Scholarly works

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    The effects of bilingual mode of instructions on pupil’s academic achievement in basic science in Oyo state basic schools
    (2013) Ibode, O. F.; Ojo, M. M.
    It adopted quasi- experimental approach. A multistage sampling technique was used to draw a sample of200 basic six (6) pupils from four schools. The instrument used for the data collection was Basic Science achievement Test (BSAT). It was developed by the researchers. Trial test of the instrument was done using Kuder Richardson 21. The reliability coefficient is 0.80. The result of the study shows that the bilingual mode of instruction had significant effect on Basic Science F (1.191) = 57.10, p< 0.05 Partial Eta Square = .230. Therefore the effect size (23%) is moderate. The bilingual mode of instruction also has significant main effect on gender in achievement of pupils in Basic Science F (1191)=9.76, p= .002 partial eta squared = .049 . However the effect size (4.9%) is low. Therefore, it was recommended that policy makers should include the use of bilingual mode of instruction in policy formulation for basic schools.
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    EFFECTS OF PROBLEM-SOLVING AND GUIDED INQUIRY STRATEGIES ON SENIOR SECONDARY STUDENTS’ LEARNING OUTCOMES IN BIOLOGY IN IBADAN
    (2016) RUFAI, M. D.
    Biology is a very important science subject offered by students in senior secondary schools. Students’ performance in the subject has been reported as poor. Various instructional strategies have been used without much improvement in students’ achievement and demonstration of practical skills. Studies have shown that teacher-centred techniques employed over the years did not yield desired result. This study examined the effects of problem-solving and guided inquiry instructional strategies on students’ achievement and practical skills in Biology. The study also examined the moderating effects of career aspiration and gender. The study was guided by the theory of constructivism. The pretest-posttest control group quasi-experimental design using a 3x2x2 factorial matrix was adopted. Multistage sampling procedure was employed. Two Local Government Areas were randomly selected from the existing two clusters of Ibadan educational zones. Three schools were purposively selected from each Local Government area with consideration for type of school and functional laboratory. Two schools were randomly assigned to each of experimental and control groups. Two hundred and forty students participated in the study. Instruments used were Biology Achievement Test (r = 0.78), Test of Practical Skills (r = 0.82), Career Aspiration Interest Scale (r = 0.78) and Instructional Guides. Data were analysed using descriptive statistics, Analysis of Covariance and Sidak post-hoc test at 0.05 level of significance. The results showed that there was a significant main effect of treatment on students’ achievement (F(2,228) = 9.69; partial Ƞ2 = .07) and students’ practical skills (F(2,228) = 66.38; partial Ƞ2 = .36) in Biology. Students in the guided inquiry group had the highest mean score ( = 15.09) followed by those in problem-solving ( = 12.78) and demonstration ( = 11.62). The highest mean scores in practical skills was obtained by those in guided inquiry ( = 53.25) followed by those in problem-solving ( = 52.48) and demonstration ( = 33.31) groups. There was a significant effect of career aspiration on students’ practical skills (F(2,228) = 4.33; partial Ƞ2 = .02) but not on achievement. Students in the biological science had higher mean score ( = 48.49) than their counterparts in physical science ( = 42.27). There was interaction effect of treatments and career aspiration on students’ achievement (F(2,228) = 3.43; partial Ƞ2 = .03) but not on practical skills. Participants in biological science had higher mean score ( = 16.76) than their counterparts in physical science ( = 13.42), when guided inquiry strategy was used. There was significant interaction effects of treatment, career aspiration and gender on students achievement (F(2,228) = 4.27; p partial Ƞ2 =.02) but not on practical skills. Male biological science students in guided inquiry group had higher mean score ( = 16.85) than their female counterparts ( = 16.66). Guided inquiry strategy was the most effective in improving female students’ achievement and practical skills demonstration in biological science. Teachers should be encouraged to use guided inquiry strategy in teaching biology among female students
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    The effect of game on students' achievement in senior secondary school physics in Oyo State
    (Department of Guidance and counselling, University of Ibadan, 2009-11) Adewale, J. G.
    Two major problems confront the physics discipline - the problems of low enrolment and poor performance in the subject by those who eventually registered for the subject. Although, many methods were suggested by scholars to improve students' achievement in physics, not much desired effects were recorded. One of the attributes of students at any level is to play, therefore, this study examined the effects of games on students achievement in physics. The study adopted a 2 x 2 factorial design with pre-test and post-test control groups in quasi-experimental setting. Treatment was administered at two levels: (game and control). The moderator variable used in the study was gender at two levels (male and female). One hundred and twenty eight senior secondary two (S.S. 2) students in four selected secondary schools from Ibadan North and Akinyele Local Government Areas of Oyo State participated in the study. Two instruments were used: one response instrument- physics achievement test (PAT) and one stimulus instrument (teaching package). Data analysis was done using analysis of covariance (ANCOVA) with the pre-test scores serving as covariates to test for the interactive and main effects. The results indicated that there is a significant main effect of treatment on students' achievement in physics, gender also has significant effect on studnts' achievement in physics. The interaction between the treatment and gender was based on the findings, it is recommended that games should be used to complement teaching of physics.