The study examined the effect Utilization of Smart Slate Game (SSG) on year two students’ academic performance in Educational Technology in the University of Calabar, Nigeria. Two purpose of the study and two null hypotheses were formulated to guide the study, Quasi-experimental research design using pre-test posttest non-randomized control group design was adopted for the study. The population is made up of all Educational Technology students in the University of Calabar. A sample of 131 year two students of educational technology comprising of 66 students (26 males and 40 males) in the experimental group and 65 students (28 males and 37 females) in the control group were purposively sampled for the study. The Smart Slate Game and Educational Technology Performance Test (ETPT) were the instruments used for data collection. The results of the study were analyzed using Analysis of Covariance (ANCOVA). The results revealed that there is a significant difference in academic performance of educational technology students taught with smart slate game and those taught using expository method, there was also a significant difference in performance between male and female students taught using the Smart Slate Game, there was no significant difference in cognitive abilities of Educational Technology students when using Smart Slate Game. It was therefore recommended smart slate game technology should be used always to promote students academic performance in educational technology and that teachers should effectively design their lesson plans with Smart Slate Game to foster group task and have fun while learning.
This study focuses on fostering students' cognitive achievement using students-concept maps and demonstration in chemistry. A pre-test, post-test control groups 3 x 3 x 2 factorial design was employed. A total of two hundred and forty eight senior secondary two students drawn from three public secondary schools in Ogun state of Nigeria participated in the study. Stratified random sampling technique was used in drawing the schools. Intact classes of students were used for the study. Three research questions and three hypotheses guided the study. Treatment that lasted for four weeks involved teaching redox reaction concepts to experimental groups using students-directed concept mapping, demonstration while the control group was taught using lecture method. Test of Knowledge in Redox Reaction (TKRR) was the instrument for data collection. Mean and standard deviation were used to answer the research questions while the hypotheses were tested with Analysis of covariance (ANCOVA). Results revealed that there was significant difference in the cognitive achievement of students taught using students-directed concept mapping, demonstration and lecture method. Experimental groups' achievement was significantly better than those taught using lecture method. Also ability level is significant factor on students' cognitive achievement in Redox reaction. However, no significant difference was found on the effect of gender on cognitive achievement. Based on the findings, the use of students-directed concept mapping and demonstration strategies to foster cognitive achievement in difficult concept like Redox reaction in chemistry was recommended to chemistry teachers.
Purpose: The study examined the effect of Google Classroom Application on undergraduate students’ scores in Educational Technology in the University of Calabar, Nigeria. Methodology: Two null hypotheses were formulated to guide the study, Quasi-experimental research design using pre-test posttest non-randomized control group design was adopted for the study. The population is made up of al undergraduates offering Educational Technology as a course in the University of Calabar. A sample of 160 year two students of educational technology comprising of 85 female and 75 male were purposively sampled for the study. The Google Classroom Application and Educational Technology Performance Test (ETPT) were the instruments used for data collection. The results of the study were analyzed using Analysis of Covariance (ANCOVA). Findings: The results revealed that there is a significant difference in undergraduates students’ scores in educational technology taught with the Google Classroom Application and those taught using expository method, there was also a significant difference in performance scores between male and female students taught using Google Classroom Application,. Unique contribution to theory, practice and policy: It was therefore recommended Google Classroom Application should be used always to promote students’ academic performance in educational technology and that Lecturers should equally upgrade their skills on the utilization of Google classroom and other technological applications to stay afloat with 21st century skills online units best global practices.
The study examines the effect of workshops/exhibitions on teachers’ instructional materials improvisatonal skills for enhanced service delivery in secondary schools in Calabar Metropolis, Nigeria. Two hypotheses were formulated to guide the study. A sample of 160 teachers was drawn from eight secondary schools in the study area, using stratified random sampling technique. Two instruments sampling the same contents, titled Pre-knowledge and Post-Knowledge Instructional Material Improvisation Questionnaire were used to elicit responses from teachers, administered at different intervals. At the end the one week practical session and administration of the second questionnaire, independent statistical technique was used to collate the scores of the administered questionnaires. The result of data showed that workshops/exhibitions had significant effect on teachers’ improvisational skills. Therefore, it was recommended that regular workshops/Exhibitions be organized for teachers to improve their wits on production and utilization of instructional materials.
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