Concept -Mapping, Students' Locus of Control and Gender as Determinants of Nigerian High School Students' Achievement in Biology

Bilesanmi-Awoderu, J B

doi:10.4314/ifep.v10i2.23458

Cited by 5 publications

(3 citation statements)

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“…Hence, steps toward developments in science education are inevitable. Bilesanmi-Awoderu (2002) noted that in Nigeria the Federal Government recognized the potency of science education in improving the nation’s technological and industrial development. Hence, there have been some concerted efforts on the part of successive governments to improve the participation and academic achievement of science students.…”

Section: Introductionmentioning

confidence: 99%

Effects of Guided Discovery and Think-Pair-Share Strategies on Secondary School Students’ Achievement in Chemistry

Bamiro¹

2015

Sage Open

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This study investigated the effects of three strategies (i.e., guided discovery, think-pair-share, and lecture) on senior secondary school students' achievement in chemistry. A pretest, posttest, control group quasi-experimental design with a 3 × 3 × 2 factorial matrix was adopted for the study. Treatment was at three levels (guided discovery, think-pair-share, and lecture strategies). Intervening variables were cognitive entry behavior at three levels (high, middle, and low) and gender at two levels (male and female). Two hundred forty-two Senior Secondary 1 students in intact classes from six secondary schools in Ijebu Ode and Odogbolu Local Government Areas of Ogun State were randomly assigned to the treatment and control groups. Three instruments were developed and used to collect data from students during the 8-week treatment program. The data collected were subjected to analysis of covariance and multiple classification analysis. Scheffé test was further used as post hoc measures. Where significant interactions were observed, they were represented with graphical illustrations. It was found that students taught with guided discovery and think-pair-share strategies obtained significantly higher posttest mean scores than those in the lecture strategy, F(4, 223) = 51.66, p < .05. The use of guided discovery and think-pair-share strategies had great potential for improving achievement in chemistry and science learning generally.

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Section: Introductionmentioning

confidence: 99%

Effects of Guided Discovery and Think-Pair-Share Strategies on Secondary School Students’ Achievement in Chemistry

Bamiro¹

2015

Sage Open

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“…Okeke (2007) in his review of studies concluded that gender differences exist in students' achievement in science and any other subject. Studies have shown a significant difference in favour of boys (Bilesanmi-Awoderu, 2002); sometimes in favour of girls (Ogunleye, 2002) and sometimes have shown no significant difference between boys and girls in relation to their achievement and attitude in different science subjects (Okoye, 2010). Ajitoni (2007) found that there were significant difference between female and male students in terms of attitude in favour of female.…”

Section: Introductionmentioning

confidence: 99%

Effects of cooperative and individualistic learning strategies on students’ map reading and interpretation

Adeyemi¹,

Cishe²

2016

Ghana J. Dev. Stud.

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“…According to Abimbola (2004), gender does not significantly affect students' ability to conceptualise information. Similarly, Bilesanmi-Awoderu (2002) found no main effect of gender on the experimental treatments. Additionally, Candan, Türkmen, & Çardak (2006) discovered that when a specific teaching strategy is used in the classroom, there is no statistically significant difference between students' academic performance based on gender.…”

Section: Discussion Of Findingsmentioning

confidence: 90%

The Effect of Concept Mapping Strategy in Social Studies Instruction on Students’ Learning Outcomes in Junior Secondary Schools, Lagos State, Nigeria

Olukoya,

Jimoh

2022

CJMBE

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The study investigated the effect of concept mapping strategy in social studies instruction on students learning outcome in Lagos State junior secondary school. The study's goal is to ascertain whether the Concept Mapping Teaching Strategy (CMTS) improves students' social studies learning outcomes. One hundred and sixty students in JSSII intact classes were used as sampled. The participants were drawn from four schools located at Badagry zone in Education District V. One hundred and two students were taught with CMTS and fifty-eight students were taught using conventional method. Gender was the moderating variable and was considered as factor that can influence students’ learning outcome. Two research questions were raised and two null hypotheses were formulated to guide the study. The study employed a quasi-experimental research design. The design employed a 2x1x1 factorial matrix. The Social Studies Achievement test was used to collect data for the study. Data collected were analyzed with mean, standard deviation and analysis of covariance (ANCOVA) at 0.05 significant level. Results showed that students who received the Concept Mapping Teaching approach performed well in academics (F-value 7.77(2, 145) p<0.05), and that gender is not a factor in using CMTS in Social Studies class which shows that the F-value 1.001(1, 145) is not significant at 0.05. The study came to the conclusion that CMTS improved deep learning in social studies. According to the study, junior secondary schools in Lagos State should generally use the therapy on a big scale.

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Concept -Mapping, Students' Locus of Control and Gender as Determinants of Nigerian High School Students' Achievement in Biology

Cited by 5 publications

References 0 publications

Effects of Guided Discovery and Think-Pair-Share Strategies on Secondary School Students’ Achievement in Chemistry

Effects of Guided Discovery and Think-Pair-Share Strategies on Secondary School Students’ Achievement in Chemistry

Effects of cooperative and individualistic learning strategies on students’ map reading and interpretation

The Effect of Concept Mapping Strategy in Social Studies Instruction on Students’ Learning Outcomes in Junior Secondary Schools, Lagos State, Nigeria

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