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- ItemEFFECT OF FORMATIVE TEST ON ACHIEVEMENT OF STUDENTS IN AGRICULTURAL SCIENCE IN GOVERNMENT SECONDARY SCHOOL, SHIYA, KWARA STATE(2023) SIANO, Sabi Zakari; LAARO Yahaya Babatunde; OLATINWO Taiye Mujidat; ISMAIL Aminat OmotolaThis research investigated the effect of formative test on the achievement of students in Agricultural Science in Government Secondary School Shiya, Kwara State, Nigeria. Three hypothesis were formulated and addressed one after the other. Non-equivalent pre-test post-test control group quasi experimental design was adopted for the study. Intact classes purposively selected from the UBE section of the school. (UBE 2A, and UBE 2B), control and experimental groups respectively was involved as the population. The instruments used for this research were pre-test, diagnostic formative tests, parallel formative tests. Agricultural Science Achievement Test. (ASAT) was used as post-test. Findings showed that formative Test significantly improved students’ achievement in Agricultural Science. Analysis of Covariance was used to test the hypotheses, at 0.05 level of significance. The result obtained showed that the group exposed to treatment (Formative Test) performed significantly better than the control 161 group. The second finding shows that the use of practical work in formative test contributed immensely to the achievement rate of the experimental group. So also, gender was found not to be a threat to learning, as there was no significant difference in the performance of male and female students in Agricultural Science. Based on the findings of this study, it was concluded and recommended that formative test should be adopted so as to attain better academic achievements among secondary school students.
- ItemInfluence of Socio-Emotional Skills Development on the Academic Performance of Pre-School Children in Ilorin South Local Government Area of Kwara State(2024) SIANO Sabi Zakari; AYANDELE Julius Kehinde; BELLO Olaitan Stephen; OLATINWO Taiye MujidatThis study assessed the influence of social and emotional development skills of Pre-basic school children in Ilorin south, Kwara State. Specifically, the study ascertained the emotional development skills among Pre-Basic school children; determined the social development skills; analyzed differences between the social and emotional development on the basis of gender and school type. Descriptive survey design was adopted for this study. The target population comprised Pre-Basic Schools children. Stratified random sampling technique was employed to select a total of 60 respondents. The research instrument used was an adapted observation checklist. Its reliability co-efficient was 0.79. Descriptive statistics were employed to answer the research questions raised, while t-test was employed to analyze the null hypotheses generated at 0.05 levels of significance. Findings showed that children developed the social and emotional skills of controlling, sharing feelings with others, responding to others with care, being sensitive to how others react to situations, recognizing feelings of others, and empathizing with them. The development of these social-emotional skills enhances their academic performance. There was a significant difference in the level of social and emotional development skills in Pre-Basic School, based on school type. Similarly, there was a significant difference in the social and emotional development skills based on gender. Based on the findings, it was recommended that more social-emotional skills should be developed among the children in Pre-Basic schools so as to further enhance their academic performance. This could be done by developing activities that could sustain them socially and emotionally such as creativity and play way method.
- ItemPressure of Accountability and Portfolio Assessment among Secondary School Students in Ilorin, Nigeria(2024) Rasaq SULYMAN; Rashidat ABDULSALAM-NUHU; Zakari Sabi SIANOThe pressure of accountability has made teachers to focus their instruction on preparing students for tests without considering learner’s knowledge, skills and potentiality. The study examined the pressure of accountability and portfolio assessment among secondary school students in Ilorin, Nigeria. It considered the adoption of portfolio assessment to reduce the pressure of accountability by the teachers and students of Economics in senior secondary schools in Ilorin, Nigeria. A quasi-experimental research design was adopted for the study where two senior secondary schools were purposively selected. Two intact classes of ninety-nine and eighty-one (81) students each constitute the experimental and control group respectively. A total of one hundred and eighty (180) Economics students were used as sample. The Instrument used in this study was self-constructed tagged Portfolio Assessment Assignment Exercise on Economics (PAAEE) along with twenty (20) Economics multiple choice items which was adopted from West African Senior Secondary School Certificate Examination (WASSCE). Analysis of Co-variance (ANCOVA) was used to analyze data generated. The findings revealed that portfolio assessment significantly increased students’ performance compared with those students exposed to the conventional method of teaching. It was also revealed that there was no significant difference in the performance of male and female students in the assessment of achievement through portfolio assessment and conventional assessment method. Based on the findings, it was recommended that teachers should be at liberty to adopt suitable method like portfolio assessment without fear of accountability.
- ItemImpact of Virtual Learning on Student Engagement and Learning Outcomes in Stem Education at Tertiary Institutions: A Study of Kwara State University.(KWASU International Journal of Arts And Science Education (KWIJASE), 2024-12) Gbigbadua, A. D., Mustapha, B.O., Kayode, O.O.,With the rapid advancement of technology, virtual learning has become increasingly prevalent in tertiary education, particularly in STEM (Science, Technology, Engineering, and Mathematics) disciplines. This study examines the impact of virtual learning on student engagement and learning outcomes, using Kwara State University as a case study. A quantitative approach was employed, gathering data through web-based surveys from students enrolled in STEM courses. The study investigates the relationship between virtual learning activities, student engagement, and learning outcomes. Statistical methods, including descriptive statistics and linear regression, were used to analyze the data. Findings reveal a positive correlation between virtual learning activities and student engagement, though no significant impact was observed on learning outcomes. The study concludes that while virtual learning can enhance engagement, learning outcomes may be influenced more by factors such as teaching methods, instructional quality, and student motivation.
- ItemUtilization of innovative science teaching strategies by biology Teachers in Senior Secondary Schools in Southwest, Nigeria.(KWASU International Journal of Education. KIJE, 2024-09) Kayode, O.O., Gbigbadua, A. D., Mustapha, B.O.,Teachers have created a number of innovative teaching techniques that, when applied, have been shown to improve students' academic performance. Unfortunately, biology students continue to perform below expectations, which leads to the belief that teachers are not utilizing a variety of teaching strategies to address the challenges involved in teaching and learning the subject. This study looked into how senior biology teachers in South-West Nigerian schools used a few innovative teaching techniques. The study aimed to ascertain the extent to which biology classrooms employ innovative teaching practices. The objectives of the study was to determine the level of utilization of innovative teaching strategies in biology classrooms. A survey-style descriptive research design was employed. All senior secondary school science instructors in the southwest of Nigeria made up the population. Six hundred and Sixty-two (662) biology teachers from the southwest form the sample, while the target population consisted of all biology teachers in senior secondary schools in the southwest of Nigeria. A researcher-designed questionnaire with a reliability coefficient of 0.84 was used to collect the data. The Result indicated that there was little use of creative teaching techniques by biology instructors. This suggests that the advantages of using cutting-edge teaching techniques won't be available to the biology students. The study concluded among others, that encouraging the use of creative teaching techniques was a good idea.