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Achor, Emmanuel E.
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Biochemistry, Genetics & Molecular Biology Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Other

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Interventions into students’ academic performance at HOTS levels in redox reactions using problem-based learning and peer-tutoring strategies Kwasi, Benjamin N.; Achor, Emmanuel E.
Journal of Research in Instructional Vol. 5 No. 1 (2025): Journal of Research in Instructional
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v5i1.654

Abstract

The impact of problem-based learning and peer-tutoring strategies on the higher-order thinking performance of grade ten students in redox reactions in Kogi State, Nigeria, was explored using a quasi-experimental design of pretest-posttest unequal group setting. The population comprised 795 grade 10 students from 33 co-educational schools, out of which 146 students (males = 69, females = 77) emerged as the sample. Data were collected using the Higher Order chemistry Performance Test (HOCPT) with a reliability coefficient of 0.83. Mean, SD, bar charts, and ANCOVA were deployed for analysis. Both problem-based learning and peer-tutoring strategies considerably enhanced students' academic performance at higher-order thinking levels in redox reactions. Gender was not a determining factor in the effectiveness of these strategies, and a considerable interaction effect was not observed between strategies and gender. These findings suggest that problem-based learning and peer tutoring are effective in improving students' HOTS performance in chemistry, regardless of gender. Organization of training workshops to help chemistry teachers with the skills needed to implement activity-based instructional strategies effectively was recommended.
Intervention in Students’ Performance in Basic Science and Technology Using Blended Learning Strategies Gbinde, Felix T.; Achor, Emmanuel E.; Agogo, Peter O.
Journal of Research in Science and Mathematics Education Vol. 4 No. 1 (2025): April
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v4i1.1222

Abstract

Purpose: This study investigated the efficacy of two blended learning approaches—Face-to-Face Learning (FFL) and the Online Laboratory Strategy (OLS)—in improving the academic performance of Basic Eight students in Basic Science and Technology in Benue State, Nigeria. Methodology: Employing a quasi-experimental design, the research sampled 210 students from a target population of 27,457 across six secondary schools. Data were collected using the Basic Science and Technology Performance Test (BSTPT), which demonstrated strong internal consistency with a reliability coefficient of 0.88. Findings: Analysis of variance revealed a statistically significant difference in the mean performance scores of students exposed to FFL and OLS compared to those taught using traditional demonstration methods, F(2, 206) = 131.395, p < 0.001. However, no statistically significant gender differences were observed in performance under either FFL (F(1, 71) = 1.685, p = 0.198) or OLS (F(1, 68) = 0.048, p = 0.828), suggesting that the effectiveness of both strategies was independent of gender. These findings underscore the pedagogical value of FFL and OLS in enhancing science learning outcomes. Significance: Consequently, the study recommends that educational policymakers and teacher education institutions adopt and institutionalize these blended learning strategies within curriculum frameworks. Moreover, sustained investment in teacher training and resource provision is essential to maximize the instructional benefits of these approaches and promote equitable, high-quality science education.
Fostering achievement and retention in basic science using simulation and demonstration strategies Musa, Joyce H.; Achor, Emmanuel E.; Ellah, Barnabas O.
Journal of Research in Instructional Vol. 1 No. 2 (2021): Journal of Research in Instructional
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (295.001 KB) | DOI: 10.30862/jri.v1i2.19

Abstract

The study investigated the better strategy to use in fostering achievement and retention in Basic Science considering simulation and demonstration strategies. The study also compared the achievement as well as the retention of female and male students in basic science when exposed to simulation strategy. The research region is Kogi State's Ankpa Education Zone. A multistage sampling strategy was used to choose 120 Basic II students from four schools in the research region. The study used a quasi-experimental design. Data were analyzed using means and standard deviations, while ANCOVA was utilized to test the hypotheses. The study's results indicated that students taught using the simulation technique achieved considerably better mean achievement and retention scores in Basic Science than students taught using the demonstration strategy. Additionally, no significant difference in mean achievement scores between male and female students taught utilizing the simulation teaching technique was discovered. The research demonstrates a substantial difference in the mean retention scores of male and female students in Basic Science who are taught utilizing a simulation technique. Following the findings, it was suggested that Science teachers should use simulation strategy for the teaching of various topics in Basic Science to improve students’ achievement in Basic Science.
Implications of cognitive abilities in students’ performance in physics using group dynamics and visual-clue strategies Achor, Emmanuel E.; Ngbea, Philip M.
Journal of Research in Instructional Vol. 2 No. 1 (2022): Journal of Research in Instructional
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v2i1.33

Abstract

The study examined the implications of cognitive abilities of students on their academic performance when taught Physics using group dynamics and visual clue strategies. The quasi-experimental research design was adopted. The study population was 1,920 SSII students from 48 Secondary Schools in Makurdi metropolis from where the sample of 157 was drawn. The instruments: Physics Students’ Performance Test (PSPT) and Students’ Cognitive Ability Test (SCAT) were used for data collection. Hypotheses were tested at 0.05 level using Analysis of Covariance (ANCOVA). There was significant difference between the mean academic performance of students taught Physics using group dynamics strategy, visual strategy and demonstration method; there was significant difference among the mean abilities of students when group dynamics strategy was used and also when visual clue strategy was used in teaching Physics; there is significant difference between the interaction effect of strategies and cognitive abilities on academic performance of students in Physics. The study recommended among others that since the interaction effect of strategies and cognitive abilities on academic performance of students in Physics was significant, the use of both strategies could be useful in fostering the academic performance of students of high ability groups while use with low and moderate ability groups should be with caution
Enhancing Students’ Critical Thinking in Physics Using Graphic Organizer-Enhanced and Context-Based Learning Strategies Achor, Emmanuel E.; Jack, Gladys U.; Uzomah, Theophilus N.
Journal of Research in Science and Mathematics Education Vol. 3 No. 1 (2024): April
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v3i1.919

Abstract

Purpose: This study focused on fostering critical thinking in physics using graphic organizer-enhanced and context-based learning strategies among secondary students in Taraba State, Nigeria. Methodology: Five objectives guided the study using a quasi-experimental design. The sample comprised 225 students (males=113, females= 112). Data were collected using the Test of Critical Thinking Skill Acquisition (TOCTSA). The Kendal Tau-b inter-rater formula was used to determine the reliability of TOCTSA. Mean, standard deviation, and ANCOVA were the statistical methods employed. Findings: The study revealed a significant difference in the mean critical thinking scores in physics for students taught using the graphic organizer-enhanced learning strategy compared to those taught using the conventional strategy (F1,172 = 174.230; p = 0.000 < 0.05), as well as for those taught using the context-based learning strategy compared to the conventional strategy (F1,169 = 7.772; p = 0.006 < 0.05). However, there was no significant difference in the mean score of critical thinking in physics between male and female students taught using the graphic organizer-enhanced strategy (F1, 50 = 2.897; p = 0.095 > 0.05). Conversely, there was a significant difference in the mean score of critical thinking in physics between male and female students taught using the context-based learning strategy (F1,47 = 17.578; p = 0.000 < 0.05). Significance: These strategies have the potential to enhance the academic achievement of both male and female students and promote the acquisition of critical thinking skills in physics.  
Co-Authors Agogo, Peter O. Ellah, Barnabas O. Gbinde, Felix T. Jack, Gladys U. Kwasi, Benjamin N. Musa, Joyce H. Ngbea, Philip M. Uzomah, Theophilus N.