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All Journal International Journal of Education Inornatus: Biology Education Journal Eureka: Journal of Educational Research
Nwuba, Izunna Shedrack
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Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Secondary School Students' Test Anxiety as a Correlate of Their Academic Achievement in Biology in Anambra State, Nigeria Nwuba, Izunna Shedrack; Obikezie, Maxwell Chukwunazo; Chinwe, Joy Chidinma; Agbo, Loveth Chinaza; Mbaegbu, Chioma Stephanie; Anyigor, Chisom Precious
International Journal of Education Vol 17, No 2 (2024): August 2024
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v17i2.61017

Abstract

The growing need to improve students’ performance in biology in external examinations has driven science educators on the quest for factors, both personal and environmental, that could be influenced to this effect. Considering this, the study investigated the relationship between secondary school students’ test anxiety and their academic achievement in biology. Two research questions and three null hypotheses, tested at 0.05 alpha levels, guided the study. A correlational survey research design was adopted. The population comprised the 20,703 Senior Secondary Year one (SS1) students, in the 262 government owned secondary schools, in Anambra State. Taro Yamane’s formula was employed to obtain the sample size of 392 SS1 students while proportionate stratified random sampling technique was used to randomly draw the students used in the study. For data collection, two instruments were used: The Biology Test Anxiety Scale (BTAS), which was validated by three experts and with a reliability coefficient of 0.78 established using Cronbach alpha, and the Biology Students' Score Proforma (BSSP). Data collected were analyzed using Pearson product moment coefficient (r) to answer the research questions while the hypotheses were tested at 0.05 alpha levels using simple linear regression. The findings of the study revealed that, statistically, students test anxiety negatively correlates with their academic achievement in biology, irrespective of gender. This by implication simply means that as students’ test anxiety increases, their academic achievement decreases. Based on the findings, the study recommended among others that teachers should allocate adequate time, adopt innovative strategies and organize practical classes during biology classes as these will encourage active participation, boost students’ morale and, in the long run, reduce their test anxiety in biology.
Influence of school location and gender on generative learning model on secondary school students' academic achievement in chemistry Obikezie, Maxwell Chukwunazo; Nwuba, Izunna Shedrack; Ibe, Franklin Nnanna
Eureka: Journal of Educational Research Vol. 2 No. 1 (2023): Factors Influencing Student Learning and Academic Performance Dynamics
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ejer.v2i1.16

Abstract

This study investigated the influence of school location and gender on the generative learning model's impact on academic achievement in Chemistry among secondary school students in the Awka Education zone, Anambra State. The study employed a quasi-experimental design and used two research questions and two hypotheses as guidance. The sample consisted of 143 senior secondary school one (SS1) Chemistry students in the zone, comprising 73 males and 110 females. From the 49 co-educational secondary schools in the zone, four were selected using a simple random technique. Two schools were assigned to urban locations (47 males and 67 females), while the other two were assigned to rural locations (26 males and 43 females) through simple random sampling by balloting. Fifty Chemistry achievement tests (CAT) were adapted from West African Examination Council (WAEC) objective past question papers. The instruments were validated by experts in the science education department and education foundation. CAT reliability was established using Kudar Richardson 20 (KR-20), which yielded a reliability coefficient of 0.87. To address the research questions, mean and standard deviation were utilized, while the analysis of covariance was employed to test the hypotheses at a significance level of 0.05. The study found that the generative learning model improved student achievement in both urban and rural schools, with a significant difference in mean achievement scores between the two groups. Specifically, the generative learning model proved more beneficial for students in urban schools, particularly for male students. Based on these findings, the study draws conclusions and provides recommendations.
Examining of crossover instructional strategy toward biology students' academic performance in secondary schools Nwuba, Izunna Shedrack; Egwu, Sussan Onyebuchi; Awosika, Opeyemi Fadekemi; Osuafor, Abigail Mgboyibo
Inornatus: Biology Education Journal Vol. 3 No. 2 (2023): Inornatus: Biology Education Journal
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/inornatus.v3i2.420

Abstract

The study investigated how the crossover instructional strategy (CIS) affected secondary school students' biology academic performance in Onitsha Education zone. The non-randomized control group design, a quasi-experimental research strategy, was used in the study. A multi-stage sampling technique was used to choose 52 Senior Secondary Year Two (SS2) students (21 boys and 31 girls) from the 5,132 biology students in the zone. A coin toss was used to assign the sampled students, who were enrolled in two intact classes, to the control (10 males and 15 girls) or experimental (11 boys and 16 girls) groups at random. The researchers created a 50-item biology achievement test (BAT), which has a reliability coefficient of 0.81. The results demonstrated that CIS increased biology students' academic success more than the Conventional Lecture Method (CLM). Biology student academic achievement was unaffected by gender either alone or in combination with the teaching strategies. The research found that CIS is a cutting-edge educational strategy that actively involves students in the learning process in both formal and informal settings, helping them retain biology concepts and ultimately improve their academic performance. In accordance with the findings, the study recommended that biology teachers implement CIS in schools to improve students' biology achievement.
The teachers’ awareness and utilisation of innovative strategies for teaching and learning in Awka South Christian-Ike, Nwanneka Oluchukwu; Nnalue, Obioma Henrietta; Nwuba, Izunna Shedrack
Inornatus: Biology Education Journal Vol. 4 No. 1 (2024): Inornatus: Biology Education Journal
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/inornatus.v4i1.587

Abstract

Basic science's role in instilling a love of science and laying the groundwork for science studies in senior secondary school prompted the survey of teachers' awareness and utilization of innovative teaching strategies for effective teaching and learning of basic science in upper basic education. The study adopted a survey research design. The population comprised all the 36 basic science teachers in the 19 public secondary schools in Awka South local government area. Questionnaire was used to collect data. Data was analyzed using descriptive statistics of frequency and mean scores. The study found that the teachers are aware of majority of innovative teaching strategies for teaching Basic science. The extent basic science teachers use innovative teaching strategies in enhancing basic science teaching in upper basic education was to a low extent. The study concluded that the basic science teachers are aware of the majority of innovative teaching strategies but their application within the classroom remains low. This discrepancy between awareness and practice highlights a critical gap in the implementation of effective pedagogical approaches for basic science education. The study recommended that the government through her relevant educational agencies should design and implement comprehensive training programs focused on equipping teachers with the necessary skills and knowledge to effectively utilize various innovative teaching strategies in the basic science classroom.
Co-Authors Agbo, Loveth Chinaza Anyigor, Chisom Precious Awosika, Opeyemi Fadekemi Chinwe, Joy Chidinma Christian-Ike, Nwanneka Oluchukwu EGWU, Sussan Onyebuchi Ibe, Franklin Nnanna Mbaegbu, Chioma Stephanie Nnalue, Obioma Henrietta Obikezie, Maxwell Chukwunazo Osuafor, Abigail Mgboyibo