STEM JOURNAL OF ANAMBRA STAN

EFFECT OF NUMBER LINE ASSISTED INSTRUCTION IN THE LEARNING OF REDOX REACTION ON SECONDARY STUDENTS’ ACHIEVEMENT IN CHEMISTRY

2025-05-22T05:29:46-07:00

The study examined the impact of number line-assisted instruction on students’ academic achievement in Chemistry, specifically in redox reactions. A quasi-experimental pre-test, post-test non-randomized control group design was employed. The study was conducted in the Otuocha Education Zone, Anambra State, Nigeria, involving 118 Senior Secondary Two (SS2) students (55 males, 63 females) selected from a population of 857 students across four randomly sampled public schools. A 20-item multiple-choice Chemistry Achievement Test (CAT) on redox reactions was used for data collection. Students were assigned to experimental and control groups. The experimental group received instruction using number line-assisted teaching, where electron transfer in redox reactions was visualized through structured number line models to enhance conceptual understanding, while the control group was taught using conventional lecture methods. The treatment lasted four weeks, during which students received four instructional sessions per week, each lasting 40–60 minutes. The collected responses were screened for missing values, outliers, and validity. Data analysis involved mean, standard deviation and t-test at a 0.05 significance level. Results indicated that number line-assisted instruction significantly enhanced students’ achievement in redox reactions. A significant difference in achievement was observed between the experimental and control groups, with males outperforming females when taught using the number line-assisted method. The study recommends adopting number line-assisted instruction for teaching redox reactions in Nigerian senior secondary schools.

EFFECTS OF META-CONCEPTUAL AND SCAFFOLDING LEARNING STRATEGIES ON STUDENTS’ ACHIEVEMENT IN WAVES

2025-05-22T05:42:36-07:00

The purpose of this study was to determine the Effects of Meta- conceptual and Scaffolding Learning Strategies on Senior Secondary School two (SS2) Students’ Achievement in wave concept in Physics in Enugu Education Zone of Enugu state. The study adopted quasi-experimental research design, specifically, a non-equivalent control group design was used. The population for the study was 4,090 SS2 students in the 33 secondary schools. The sample size was 259 SS2 students, which was determined using multi-stage sampling procedure. Waves Achievement Test (WAT) is the instrument that was used for data collection. WAT was used to elicit the students’ achievement in Waves. WAT underwent both face and content validation. The instrument was validated by three experts, from the Faculty of Education, Enugu State University of Science and Technology (ESUT), Enugu. The reliability estimate for WAT was determined using Kuder-Richardson formula method (K-R 20), which gave an estimated reliability coefficient of 0.89. Mean and standard deviation were used in answering the research questions while Analysis of Covariance was used in testing the research hypotheses at 0.05 alpha levels. The study discovered that Scaffolding Learning Strategy was the more superior to Meta-Conceptual Learning Strategy and thus significantly enhanced students’ achievement scores more than Meta-Conceptual Learning Strategy while Meta-Conceptual Learning Strategy significantly enhanced students’ achievement scores more than Lecture Method. Thus, the researcher recommended that Physics teachers should use Scaffolding Learning Strategy more often than the Meta-Conceptual Learning Strategy since that Scaffolding Learning Strategy is more efficacious than the Meta-Conceptual Learning Strategy in teaching Waves.

EFFECT OF GUIDED INQUIRY METHOD ON SECONDARY SCHOOL STUDENTS’ INTEREST IN ECOLOGY IN AGBANI EDUCATION ZONE OF ENUGU STATE, NIGERIA

2025-05-22T06:07:10-07:00

The study investigated the effectiveness of guided-inquiry method (GIM) on secondary school one (SS1) students’ interest in ecology in Agbani Education Zone, Enugu state. Two research questions and three hypotheses guided the study. The study adopted quasi-experimental design specifically, non-randomized pretest and post-test control group design. Multi-stage sampling was adopted to draw a sample size of 129 (62 males and 67 females) SS 1 students from the co-educational schools in Agbani Education Zone from a population of 5,418 SS 1 students. The Ecological Concept Interest Inventory (ECII), adapted from Zumyil (2019), was the instrument used to collect data. Experts from Faculty of Education in Nnamdi Azikiwe University, Awka validated the instrument. The internal consistency of ECII was ascertained using Cronbach's alpha technique, a coefficient of 0.89 was obtained. The control group received instruction using traditional lecture-based teaching method. The experimental group was taught ecological concepts using GIM. While Analysis of covariance was used to test the null hypotheses at the 0.05 level of significance, mean and standard deviation were utilized to answer the research questions. Among other things, the findings revealed that GIM enhanced students' interest in ecological topics more than the traditional lecture-based teaching method. Also, when taught using GIM, gender had no discernible impact on the students' mean interest scores in ecological concepts. The study concludes that GIM had constant effect on students’ interest in ecology irrespective of gender. Based on the findings, it was recommended, among others, that Biology teachers should be trained by the Ministry of Education and other relevant professional bodies through regular workshops, seminars, and in-service training programs on how to use GIM to improve students’ interest in Ecological Concepts.

STUDY SKILLS AS DETERMINANTS OF SENIOR SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENT IN BIOLOGY IN ANAMBRA STATE, NIGERIA

2025-05-22T06:11:37-07:00

The study skills as determinants of secondary school students’ achievement in Biology in Anambra State of Nigeria was investigated. The research was guided by three research questions and three hypotheses tested at .05 alpha level. A correlation research design was adopted for the research. A sample size of 400 senior secondary school two (SS2) students offering Biology was drawn from the population of 2,927 SS2 students in the 49 coeducational public secondary schools in Nnewi Education zone of Anambra State using multi-stage sampling procedure. The instruments for data collection were Study Skills Questionnaire" (SSQ) and a proforma for recording the students’ first term result on Biology for 2023/2024 session which represent their achievement scores in Biology. The SSQ was validated by three experts from Faculty of Education in Nnamdi Azikiwe University. The reliability of SSQ was determined using Cronbach's alpha technique, with coefficient of 0.89. Data collection involved the direct administration of the questionnaire to respondents by the researchers and four research assistants (SS2 Biology teachers). The collected data were analyzed using simple and multiple regressions with the aid of SPSS, version 26. The findings revealed that; study skills are not significant determinants of secondary school students' academic achievement in Biology, study skills do not significantly predict male or female students' achievement in Biology. It was concluded that other factors beyond study skills may have a more substantial impact on students’ academic achievement in Biology. The study recommends that group guidance should be organized in schools by professional counsellors in order to create awareness on how students can develop effective study skills and other skills which can lead to a better academic achievement in Biology.

USING ONLINE GROUP DISCUSSION FOR TEACHING AND LEARNING OF CHEMISTRY BY ANAMBRA STATE COLLEGES OF EDUCATION DISTANCE LEARNING

2025-05-22T06:16:23-07:00

This paper determined the use of online group discussion for the teaching and learning of chemistry education distance students in Anambra State Colleges of Education. Two research questions and one hypothesis guided the study. The study employed descriptive survey design which involved 35 chemistry education teachers and chemistry education distance learning students from two colleges of education in Anambra State as the population, (18 teachers and 17 students), hence, all the respondents were used for study. Two instruments (questionnaire) were used to collect data. These instruments were validated and their reliabilities tested using Cronbach alpha and these gave reliabilities indices of 0.71 for teachers and 0.74 for students. Data was analyzed using mean, standard deviation and t-test at 0.05 alpha significance. Results obtained revealed that chemistry education teachers and chemistry education distance learning students from the colleges of education studied do not use online group discussion in teaching and learning. It was concluded that online group discussion is yet to be understood and utilized by teachers and students in these colleges of education because of lack of deliberate introduction of factors that propel their usage. It was recommended among others that teachers should be trained on the use of online group discussion to bridge the gap of face-to-face instruction which is dominant in distance education setting.

EVALUATING THE IMPACT OF LABORATORY FACILITIES AND STUDENTS ACADEMIC ACHIEVEMENT IN MATHEMATICS IN ANAMBRA STATE

2025-05-22T06:18:58-07:00

The study ascertained the impact of laboratory facilities on senior secondary school studies academic achievement in mathematics. A descriptive survey research design was adopted for the study. The population consisted of 4000 SS1 students the seven public secondary schools in Onitsha North Local Government Area indicated by post Primary School Commission (PPSSC, 2024). A simple random sampling technique was adopted to select seven (7) out of 25 secondary schools. The instrument for data collection was a structured questionnaire constructed by the researcher and distributed to only the selected sample population of the study. One research question guided the study and one research hypotheses was tested at 0.05 level of significance. Mean scores of 2.50 and above was accepted, while 2.49 and below was rejected for the study z-test was also used to test hypothesis at 0.05 level of significant. The findings revealed that the impact of laboratory facilities in teaching mathematics helps to improve students' achievement in mathematics. Based on the findings, the researcher recommended among others that the mathematics teachers should be mandated to use mathematics laboratory during instructions.

EFFECT OF PEER TUTORING METHOD ON SENIOR SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENT IN ALGEBRA IN AGUATA EDUCATION ZONE ANAMBRA STATE

2025-05-22T06:25:15-07:00

This study investigated into the effect of peer tutoring on senior secondary school student’ academic achievement in Algebra in senior secondary schools in Aguata education zone of Anambra state. Two research questions and two hypotheses guided the study. The design of the study was a quasi – experimental research design. Specifically, the design was pre-test post-test non randomized control group design. A sample of 84 SS1 students from a population of 2,684 SSI students from Aguata Education zone were used for the study. The sample size was obtained using multistage sampling technique. The experimental group was taught Algebra using the peer group tutoring method while the control group was taught the same content using the lecture method. The instrument for data collection was Algebra Achievement test which was a 25-item multiple choice question that was validated by two experts in mathematics education and an expert in measurement and evaluation. The reliability co-efficient of the instrument was calculated using Kuder-Richardson formula 20(KR-20) to get 0.89 which indicated that the instrument was reliable. Descriptive statistics of mean was used to answer the research questions while the standard deviation was adopted to ascertain the homogeneity or otherwise of the students’ achievement scores. The t-test statistics was used to test the formulated hypothesis at 0.05 alpha level. The findings of the study revealed among others that the peer tutoring mode of instruction significantly enhanced the achievement of students in Algebra. Male students had higher mean achievement scores than their female counterpart. The t- test analysis revealed that the difference in the mean achievement scores and of male and female students exposed to peer tutoring method of teaching was significant. Based on the findings, it was recommended among others that mathematics teachers should adopt peer tutoring in teaching of Algebra to enhance the performance of students in Algebra.

THE NEW NORMAL OF E-LEARNING

2025-05-22T06:30:10-07:00

The out brake of covid-19 pandemic coupled with the present digital age launched the unavoidable use of e-learning in Nigeria education system. Thus, every stake holder in Nigerian education system is expected to painstakingly turn a new leaf to harness the potential of e-learning for an improvement in Nigerian education system. This discourse critically evaluates the progress of e-learning as a new normal in Nigeria education system from the period of COVID-19 and made recommendations capable of checkmating the present challenges and potential shortcomings in embracing e-learning. The discourse covers the following sections: the concept of e-learning and digital technology as the new normal in education; theoretical background of e-learning; the advent of e-learning in Nigeria; the progress of e- learning during covid-19 pandemic in Nigeria; benefits of e-learning in education; the extent of the use of e-learning in Nigeria education system; challenges of e-learning in Nigeria; implications of the review; recommendations and conclusion. The recommendation made include curriculum planners should revisit the curriculum with a view to updating it to synchronize with the demands of the digital age thereby making the curriculum more relevant for producing young citizens equipped through education to be capable of providing sustainable developments in the society.

MITIGATING INSECURITY CHALLENGES IN NIGERIA

2025-05-22T06:33:55-07:00

The study investigated mitigating insecurity challenges in Nigeria: transformative roles of science education. Three research questions guided the study. Descriptive survey research design was used. The sample consisted of 300 Science Education students randomly drawn out of three sampled tertiary institutions out of the twelve (12) higher institutions of learning in Anambra State, Nigeria. The instrument used for data collection was the questionnaire titled Questionnaire on the roles of science education in mitigating insecurity in Nigeria, which was subjected to validation by other experts and reliability by Pearson Product Correlation Coefficient, obtaining a value of .83. The data were collected electronically and subjected to analysis using mean and standard deviation to give answers to the research questions. The cut off mean value of 2.50 was used. The findings of the study revealed that political instability, ethnic and religious tensions, poverty, unemployment, corruption, lack of access to education, among others cause insecurity, and science education can mitigate the challenges through STEM education, promotion of critical thinking and problem- solving skills among Nigerian youth, reduction in the spread of misinformation and promotion transformative media literacy among Nigerian youth, as well as promoting entrepreneurship and job creation among Nigerian youth. The study therefore recommended that a revised science education curriculum focusing on critical thinking and directed towards mitigating insecurity in Nigeria should be considered. Also, this revised curriculum should be made available to schools at primary, secondary and tertiary education levels.

PARENTING STYLES AS PREDICTORS OF ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN PHYSICS IN NKANU WEST LOCAL GOVERNMENT AREA OF ENUGU STATE

2025-05-22T07:03:18-07:00

The study investigated parenting styles as predictors of academic achievement of secondary school students in Physics in Nkanu West Local Government Area of Enugu state. Three research questions and four null hypotheses tested at 0.05 significance guided the study. A correlational survey research design was adopted for the study. The population consisted of 1,105 Senior Secondary one (SSI) students offering Physics in Nkanu West LGA. Random sampling technique was used to sample 164 students comprising 101 females and 63 males. The two instruments used for data collection were a structured questionnaire based upon Diana Baumrinds (1967) parenting style theory which was adapted and Physics academic Achievement scores which were extracted from the students’ termly examination of 2022/2023 academic session conducted by the school. Cronbach’s alpha statistic was used to test for the reliability of the instrument and the reliability index was found to be 0.86. Data collected were analyzed using mean, standard deviation and multiple regressions. The results indicated that the parenting styles contributed significantly to the prediction of academic achievement of physics with authoritative parenting style the most appropriate to promote academic achievement of students and the uninvolved the most severe in demoting academic success. Based on the findings, it was recommended among others that parents should adopt authoritative parenting styles that is characterized by warmth, support and reasonable expectations which positively correlate with academic success of students and also seminars and workshops should be regularly organized for parents and teachers in local communities and in schools during parents and teachers’ association meetings.