Original Research Article

INVESTIGATION OF SECONDARY SCHOOL CHEMISTRY STUDENTS’ ACQUISITION OF MANIPULATING AND MEASURING SCIENCE PROCESS SKILLS USING LABORATORY-BASED PEDAGOGIES

I. ABBEY-KALIO, A. A. AROKOYU

Journal of Global Research in Education and Social Science, Page 203-207

This study aimed at investigating the effect of laboratory-based pedagogies on Secondary School Chemistry students’ acquisition of manipulating and measuring Science Process Skills. The research design used for the study was non-randomized, pre-test – post-test, control group design. The population of one thousand seven hundred and eighty-two (1782) students across 7 Schools in Okrika local government area of which a sample size of 63 Senior Secondary School 2 (SSS2) Chemistry students from 3 of these Schools were selected by purposive sampling technique. Science Process Skills Acquisition Test (SPSAT) and Science Process Skills Rating Scale (SPSRS) were the instruments used for the test. For the treatment, laboratory-based pedagogies of 3 types - teacher-demonstration (control group), independent work and small group (experimental groups) methods were adopted. Two research questions and two null hypotheses drawn from them were formulated to guide the study. Statistical tools applied were mean and standard deviation to answer the research questions and ANCOVA to test the hypotheses. The findings of the study stated that there was significance difference between the three different groups taught using these different methods. Meanwhile, the independent work effect was better on acquisition of manipulating and measuring skills followed by those of small group method and teacher-demonstration method came least. It was therefore recommended that independent work and small group laboratory-based methods be used for teaching of Secondary School Chemistry students for acquisition of manipulating and measuring skill.

Original Research Article

THE IMPACT OF THE PERSONALITY TRAITS ON THE ACADEMIC ACHIEVEMENT OF THE SENIOR HIGH SCHOOL STUDENTS

JHOSELLE TUS

Journal of Global Research in Education and Social Science, Page 208-212

This study aims to investigate the influence of personality traits on the academic achievement of the Senior High School at St. Paul College of Bocaue. This study used the descriptive-correlation research method that utilized a standardized instrument as a primary data gathering tool. The respondents of the study were the Grade 11 Senior High School students at St. Paul College of Bocaue. The result of the study showed that the “Big Five” personality traits of the students were at an extreme level. Likewise, the result suggests that the students are very creative, focused on tackling new challenges, pays attention to detail, likes to be the center of attention, likes to meet new people, feels empathy and concern for other people. Moreover, the students experience a lot of stress, worry about many different things and feel anxious about their environment. Furthermore, the null hypothesis was tested at the 0.05 alpha level of significance to determine the impact of personality on the academic achievement of the students. The computed multiple regression analysis results revealed that personality traits do not significantly affect the academic achievement of the students.

Original Research Article

SELF-EFFICACY AND IT’S INFLUENCE ON THE ACADEMIC PERFORMANCE OF THE SENIOR HIGH SCHOOL STUDENTS

JHOSELLE TUS

Journal of Global Research in Education and Social Science, Page 213-218

This study investigated the influence of self-efficacy on the academic performance of the Grade 12 Senior High School students at the St. Paul College of Bocaue. The findings of the study concluded that the level of the self-efficacy of the respondents was high. Likewise, the findings suggested that the students are resilient and determined in the face of setbacks, feel assured that they will be able to learn the classroom discussion and excel on their assessment, and they tend to be more intrinsically motivated to learn new knowledge. Furthermore, the computed linear regression analysis results revealed that self-efficacy does not significantly affect the Senior High School students’ academic performance. This suggests that even if the students have a high level of self-efficacy it doesn’t influence their academic performance in class. However, it doesn’t mean that the school should not give importance to develop the students’ self-efficacy. Hence, it is suggested that the school should continue its academic programs that will continuously develop the student’s well-being in the process of acquiring relevant experiences and skills in the school.

Original Research Article

THE ROLE OF ADULT EDUCATION IN THE PROMOTION OF PARTICIPATORY AND REGIONALISED DEVELOPMENT FOR RE-CHARACTERISATION OF SADC

DAMA MOSWEUNYANE

Journal of Global Research in Education and Social Science, Page 219-227

The development of the Southern African Development Community (SADC) remains pivotal for transformation and amelioration of the living conditions of the citizens of the member states. It is therefore essential for countries that are members of SADC to realise economic prosperity, political liberalisation, social transformation and prudent utilisation of environmental finite resources through the active participation of citizens of the member states. The efforts that are geared towards the realisation of a prosperous SADC should be employed through the promotion of regionalised policies and re-characterisation of the citizenship agenda. SADC economic, political, social and technological interventions are marred with ostracising of the majority of the people in the regional bloc. The ostracising of some regional citizens is based on race, tribe, political affiliation, sexual orientation, socio-economic status and ideological orientation, which result in them been denied the opportunities to participate in the activities that are meant to transform their lives. The research presents some discourse on the role of adult education in sensitising and educating the ordinary people within the SADC countries, to generate narratives around the issues that lessen their power to participate actively in the efforts that are towards the building of the regional body, which is supposed to have a clear agenda for participatory development. It is noted that the SADC countries engage in various activities that are apt for their development, amidst the discriminatory characteristics that leave a significant number of the underprivileged and those with divergent views with no room to participate. The influence of the corporate entities has rendered the states in the SADC region less accommodative of indigenous ideas, with preference been given to exotic ideologies by the governing elites. The paper exemplifies this position by showing how Basarwa in countries such as Botswana, Namibia and South Africa do not play any noticeable economic, political, social and technological roles in the running of their respective countries. It is argued therefore that SADC should through Adult Education promote the necessary camaraderie and quid pro quo within the citizens of the SADC countries so that their knowledge of what obtains in their respective countries can be achieved. If the regional body is to be more responsive, it has to be more accommodative and it is through educating its constituents that it can realise both qualitative and quantitative forms of development. The paper argues that adult education is chiefly important for any form of development to take place because it is a vehicle through which underprivileged sections of the populations such as the San (Basarwa) can be transformed, so as to be knowledgeable, skilful and have germane attitudes to foster their participation and enhance regional development.

Original Research Article

RELATIVE EFFECTIVENESS OF PEER TUTORING AND THINK-PAIR-SHARE STRATEGIES IN IMPROVING SENIOR SECONDARY SCHOOL STUDENTS’ ACADEMIC PERFORMANCE IN CHEMISTRY IN OSOGBO

MUHIDEEN ABIODUN OLOYEDE, EMMANUEL FOLORUNSO BAMIDELE, POPOOLA OLUWASEGUN OLADIPUPO

Journal of Global Research in Education and Social Science, Page 228-238

The study examined the effects of peer tutoring and think-pair-share instructional strategies in improving students’ academic performance in Chemistry. It also compared the effects of peer tutoring and think-pair-share strategies in improving students’ attitude towards Chemistry. These were with a view to highlighting which of the teaching strategies that can improve students’ academic performance in Chemistry. The study adopted a non-equivalent pre-test, post-test control group experimental research design. The population for the study consisted of all public senior secondary class one (SS 1) science students in Osogbo. Out of the two local government areas in Osogbo, Olorunda Local Government was selected using simple random sampling technique. Three senior secondary schools were selected in the Local Government Area and one intact class was selected from each of the schools using simple random sampling technique. The total sample size was 113 (38, 37 and 38 from each of the three schools). The schools were randomly assigned to three groups (Peer Tutoring, Think-Pair-Share and Teacher Expository) using simple random sampling technique. Two instruments, the Chemistry Achievement Test (CAT) and Questionnaire on Attitudes of Students towards Chemistry (QASTC) were used to collect data for the study. Data collected were analysed using Analysis of Covariance (ANCOVA).The results showed that, there was a significant difference in the performance of students exposed to peer tutoring, think-pair-share instructional strategies and those exposed to teacher expository teaching strategy (F= 28.970; p< 0.05).  The results also indicated that, there was no significant difference in the attitude of students towards Chemistry when exposed to peer tutoring and think-pair-share (F= 2.865; p> 0.05). The Think-Pair-Share Teaching Strategy (TPSTS) had best significant effect on student academic performance than Peer Tutoring Teaching Strategy (PTTS) and Teacher Expository Teaching Strategy (TETS). Students exposed to TPSTS had a mean difference of 1.8904 when compared with PTTS and 4.1287 mean difference when compared with TETS. The study concluded that think-pair-share was a better teaching strategy in improving students’ academic performance in Chemistry than peer tutoring teaching strategy and the teacher expository teaching strategy respectively.