Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Journal of Education and Learning (EduLearn)
Blessing, Edah Ngozi
Unknown Affiliation
Humanities Education Library & Information Science Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search
Journal : Journal of Education and Learning (EduLearn)

 1 
Students effective learning: are learning styles and corresponding teaching methods factors? Urhievwejire, Agboro-Eravwoke Ochuko; Blessing, Edah Ngozi; Ehighae, Iyayi Innocent
Journal of Education and Learning (EduLearn) Vol 19, No 3: August 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i3.22335

Abstract

The study was conducted to ascertain if learning styles and corresponding teaching methods are factors that influence effective learning. The study employed a non-equivalent planned variation quasi-experimental design. The study’s sample comprised 362 chemistry students from six senior high schools in Delta State. The students were selected using a basic random selection technique. The instruments used for data collection were the chemistry achievement test (CAT) and the chemistry learning style questionnaire (CLSQ). The instruments were adequately validated, and reliability (R=0.81 and 0.79, respectively) was determined before usage. Data analysis involved the use of mean and independent sample t-tests. The findings showed: i) a significant difference in the performance of students instructed with the puzzle instructional strategy group with their learning styles and those instructed with the lecture method with their learning styles and ii) learning styles with teaching method and sex have no significant effect on students’ achievements. It was concluded that learning styles and corresponding teaching methods are factors influencing students’ achievement, and it was therefore recommended that teachers employ methods with similar characteristics to students’ learning styles.
Improving students’ achievement in chemistry: comparative effectiveness of conceptual modelling and conceptual blending Blessing, Edah Ngozi; Urhievwejire, Agboro-Eravwoke Ochuko; Ehighae, Iyayi Innocent; Oghenewede, Ovuworie Onoriode; Faith, Okose; Obro, Sunday
Journal of Education and Learning (EduLearn) Vol 20, No 2: May 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i2.24341

Abstract

The study looked at how conceptual modelling (CM) and conceptual blending (CB) affected students’ achievement in chemistry. This study employed a quasi-experimental design. In this study, 274 seniors secondary (SSII) chemistry students from six coeducational secondary schools in the state were randomly selected using simple random sampling. The information was gathered using the chemistry achievement test (CAT). It was used for pre-test and post-test to evaluate students’ achievement in chemistry. All groups received these tests before and after a six-week course of therapy. The mean/average scores of the 3 groups on the pre-test and post-test were compared using analysis of covariance (ANCOVA) of the CAT data. The study discovered that CM, as opposed to CB, had a significantly bigger effect on students’ achievement in chemistry. Chemistry achievement was significantly higher with CB than with the lecture approach (LA). According to the study, when compared to the LA, CM and CB are more effective teaching strategies for raising students’ achievement in chemistry. Furthermore, it was discovered that CM was the most successful approach. It was suggested, among other things, that chemistry instructors incorporate CM into their chemical lessons.
Co-Authors Ehighae, Iyayi Innocent Faith, Okose Obro, Sunday Oghenewede, Ovuworie Onoriode Urhievwejire, Agboro-Eravwoke Ochuko