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All Journal Journal of Research in Mathematics, Science, and Technology Education Journal Pesona Indonesia
Okigbo, Ebele Chinelo
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Education Mathematics Social Sciences Other

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Effect of the Culturo-Techno-Contextual Approach on BiologyRetention Among Secondary School Students in NsukkaEducation Zone Oshabaonuh, Onyinyechi Maureen; Okereke, Innocent Ebere; Okigbo, Ebele Chinelo
Jurnal Pesona Indonesia Vol. 2 No. 2 (2025): JPI 2025
Publisher : Institut Teknologi Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71436/jpi.v2i2.46

Abstract

The study determined the effect of Culturo-Techno-Contextual Approach (CTCA) on Biology retention among secondary school students in Nsukka Education Zone of Enugu State, Nigeria. The study was guided by two research questions and three null hypotheses using quasi-experimental research design. Population of study consisted of 2,870 senior secondary school year two (SS2) students offering Biology in the government-owned co-educational secondary schools in the zone.   Eighty-one (81) SS2 students were sampled from two out of 41 co-educational schools in the zone using multistage sampling procedure. The instrument for data collection was Biology Achievement Test (BAT). The instrument was validated by three experts from Faculty of Education in Nnamdi Azikiwe University, Awka. Kudder-Richardson Formula 20 was used to establish a reliability coefficient of 0.87 for BAT. The experimental group was taught using CTCA while the control group was taught using conventional lecture method. Mean and standard deviation were used to answer the research questions, while Analysis of covariance was used to test the null hypotheses at 0.05 alpha level. The findings revealed among others that CTCA significantly enhanced the retention of students in Biology more than conventional lecture method. Also, CTCA is a gender friendly teaching approach that could be used to enhance the retention of secondary school male and female students in Biology equally. It was concluded that CTCA is an effective teaching approach that could be adopted as an alternative instructional approach for teaching of Biology in Nsukka Education Zone. Based on the findings of the study, it was recommended that teachers should be trained on how to use CTCA to improve retention of students in Biology through seminars, workshops and conferences. Also, secondary school Biology teachers should be encouraged by school administrators to adopt the use of CTCA for Biology instructions.
Does Emotional Intelligence Drive Better Grades in Computer Studies? A Predictive Analysis Ozumba, Jane Nkiruka; Okigbo, Ebele Chinelo; Nwune, Emmanuel Chibuike
Journal of Research in Mathematics, Science, and Technology Education Vol. 3 No. 1 (2026): Journal of Research in Mathematics, Science, and Technology Education
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrmste.v3i1.47

Abstract

The study investigated students’ emotional intelligence as a predictor of their achievement in Computer Studies in Awka Education Zone. The study was guided by two research questions and two hypotheses. It adopted the correlation survey research design on a population of 14,657 senior secondary two (SS2) students, out of which a sample of 390 students was obtained using Taro Yamane’s formula. However, only 335 (128 males and 207 females) students, representing 85.9% of the sample size, accurately completed the administered questionnaires and thus were used as the sample for the study. Emotional Intelligence Scale (EIS) with a Cronbach alpha reliability coefficient of 0.79 was used for collecting data for this study. Three experts from the Faculty of Education, Nnamdi Azikiwe University, Awka, validated the instrument. Data were collected by direct administration of the instruments to the students. Also, the second-term examination results of the students in Computer Studies for the 2023/2024 academic session were used as the achievement scores for the study. The data were analysed using the Pearson product-moment correlation Coefficient and regression analysis. The study’s findings revealed that emotional intelligence significantly predicted students’ academic achievement in Computer Studies. Also, the findings showed a moderating gender influence in the prediction in favour of the female students. The study’s findings imply that Computer studies teachers, as well as other educational stakeholders, should not just focus on helping students attain cognitive intelligence. These stakeholders should give emotional intelligence sufficient attention in the classroom, considering its significant role in predicting students’ academic achievement.
Co-Authors Nwune, Emmanuel Chibuike Okereke, Innocent Ebere Oshabaonuh, Onyinyechi Maureen Ozumba, Jane Nkiruka