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Item Open Access THE EFFECTS OF THE JIGSAW COOPERATIVE LEARNING APPROACH ON CONCEPTUAL CHANGE AND ACHIEVEMENT OF STUDENTS IN BIOLOGY(Mathematics Education Department, Nasarawa State University, Keffi, 2014-03-01) Amedu, Isiah OdagboyiThis study investigated the efficacy of the jigsaw cooperative learning approach in enhancing achievement, conceptual change, and development of positive attitude toward the jigsaw cooperative learning approach. A quasi- experimental design was used for the study. There were experimental and control groups. The sample was made of 419 SS 1 students drawn from three secondary schools in Nasarawa state. Two intact classes were used in each of the schools. Three instruments were developed by the researcher for the study, namely; Micro Organism Achievement Test (MOAT) which was drawn from JAMB and WAEC standardized questions. This instrument was pilot tested and the reliability coefficient of 0.98 was determined using the split half method. The Microorganism Diagnostic Test (MODT) was developed by the researcher and was validated by a team of experts. The Jigsaw Attitude Questionnaire (JAQ) was adapted from Koprowski and Perigo (2000). Regular teachers served as research assistants. They were trained and found competent to teach using the jigsaw cooperative learning approach. The experimental groups were exposed to jigsaw cooperative learning approach, while the control groups were taught using the traditional method which. Treatment lasted for 12 weeks. Three hypotheses were postulated for the study and tested at 0.05 level of significance using the ANOVA statistic. Results showed that the experimental groups performed significantly better than their counterparts in the control groups; had a higher level of conceptual change, and developed positive attitude towards the jigsaw cooperative learning approach. The jigsaw cooperative learning approach is therefore highly recommended for use as an effective teaching method in secondary schools. It is also recommended that curriculum developers especially at the tertiary levels where teachers are trained should incorporate the jigsaw cooperative learning as an effective strategy for meaningful learning. Workshops and conferences were recommended to help science teachers acquire the skills embedded in the jigsaw cooperative learning approach.Item Open Access EFFECT OF LABORATORY APPROACH ON JUNIOR SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT, INTEREST AND RETENTION IN GEOMETRY AND MENSURATION IN KEFFI EDUCATION ZONE, NASARAWA STATE(DEPARTMENT OF SCIENCE, TECHNOLOGY AND MATHEMATICS EDUCATION FACULTY OF EDUCATION NASARAWA STATE UNIVERSITY KEFFI, 2014-08-11) Christopher, Danjuma MusaThis study was set out to determine the effect of laboratory approach secondary school students’ achievement, interest and retention in geometry and mensuration. A sample of 74 JS II students from two randomly selected government owned schools in Keffi Education Zone, Nasarawa state served as subjects of the study. Six research questions were posed and eight hypotheses were formulated to guide the study. The study was a quasi-experimental of non - equivalent control group design in which pretest - posttest - retention test was used. The instruments- Geometry and Mensuration Achievement Test (GMAT) and Geometry and Mensuration Interest Scale GMISI were developed, validated and used for data collection. Data obtained were analvzed using mean, standard deviation and analysis of covariance (ANCOVA). The results revealed that laboratory approach enhanced achievement in Geometry and Mensuration and is independent of gender; students have high interest in Geometry and Mensuration when taught with laboratory "T he mean interest scores of males aanpdp rofaecmha alensd. thTehree irse nsuol tssi gnalisfioc asnhto dwifefedr ence laboratory approach can enhance a better retention of geometry and on junior that concepts mensuration taught to the students and there is no significant interaction effect of teaching approaches (laboratory and conventional approaches) and gender in terms of both the students achievement and interest in geometry and mensuration. The study recommended among others that teachers should be encouraged to use laboratory approach in teaching so as to improve students’ achievement, interest and retention in Mathematics. The approach should be used by teachers in order to eradicate the issue of gender differences in achievement and having interest in Mathematics. Mathematics student teachers should be trained on the use of the laboratory approach in their methodology class during per-service training. Authors and publishers of secondary school mathematics textbooks should write and publish the books from the point of laboratory approach and other practical approaches. This will make the contents of such books to be in the context of real life situation thereby upholding students’ interest and achievement in Mathematics. viItem Open Access THE RELATIVE EFFECT OF CO-OPERATIVE AND INDIVIDUALISED COMPUTER ASSISTED INSTRUCTIONAL STRATEGIES ON SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT AND RETENTION IN GENETICS(DEPARTMENT OF SCIENCE, TECHNOLOGY AND MATHEMATICS FACULTY OF EDUCATION NASARAWA STATE UNIVERSITY KEFFI, 2014-09-08) Stephen, Safiya TamanuwaThis study investigated the relative effect of Co-operative and Individualized Computer Assisted Instructional Strategies on students’ achievement and retention in Genetics. Four research questions were raised and four null hypotheses were tested. The study adopted quasi experimental, per-test, post-test control group design. The sample for the study consisted of 122 Senior Secondary School III Biology Students drawn from three schools in the Federal Capital Territory Abuja, Nigeria. The three schools were randomly assigned to two treatment groups: Co-operative Computer Assisted Instruction (CCAI), Individualized Computer Assisted Instruction (ICAI) and Control group. Four instruments were developed and validated for data collection, namely, Genetics Achievement Test (GAT), Genetic Retention Test (GRT), Computer Assisted Instructional Package (CAIP) and Lesson plan for the control group. The GAT consisted of 50 multiple-choice items for assessing students’ achievement and retention in Genetics. The experimental groups (CCAI & ICAI) were exposed to treatment for four weeks after which the post-test was given. The retention test was administered four weeks after the post-test. The data collected were analyzed using means, standard deviations and gain scores while the null hypotheses were tested at 0.05 alpha levels using ANCOVA. The results showed significant difference in the mean scores in favor of students in the Co-operative Computer Assisted Instruction group (p< 0.001) followed by the students in the Individualized Computer Assisted Instruction group with the Control group having the least mean scores. Similarly, the mean retention scores of students exposed to CCAI was significantly better (PO.001) than the ICAI group and the Control group. However, no significant difference was found between the mean scores of boys and girls in the experimental and control groups. On the basis of these findings, the Co-operative Computer Assisted Instruction is recommended to Biology teachers for teaching Genetics.Item Open Access EFFECTS OF ADVANCE ORGANIZERS AND) MNEMONICS ON NASARAWA STATE SECONDARY SCHOOL STUDENTS' ACHIEVEMENT AND RETENTION IN BIOLOGY(DEPARTMENT OF SCIENCE, TECNOLOGY AND MATHEMATICS EDUCATION, FACULTY OF EDUCATION, NASARAWA STATE UNIVERSITY, KEFFI, 2014-12-19) Augustine, Usman TsakuThe study examined the effects of advance organizers and mnemonics on Nasarawa State secondary school students* achievement and retention in Biology. Eight research questions and eight research hypotheses were formulated to guide the study. The study employed quasi experimental control groups* design of non-randomized pretest, posltesl and post-posttest. The focus was on the topics: glycolysis. Krebs' cycle, mitosis and meiosis. A sample of 312 students in Senior Secondary one (SSI) from six schools in four educational zones of Nasarawa Slate were randomly selected for the study. Data were collected using Biology Achievement Test (BAT) and Biology Retention Test (BRT). BAT was administered as pretest and posltesl after treatment, while BRT was administered as post-posttest two week after posltesl. Three science education experts and two experienced biology teachers provided the face and content validities of the instrument. A reliability coefficient of 0.72 was obtained using Spearman’s rho correlation. Research questions were answered using mean and standard deviation while hypotheses were tested using t-test and 2-Way ANOVA at the 0.05 level of significance. Bonferroni's Post-hoc statistics was used to find out where differences among urban and rural students occurred. The t-test analysis revealed that there was statistically significant difference in the mean achievement scores of advance organizers group and the control group at the 0.05 level of significance (t-cal=23.960.05). In mnemonics the significant difference in the mean achievement scores at 0.05 level of significance with the control group was (t-cal=22.730.05). Same test revealed that there was significant difference in the retention scores of the experimental control groups at the 0.05 level of significance. 2- Way ANOVA analysis revealed that there was no statistically significant difference by gender in the mean achievement and retention scores at 0.05 level of significance (f.cal=0.1010.05) and (f.cal=0.1280.05) respectively. However, rural students in the experimental groups performed better than their urban counterparts. So there was statistically significant difference in the mean achievement and retention scores of the four groups at the 0.05 level of significance (f cal=32.45>f crit=2.65; df=3,204; p<0.05) and (f.cal=37.34>f.crit=2.65; df=3,204; p<0.05) respectively. The post hoc statistics used revealed that the rural students achieved and retained the concepts more than their urban counterparts. There was mean significant difference of -9.50* between the urban advance organizer and rural advance organizer in favour of rural advance organizer. Similarly, there was significant difference of -8.65* in the mean achievement scores of urban advance organizers and rural mnemonic group in favour of rural mnemonic group. However, there was no significant difference of 0.35 between the mean achievement scores of urban advance organizers and urban mnemonics group. From the above analysis it could be deduced that experimental and rural groups performed better than their control and urban counterpart respectively. Based on these findings, recommendations were made for the adoption of the two methods as instructional strategies at all levels of the educational system. viItem Open Access COMPARATIVE EFFECT OF GUIDED DISCOVERY AND DISCUSSION METHOD ON BASIC SCIENCE STUDENTS’ ACHIEVEMENT AND RETENTION IN KEFFI EDUCATIONAL ZONE OF NASARAWA STATE(DEPARTMENT OF SCIENCE, TECHNOLOGY AND MATHEMATICS EDUCATION FACULTY OF EDUCATION, NASARAWA STATE UNIVERSITY, KEFFI, 2016-01-13) Aku, Philip EggonThe study examined the Comparative Effect of Guided Discovery and Discussion Teaching Methods on Basic Science Students Achievement and Retention in Keffi Educational Zone of Nasarawa State. It determined-whether. there is any significance differences exist in the achievement scores of students taught using Guided discovery and Discussion teaching methods. The study use a Quasi-experimental research design whereby pretest and post-test were used, because,-the study--used-settings outside the laboratory. The sample used for the study was 98 Junior (JSS2) students (50 males’ and 48 females). The study used intact classes, two schools were selected. One of the schools was used as Experimental group, while the."Other-one-war used~as control group. Thirty (30) multiple choice test items were developed by the researcher and were further validated by three experts from the faculty of education Nasarawa State University. Out of the three experts, two are from Science Technology and "Mathematics Education, and the third one is from the Department of educational foundation. The average scores of the three experts stood at 0.80 as the find validity index “The two intact classes selected were taught Basic Science for a period of six weeks using-the-two-teaching methods/-Six research questions and six Hypotheses guided the study and data collected from the pretest, posttest and retention were analyzed based on the stated hypotheses using means and Standard Deviations. The hypotheses were tested at 0.05 level of significance-using^-NGQVA at F( 1,77). From the results, it was found that students who were exposed to Guided Discovery performed better than those who were exposed to discussion teaching method as indicated by their means and standard deviations thus, for students who were taught Guided-Discovery have the means scores of 50.29 and the standard deviation of 8.976 higher than their counter part whose mean is 48.70 and standard deviation of 6.731 Also, students have interest in Basic Science when taught using Guided Discovery method than those taught using Discussion Method. There was no significant difference in mean retention scores of students taught using Guided Discovery and Discussion Methods. The mean achievement scores of students was enhanced using Guided Discovery method. The two teaching methods were not discriminatory. Hence, the study concludes that Guided Discovery is the best methods of teaching Basic Science if properly employed by teachersItem Open Access INFLUENCE OF LEARNING ENVIRONMENT ON SENIOR SECONDARY SCHOOL STUDENTS’ MATHEMATICS PERFORMANCE IN KAFANCHAN INSPECTORATE DIVISION(DEPARTMENT OF SCIENCE, TECHNOLOGY AND MATHEMATICSEDUCATION, FACULTY OF EDUCATION NASARAWA STATE UNIVERSITY, KEFFI, 2016-03-23) Dabo, Bitrus AmmuelThe purpose of this study was to determine the influence of learning environment in terms of class size, teachers‟ use of instructional materials, teachers‟ methods of teaching as well as school location (urban and rural) on senior secondary school students‟ performance in mathematics. The study used ex post facto research design. Four research questions guided the study and four hypotheses were tested at 0.05 level of significance. The stratified random sampling procedure was used to draw 14 secondary schools out of 32 senior secondary schools. Also, the simple random sampling procedure was used to draw the mathematics mock results of 800 SSIII students from these sampled schools, out of 1,432 students‟. Two instruments – Mathematics learning environment questionnaire (MALEQ) and Mathematics learning environment observation schedule (MALEOS) were used for data collection. The cronbach‟s coefficient alpha reliability of the MALEQ and MALEOS were 0.63 and 0.65 respectively. Simple percentages, mean and chi-square test of independence at 5% significant level were used to analyze the data. The findings indicated that: There is a significant negative influence of class size on senior secondary school students‟ performance in mathematics (p < 0.05); There is a significant positive influence of teachers‟ use of instructional materials on senior secondary school students‟ performance in mathematics (p<0.05); There is a significant positive influence of teachers‟ methods of teaching on senior secondary school students‟ performance in mathematics (p<0.05); There is a significant influence of school location on senior secondary school students‟ performance in mathematics (p<0.05) in favour of the urban students. And based on these findings the following recommendations were made: Education policy makers should formulate policies that will restrict class size to less than 35 students, otherwise more schools and classes should be built, additional mathematics teachers employed and teachers trained on how to handle large classes; the acquisition and utilization of instructional materials in teaching mathematics concepts should be a paramount necessity by mathematics teachers, governments, school administrators and all stakeholders in education; the use of multiple methods of teaching such that are suitable for each concept and circumstance of the class is recommended for mathematics teachers; curriculum planers should in their remark on each topic indicate the most suitable methods and instructional materials to be used; there should be equity and fairness in the supervision as well as the distribution of learning facilities, instructional materials and professional mathematics teachers in urban and rural areas so as to reduce the gap between urban and rural students.Item Open Access EFFECT OF MATHEMATICAL GAMES ON ACADEMIC ACHIEVEMENT OF SENIOR SECONDARY SCHOOL STUDENTS IN MATHEMATICS IN ABAJI COUNCIL AREA OF FEDERAL CAPITAL TERRITORY, ABUJA.(DEPARTMENT OF EDUCATIONAL FOUNDATIONS FACULTY OF EDUCATION NASARAWA STATE UNIVERSITY KEFFI, 2016-07-11) Akande, Martina Taiwo.The study investigated the effect of mathematical games (Algebraic Substitution Game) on academic achievement of senior secondary school students in mathematics (Algebraic Processes) in Abaji Council Area of Federal Capital Territory, Abuja. The study adopted quasi-experimental design (pretest-posttest). The sample of one hundred and twenty-three (123) senior secondary one (SS1) students made up of sixty-nine (69) males and fifty-four (54) females, drawn from two selected secondary schools out of five senior secondary schools. Tossing of a coin was used to randomly assign intact classes to experimental and control groups. A Pre-MAT was conducted before the treatment to establish the students‟ level of achievement. The students in the control and experimental groups obtained mean scores of 41.38 and 41.47 respectively. Data were generated using Mathematics Achievement Test (MAT). The instrument was subjected to expert‟s judgment for validation. A logical validity index of 0.85 was obtained by an expert. The reliability coefficient of 0.84 was obtained for MAT. The generated data were analyzed using descriptive statistics to answer the research questions and t-test inferential statistics was used to test the null hypotheses at the .05 level of significance. The findings revealed that the students taught with game method had a greater mean score of 61.12 than their counterpart taught with conventional method with a mean score of 45.38. Also, the result of hypothesis testing revealed that there was significant difference between the students taught with mathematical game method and their counterparts taught with conventional method since t-calculated value (5.28) was greater than t-critical value (1.96). Female students had higher mean score of 76.25 than the male students with mean score of 58.53. Thus, the hypothesis showed that gender had significant influence on students‟ achievement since t-calculated value (3.57) was greater than t-critical value (2.01). Based on the findings, it was recommended that teachers should use appropriate games to introduce new concepts and to engage students in the teaching and learning of mathematics in the classrooms.Item Open Access Comparative effect of Guided Discovery and Discuss Teaching Methods on Basic Science and Technology Students' Achievement and Retention in Keffi Education Zone, Nigeria(Department of Science, Technology and Mathematics Education, Nasarawa State University Keffi q, 2016-11-11) Peter, Ashlame Agu; Aku, Philip EggonThis study a 3a m . designed to compare the effect oj guided discovery and discussion teaching methods on basic J mence technology students’ achievement and retention in Keffi education zone, Nigeria. The study employed a Qiiasi-experimental research design where ore and.nnxt text* wpp* nn tU» laboratory. The sample used for the study ............................ ^ ............ Wjf^ where one of the schools served as experimental group, while'the other one OThirty (30) multiple choice test items were developed and validated bv three ex was ---------- ui jlwjji auuuuuuri zone, Nigeria, ine sruay pip oyec Quasi-pre post tests were used on settings outside the nmtnvM TUo was 98 Junior Secondary II students. The study used two intact was used as control group. _ r developed and validated by three experts in the Department of Science, Technology and Mathematics Education, Nasarawa State University, Keffi. The two intact classes were Mtaught 6 topics, 3 in basic science and 3 in basic technology; for a period of six weeks. Guided Discovery was ml($ed f°r teaching the experimental group while Discussion method vivas used for the conti'ol group. Data collected after the treatment was analyzed using means and standard deviations for the research questions |W/z//e /INC OVA was used to test the null hypotheses at 0.05 level of significance. From the data collected, it was B/bwrtr/ that students who were exposed to guided discovery performed slightly belter and retained more ^knowledge of the subject than those who were taught using discussion teaching method. However, the results of ^he hypotheses tests revealed that the differences in the mean achievement and retention scores of the two j groups were not significant. Hence, the study recommends that the two methods could be used interchangeably for teaching basic science\ and technology in secondary schools in keffi Education Zone, NigeriaItem Open Access EFFECT OF POLYA'S PROBLEM SOLVING STRATEGY ON STUDENTS' ACHIEVEMENT IN ALGEBRA IN ABUJA MUNICIPAL AREA COUNCIL(DEPARTMENT OF MATHEMATICAL SCIENCES, FACULTY OF EDUCATION, NASARAWA STATE UNIVERSITY, KEFFI. NIGERIA, 2017-07-02) Tyoor, T.I.; Musa, D.C.The purpose of the study was to investigate the effect of Polyp's problem solving strategy on secondary school students' achievement in Algebra. The target population of the study comprised 2,443 KS III students in Abuja Municipal Council Area. The Sample of the study consisted of220JSS III students. Quasi-experimental design of per-test post-test, non-equivalent control Group was used. Four intact classes, two of which were randomly assigned to experimental and the other two to control groups were used. Three research questions and three hypotheses guided the study. Instrument used for data collection was Algebra Achievement Test (ALAT). Mean and standard deviation were used to answer the research questions while the hypotheses were tested at 0.05 level of significance using Analysis of Covariance (ANCOVA). The results revealed that Polyp's Problem Solving Strategy> enhanced achievement in Algebra and was independent of Gender and Location. The study recommended among others that practicing secondary school mathematics teachers should be sensitized by way of organizing seminars and workshops on the use of polyp's problem solving strategy on ward application in the classroom instructionItem Open Access MATHEMATICAL MODEL OF ETHNIC VIOLENCE USING DIFFERENTIAL EQUATIONS(Department of mathematic education, Nasarawa state university, keffi., 2017-07-04) Chaku, Shammah Emmanuel; Nweze, N. O; Smah, M .L; Etuk, A. JEthnic violence was modeled as a contagious spread of infectious disease. A mathematical model consisting of a system of nonlinear Ordinary Differential Equations using a modeling technique where the total population is divided into Susceptible, Aggressive and Violent (SAV) was developed and used to describe the spread of ethnic violence. We examined the stability of the model at the equilibrium state and how the aggressive can be eradicated without necessarily affecting the susceptible population. The analysis shows that the stability of the model depends on increasing the susceptible population by checking the infective factorsItem Open Access ENHANCING SCIENCE, TECHNOLOGY AND MATHEMATICS EDUCATION (STME) RESEARCH THROUGH THE SELECTION AND USAGE OF APPROPRIATE DIFFERENT STATISTICAL TOOLS FOR HYPOTHESIS TESTING(DEPARTMENT OF MATHEMATICAL SCIENCES, FACULTY OF EDUCATION, NASARAWA STATE UNIVERSITY, KEFFI. NIGERIA, 2017-07-21) Iji, C. O.; Sambo, M.A.This paper identified some common “difference ” statistics that can be applied for the testing of hypotheses drawn in survey designs and other forms of empirical studies in STM education. The suitability of a particular statistical tool for a chosen topic is evaluated. The main goal is to match the studies with appropriate statistics that yield an easily understood and valid result. The paper equally examined the statistical tools that can be use in various researches in STME with regard to the nature of the data collected.Item Open Access Effect of Guided Discovery Teaching Method on Basic Science Students' Achievement and Retention in Karu Local Governement Area of Nasarawa State.(Department of Science, Technology and Mathematics Education, Nasarawa State University Keffi., 2018-06-07) Aku, Philip Eggon; Musa, D.C.This study investigated the effect of guided discovery teaching method on basic science students' academic achievement and retention in laru Local Government Area of Xasarawa State. It employed Quasi-experimental research design. The population of the study consisted of 425 of all JS2 students from six Government Junior Secondary Schools in Kara Local Government Area of Xasarawa State. The sample used for this study consisted of VS JSII students. The instrument used in this study was Basie Science Achievement Test (BSA T). It was validated by three experts. The logical consensus o f the three experts summed up to be 0.S0. The reliability of the instrument was established using spearman-brown prophecy and this yielded a coefficient of 0.76. The study found out that guided discovery method enhanced students' Achievement and retention better than the conventional method. The study then recommended that Activities related to guided discovery method of teaching should be encouraged to help learners become active in learning.Item Open Access EFFECT OF METACOGNITIVE SCAFFOLDING TEACHING STRATEGY ON SECONDARY SCHOOL PHYSICS STUDENTS’ ACHIEVEMENT, RETENTION IN AND ATTITUDE TO THERMAL ENERGY(DEPARTMENT OF SCIENCE, TECHNOLOGY AND MATHEMATICS EDUCATION FACULTY OF EDUCATION NASARAWA STATE UNIVERSITY KEFF, 2019-06-04) Iyamu, Ceasar OsaretinThis study investigated the effect of metacognitive scaffolding teaching strategy on secondary school physics students’ achievement, retention in and attitude to thermal energy in Federal Capital Territory (FCT), Abuja, Nigeria. The study investigated six research questions and six null hypotheses tested at 0.05 level of significance. Quasi experimental research design involving non randomized control pretest-posttest design was utilized. The study population consisted of 2699 Senior Secondary II (SSII) physics students from 54 public SSII physics students in FCT, Abuja. Multistage random sampling technique was used to select 75 SSII physics students from two SS as sample for the study. Two instruments consisting of Thermal Energy Achievement Test (TEAT) and Attitude to Thermal Energy Questionnaire (ATEQ) were used for data collection. The data collected from these instruments were analyzed using Statistical Package for Social Science (SPSS). The research questions were answered using mean and standard deviation while the null hypotheses were tested using Analysis of Covariance (ANCOVA). Findings from the analyzed data showed that physics students taught using metacognitive scaffolding teaching strategy performed better in their achievement scores than those physics students taught using conventional teaching method; Male physics students did not perform better than their female counterpart when taught using metacognitive scaffolding teaching strategy; Physics students taught using metacognitive scaffolding teaching strategy performed better in their retention scores than their counterpart in the control group; Male physics students did not perform better in their retention scores than their female counterpart when taught using metacognitive scaffolding teaching strategy; Physics students taught using metacognitive scaffolding teaching strategy had better attitude towards thermal energy than their counterpart in the control group; Male physics students did not have a better attitude towards thermal energy than their female counterpart when taught using metacognitive scaffolding teaching strategy. Based on these findings, it was recommended among others that physics teachers should be encouraged to teach using metacognitive scaffolding teaching strategy. Government and educational agencies, curriculum planners and developers should encourage the training of physics teachers on metacognitive scaffolding teaching during seminars, workshops and conferencesItem Open Access EFFECT OF ANALYTIC TEACHING METHOD ON STUDENTS’ ATTITUDE TOWARDS TRIGONOMETRY IN NASARAWA STATE(Department of Education Mathematics, Nasarawa State University Keffi, 2019-07-24) Azige, G.D.The study investigated the effect of Analytic teaching method on students ' Attitude towards Trigonometry in Nasarawa State. A quasi- Experimental design was adopted for the study with pre-test and posttest non-equivalent Control group. Two hundred senior secondary two students' were drawn from two schools in the thirteen local government area of Nasarawa state. An Intact class was randomly drawn from each of the two schools. The sampling technique used was a multi-stage method. An instrument namely Trigonometry Attitude Questionnaire (TAQ) was used for the study. TAQ was authenticated by tvvr specialists in mathematics, and one language expert for face validity. Cronbach alpha was u ed to estimate the reliability coefficient which was 0.83. Mean, standard deviation, percentage ay id analysis of covariance ANCOVA were used to answer research questions and test :he Hypotheses respectively. The study discovered that the use of analytic teaching method improves the attitude of male and female students toward trigonometry. The following recommendations were made; teachers should embrace analytic teaching method in their school for teaching of trigonometry, as it boosts students' positive attitude towards trigonometry; authors of mathematics textbooks should write their texts to be child centered and based on analytic teaching strategy, because Analytic method of teaching is gender friendly.Item Open Access effect of expository teaching strategy on Quantum Physics Students' academic achievement in federal capital territory abuja, Nigeria(Department of English, Nasarawa State University Keffi, 2020-01-01) Aku, Philip Eggonn Federal pVest*j^e^ l^e effect of expository teaching strategy on Quantum Physics students’ academic achievement was us^cd ferr'tofy A^tija (FCT), Nigeria. Pretest-posttest control group quasi experimental research design Donulaii 1S StUC^.* fhc target population of the study consistsl48 Senior Secondary Schools in FCT with a .l; - * comprised of 2450 male and 1903 female students as documented on FCT 2018. For the purpose of this study, a sample of 96 (female 39 and male 57) instrument used for data collection students from three different schools were taken in FCT. The com ’ i i • — Fhysics Achievement Test (PAT) developed by the researchers. The PAT mpnsecl M) multiple choice items. Validation ind.ex result of 0.80 was obtained. The internal consistence of the PAT was established through split test-retest method with the index of 0.89. The statistical tools that used in this study !.nJLu e me®n scores, standard Deviation and ANCOVA. Findings from the study revealed that there was significant i erence between students who were taught using expository teaching strategy (ETS) and those taught using comentional teaching strategy. The students performed were taught using expository teaching strategy (ETS) performed better than those taught using conventional teaching strategy on senior secondary school Physics. Keywords: Expository teaching strategy, academic achievement wasItem Open Access 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. wasItem Open Access Enhancing Chemistry Students' Retention of Redox Reaction Concepts Through Intervention with Redox Reactioin Software(Department of Science, Technology and Mathematics Education, Nasarawa State University Keffi q, 2020-11-22) Tanko, J.A.; D.S., Amina; Aku, Philip EggonThis study investigated the potency of redox reaction software0 strategy in enhancing chemistry students’ level retention of redox reaction concepts. A pre-test, post- test, control group, quasi-• experimental design was adopted. Sixty'(60) senior secondary two (SS2) chemistry students (30 males and 30 females) Purposively sampled from the target population in Keffi Educational Area Inspectorate of Nasarawa State, Nigeria, constituted two non-equivalent intact classes that participated in the study. Data was collected using a Redox Reaction Concept Retention Test (RAT) instrument with Kuder-Richardson’s formula 21 reliability coefficient of 0.71. Mean and standard deviations as well as1 analysis of covariance were used for data analysis at 0..05 alpha level. Findings revealed that redox reaction software strategy produced a high retention mean gain and therefore was effective in enhancing the retention abilities of chemistry students in redox reaction concepts. Gender did not significantly influence the retention ability of students in redox reaction concept. It was recommended among others that chemistry teachers and educators should • ' adopt redox reaction software strategy to effectively and. efficiently teach redox reaction concepts • so as to promote conceptual learning over rote memorization.Item Open Access Attitude of Chemistry Students Towards the use of Structured Text Approach in Learning Chemical Equilibrium(Department of Mathematics Education, Nasarawa State University, Keffi, 2021-07-23) Jibrin, Abdullahi TankoThe study investigated the attitude of students towards the use of structured text approach in learning chemical equilibrium by senior secondary two chemistry students of Keffi metropolis in Nasarawa state Nigeria. Survey research design was employed in the study. The population of the study comprised all senior secondary two chemistry students of public and private senior secondary schools in Keffi metropolis. Stratified random sampling technique was applied in selecting the sample for the study. Three public and three private senior secondary schools were randomly selected out of the 15 senior secondary schools in the Area under study. Consequently, fifty students from each school formed the sample of the study; thus, a total of 300 respondents out of the population of 1005 are used for the study (50 x 6 = 300). Structured Text in Chemical Equilibrium (STCE) and Structured Text Approach Attitude Questionnaire (STAAQ) were the instruments used in the study. 300 copies of Structured Text Approach Attitude Questionnaire (STAAQ) were distributed to the respondents and 300 filled were collected. Simple percentage statistical technique was used to answer the research question and Chi square was used to test the postulated null hypothesis. The major finding was, the attitude of chemistry students towards the use of Structured Text Approach in learning chemical equilibrium was positive. Based on this finding, it was recommended that, for every exercise given to students, teachers should provide adequate feedback to guide students and also chemistry teachers should make efforts to incorporate in their teaching, standard Structured Texts in other topics that are considered difficult to learn. Keywords: Attitude, learning, structured text approach, students, chemical equilibriumItem Open Access SCIENCE TEACHERS5 PERCEIVED BENEFITS OF THE TEACHING PRACTICE EXERCISE IN NASARAWA STATE(Department of Science Euducation, Nasarawa State University Keffi, 2021-11-11) Jibrin, Abdullahi Tanko; Yetunde, Elizabeth; Aku, Philip Eggon; Jibrin, Abdullahi TankoThe study investigated the usefulness of the teaching practice exercise to science teachers in Nasarawa State. This sample consisted of 515 (291 pre-service and 224 in-service) secondary school science teachers who responded to the instrument: an unstructured questionnaire tagged Teachers’ Perceived Usefulness of the Teaching Practice Questionnaire (TPUTPO), used for data collection. Three research questions guided the study. The data collected were analysed using graphical presentations. The study revealed that Biology, Chemistry} Physics and Basic Science teachers found the following beneficial: classroom management, development of self-confidence, use of instructional materials, how to prepare and deliver lessons using different methods of teaching. The study also revealed that once teachers are employed, they may be assigned to teach any subject other than the one they specialised in. Physics teachers reported the least benefits from the teaching practice exercise while biology teachers seem to be the most versatile of all the science teachers. It was recommended that teacher trainers should take note and remedy missing areas of emphasis needed in training effective 21st century teachers such as use of technology, project and inquiry methods of teaching, assessment procedures, and so on. Positive ways should also be devised to address the disturbing issue of specialized framing versus general training of science teachers. School proprietors should use their teachers more appropriately.Item Open 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 SuleimanThe 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.