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All Journal Journal of Research in Education and Pedagogy Journal of Research in Mathematics, Science, and Technology Education
Lucy Aja
Department of Science Education, Kampala International University, Western Campus, Uganda
Education Mathematics Social Sciences Other

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Kiswahili Language Assistance for Science Students Academic Achievement in a Multilingual Classroom Setting in East Africa: A Study of Government-Aided Western Ugandan Secondary Schools Lucy Aja; Tukur Muhammad; Keneth Bwema; Mohammad Lubega
Journal of Research in Education and Pedagogy Vol. 2 No. 2 (2025): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrep.v2i2.40

Abstract

This study investigates the impact of Kiswahili language assistance on academic achievement in science among students in a multilingual classroom setting in East Africa. The study used a quasi-experimental method to statistically evaluate the impact of Kiswahili language assistance on science students’ academic achievement, utilizing a pretest-posttest non-equivalent control group research design. One hundred and eighty randomly selected senior four secondary school students from two schools in western Uganda were given a science achievement multiple-choice question with 60 multiple-choice items to gather data. Pretest and post-test scores were compared using descriptive statistics, and the hypotheses were tested using Analysis of Covariance (ANCOVA) at a significance level of 0.05. The findings reveal that male students performed better than female students when taught using Kiswahili assistance. Similarly, students who were taught science using the Kiswahili language as assistants achieved greater academic achievement in science than those who were taught science using the English Language. These results recommend that Kiswahili language assistance enhances science learning compared to English. Based on the conclusion of these findings, the researchers recommended that teachers should use Kiswahili as a language assistance in the teaching of science to improve student understanding of science concepts. Furthermore, the study also recommends further research on the utilization of language assistance and science learning in the context of multilingualism to inform educational policy and practice.
Needs Analysis about Female Students’ Interest and Anxiety for the Development of the Science Module Tukur Muhammad; Lucy Aja; Shakiro Joyce
Journal of Research in Education and Pedagogy Vol. 2 No. 4 (2025): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrep.v2i4.80

Abstract

Science is still the best way for a country to advance technologically in the modern world, and women have been engaged in scientific endeavors for decades. Therefore, it has been widely acknowledged that enhancing science education and providing female children with job opportunities is essential for national growth. However, gender inequality against female students in science classes has been acknowledged in Nigeria. This issue is caused by parental views, religious beliefs, cultural influences, and female students’ lack of interest and anxiety in science classes, which has led to a decline in the number of girls enrolled in secondary schools in Nigeria. Therefore, this study investigated the problems in science curricula and textbooks as well as the reasons for female students’ lack of interest in and worry about learning science. A checklist of questions about interest in and worry about learning science was used to examine the scientific curricula and texts. Focus groups with particular SS II female students were also held utilizing the interview methodology. The results showed that problems with the Nigerian scientific textbooks and curriculum contribute to the uninteresting nature of science instruction. However, the focus group interview results show that female students face obstacles that make them less enthusiastic and nervous about studying science in secondary school. This led to the determination that a teaching module incorporating factors related to interest and anxiety in science learning was necessary.
Mediating Role of Learning Skills in the Relationship between Student Achievements in Basic Science and Teaching Skills in the Twenty-First Century in Government-aided Secondary Schools Lucy Aja; Okechukwu Sunday Abonyi; Balafama Green; Tukur Muhammad; Iruka John Elom; Mohammad Lubega; Aquila Modupe Otitoju
Journal of Research in Mathematics, Science, and Technology Education Vol. 2 No. 2 (2025): Journal of Research in Mathematics, Science, and Technology Education
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrmste.v2i2.39

Abstract

This study investigated the mediating role of learning skills in the relationship between student achievements in basic science and teaching skills in government-aided secondary schools in Ebonyi State, Nigeria. The study utilized a cross-sectional correlation research design. The target population encompasses 17 secondary schools of 9,062 students from the 2023/2024 academic session. A sample size of 340 students was selected using a stratified random sampling technique through Cochran’s formula. A self-structured questionnaire was developed and rigorously evaluated for coherence, relevance, and clarity, with revisions from science education experts incorporated into the final version. A pilot study involving 45 participants outside the main sample area confirmed the validity and reliability of the instrument, achieving a Cronbach’s alpha coefficient of 0.775, surpassing the acceptable threshold of 0.70. The data collected were analyzed using SPSS version 27 and descriptive statistics to address key research questions related to student achievement levels, perceived teaching skills, and learning skills. The findings indicated that students demonstrate a robust understanding of basic science concepts, indicating effective teaching methods. However, a gap existed between students’ theoretical knowledge and their confidence in problem-solving, highlighting the need for enhanced problem-based learning strategies. The study also revealed that while students showed high motivation for assignments, traditional assessments may not fully capture their comprehension. Furthermore, there are limited opportunities for collaborative projects and technology integration, and challenges remain in fostering higher-order thinking skills. The study also showed that students expressed the importance of constructive feedback and hands-on learning, but required additional support for self-reflection and active participation. Finally, improving teacher-student relationships and creating a more inclusive learning environment are essential for enhancing educational outcomes. From the results’ findings, the researchers recommended that the PBL strategy, technology, and collaboration should be integrated into students’ learning.
Co-Authors Aquila Modupe Otitoju Balafama Green Iruka John Elom Keneth Bwema Mohammad Lubega Okechukwu Sunday Abonyi Shakiro Joyce Tukur Muhammad