended that university lecturers should be trained and re-trained to acquire knowledge in education to apply the use of formative assessment for making the teaching and learning of econometrics more interesting and gratifying
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    Effects of Formative Assessment on Econometrics Test Anxiety and Students Academic Achievement in Nasarawa State University, Keffi, Nigeria
    (Department of Educational Foundations, Faculty Of Education, Nasarawa State University, keffi., 2020-07-20) Salihu, Abdullahi Galle; Isaac, Jangson Kukwi
    The study of econometrics as branch of economics which served as a core course for all the economics students in the Nigerian Universities because of the vital role it plays in enhancement of growth and development of the nation. A shortfall in the knowledge of the students in econometrics due to level of anxiety would led to failure in dream goal, therefore the need to improve lecture strategies for solving anxiety to minimize students failure in the subject. This study investigated the effects of a formative assessment on econometrics test anxiety and students academic achievement in Nasarawa State University, Keffi, Nigeria Quasi-experimental research design was adopted. The population of study consisted of 420 year three economics students 2018/2019 academic season and a simple random sample of 92 year three students were selected for the study from two faculties. Econometrics test anxiety scale and econometrics achievement test were used for data collection. Data were analyzed using descriptive for answering research question and inferential statistical techniques were usedfor testing hypotheses at. 05 level of significance. The finding reveals that formative assessment reduced anxiety level and significantly increased econometrics academic achievement of the students. It was recommended that university lecturers should be trained and re-trained to acquire knowledge in education to apply the use of formative assessment for making the teaching and learning of econometrics more interesting and gratifying.
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    FOSTERING THE DEVELOPMENT OF SCIENCE, TECHNOLOGY AND SOCIETY (STS) PROGRAMMES IN NIGERIA.
    (Department of Chemistry Education, Nasarawa State University Keffi, 2010-04-04) Sambo, Muh'd Hudu; Isaac, Jangson Kukwi; Jibrin, Abdullahi Tanko
    Science and Technology (STS) programmes generally focus on the impact of science and technology on individual citizens, among other characteristics, with the major goals of producing scientifically and technology literate persons after many years of school. The National and international indicators show that there is a big inadequacy in STS Education in Nigeria as compared to other countries of the world. This important problem affects the young student's perspective and perceptions of nature in the wrong way. The problems in STS education have blocked creative and critical thinking, curiosity and positive attitudes towards naiure. The main problems which STS education identified are insufficient numbers of science and technology teachers taking active role in the preparation of the programmes, the insufficient in- service training of the science teachers, the huge number of the students in the class, the information education orienting students towards only examination achievement, the broken link with other lessons like Mathematics programmes, and insufficient physical condition of schools, less laboratory opportunities. This paper therefore, deals with the challenges, stressful, dynamic, sometimes frustrating,'but ultimately rewarding process of STS educational change. The roles of parents, community, educational institutions in STS was highlighted and addressed fact-oriented science curricula in which teachers and students, at all levels of educational endeavours, are in charge of designing and implementing instruction to an STS plan for science instruction.