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All Journal Edukasiana: Jurnal Inovasi Pendidikan Journal of Multidisciplinary Research and Development
Achor, Emmanuel
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Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Fostering Students’ Academic Achievement in Physics through Graphic Organizer-Enhanced Learning Strategy Uzomah, Theophilus N.; Achor, Emmanuel; Jack, Gladys U.
Edukasiana: Jurnal Inovasi Pendidikan Vol. 3 No. 2 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ejip.v3i2.706

Abstract

This study focused on fostering academic achievement in physics using graphic organizer-enhanced learning strategy among secondary students, Taraba State Nigeria. Two research questions and two hypotheses guided the study. The study adopted a quasi-experimental, research design. The sample for the study was 172 students comprising 113 males and 112 females drawn from secondary schools offering physics in Jalingo education zone. Data for the study were generated using Physics Achievement Test (PAT). Kuder Richardson-20 (K-20) formula was used for the reliability of PAT with index of 0.85 obtained. Mean, standard deviation and Analysis of Covariance (ANCOVA) were used for data analysis. The following findings emerged: There was significant difference in the mean score academic achievement in Physics of students taught using graphic organizer-enhanced learning strategy and those thought using the conventional strategy. There was significant difference in the mean score academic achievement in physics of male and female students taught using graphic organizer-enhanced learning strategy. It was recommended that Physics teachers should employ graphic organizer-enhanced learning strategy in their interaction when teaching physics as the strategy has the capacity to enhance male and female students’ academic achievement in physics. Physics teachers should regularly provide the structure and opportunity for students to employ graphic organizer-enhanced strategy in their learning process.
Strengthening Performance of Secondary Students Along Low-Moderate-High Abilities in Physics Using Group Dynamics and Visual Cue Strategies Achor, Emmanuel; Odoh, Comfort; Ngbea, Philip
Edukasiana: Jurnal Inovasi Pendidikan Vol. 4 No. 1 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ejip.v4i1.970

Abstract

This study examined how group dynamics and visual cues strategies can foster academic performance of Senior Secondary II students of different cognitive abilities in Physics in Benue State, Nigeria. Specifically, the study determined which of the ability groups (i.e low, moderate and high) gained more when group dynamics and visual cues strategies were used in teaching Physics. The study adopted quasi-experimental design of pre-test, post-test non-randomized control group type. The population for this study comprised 815 SS II students offering Physics in public secondary schools in Makurdi Local Government Area in the 2023/2024 academic session, while a sample of 114 students was selected using multi-stage sampling procedure. The instruments for data collection are Physics Performance Test (PPT)  and Student Cognitive Ability Test (SCAT).  The PPT SCAT were validated by three experts. The reliability coefficient of the instruments were obtained using K-R20 and found to be 0.81 for PPT and 0.72 for SCAT. The collected data were analyzed using mean and standard deviation to answer research questions and ANCOVA to test the null hypotheses at 0.05 level of significance. Findings revealed that the mean gain in academic performance score of students taught Physics using group dynamics strategy was 22.75 for high, 18.47 for moderate and 3.45 for low ability students. There was significant difference in the mean academic performance scores of low, moderate and high cognitive ability students when group dynamics strategy was used in teaching Physics.The mean gain in academic performance score of students taught Physics using visual cues strategy was 22.79 for high, 15.72 for moderate and 3.22 for low ability students. There was significant difference in the mean academic performance scores of low, moderate and high cognitive ability students when visual cues strategy was used in teaching Physics. The study has established that for both experimental groups (that is, group dynamics and visual cues strategies) the performance of the students increases in the order of low ability →moderate ability → high ability. The study concludes that the effectiveness of the two strategies is dependent on cognitive abilities of the students. The high ability students benefited most, followed by the moderate ability students while the low ability students benefited the least from each of the strategies. It was therefore recommended that teachers of Physics should employ group dynamics and visual cues teaching strategies in Physics class to ensure effective teaching and enhance academic performance of students in the subject and to ensure successful teaching and learning of the subject for improved cognitive abilities of students in Physics, among others.
Impact of Teachers’ Assessment Practices on Students’ Attitude and Critical Thinking in Basic Science Musa, Joyce Hassana; Achor, Emmanuel; Agogo, Peter Ogbu
Journal of Multidisciplinary Research and Development Vol. 2 No. 2 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jmrd.v2i2.1206

Abstract

This study investigated impact of teachers’ assessment practices on students’ attitude and critical thinking in Basic Science using cross-sectional survey research design. A sample of 393 from a population of 20,885 students using multi-stage sampling procedure participated. Three instruments: Basic Science Critical Thinking Test (BSCTT), Basic Science Students’ Attitude Scale (BSSAS), and Basic Science Teachers’ Assessment Practices Observation Scale (BSTAPOS), with reliability coefficients of .60, .71 and .66 respectively aided data collection. Based on data analysis, it was found that a significant difference exists in the impact of teachers’ low, moderate and high classroom assessment practices on the mean attitude ratings [F(2,392) = 71.483, p = .000 < .05], mean critical thinking scores [F(2,392) = 65.023, p = .000 < .05] of students in Basic Science. Male and female students do not differ significantly on the impact of teachers' low and moderate assessment practices but with high assessment practice on attitude, and also do not differ significantly regarding critical thinking scores in Basic Science. To reduce the incidence of Basic Science teachers’ low and moderate assessment practices, teachers are encouraged to use high classroom assessment practices.
Co-Authors Agogo, Peter Ogbu Jack, Gladys U. Musa, Joyce Hassana Ngbea, Philip Odoh, Comfort Uzomah, Theophilus N.