ASSESSMENT OF BASIC PEDAGOGICAL PRACTICES ACHIEVEMENT IN KEFFI NASARAWA STATE, NIGERIA SCIENCE TEACHERS’ AND STUDENTS’ EDUCATIONAL ZONE,

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dc.contributor.authorSamuel, N/A
dc.contributor.authorEniayeju, N/A
dc.date.accessioned2023-12-13T08:05:02Z
dc.date.available2023-12-13T08:05:02Z
dc.date.issued2020-01-01
dc.description.abstractThis study assessed Basic Science teachers’ pedagogical practices and students’ achievement in KefTi Educational Zone, Nasarawa State, Nigeria. Two research questions and ne null hypothesis guided the study. Descriptive survey research design was employed for the study. The population of JS II students in Keffi Educational Zone at the time of the study was 1452 and the teachers’ population was 30. Simple random sampling technique was used to draw a sample of JS II Basic Science students and their teachers, 13 schools were randomly selected from 17 public Junior Secondary Schools in Keffi Educational Zone. The assessment was carried out on the sampled intact class, the total sample of 431 students were used for the study. The instrument used for this study were Basic Science Teachers’ Pedagogical Practices Observation Schedule (BSTPPOS) and Basic Science Achievement Test (BSAT) developed by researcher. The research questions were answered using means and standard deviations and null hypothesis was tested using Pearson’s Product-Moment Correlation Coefficient. The probability level of P<0.05 was used for rejecting or retaining the stated hypothesis. Findings of this study revealed that; the outcome of the assessment of Basic Science teachers18’ pedagogical practices shows inefficiency as their mean scores were below average. Also, a strong positive relationship existed between the pedagogical practices utilized by Basic Science teachers and Students’ achievement. Based on the findings of this study, it was recommended that; Basic Science teachers should utilize better pedagogical practices that will enhance students’ achievement in Basic science.en_US
dc.identifier.citationAgommuoh, P. C. &Ifeanacho, A. O. (2013). Assessment of Teachers’ Teaching Strategies and Enhancing Students’ Achievement in Secondary School Science. IOSR Journal of Research and Method in Education (IOSR-JRME). 3(5): 6-11. Aina, J.K. & Keith, L. (2015). Teaching Method in Science Education: The need for a paradigm shift to peer instruction (PI) in Nigerian schools. International Journal of Academic Research and Reflection, 3(6): 6-15. Aina, J.K. &01anipeku, S.S. (2015). A Review of Teacher Self-Efficiency, Pedagogical Content Knowledge (PCK) and out-of-field teaching focusing on Nigerian teachers. International Journal of Elementary Education, 4(3): 80-85. Ajaja, O.P. (2009). Evaluation of Basic Science and Technology Teaching in BasicSchool in Delta State. International Journal Education Science 1(2): 119-129. Alabi, O.A. (2014). Effect of Teaching Strategies on Students’ Achievement of Secondary School Students in Chemistry. Journal of Education and Policy Review 6(2): 119-130 Al-Rawi, 1. (2013). Teaching Methodology and its Effects on Quality Learning. Journal of Education and Practice, 4(6): 100-105. Danmole, B.T. (2011). Emerging Issues on the Universal Basic Education Curriculum in Nigeria: Implications for the Science and Technology Component. Pakistan Journal of Social Sciences 8(1): 62-68. Ekwueme & Meremikwu (2013). Teachers Characteristics and Students Degree in Different Content Areas in Senior Secondary Certificate Examination in Mathematics. Journal of Education and Practice. 4(1): 57-62. Ekon, E.E. (2013). Effect of Five-step Conceptual Change Instructional Model on Student’s Learning Environment, Cognitive Achievement and Interest in Biology. An unpublished Ph.D Thesis. Nsukka. Faculty of Education, University of Nigeria. Ewetan, T.O. &Ewetan, O.O. (2005). Influence of Teachers’ Teaching Method on the Aca demic Performance of Public Secondary School Students in Mathematics and Basic Science. International Journal of Humanities Social Science and Education (IJHSSE) 2(2) pp 123-134. Federal Government of Nigeria (2014). National Policy on Education (4th edition). Abuja: NERDC. National Teachers Institute (NTI, 2009) MDG Teachers Re-training Workshop Guide for Resource Persons. Kaduna: NTI Press. Ogunmade, T.O. (2006). The Status and Quality of Secondary Science Teaching and Learning in Lagos State, Nigeria. Unpublished Doctoral Thesis, Edith Cowan University, Perth, Western Australia.en_US
dc.identifier.urihttps://keffi.nsuk.edu.ng/handle/20.500.14448/4344
dc.language.isoenen_US
dc.publisherEducational Management Department, Nasarawa State Universty, Keffi.en_US
dc.subjectAssessment, Pedagogical Practices, Achievementen_US
dc.titleASSESSMENT OF BASIC PEDAGOGICAL PRACTICES ACHIEVEMENT IN KEFFI NASARAWA STATE, NIGERIA SCIENCE TEACHERS’ AND STUDENTS’ EDUCATIONAL ZONE,en_US
dc.typeArticleen_US

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