Scholarly Publication
Permanent URI for this collection
Browse
Recent Submissions
Now showing 1 - 5 of 75
- ItemRELATIONSHIPAMONG COGNITIVE STYLES OF FIELD INDEPENDENCE, FIELD DEPENDENCE AND SENIOR SECONDARY STUDENTS' ACHIEVEMENT IN MATHEMATICS IN ILORIN EAST LOCAL GOVERNMENT, KWARA STATE(Department of Early Childhood and Primary Education, Faculty of Education, Kwara State University Malate, 2023-11-01) Yunusa Kayode, SAADU & Sheu Muritala AdaramojaMathematics is key to science and technological development of any nation. Research has revealed the downward trend in students' performance in Mathematics and this has been partly traced to teacher and learner-related factors. Therefore, this study investigated the relationship between cognitive styles of field independence/ field dependence and students' achievement in Mathematics in Ilorin East Local Government, Kwara State. The objectives of the study were to assess: (i) students' profile of academic achievement (ii) students' cognitive styles (FI/FD) (iii) the relationship among field independence, field independence and students' achievement in Mathematics. The study adopted a descriptive research design of correlational type. The sample comprised 270 students III in Ilorin East, Kwara State. An adapted version of FI and FD Scale by Wyss (2002) and an adopted Mathematics Performance Test in WAEC May/June 2022 multiple choice past questions were used for data collection. The reliability coefficients and face and content validity of the instruments were determined. The data collected were analyzed using frequency count, percentage, and Multiple regression at 0.05 level of significance. The findings of the study revealed a significant positive relationship among field independence/ field dependence and students' achievement in Mathematics (R2 =.041; F=5.684, p 0.05). The study concluded that students' academic performance in Mathematics has positive relationship with students' cognitive styles of field independence and field dependence. The implication of this study is that students' cognitive style is a positive factor of students' achievement in Mathematics. It was recommended among others that stakeholders, especially teachers, should take into account students' cognitive styles and adapt their teaching methods to suit the learners' cognitive styles especially in teaching mathematics
- 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.