http://repository.unn.edu.ng/handle/123456789/166 2026-09-02T16:24:43Z 2026-09-02T16:24:43Z Ovuariobonye, Oboh, Cecilia http://repository.unn.edu.ng/handle/123456789/9533 2024-04-04T14:11:58Z 2019-03-01T00:00:00Z

Effects of Individualistic and Cooperative Computer-Assisted Instructional Strategies on Achievement, Interest and Retention of Junior Secondary Schools Social Studies Students in Minna, Nigeria Ovuariobonye, Oboh, Cecilia The study determined the effects of Individualistic and Cooperative Computer-Assisted Instructional strategies on Achievement, Interest and Retention of Junior Secondary Schools Social Studies students in Niger State, Nigeria. The study was carried out due to poor achievement of Social Studies students in external examination in the state. The study was guided by twelve research questions and twelve null hypotheses. The study adopted quasi-experimental factorial research design, specifically 2X2 pretest-posttest quasi experimental research design. The sample was 150 JSS II students, (99 male and 51 female). Purposive sampling was used to select two co-educational junior secondary schools used for the study. The instruments used for data collection were; Social Studies Achievement Test (SOSAT), Social Studies Interest Inventory (SOSII), Retention Social Studies Achievement Test (RET-SOSAT) and Retention Social Studies Interest Inventory (RET-SOSII) All the instruments were researcher developed. The instruments were faced validated by specialists from the department of Social Science Education and from Measurement and Evaluation unit of the Department of Science Education University of Nigeria Nsukka. The instruments (SOSAT and SOSII) were trial tested on 20 Junior Secondary school two Social Studies students in Minna. The internal consistency reliability of SOSAT was estimated using Kuder Richardson-21 (K – R21) and an index of 0.77 was obtained. On the other hand, the reliability of SOSII was estimated using Cronbach Alpha method and a reliability index of 0.71 was obtained. 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 level of significance. The findings of the study revealed that; Cooperative Computer-Assisted Instructional strategy significantly enhanced the achievement and interest of students in Social Studies more than the Individualistic Computer-Assisted Instructional strategy. There were no significant gender differences in the achievement, interest and retention of the students in Social Studies. However, female students performed better than male students in retention achievement test. There were no significant interaction effect of strategy and gender on students’ achievement, interest and retention in Social Studies. It was recommended among others that Social Studies teachers should be adequately encouraged by the government to adopt the use of Cooperative Computer-Assisted Instructional Strategy in the teaching of Social Studies at secondary school level since it enhanced achievement, interest and retention of students in Social Studies.

2019-03-01T00:00:00Z Menakaya, Cherechi Miracle http://repository.unn.edu.ng/handle/123456789/9532 2024-04-04T13:50:01Z 2019-10-01T00:00:00Z

Effect of Cooperative Learning Method on Senior Secondary School Students’ Achievement and interest in English reading Comprehension in Nsukka Education Zone, Enugu State, Nigeria. Menakaya, Cherechi Miracle The study determined the effect of cooperative learning method on senior secondary school students’ achievement and interest in reading comprehension in Nsukka Education Zone, Enugu State, Nigeria. Ten research questions and ten hypotheses guided the study. Quasi-experimental 2x2x2 factorial research design was used for the study. The population for the study comprised all the senior secondary school two (SSS 2) students in Nsukka Education Zone. The sample consisted of 194 SSS II students in four schools in Nsukka Education Zone, Enugu State, Nigeria. Data for the study were collected with two instruments which are Reading Comprehension Achievement Test (RCAT) and Reading Comprehension Interest Inventory (RCII). The instruments were validated by experts in Arts and Science Education, University of Nigeria, Nsukka. Research questions were Answered using mean and standard deviation while the hypotheses were tested at 0.05 level of significance, using analysis of covariance (ANCOVA). Results from the study revealed that students exposed to cooperative learning method achieved higher and showed greater interest in reading comprehension than those not exposed. Also, gender has no significant influence in reading comprehension achievement and interest of students. In addition, the study revealed no significant interaction effect of gender and method in reading comprehension achievement and interest of students. However, the study revealed no significant interaction effect of location and method in reading comprehension achievement and interest of students. Based on the findings of the study, then researcher recommended the need to expose both teachers and students to instruction in cooperative learning method through workshops and seminars. Curriculum planners need to restructure the school curriculum to reflect the cooperative learning method, to enable teachers use the method in the classroom and to help students become independent learners where the teacher serves as a facilitator.

2019-10-01T00:00:00Z Maor, Member Comfort http://repository.unn.edu.ng/handle/123456789/9530 2024-04-04T13:16:21Z 2019-12-01T00:00:00Z

Effect of 5Es Constructivist Instructional Approach on Students' Interest and Achievement in English Language Summary Writing In Makurdi, Benue State, Nigeria Maor, Member Comfort The study determined the effect of 5Es constructivist instructional approach on students’ interest and achievement in English Language Summary Writing (ELSW). Research reports indicate that students’ achievement in ELSW in Nigeria has been poor. The observed poor performance was traced to teachers’ use of ineffective instructional approaches. Thus, this study was aimed at determining the efficacy of some innovative instructional approaches commonly referred to as the 5Es constructivist instructional approach in increasing students’ achievement and interest in ELSW. Six research questions and ten null hypotheses guided the study. The study adopted the quasi – experimental design. Specifically, the non -equivalent pre-test post-test control group research design was used. The sample for the study consists of 176 SSII students drawn through purposive-sampling technique from four co-educational schools in Makurdi Local Government Area. Two instruments were used for data collection in this study, namely: English Language Summary Writing Achievement Test (ELSWAT) and English Language Summary Writing Interest Inventory (ELSWII). Three experts in the Faculty of Education, University of Nigeria, Nsukka validated the ELSWII. ELSWAT was not subjected to validation because the questions were already standardized. The internal consistency index of ELSWII was 0.72, using the Cronbach’s Alpha coefficient technique. The study adopted the pretest and posttest treatment of both the control and experimental groups. The research questions were answered using mean scores and standard deviation, while the hypotheses were tested at 0.05 level of significance using the analysis of covariance (ANCOVA). Results of the study showed that students taught English Summary Writing using 5Es constructivist instructional approach had higher mean achievement and interest scores than those taught using the conventional approach. Female students had higher mean post-test achievement and interest scores than the male students. However, the observed difference in the mean achievement scores of male and female students was not significant. Location has significant influence on the mean achievement and interest scores of students in ELSW in favour of students in urban schools. The study recommends among others, that English language teachers should adopt the 5Es instructional approach in teaching summary writing in secondary schools as an alternative to the conventional approach of teaching summary writing.

2019-12-01T00:00:00Z Agbo, Philomina Akudo http://repository.unn.edu.ng/handle/123456789/9482 2023-08-01T14:25:43Z 2019-10-01T00:00:00Z

Suitability of Computer-Based Test in the Use of English Examinations in Federal Universities in South East Nigeria Agbo, Philomina Akudo This study was carried out to determine the suitability of Computer-Based Test for the Use of English Examinations. This was done in order to bring to limelight the forms of support and considerations needed for the continued use of Computer-Based Tests. Other variables pertinent to the use of Computer-Based Test such as students’ perception, technical-skill and infrastructural challenges were also studied. The study was conducted using descriptive survey research design and was carried out in federal universities in South East Nigeria. Six research questions and five null hypotheses guided the study. The area of the study was South East Nigeria. The population of the study was 33, 263 and a sample of 1,312 was drawn from this population. This sample was made up of 1200 second year undergraduate students, 38 Use of English lecturers and 74 ICT staff who were drawn from the entire population using multi-stage sampling technique. Two instruments namely Questionnaire on Suitability of Computer-Based Test for Use of English Examinations (QSCBTUEE) and two Focus Group Discussion Schedules (FGDS) were developed by the researcher and validated by five experts for the purpose of collecting data for the study. The QSCBTUEE was administered on a group of 30 respondents at the University of Ilorin for the purpose of determining the reliability of the instrument. The internal consistency of the instrument was determined using Cronbach’s Alpha and it yielded 0.86, 0.81, 0.84, 0.93, 0.81 and 0.75 for the six clusters of the instrument. Out of the 1,312 instruments administered, 1,288 were filled and returned, signalling 98% return rate. The research questions were answered using mean scores, while the hypotheses were tested using Independent Sample T-test and Analysis of Variance (ANOVA) at 0.05 level of significance. The results showed that the Use of English Computer-Based Test is suitable for testing grammar and reading comprehension but is not suitable for testing oral English and writing skills. However, while there was a significant difference in the mean responses of lecturers and students on the suitability of computer-based test for testing oral English and writing skill, there was no significant difference in the mean responses of lecturers and students on the suitability of computer-based test for testing grammar and reading comprehension. The results further revealed that students have positive perception about the Use of English Computer-Based Test. It was also found that there were a number of infrastructural and technical-skill challenges experienced during the Use of English Computer-Based Test. From the findings, it was concluded that the study has put forward research-based evidence to show that the Use of English Computer-Based Test is not suitable for testing some important skills taught in the course and is also faced with challenges, implying that, the continued use of CBT without making proper interventions and adjustments, will be detrimental to the achievement of the assessment objectives of the Use of English programme. Hence, it was recommended that universities that make use of CBT should ensure that their lecturers get proper training on how to set Use of English CBT questions and that their ICT staff also get proper training on how to develop and manage appropriate CBT software for the course. They should also make provisions for more infrastructures such as examination halls and computers so as to ensure seamless examinations.

2019-10-01T00:00:00Z