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Teaching, Learning, and Development
Published by PT. Education and Development Research
ISSN : -     EISSN : 29882834     DOI : https://doi.org/10.62672/telad
Core Subject : Education,
Education
Teaching, Learning, and Development provides a platform for the discussion of teaching, learning, and development at any level. Journal invites articles on the broad range of settings in which people teach, learn and develop.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 68 Documents
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Interaction Effect of Gender and Teaching Methods on Students’ Retention in Literary Appreciation Assimonye, Augusta Chiedu
Teaching, Learning, and Development Vol. 2 No. 2 (2024)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/telad.v2i2.126

Abstract

Students’ poor retention and declining interest in literary appreciation have continued to pose serious challenges to the effective teaching and learning of Literature in English in Nigerian secondary schools. Traditional teaching methods that emphasize teacher-centered instruction often fail to sustain students’ long-term understanding and engagement. This study therefore investigated the interaction effect of gender and teaching methods on students’ retention in literary appreciation among Senior Secondary II students in Anambra State. The study adopted a quasi-experimental design using a pretest and posttest non-equivalent control group. Intact classes were assigned to experimental and control groups, with the experimental group taught through reciprocal peer tutoring and the control group through conventional teaching. Conducted in Anambra State, the study involved 65 Senior Secondary II students drawn from two co-educational schools. Data were collected using the Literature in English Achievement and Retention Test, validated and found reliable with a coefficient of 0.72. Teachers administered pretests, posttests, and retention tests. Data were analyzed using mean, standard deviation, and analysis of covariance at a 0.05 significance level. The findings revealed that male students recorded a posttest mean score of (52.81) and retention mean of (55.61) with a gain of (2.80), while female students had posttest and retention means of (51.47) and (52.58) with a gain of (1.11). This indicated that males achieved slightly higher retention using the conventional method. The ANCOVA result showed a significance value of (0.102), which exceeded the (0.05) level, leading to the acceptance of the null hypothesis. Hence, there was no significant interaction effect of gender and teaching methods on students’ retention in literary appreciation, implying that retention was independent of gender. The study concluded that students’ retention depended more on the teaching strategies employed than on gender differences. It recommended that Literature in English teachers adopt more interactive and student-centered approaches such as Reciprocal Peer Tutoring to enhance understanding and long-term retention in literary studies.
Harnessing Educational Technology for Effective Science Pedagogy in Tertiary Institutions Amidst Economic Challenges in Anambra State Enebechi, Regina Ijeamasi; Akobundu, Gladys Gregory; Ezeokafor, Gosife Janefrancis
Teaching, Learning, and Development Vol. 3 No. 2 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/telad.v3i2.127

Abstract

Amidst ongoing economic hardship, science education in tertiary institutions faces the challenge of maintaining relevance while ensuring quality learning outcomes that foster innovation and national development. This study examined the influence of harnessing educational technology for effective science pedagogy in tertiary institutions in Anambra State. Guided by three research questions and two null hypotheses tested at a 0.05 significance level, the study employed a descriptive survey design. The population comprised 128 science education lecturers (52 males and 76 females) in public universities across the state, with a census approach adopted for data collection. A 22-item expert-validated questionnaire developed by the researchers served as the data collection instrument, achieving a reliability coefficient of 0.87 using Cronbach’s Alpha. Data were analysed using mean and standard deviation, while t-test was used to test the hypotheses with SPSS version 25. Findings revealed a moderate level of awareness and utilisation of technology-enhanced instructional tools among science education lecturers. Results further indicated no significant gender difference in awareness levels. Major challenges identified included limited access to digital tools, poor electricity and internet connectivity, and inadequate institutional support. The study concluded that, despite moderate awareness, the full potential of educational technology in science pedagogy remains underutilised. It recommended continuous capacity building, improved infrastructural support, and strategic investment in digital tools to foster an inclusive, technology-driven learning environment in tertiary institutions of Anambra State.
Problem-Based Learning in Senior High School Physics: A Systematic Literature Review Mazidah, Lutfiah; Sari, Nindi Putri Indah; Festiana, Ike; Falamy, Ryna Aulia
Teaching, Learning, and Development Vol. 4 No. 1 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/telad.v4i1.124

Abstract

This study aims to analyze the implementation of the Problem-Based Learning (PBL) model in senior high school physics through a Systematic Literature Review (SLR) approach. This method identifies research trends, developed skills, applied methodologies, and the most frequently studied physics topics within PBL contexts. Data were obtained from 21 national and international scientific articles published between 2023 and 2025. The results show that the implementation of PBL in high school physics primarily focuses on improving students’ critical thinking skills, learning outcomes, and the development of digital-based modules. Moreover, most studies employ quasi-experimental and research and development (R&D) approaches with physics materials such as Newton’s Laws, sound waves, and renewable energy. Based on this SLR, it can be concluded that PBL positively impacts students’ cognitive and metacognitive abilities, enhancing engagement and technological integration in physics education.  
Influence of Media Outlook and Advertising on Dietary Behaviours of Female Students Emeka, Ebele Cynthia
Teaching, Learning, and Development Vol. 3 No. 2 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/telad.v3i2.132

Abstract

The study focused on Influence of Media Outlook and Advertising on Dietary Behaviors of Female Students in Nwafor Orizu College of Education. The researcher formulated five research purposes and five corresponding research questions. The study adopted a descriptive survey research design. The area of the study was Nwafor Orizu College of Education Nsugbe, Anambra State. The population of the study was comprising of 1901 female Students of the institution. The sampling technique used was multistage random sampling techniques and a sample size of 200 respondents was selected for this study. Instrument used for data collection was a structured questionnaire. The data collected were analyzed using statistical mean and standard deviation. The results indicate that Media Outlook and Advertising significantly influence the dietary behaviors of female students, with a strong emphasis on promoting healthy food choices. The findings also identified the need for nutrition and media literacy education and critical thinking skills to help female students navigate the complex media landscape and make informed dietary choices as one of the strategies towards improving the media influence on dietary behavior. This Study contributes to the existing literature on the impact of media on dietary behaviors and highlights the importance of promoting healthy food habits via media influence among female students in NOCEN.
The Relationship Between Teacher Quality and Secondary School Students’ Performance in Biology Concept of Genetics Akachukwu, Esther Ebele; Mbaegbu, Chioma Stephane
Teaching, Learning, and Development Vol. 4 No. 1 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/telad.v4i1.135

Abstract

This study investigated the relationship between teacher quality and secondary school students’ performance in Biology concept of genetics in Onitsha Education zone. Two purposes of study, two research questions and two hypotheses tested at 0.05 level of significance, guided the study. The study adopted a correlation survey. The population was senior secondary school Biology students in Onitsha Education zone of Anambra state while the sample was drawn using Taro Yamane formula for sample size determination which gave approximately 298 students (105 males and 193 females). Two instruments were used for data collection, they include; Students’ Rating of Teacher quality SRTQ adapted from Umeji (2025) and 2024/2025 performance of students from the Biology teachers grade book from the sampled schools. The Student Rating Teacher Quality SRTQ which shows a consistent reliability of 0.82 using Cronbach alpha. The data was analyzed using Pearson moment r and R2 to answer research questions and ANOVA (linear and multiple) regression to test null hypotheses at 0.05 alpha level. The findings revealed, among others, that low positive relationship exist between teacher quality and secondary school students’ performance in Biology concept of genetics. However, there is no significant relationship between teacher quality and secondary school students’ performance in Biology concept of genetics. It was concluded that low positive relationship exists between teacher quality and secondary school students’ performance in Biology concept of genetics and also there is no significant relationship between teacher quality and secondary school students’ performance in Biology concept of genetics. From the conclusion, recommendations were made.
Instructional Supervision and Clan Culture as Correlates of Teachers’ Service Delivery in Public Secondary Schools in Anambra State Okaforcha, Choice Chimaa; Otugo, Samuel Ogechukwu
Teaching, Learning, and Development Vol. 4 No. 1 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/telad.v4i1.136

Abstract

The quality of teachers’ service delivery in public secondary schools in Anambra State has been a persistent concern, often linked to low student performance, inadequate instructional supervision, and weak organizational culture. The study used a correlational research design to examine how school administrative practices and organizational culture relate to teachers’ service delivery in Anambra State public secondary schools. The population consisted of 6,598 teachers across six education zones, with a sample of 660 selected through multistage and proportionate random sampling. Data were collected using three structured questionnaires on administrative practices, organizational culture, and teachers’ service delivery, validated by experts and tested for reliability with Cronbach Alpha coefficients above 0.70. Questionnaires were administered directly, yielding 618 valid responses. Data were analyzed with Pearson correlation using SPSS to determine the strength and direction of relationships among the variables. The study examined the correlation between instructional supervision, clan culture, and teachers’ service delivery in public secondary schools in Anambra State with a sample of 618 teachers. Results showed a strong positive correlation between instructional supervision and teachers’ service delivery (r = 0.806, p = 0.000), indicating that better supervision significantly enhances service delivery. Similarly, clan culture exhibited a very strong positive correlation with teachers’ service delivery (r = 0.846, p = 0.000), suggesting that supportive cultural values within schools positively influence teacher effectiveness. Both null hypotheses were rejected, confirming significant relationships between the variables. The study concludes that consistent instructional supervision and a supportive clan-based organizational culture are critical for enhancing teachers’ service delivery in public secondary schools.
Effect of Computer Instructional Technique on Secondary School Students’ Motivation in Chemistry in Anambra State Nnoli, Juliana Nkiru; Onyekpudoro, Chukwunanu Emmanuel
Teaching, Learning, and Development Vol. 4 No. 1 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/telad.v4i1.138

Abstract

The study investigated the effect of computer instructional technique on secondary school students’ motivation in Chemistry in Anambra state. Two research questions were formulated to guide the study and two hypotheses were tested at 0.05 level of significance, guided the study. Quasi-experimental research design was adopted for the study. The population of the study was 241 senior secondary year two (SS2) students who offered Chemistry in Orumba South Local Government Area in Anambra state in the year 2024. A sample of 60 students obtained using simple random sampling (balloting with replacement) was involved in the study. The instruments for data collection were the Motivation Inventory Scale (MIS) and Periodic Table Achievement Test (PTAT), validated by three experts from the Departments of Science Education and Educational Foundations, at Nnamdi Azikiwe University, Awka. The reliability of the instruments was established using Cronbach Alpha for MIS and Kuder-Richardson 20 for PTAT and they yielded coefficient values of 0.86 and 0.82 respectively. Data were generated for the study through the administration of the instruments with the aid of two research assistants.  The data obtained were analyzed using Mean and standard deviation, while ANCOVA was used to test the null hypotheses at 0.05 alpha level. The findings of the study revealed that students taught with computer instructional technique were more motivated in learning Chemistry concepts, than those in the control group. The study also revealed that gender had no significant influence on student’s motivation in Chemistry. The study recommended among others that Chemistry teachers should adopt computer instructional technique in Chemistry classrooms, be encouraged through seminars and workshops, and be supported financially to do the same.
Academic Resilience as Predictor of Secondary School Students' Academic Achievement in Biology in Ogidi Education Zone Nnoli, Juliana Nkiru; Mbaegbu, Chioma S.; Achebe, Chinecherem Miracle
Teaching, Learning, and Development Vol. 4 No. 1 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/telad.v4i1.139

Abstract

The study investigated academic resilience as a predictor of secondary school students’ academic achievement in Biology in Ogidi Education Zone, Anambra State. A correlational survey research design was adopted for the study. The population comprised all Senior Secondary Two (SS2) students offering Biology in government-owned schools in the zone. A sample of 348 students (165 males and 183 females) was drawn using a multistage sampling technique. The instruments used for data collection were the modified Simon Cassidy Academic Resilience Scale (ARS-30) and the students’ cumulative annual Biology results for the 2024/2025 academic year. The Academic Resilience Scale was validated by three experts from the Faculty of Education, Nnamdi Azikiwe University, Awka. The reliability of the instrument was established using the Cronbach's Alpha method, which yielded a coefficient of 0.82. Data collected was analyzed using regression analysis at the 0.05 level of significance. The findings of the study revealed that academic resilience significantly and positively predicted students’ academic achievement in Biology. The study also revealed that gender did not significantly moderate this relationship. It was recommended among others that schools should integrate resilience-building into teaching, counseling, and school programs to enhance students’ academic achievement in Biology.

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