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All Journal Journal of Social, Humanity, and Education IJIE
Ani, Mercy Ifunanya
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Religion Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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Effect of Classroom Learning Environment on Basic Science Students' Academic Achievement and Retention at Upper Basic Education Level Obodo, Abigail Chikaodinaka; Fuente, Jayson A. Dela; O. Obih, Solomon A.; Ani, Mercy Ifunanya
International Journal on Integrated Education Vol. 6 No. 10 (2023): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v6i10.4899

Abstract

The study investigated the effect of classroom environment on student’s academic achievement and retention in Basic Science at the upper education level. The study adopted a quasi-experimental design of pretest-posttest, and posttest non-equivalent control group design. Four research questions and four corresponding null hypothesis guided the study. The population of the study was all the upper basic two students in public secondary schools in Enugu State, Nigeria. Two intact classes of Upper Basic Two (JSS2) students were purposively assigned to experimental and control groups. A sample size of 72 upper basic two students was used for the study. A 25-item Basic Science Test (BSAT) was designed by the researchers and used for data collection. Face and content validation were carried out by experts in Basic Science and Measurement and Evaluation. The instrument was trial tested using Kuder-Richardson reliability formula 20 (K-R 20) to determine the reliability coefficient index of 0.85 for the instrument. Mean and standard deviation was used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the null hypotheses at a 0.05 level of significance. The result of the study shows that students exposed to treatment achieved and retain greater knowledge than their counterparts that were denied treatment. It was recommended that low achievers in Basic Science need to be involved more through increased interaction with teachers in the form of makeup classes, tutorial classes, or special coaching.
Teaching to the curriculum or teaching to the test Sama, Roseline; Adegbuyi, Jeneth Yemisi; Ani, Mercy Ifunanya
Journal of Social, Humanity, and Education Vol. 1 No. 2 (2021): February
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/jshe.v1i2.341

Abstract

Purpose: This research aimed to investigate teaching practices that dominates the West African Senior Secondary Certificate Examination class to ascertain discrepancies between the prescribed and implemented curriculum. Research methodology: The study adopted ex-post facto research design of a survey type. 1719 students and 53 mathematics teachers participated in the study. Four instruments were used for data collection: Mathematics Content Completion Inventory, Teaching Depth Rating Scale(r=0.96), Classroom Observation Checklist(r=0.95) and Mathematics Learning Task(r=0.95). Data were analyzed using descriptive statistical model in SPSS version 20. Results: Results indicated that Full implementation of the prescribed curriculum ranged between 46.2% to 86.5% for 54 topics, but only three out of them were indepthly taught. Teaching activities revolved around examination preparation, with the highest percentage of 48.55 among nine different categories. Limitation: This study was limited to only one state in Nigeria, one subject and one type of high-stakes examination. It can be replicated on different school subjects to provide greater generalizability. Contribution: Results will help stakeholders strategise on reforms that will promote in-depth teaching and optimal implementation of the prescribed mathematics curriculum. Keywords: Curriculum, High-Stakes examination, Mathematics, Teaching depth
Co-Authors Adegbuyi, Jeneth Yemisi Fuente, Jayson A. Dela O. Obih, Solomon A. Obodo, Abigail Chikaodinaka Sama, Roseline