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All Journal Bioeduca : Journal of Biology Education Journal of Digital Learning and Education Journal of Research in Instructional Indonesian Journal of Teaching in Science Journal of Digital Learning and Distance Education Edukasiana: Jurnal Inovasi Pendidikan
Nwafor, Stephen Chinedu
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Humanities Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Journal : Journal of Digital Learning and Distance Education

 1 
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

Abstract

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

Abstract

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.
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

Abstract

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.
Co-Authors Aghamelu, Ogonna Somtochukwu Ameh, Rachael Folake Awosika, Opeyemi Fadekemi Eke, Joy Anulika Ekoyo, Destiny Onyebuchi Ezeanya, Maureen Chinyere Fabunmi, Boboye Joshua Ibe, Franklin Nnanna Kanu, Mavis Obianuju Mbaegbu, Chioma Stephanie Muoneke, Nneora Mary Nwankwo, Maryjane Uche Odukwe, Ogochukwu Chinelo Okonkwo, Happiness C. Okoye, Grace Nwakaego Onuigwe, Blessing Ukamaka