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All Journal International Journal of Education Eureka: Journal of Educational Research International Journal of Research in STEM Education Journal of Research in Environmental and Science Education
Obikezie, Maxwell Chukwunazo
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Arts Humanities Chemistry 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.
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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Abstract

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.
Investigation on Science Education Chemistry Students’ Attitudes towards Online Instruction in Public Universities Eke, Joy Anulika; Obikezie, Maxwell Chukwunazo; Nwankwo, Madeleine Chinyere
Journal of Research in Environmental and Science Education Vol. 2 No. 2 (2025): Journal of Research in Environmental and Science Education
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrese.v2i2.14

Abstract

Despite the importance of Chemistry online instruction like accessibility, flexibility, and the quality of learning experiences some students seems not to appreciate it due to some attitude factors like lack of skills. Due to this, the study examined science education Chemistry students’ attitudes towards online instruction in public universities. Four research questions guided the study. The study adopted a descriptive Survey design. The sample size of the study was 195 undergraduate chemistry education students from the population of 312 comprising of 217 males and 95 females in Anambra State public universities. The study adopted a random sampling technique and data were collected through structured questionnaire administered to the students from Nnamdi Azikiwe University, Awka and Chukwuemeka Odumegwu Ojukwu University, Uli. The questionnaire which was adapted from Azeta and Durowoju (2018) titled Chemistry Education Students’ Attitudes Towards Online Instructions (CESATOI) was validated by three experts in the Department of Science Education, faculty of education, Nnamdi Azikiwe University and its reliability coefficient of 0.86 was established using Cronbach alpha. The data collected were analyzed using mean. Findings revealed that students generally have a positive attitude towards online instruction of computer science as a course. While these attitudes exist among students, the findings also indicated some challenges that undermine the quality of online instruction and the strategies to enhance the system. Based on the findings, it was recommended that Undergraduate chemistry education students should avail themselves to participate fully in the different possible strategies as identified by putting more interest in the use of online instruction. This will help to validate the level of challenges that has been dealt with. To enhance the quality of online instruction, and to foster right attitude among students, the institutions and government should provide a conducive online learning environment, free network access and good technological support. From the recommendations it was concluded that chemistry education students display a positive attitudes towards online instruction.
School locations and gender variables on students’ science process skills as a predictor of academic achievement in senior secondary school Obikezie, Maxwell Chukwunazo; Onyebuch, Ekoyo Destiny; Akachukwu, Esther Ebele; Nnalue, Henrietta Obioma
Eureka: Journal of Educational Research Vol. 4 No. 1 (2025): In Progress
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ejer.v4i1.74

Abstract

This study examined school locations and gender variables on students’ science process skills as a predictor of academic achievement in senior secondary school. Guided by two research objectives and two hypotheses tested at the 0.05 level of significance, the study employed a correlational survey design. The population of the study comprised 2720 senior secondary two (SS2) students offering biology, chemistry, data processing, physics and mathematics in all the public secondary schools in Onitsha Education Zone. A Sample size of 408 SS 2 students offering biology, chemistry, data processing, physics and mathematics in the Education Zone was drawn using multistage procedure. Students Science Process Skills Scale (SSPSS) and the achievement scores which was obtained from biology, chemistry, data processing, physics and mathematics teachers’ grade book for 2023/2024 academic session from the sampled schools were used as instruments for data collection. The instruments were validated by three experts. The reliability of SSPSS was established using Cronbach alpha method. The reliability coefficient of SSPSS was found to be 0.73. Data from SSPSS and academic scores were collected; analysis involved correlation coefficients (R, R²) and regression ANOVA to answer research questions and test hypotheses. The study revealed low predictive value of students’ science process skills on academic achievement in science for both urban and rural schools, regardless of gender. Science process skills are not significant predictors of students’ achievement in both school locations and gender based. From the findings recommendations and conclusions were made.
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 Akachukwu, Esther Ebele Anyigor, Chisom Precious Chinwe, Joy Chidinma EGWU, Sussan Onyebuchi Eke, Joy Anulika Ibe, Franklin Nnanna Mbaegbu, Chioma Stephanie Nnalue, Henrietta Obioma Nwankwo, Madeleine Chinyere Nwuba, Izunna Nwuba, Izunna Shedrack Onyebuch, Ekoyo Destiny Osuafor, Abigail Mgboyibo