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Item Open Access EFFECT INSTRUCTIONAL STRATEGY ON UPPER BASIC STUDENTS’ ACHIEVEMENT IN KINETIC ENERGY IN NASARAWA STATE, NIGERIA OF METACOGNITIVE(Department of Science Euducation, Nasarawa State University Keffi, 2022-05-05) Aku, Philip Eggon; Ezekiel, Adamu; Dabilang, Justina T.he development of any nation depends on science and technology. The contemporary world is driven by science and technology which are interrelated, science has become such an indispensable tool that no nation, developed or developing, wishing to progress in the socio-economic sphere will afford to relegate the learning of science in schools to the background. Science probes into the question “why” while technology probes into the “How”? (Akingbade&Omotade, 2013). Science is the theory upon which technology is built, without science; there cannot be intuition for technology (Ojo, 2010). Though there has been a steady increase in the number of students offering science subjects over the years, their performances have continued to be highly unsteady (Akhideno, 2013). Basic Science is among the major pillars of science. Basic Science deals with the study of laws that determine the Students were as the population of the study.Item 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 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 SuleimanThis 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.Item 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 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 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 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 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 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 SuleimanThe 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.Item Open Access EFFECTS OF MACHINE-ASSISTED AND VIRTUAL SCIENCE LABORATORY LEARNING STRATEGIES ON STUDENTS’ ACHIVEMENT IN BASIC SCIENCE AND TECHNOLOGY IN NASARAWA, NIGERIA(Department of Science, Technology and Mathematics Education, Nasarawa State University Keffi., 2022-05-05) Aku, Philip Eggon; Ezekiel, Adamu; Dabilang, Justina T.The technological advancement of a nation depends on the level of scientific and technological knowledge of the citizenry where education remains a veritable tool for this attainment. To actualize this technological advancement, educators do not rest on the oars of their previous researches and conventional teaching styles but they should keep searching for novel and ideal ways on how to transform education through an engaged, appealing, intuitive pedagogy or domain (Ada, Eriba, &Toryem, 2020; Achor, &lryobee, 2020). The need for this transformation could be the reason why the Federal Republic of Nigeria (FRN, 2013), in release of her educational objectives for secondary schools, emphasized on the need to equip students with relevant skills. In the opinion of Nigerian Educational Research and Development Council (NERDC) (2012), BST is the product of restructuring and integration of Primary and Junior Secondary School ‘ science curricula namely Basic Science, Basic Technology, Physical and Health Education, and Information and Communication Technology (ICT) which a child encounters at the Upper Basic level under the current 9-3-4 system of education. The goals of BST are to develop students' interest iItem Open 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 SuleimanThe 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.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 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 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 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.Item 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.