http://repository.unn.edu.ng/handle/123456789/1649 2026-09-02T16:24:44Z 2026-09-02T16:24:44Z Mohammed, Adams Umar http://repository.unn.edu.ng/handle/123456789/9711 2025-09-26T10:15:35Z 2019-02-01T00:00:00Z

Effect of Video Instruction on Senior Secondary School Students’ Academic Achievement and Interest in Economics in Ankpa Local Government Area, Kogi State Mohammed, Adams Umar Instructional Package/Media for Teaching Economics

2019-02-01T00:00:00Z Ugwonna, Grace Ogechukwu http://repository.unn.edu.ng/handle/123456789/9703 2025-08-04T12:04:32Z 2019-12-01T00:00:00Z

Effects of Group Investigation and Jurisprudential Inquiry Models on Students’ Interest and Achievement in Voter Education Related Contents of Senior Secondary School Government Curriculum Ugwonna, Grace Ogechukwu The study determined the effects of Group Investigation model (GIM) and jurisprudential Inquiry model (JIM) on students’ interest and achievement in voter education related contents of senior secondary school Government curriculum. It also determined the influence of gender on students’ interest and achievement in senior secondary school voter education related contents of senior secondary school Government curriculum using GIM and JIM. Six research questions and six null hypotheses guided the study. The design adopted for the study was Quasi-experimental non equivalent pre test, post test control group design. Sample for the study consisted of 165 SS II students made up of 48 males and 117 females drawn from four co-educational schools in Nsukka Local Government Area of Enugu state. Multi-stage sampling technique was used to select both the four co-educational schools and one intact class from each of the schools that were assigned to the two experimental groups (GIM and JIM). Two instruments were used for data collection namely Multiple Choice Government Achievement Test (MCGAT) and Government Interest Inventory (GII). The instruments were face and content validated and tested for reliability. The internal consistency of MCGAT was found to be 0.89 using K-R 20 while GII was 0.81 using Cronbachs’ Alpha. Data collected were analysed using mean and standard deviation for the research questions and Analysis of Covariance (ANCOVA) was used in testing the null hypotheses at 0.05 level of significance. The results showed among other things that the students taught voter- education related contents using GIM had higher mean interest scores than those exposed to JIM instructional strategy. However, the difference was not statistically significant. The students taught voter education related contents using GIM had significantly higher mean achievement scores than those exposed to JIM instructional strategy. Furthermore, male students had higher mean interest and achievement scores than their female counterparts in voter- education related contents. However the difference was not statistically significant. There was a significant interaction effect of treatment and gender on students’ mean interest in voter- education related contents. However, there was no significant interaction effect of treatment and gender on students’ mean achievement in voter- education related contents. These findings were exhaustively discussed and it was concluded that GIM is more efficacious than JIM in enhancing students’ achievement in voter- education related contents of senior secondary school Government curriculum. The implications of these findings among other things is that the application of GIM in teaching voter education related contents can enhance not only students’ interest and achievement in the subject but could also expose learners to see the need for active participation in electoral processes and system in Nigeria. It was recommended, among others things that GIM should be adopted in teaching voter education related contents in senior secondary school Government. In this regard, Government and other relevant agencies should organize conferences, workshops and seminars for teachers of Government on the skills and strategies involved in the use of Group Investigation Model.

2019-12-01T00:00:00Z Obi, Bernadette Obiageli http://repository.unn.edu.ng/handle/123456789/9702 2025-08-04T11:53:45Z 2016-08-01T00:00:00Z

The Effect of Concept Mapping Instructional Strategy on Students’ Achievement and interest in Senior Secondary School Economics in Awka Education Zone, Anambra State Obi, Bernadette Obiageli The study was aimed at determining the effect of concept mapping strategy on students’ achievement and interest in social studies. The study was carried in Awka Education Zone of Anambra State. Six research questions and six hypotheses guided the study. Literature was reviewed under four major sub-headings namely; conceptual framework, theoretical framework, review of empirical studies, and summary of literature review. The study adopted quasi-experimental research design. The population of the study was three thousand six hundred and six (3606) SS2 students. The sample size for the study was two hundred and seventy (270) SS2 Economics students in four intact classes from four junior secondary schools from the area of the study. Multi-stage sampling technique was used to draw the sample. Economics achievement test (EAT) and Economics interest scale (EIS) were used for data collection from the respondents. The Economics achievement test (EAT) and Economics interest scale (EIS) were validated by three experts. The results of the reliability of the instrument indicated positive correlation coefficient of 0.82 and 0.87 for EAT and EIS respectively. Mean was used to answer research questions while analysis of covariance (ANCOVA) was used to test the null hypotheses at 0.05 level of significance. The findings of the study were that there is a significant difference in mean achievement scores of students taught Economics using concept mapping and those taught Economics using lecture method; that there is a significant difference in mean interest scores of students taught Economics using concept mapping and those taught Economics using lecture method; that there is no significant difference in the influence of gender on mean achievement scores of students when taught Economics using concept mapping; that there is no significant difference in the influence of gender on mean interest scores of students when taught Economics using concept mapping; that there is a significant difference in the influence of location on mean achievement scores of students when taught Economics using concept mapping; and that there is a significant difference in the influence of location on mean interest scores of students when taught Economics using concept mapping. Based on the findings of the study, conclusions were drawn. Finally, the study recommended teachers should adopt concept mapping strategy in teaching Economics curriculum concepts and that quality education in terms of infrastructure should be provided in rural areas as it is in urban areas.

2016-08-01T00:00:00Z Ikpeseogwu, Ruth Onyinye http://repository.unn.edu.ng/handle/123456789/9701 2025-08-04T11:37:16Z 2019-10-01T00:00:00Z

Assessing the Efficacy of Two Instructional Media on Students’ Achievement and Awareness of Climate Change Issues in Biology Ikpeseogwu, Ruth Onyinye The study examined the efficacy of two instructional media on students’ achievement and awareness on climate change issues in senior secondary school biology. It also investigated the effect of school location on students’ achievement and awareness on climate change concept. Four research questions and four null hypotheses guided the study. The study adopted a non-equivalent quasi experimental research design. The study was carried out in Ika Education zone of Delta state. Ika education zone comprises of two local government areas; Ika North East and Ika South local government areas of Delta State. The population of the study comprised of 4165 SS2 students in public secondary schools in Ika north east and Ika south local government area of Delta state. A total number of 222 SS2 biology students were sampled from 4 secondary schools in Ika education zone. A structured questionnaire titled Students Questionnaire On Awareness On Climate Change Adaptation (SQACCA) and achievement test titled Climate Change Adaptation Achievement Test (CCAAT) were used for data collection. The instruments were adapted from Egbuna-Ojukwu (2016). The reliability of the instrument was determined using the K-R 20 (kudar Richardson) for the CCAAT yielding a reliability index of 0.94. While the reliability of SQACCA items was estimated using Cronbach Alpha formula which gave reliability index of 0.70. The research questions were answered using the mean and Standard Deviation while Analysis of Covariance was used to test the hypotheses. The regular classroom teachers were used as research assistants. The schools were purposively selected for the research and the classes randomly assigned to experimental group 1 and 2. Result from this study showed that learners’ awareness on climate change concept were generally low. The result also showed that the use of simulations and documentaries helped to increase students’ awareness and achievement in climate change concept. The findings also showed that location had a significant effect on students’ achievement and awareness in climate change concept. Based on the findings of the study, the researcher among others recommends that climate change c0oncept should be taught in biology topics, teachers should use documentaries and simulations in teaching real life problems such as pollution (climate change); government should also provide computers to schools where it’s lacking to enable teachers use documentaries and simulations in teaching climate change concept. Limitations of the study were identified and suggestions for further study were made.

2019-10-01T00:00:00Z