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Chemistry Students’ Cognitive Styles and Academic Achievement in Secondary Schools in Nigeria Nwafor, Stephen Chinedu; Odukwe, Ogochukwu Chinelo; Aghamelu, Ogonna Somtochukwu; Muoneke, Nneora Mary
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 3 No. 3 (2024): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v3i3.328

The study examined the relationship between the cognitive styles of secondary school students in the Awka Education Zone of Anambra state, Nigeria, and their academic achievement in Chemistry. It also considered the moderating influence of gender on the relationship between these variables. A Chemistry Achievement Test (CAT) proforma and the Group Embedded Figure Test (GEFT) were the two instruments used to collect the data. The study problems were addressed using the Pearson product moment coefficient (r), coefficient of determination (r2), linear regression and the Hayes Macro Process with the hypotheses tested at the 0.05 level of significance. The findings showed a strong positive correlation between secondary school students' academic achievement in Chemistry and their cognitive styles. Additionally, there is a moderately significant positive relationship between a student's gender and their academic achievement in Chemistry at the secondary school level in terms of cognitive style. Among other things, it was suggested that chemistry lessons be designed to identify each student's preferred cognitive style and work to meet their needs. Also, Chemistry pre-service and in-service teachers should be trained to create appropriate classroom environment that integrates variables such as cognitive styles and gender unbiased teaching method in the learning process.

Improving Secondary School Students’ Achievement in Chemistry Through Interaction Pattern Approach Nwafor, Stephen Chinedu; Ezeanya, Maureen Chinyere; Ameh, Rachael Folake; Muoneke, Nneora Mary
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 3 No. 4 (2024): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v3i4.340

The study determined the effect of interaction pattern approach on secondary students’ achievement in Chemistry. The study was carried out in Awka South Local Government Area of Anambra State. The study employed a quasi-experimental research design. Specifically, the pre-test, post-test non-equivalent control group design was used. A sample size of 112 (45 male & 67 female) out of the 1,522 senior secondary two (SS2) Chemistry students was selected using purposive and simple random sampling techniques. A 50 multiple-choice objective items Chemistry Achievement Test (CAT) developed by the researchers was the instrument used for data collection. The reliability index of 0.92 was obtained for CAT using Kendall’s Coefficient of Concordance (w). Data were analysed mean and standard deviation to answer the research questions and Analysis of Covariance (ANCOVA) to test the hypotheses at 0.05 level of significance. The findings of the study revealed that interaction pattern approach (IPA) significantly improves students’ achievement in Chemistry than the conventional lecture approach (CLA). Gender has no significant influence on students’ achievement in chemistry when taught using IPA. Also, there is no significant interaction effect of instructional approaches and gender on students’ achievement in chemistry. Based on the findings, it was recommended that chemistry teachers should make use of IPA to improve students’ achievement in the subject and promote gender friendly chemistry teaching and learning.

School-Based Assessment in Secondary School Science Learning: Teachers’ Perspective Nwafor, Stephen Chinedu; Awosika, Opeyemi Fadekemi; Okoye, Grace Nwakaego
Indonesian Journal of Teaching in Science Vol 4, No 1 (2024): IJOTIS: March 2024
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijotis.v4i1.68019

The study established the teachers' viewpoints on school-based assessment of secondary school science instruction in Anambra State, Nigeria. The research used a descriptive survey methodology. The 158 science teachers employed by the 32 public secondary schools in the Onitsha Education Zone of Anambra State made up the population of the study. Two of the three Local Government Areas of the Zone were chosen using the purposeful sampling technique, and the sample size was all 158 science teachers. "Questionnaire on Teachers Perception of the Use of Different Types of School Based Assessment in Teaching and Learning of Science in Secondary Schools" was a data collection tool created by researchers. It was validated, and Cronbach's alpha formula was used to determine its overall reliability, which was 0.71. For data analysis, mean and standard deviation were employed. According to the study's conclusions, science teachers in secondary schools use formative assessment in the teaching and learning of science courses to a moderate extent. Additionally, summative assessment is highly utilized in the teaching and learning of science subjects in secondary schools by science teachers, as opposed to diagnostic assessment, which is mostly underutilized (low extent). As a result, it was suggested, among other things, that science teachers be encouraged to utilize the many forms of school-based assessment for efficient science teaching and learning.

Maximizing the Utilization of School Based Assessment to Enhance Teaching and Learning Experience in Science Subjects Nwafor, Stephen Chinedu; Fabunmi, Boboye Joshua; Mbaegbu, Chioma Stephanie
Bioeduca : Journal of Biology Education Vol 6, No 1 (2024): Bioeduca : Journal of Biology Education
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/bioeduca.v6i1.17564

The successful implementation of school based assessment has recorded positive influence on teaching and learning process in developed countries of the world. However, among the developing countries like Nigeria, there seem to be a lot of challenges. Hence, the purpose of study was to determine the extent school based assessment influence the teaching and learning experience in science subjects in Anambra State, Nigeria and the challenges encountered in the process. The investigation was conducted using a descriptive survey design. The study made use of mean and standard deviation for data analysis. The findings of the study revealed that school based assessment influences the teaching and learning of science subjects to a high extent. Moreover, the use of unprofessional teachers, inadequate teachers/students motivation and lack of unwillingness by the students to take part in school based assessment are some of the problems facing the successful implementation of school based assessment while adequate motivation of the teachers, employment of trained teachers and organizing conferences and seminars to train the teachers on school based assessment guidelines among others were proffered as the solutions to eradicate these challenges.

Effect of Class-Wide Peer Tutoring on Senior Secondary School Students’ Achievement in Chemistry Nwafor, Stephen Chinedu; Ezeanya, Maureen Chinyere; Onuigwe, Blessing Ukamaka
Edukasiana: Jurnal Inovasi Pendidikan Vol. 3 No. 1 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ejip.v3i1.490

There is an urgent need to improve students’ achievement in Chemistry in Nigeria using innovative teaching methods due to the available empirical evidence. This study therefore examined the effect of CWPT (class-wide peer tutoring) on the academic achievement of chemistry students in Anambra State, Nigeria. Additionally, it looked into the moderating effect of gender on students' chemistry achievement as well as the interplay between gender and instructional tactics. Data was gathered from 78 Senior Secondary two (SS2) Chemistry students using a 30 multiple-choice items Chemistry achievement test created by researchers. The Kendall's Coefficient of Concordance (w) was used to get the reliability index for CAT, which was 0.92. Pre-test and post-test non-equivalent control group quasi-experimental design was the methodology utilized in the study. Mean and standard deviation were used to respond to the study questions, and ANCOVA was used to assess the hypotheses. The findings of the investigation showed that CWPT improves students' achievement in chemistry more than the lecture technique does. Additionally, neither gender nor the interaction between gender and instructional strategies had a statistically significant impact on students' achievement in chemistry. It was concluded that CWPT promotes gender equity in chemistry learning and Improves students’ achievement in Chemistry.

Enhancing Secondary School Students’ Achievement in Chemistry Using Collaborative Instructional Strategy Nwafor, Stephen Chinedu; Okonkwo, Happiness C.; Onuigwe, Blessing Ukamaka
Journal of Digital Learning and Education Vol. 3 No. 3 (2023): DECEMBER
Publisher : MO.RI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52562/jdle.v3i3.818

The study explores the impact of a collaborative instructional strategy (CIS) on students' academic achievement in the Aguata Education Zone of Anambra State, Nigeria. The study also delved into the potential effect of gender on students' achievement in chemistry. The pre-test, post-test non-equivalent control group design was utilized in this quasi-experimental study. There were 2,328 senior secondary two Chemistry students in the population. A sample size of 101 Chemistry students (43 males and 58 females) was selected using the purposive sampling technique from two intact classes at two co-educational schools. Using Kendall's Coefficient of Concordance (w), the Chemistry Achievement Test (CAT) reliability index was calculated to be 0.94. While ANCOVA was used to test the hypotheses at 0.05 level of significance, mean and standard were used to answer the research questions. The findings of the study showed that CIS enhances students’ achievement in chemistry more effectively than the conventional strategy. Also, gender has no significant influence on students’ achievement in chemistry. It was recommended among others that educational stakeholders should hold conferences and seminars to train the teachers on how to use CIS in teaching and learning chemistry. Moreover, CIS should be used to ensure and enhance gender equity in both chemistry learning and other school subjects.

Teacher-Student Relationships: Understanding the Impact on Science Students’ Academic Performance from Both Sides of the Classroom Nwafor, Stephen Chinedu; Kanu, Mavis Obianuju; Ekoyo, Destiny Onyebuchi; Nwankwo, Maryjane Uche
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 3 No. 12 (2025): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v3i12.495

The study investigated the impact of student-teacher relationships on science students’ academic performance in computer studies in Awka South Local Government Area. A descriptive survey research design was adopted. The population size comprised all the science teachers and students in the 50 secondary schools in Aguata Education Zone of Anambra State, Nigeria. 60 science teachers and 300 science students were randomly sampled while a questionnaire was used for data collection. Data collected were analyzed using mean, standard deviation and t-test. The findings of the study revealed that both the students and teachers agreed that cordial relationship between them influences students’ academic performance. Also, cordial relationship among teachers and science students in secondary schools in Aguata Education Zone is to a low extent. The factors affecting cordial relationships between teachers and science students in secondary schools include students’ hatred of their teachers, laziness, students’ unwillingness to do their take-home assignments and establish good relationships with the students, and truancy. Furthermore, the possible solutions to the factors affecting teacher-student relationships in secondary schools are that teachers should use student-centered teaching methods and avoid flogging as the only means to discipline the students among others. Therefore, the researchers recommended among others that there is a need for science teachers to create a conducive environment that will develop, enhance and sustain good relationships with their students towards better academic performance.

Maximizing the Utilization of School Based Assessment to Enhance Teaching and Learning Experience in Science Subjects Nwafor, Stephen Chinedu; Fabunmi, Boboye Joshua; Mbaegbu, Chioma Stephanie
Bioeduca : Journal of Biology Education Vol. 6 No. 1 (2024): Bioeduca : Journal of Biology Education
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/bioeduca.v6i1.17564

The successful implementation of school based assessment has recorded positive influence on teaching and learning process in developed countries of the world. However, among the developing countries like Nigeria, there seem to be a lot of challenges. Hence, the purpose of study was to determine the extent school based assessment influence the teaching and learning experience in science subjects in Anambra State, Nigeria and the challenges encountered in the process. The investigation was conducted using a descriptive survey design. The study made use of mean and standard deviation for data analysis. The findings of the study revealed that school based assessment influences the teaching and learning of science subjects to a high extent. Moreover, the use of unprofessional teachers, inadequate teachers/students motivation and lack of unwillingness by the students to take part in school based assessment are some of the problems facing the successful implementation of school based assessment while adequate motivation of the teachers, employment of trained teachers and organizing conferences and seminars to train the teachers on school based assessment guidelines among others were proffered as the solutions to eradicate these challenges.

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