Browsing by Author "Salami, T."

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    CRITIQUE OF QUOTA ADMISSION POLICY IN FEDERAL UNITY COLLEGES: A CONSIDERATION FOR QUALITY SECONDARY EDUCATION IN NIGERIA
    (Department of Educational Foundation,Nasarawa State University Keffi, 2019-11-07) Salami, T.; Bala, S. A.; Akhideno, P.; Yakubu, I.
    This study undertook a critique of quota admission policy in Federal Unity Colleges in Nigeria with a view to pin-pointing the merit as well as the inherent negative consequences of the policy. The review of the enabling theories on equal opportunity particularly as it bothers on admission policy in each state regardless of their vintage position in terms of access and acceptance of western type of education can fill in candidates representing their state of origin in these schools. The study observed that the students that were admitted from educationally disadvantaged states get easily admitted using low cut-off marks but rarely complete their academic pursuit due mainly to low academic achievement in formative assessment which these schools never tolerate or condone. The study recommends among others that the educationally less-developed areas should put in place programmes for strengthening and expanding their primary and secondary education systems to promote excellence ard graduate candidates qualified to compete for places in pos-primary (FUCs) and other higher institutions of learning.
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    EFFECT OF COOPERATIVE LEARNING STRATAGY ON ACHIEVEMENT AND RETENTION IN MATHEMATICAL ECONOMICS AMONG SENIOR SECONDARY SCHOOL STUDENTS IN NASARAWA STATE
    (Department of Education Economics, Nasarawa State University Keffi, 2019-07-18) Ishaka, Y.; Salami, T.; Akhideno, P.
    This study investigated the effect of cooperative learning strategy on achievement and retention in mathejnatical economics among senior secondary students in Nasarawa State. The study is a quasi-experimental design, of pretest, posttest and post posttest control group research design. The subjects consisted of senior secondary school II students of economics from Doma and Lafia LGAs of the State. The sample consisted of 80 subjects of two intact classes randomly sampled and assigned to experimental and control groups, drawn from two schools. One group was exposed to cooperative learning, and the other to lec ure method. Mathematical Economics Achievement Test (MEAT), consisting of 50 items multiple choice achievement test, was used for data collection. Descriptive statistics of means curd standard deviations was used to answer the research questions while analysis of covariance (ANCOVA) was applied to test the hypotheses at the 0.05 level of significance. The results showed that the students performed better when taught with cooperative learning strategy in secondary schools. Findings and implications were discussed and recommendations made.
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    EFFECT OF USING INSTRUCTIONAL TELEVISION ON SENIOR SECONDARY SCHOOL STUDENTS’ ECONOMICS ACHIEVEMENT IN KOGI STATE
    (Department of Educational Foundation,Nasarawa State University Keffi, 2019-07-14) Aminu, D.A.; Mohammed, S.A.; Salami, T.
    This study examined the effect of using instructional television on senior secondary school students' Economics achievement in Kogi State. The study employed quasi-experimental research design involving the non-equivalent pretest, posttest, control group design. The target population comprised 15,550 SS II students from secondary schools in Kogi State for the 2017/2018 academic session. A sample of 120 (85 male and 35 female) SS II students from two randomly selected public secondary schools in Bassa Local Government Area of Kogi State. Data were collected using Economics Achievement Test (EAT). The logical consensus of the experts gave 0.90 index of rational validity and the reliability coefficient of 0.85 was obtained for EAT using Kuder-Richardson formula (K-R21). Mean and standard deviation were used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 alpha. Results revealed that the use of instructional television provided favourable effects on the experimental group and the effect led to significant improvement in students’ achievement in Economics. Similarly, sex does not significantly affect the mean achievement scores of students’ taught Economics using instructional television and those taught using conventional instructional tools. It was concluded that instructional television was more effective in enhancing students’ achievement, in Economics than conventional instructional tools. Thus, the study recommended that instructional television should be used in the teaching of Economics to enhance learning.