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All Journal International Journal of Education Eureka: Journal of Educational Research International Journal of Research in STEM Education
Obikezie, Maxwell Chukwunazo
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Arts Humanities Chemistry Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences

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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.
Probing Experiential Learning Approach Effect on Critical Thinking Ability of Secondary School Students' in Biology Nwuba, Izunna; OSUAFOR, Abigail Mgboyibo; EGWU, Sussan Onyebuchi; OBIKEZIE, Maxwell Chukwunazo
International Journal of Research in STEM Education Vol. 6 No. 1 (2024): May Issue
Publisher : Universitas Terbuka

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The study explored effect of Experiential Learning Approach (ELA) on secondary school students’ CTA in biology. The study is quasi-experimental, adopting the non-randomized control group design. 4755 senior secondary year 2 (SS2) students constituted the population. Multi-stage sampling procedure was employed to compose the sample size of 53 SS2 students. The sampled students who were in two intact classes were randomly assigned to experimental and control groups. Adapted Watson-Glaser Critical thinking appraisal (WGCTA) validated by experts with a reliability coefficient of 0.71 was used for data collection. Mean and SD were used in answering the research questions and ANCOVA to test the null hypotheses. Findings revealed that ELA enhanced students’ CTA in biology, irrespective of gender, more than CLM. As a result, the study concluded that ELA is a gender-inclusive strategy that improves students' CTA and then recommended that biology teachers should adopt ELA in classrooms to improve students’ CTA.
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.
Co-Authors Agbo, Loveth Chinaza Anyigor, Chisom Precious Chinwe, Joy Chidinma EGWU, Sussan Onyebuchi Ibe, Franklin Nnanna Mbaegbu, Chioma Stephanie Nwuba, Izunna Nwuba, Izunna Shedrack Osuafor, Abigail Mgboyibo