STEM JOURNAL OF ANAMBRA STAN

TECHNOLOGY-ENHANCED INQUIRY TOOL IN SCIENCE EDUCATION: AN INCLUSIVE PEDAGOGICAL FRAMEWORK FOR CLASSROOM TEACHING AND LEARNING PRACTICE

Abigail Chikaodinaka Obodo, Bernadine Ngozi Nweze, Mercy Ani — Sat, 11 Mar 2023 00:00:00 -0800

Technology is radically transforming teaching and learning, as inquiry-based digital information resources and creative tools are made available to learners, schools and educators. This study explores/ discusses a range of inquiry-based pedagogical approaches that teachers can utilize for effective teaching of science education. Technology skills are one set of 21st century skills that support effective teaching and learning. The idea of inquiry-based learning is to foster characteristics of good learners and encourage them in the educational process. These characteristics include confidence in the ability to learn, enjoying problem-solving, trusting one's own judgment, not fearing being wrong, a flexible point of view, and respect for facts. The
Inquiry-based learning, teaching and learning contexts in science education classrooms practices were highlighted. Contextual teaching and learning strategies highlighted include inquiry learning, problem-based learning, cooperative learning, project-based learning, and authentic assessment. In order to use these contextual teaching and learning strategies to be used effectively, technology enhanced inquiry tool should be used for effective teaching and learning.

INFLUENCE OF ONLINE SOCIAL NETWORKING ON SECONDARY SCHOOL STUDENTS’ INTEREST IN BASIC SCIENCE

Chisom Felicitas Nwachukwu, Rebecca Ebonam Chikendu, Madeleine Chinyere Nwankwo — Sat, 11 Mar 2023 00:00:00 -0800

The study dwells on the influence of online social networking on secondary school students’ interest in basic science in Aniocha L. G. A. of Anambra state, Nigeria. The study was guided by three research questions. A survey research design was used for the study. The population comprised all the 3, 721 junior secondary school (JSS) students in Aniocha L.G.A. Simple random sampling technique was used to constitute a sample of 120 students from the population. Instrument for Data collection was a 16- item researcher-constructed questionnaire which was validated by experts and also tested for reliability using Cronbach’s alpha which yielded a reliability index of 0. 79. Mean and standard deviation were used to analyze the data. The findings revealed among others that, social networking when wisely utilized, enhances students’ interest in doing basic science assessment and improves on class attendance among others.
Based on the finding, recommendations were made among which was that Students should be encouraged to utilize social media applications wisely so as to maximally benefit from them.

CONTAINING THE IMPACTS OF COVID-19 PANDEMIC: A STEP TOWARDS SUSTAINING BASIC SCIENTIFIC AND TECHNOLOGICAL SKILL ACQUISITION IN THE SOCIETY

Abed Chibuzo Kanu, Marcellinus Chibueze Anaekwe — Sat, 11 Mar 2023 00:00:00 -0800

The study discussed how to contain the impacts of COVID-19 pandemic: a step towards sustaining Basic Scientific and Technological skill acquisition in the society. The global emergencies caused by covid-19 and how it has affected educational systems of developing nations were explored. The crisis has exposed the inadequacies and inequities in educational systems of the world; and necessitated greater research on content delivery models that rely on mixed modes. Rationale for Basic Science and Technology skill acquisition by learners and impact expected on society were highlighted respectively. Implications of COVID-19 pandemic for the development of the total person and the development of scientific methods, processes, attitudes and products were pointed out. Some ways of controlling the impact of COVID-19 pandemic were outlined with particular mention of measures proffered by Global Campaign for Education. Recommendations were made accordingly which among others include the need for stakeholders of science, technology, engineering and mathematics (STEM) to work in synergy with technical and vocational education and training (TVET) to design new learning platforms and innovative applications meant to provide virtual learning experience and society members being prepared to improve their lives on coping with the emerging crisis.

LEARNING STYLE PREFERENCES AND SCIENCE LEARNING MOTIVATION AS CORRELATE OF ACADEMIC ACHIEVEMENT AMONG CHEMISTRY STUDENTS IN ANAMBRA STATE, NIGERIA.

Joseph Chidiebere Offor, Nkiru N. C Samuel — Sat, 11 Mar 2023 00:00:00 -0800

This study focuses on secondary school chemistry students’ learning style preferences and science learning motivation as correlate of their academic achievement. The population of the study was all SS3 chemistry students in Nnewi education zone, totaling 2011 from 49 public secondary schools in the zone. Three research questions and three hypothesis guided the study. The study adopted correlation survey research design. By means of multi-stage random sampling method, a sample of 946 SS3 chemistry students from 18 public secondary schools from the zone were selected. Two instruments were used for the study: Learning Style Preference Questionnaire (LSPQ), Science Learning Motivation Questionnaire (SLMQ) and 2020/2021 annual cumulative scores of SS3 chemistry students. The LSPQ and SLMQ were validated by experts and their reliability coefficient established at 0.85 and 0.88 respectively. The
study reveals that there is a low linear relationship between learning style preferences and academic achievement in chemistry, learning style preferences and science learning motivation significantly correlate achievement in chemistry, also motivation towards science learning has positive influence on the chemistry achievement of students. However, science learning motivation does not significantly correlate the chemistry achievement of students. The findings also reveals that gender does not significantly correlate chemistry achievement. Recommendation includes that teachers’ instructional designs should have recourse to individual differences in learning styles, thereby enhancing motivation to learn chemistry and subsequently
improving chemistry achievement.

LEARNING STYLES AND ACADEMIC PERFORMANCE OF SENIOR SECONDARY SCHOOLS IN ENUGU STATE, NIGERIA

Rebecca Ebonam Chikendu, Obikezie Maxwell Chukwunazo — Sat, 11 Mar 2023 00:00:00 -0800

This study determined the extent at which learning styles have affected academic performance of senior secondary schools in Enugu State using auditory learning and kinesthetic learning style on academic performance of students in senior secondary schools in Oji-River L.G.A. of Enugu State. This study adopted the survey research design. A sample size of 478 was used from a population of 572 respondents. The study revealed that auditory and kinesthetic learning styles enhance academic performance of students in senior secondary schools in Oji-River L.G.A. of Enugu. Teachers should also help their students to understand their learning style preferences and make use of such to develop life-long learners.

INTEREST AND GENDER AS INTERPLAYING EFFECTS OF THE ALGEBRAIC BOARD GAME ON SECONDARY SCHOOL STUDENTS IN ALGEBRA IN ONITSHA EDUCATION ZONE OF ANAMBRA STATE

Charles C. C. Chukwurah — Sat, 11 Mar 2023 00:00:00 -0800

The study examined interest and gender as interplaying effects of the algebraic board game on secondary school students in algebra in Onitsha Education Zone of Anambra State. One research question was posed and two hypotheses formulated to guide the study. Quasi-experimental (Non-equivalent control group design) was used for the study. The sample used for the study was 320 male and female senior secondary two students purposively selected from one in-tact class each of the eight schools in the zone. The instrument used for the study was Algebraic Interest Scale (ALIS). Cronbach Alpha was used to compute the reliability index for ALIS and it was found to be 0.70. Research assistants were trained for the experiment and extraneous variables were controlled. Mean and Standard deviation were used to answer the research questions, while the Analysis of Covariance (ANCOVA) was adopted in testing the hypotheses at
0.05 alpha level. The findings of the study showed that the interest of students taught
algebra using the algebraic board game improved significantly more than those taught using the expository method. More-so, there was no significant difference in the mean interest scores of male and female students taught algebra using the algebraic board game. Based on the findings of this study, it was recommended that algebraic board game should be used by mathematics teachers in teaching algebra in order to arouse the students’ interest; students both male and female should be encouraged to develop team spirit during their learning interaction for enhancement of their interest in mathematics.

EFFECTS OF LABORATORY PRACTICAL WORK AND DEMONSTRATION METHOD ON STUDENTS ACHIEVEMENT AND INTEREST IN CHEMISTRY

N.N.C Samuel, M.C. Obikezie — Sat, 11 Mar 2023 00:00:00 -0800

This study investigated effects of laboratory practical work and demonstration method on students’ achievement and interest in Chemistry. The design adopted for the study was quasi– experimental research design. The sample consists of 96 SS2 chemistry students selected from one education zones in Enugu State. The purposive sampling technique was used for the selection of the two co-educational schools from the zone. One school was used for laboratory practical work (LPW) consisting 50 Chemistry students (30 female and 20 male) while one was use for demonstration method (DM) consisting 46 Chemistry students (14 female and 32 male). The criteria being that the schools must have presented candidates for West African Senior School Certificate Examination (WASSCE) for at least three times. Secondly, the school must have a qualified Chemistry teacher with at least five years’ experience. For effective study four purpose of study, four research question and four hypotheses where formulated by the researchers. The two instruments which were developed by the researchers’ were titled Acid- Base Achievement Test (ABAT) and Chemistry Learning Interest (CLI). The ABAT was produced base on the Chemistry concept of volumetric analysis and CLI was produced base on the perceived interest of Chemistry students with reliability of .81 and .76 using Kuder Richardson 21 and Cronbach alpha technique test. This indicating that the instruments were reliable; the instruments were scrutinized by two experts from Department of Science Education. Mean and standard deviation were used to answer the research questions while t-test was used to test the null hypotheses. The result revealed that there is a statistical significance difference in achievement in pre-test and post-test of students taught Chemistry with Laboratory Practical Work (LPW) and those taught with Demonstration Method (DM) in favour of LPW, there is a statistical significance difference in achievement in male and female students taught Chemistry with LPW in favour of female, there is a statistical difference in achievement in male and female students taught Chemistry with DM in favour of male students, there is a significance difference in interest on students taught Chemistry with LPW and DM in favour of LPW, there is a significance difference in interest on male and female students taught Chemistry with LPW in favour of female students and is a significance difference in interest on male and female students taught Chemistry with DM in favour of male students. Based on these findings conclusions and recommendations were made.

ACHIEVEMENT IN ALGEBRA DUE TO INSTRUCTIONAL STRATEGY USED ON SENIOR SECONDARY SCHOOL STUDENTS IN ONITSHA EDUCATION ZONE

Charles C. C. Chukwurah — Sat, 11 Mar 2023 00:00:00 -0800

The study examined the achievement in algebra due to instructional strategy used on senior secondary school students in Onitsha Education Zone. One research question was posed and two hypotheses formulated to guide the study. Quasi-experimental (Non-equivalent control group design) was used for the study. The sample used for the study was 320 (male and female) senior secondary two students purposively selected from eight schools in the zone (one intact class each). The instrument used for the study was Algebraic Expression Achievement Test (ALAT). The
ALAT was used as the pretest, posttest . Two sets of lesson plans and a marking guide were also developed for the study. The instruments, lesson plans and marking guide were all validated by three experts in mathematics education and measurement and evaluation. ALAT yielded reliability coefficient of 0.76 obtained using Kuder-Richardson 20 Formula. ALAT was administered to the subjects at the beginning of the study as pretest. The experimental and
control groups were taught using algebraic board game and expository method respectively, followed by posttest. Research assistants were trained for the experiment and extraneous variables were controlled. Mean and Standard deviation were used to answer the research question, while the Analysis of Covariance (ANCOVA) was adopted in testing the hypotheses at 0.05 alpha level. The findings of the study showed that students taught algebra using the algebraic board game achieved significantly higher than those taught algebra using the expository method. Moreso, there was no significant difference in the mean achievement scores of male and female students taught algebra using the algebraic board game. Based on the findings of this study, it was recommended that algebraic board game should be used by mathematics teachers in teaching algebra.

EFFECT OF CURRICULUM CHANGES IN TEACHING AND LEARNING OF BIOLOGY IN SENIOR SECONDARY SCHOOL IN ANAMBRA STATE.

Chijioke Aniekwu, Clement C. Okpala, Ndidiamaka Okafor — Sat, 11 Mar 2023 00:00:00 -0800

This study examines the Effect of Curriculum Changes in Teaching and Learning of Biology in Anambra State.A descriptive research approach was employed whereby semi-structured interviews, focus group discussions were used to collect the data.Literature review was carried out according to the variables under study. A Sample of one hundred and twenty respondents (120) was randomly selected through purposive sampling method. Questionnaire was the main instrument used for data collection. The instrument was validatedby two biology educators and two experts in measurement and evaluation. The reliability estimate of the instrument was established through the splithalf reliability method and its associated spearman-brown prophecy formula.The data generated from the study were analyzed using mean and standard deviation statistical analysis.The findings of the study revealed that curriculum changes should also involve changes in teaching and learning methods in order to measure up with the newly introduced content. Again those changes in school curriculum particularly in biology do not consider the teachers mastery of subject matter and availability of teaching and learning materials. Amongst the recommendation were that educational stakeholders should investigate the types of teaching and learning methods to be used before making a change in the curriculum. Also, Schools should have science subjects’ facilities like laboratories filled with all needed equipment and other related teaching and learning materials to enable STEM education very effective.