Trend Analysis of Students’ Academic Performance in Selected Science, Technology, Engineering, and Mathematics Subjects in Ogun State Basic Education Certificate Examination (OG-BECE), Nigeria, from 2011 to 2015: A Projection for Five Years

Onanuga, Peter Abayomi; Saka, Adewale Owodunni

doi:10.33828/sei.v29.i2.6

Cited by 3 publications

(3 citation statements)

References 2 publications

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“…Nevertheless, studies that have monitored students' performance in science at the early stages of their education across Africa indicate that achievements in integrated science is low (Onanuga & Saka, 2018;Osuolale, 2014;Ogunkola & Olatoye, 2011;Oladejo et al, 2021; United Nations Education, Scientific and Cultural Organization [UNESCO], 2010). Factors such as inadequate funding for science education, inadequate teaching and learning resource, inadequately qualified teachers, inappropriate teaching methods, students' negative perceptions towards assessment and poor classroom assessment practices have been cited as major causes of students' poor achievements in science (American Association for the Advancement of Science, 2009;Deodat-Otami, 2019;Laugksch, 2012;Obanya, 2003;Ogundipe, 2003;Onanuga & Saka, 2018;Maarschalk, 2008;Polesel et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Classroom Assessment and Academic Performance in Ghanaian Junior High Schools Integrated Science

Acheampong,

Ameyaw,

Koomson

2024

EAJESS

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The study took place in the Sunyani municipality, the capital of the Bono region of Ghana. The purpose of the study was to investigate public and private junior high school pupils’ perceptions of classroom assessment and academic performance in integrated science. The study employed the descriptive survey research design involving 200 second-year pupils. A questionnaire was used to collect data on their perceptions of classroom assessment while the national BECE examination results for three consecutive years were used to determine pupils’ performance in the subject based on school type. Mean scores, standard deviations and t-test were used to analyze the data. The study concludes that pupils had a positive perception on transparency of assessment, application and their capabilities. However, the pupils had a neutral perception towards congruence with planned learning. Private JHS pupils performed higher than public JHS pupils. To address the pupils’ neutral perceptions of congruence with planned learning, it is recommended that the teachers from the sampled schools be open to the pupils and inform them of the mode of assessment to be taken. Since the private JHS pupils performed better than the public JHS pupils, it is recommended that the district and municipal education directors and circuit supervisors keep close eyes on the work of the public integrated science teachers in the municipality to bridge the gap between the performance of public and private junior high school pupils in integrated science.

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Section: Introductionmentioning

confidence: 99%

Classroom Assessment and Academic Performance in Ghanaian Junior High Schools Integrated Science

Acheampong,

Ameyaw,

Koomson

2024

EAJESS

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“…Science and technology have proven useful in man's struggle to control his environment and build a sustainable world. Specifically, Onanuga and Saka (2020) assert that effects of education on national development emanate basically from the areas of science and technology. In recent times, most developing nations are making frantic efforts to improve on the study of science and other related subjects in their schools.…”

Section: Introductionmentioning

confidence: 99%

“…Unfortunately, research reports (Onu, Anyaegbunam & Uzoigwe, 2020;Onanuga & Saka, 2020;Ibe & Abamuche, 2019;Nnorom & Erhabor, 2019;Adimonyemma et al, 2018;Okoye, 2018;Salau, 2017;Umoh, 2016;Ugo & Kpoghol, 2016) show that students achieve academically poor in biology. Reports of the WAEC Chief Examiners Report in Biology reveal clearly that students' poor achievement in biology is traceable to their weakness in ecology which incidentally forms the bulk of the questions in all biology papers (WAEC Chief Examiners Reports 2017.…”

Section: Introductionmentioning

confidence: 99%

Effects of Classroom Interaction Patterns on Secondary School Students’ Achievement in Ecology

2022

JEP

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This study investigated the effects of classroom interaction patterns on senior secondary school students' achievement in ecology. A quasi-experiment of the pre-test, post-test non-equivalent control group design was adopted. Three groups were involved in the study. The first group was subjected to competitive interaction; the second group was subjected to cooperative interaction while the third group was subjected to individualistic interaction method. A total of ninety-three students (50 males and 43 females) from three intact classes were used for the study. The Ecology Achievement Test (EAT) was utilized as the data collection tool, with a reliability coefficient of 0.96. Research questions were answered using mean and standard deviation while the hypotheses were tested using analysis of Co-variance (ANCOVA) at a 95% confidence level. Findings revealed that students taught ecology in a cooperative classroom had higher mean achievement scores than those taught in individualistic and competitive classrooms interaction patterns. Furthermore, it was discovered that cooperative classroom interaction patterns had a significant effect on students' mean achievement scores in ecology. It was recommends that biology teachers prioritize the use of cooperative classroom interaction to facilitate biology instruction because of its proven efficacy in advancing students' achievement in ecology.

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Prioritisation and Nationalisation of Teaching of Sciences in Ugandan Schools: Practitioners and Documentary Perspectives

Rukundo

Bashaija²

2022

IJER

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Considerable investment in and prioritisation of teaching of sciences among secondary schools in Uganda have been made. But despite this, performance in sciences remains poor. We sought to understand why this is so, and to this end, the present study explores perceptions regarding reasons surrounding students’ poor performance in sciences. We used an exploratory case study to interview teachers of science, inspectors of schools, and a representative of the Uganda National Examinations Board. Also, documentary analysis was done for a deeper understanding of the study question. Qualitative analysis was employed in the identification of themes and sub-themes. In the findings, what our research suggested is that there is a combination of factors which have resulted in poor science results within schools – the quality of the teaching, the expectations and support of the school and the ability of the pupils themselves, although the quality of teaching seemed to be the major factor. Therefore, this would suggest that the teaching and learning of the sciences in Ugandan schools could benefit from adapting to new ways – teaching the necessary skills, developing the pupils’ scientific interest and skills, and improving facilities within the schools. Further inquiry could be channeled towards understanding apathy in the teaching and learning of sciences, support strategies in resource utilisation, and monitoring of the teaching-learning process.

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Trend Analysis of Students’ Academic Performance in Selected Science, Technology, Engineering, and Mathematics Subjects in Ogun State Basic Education Certificate Examination (OG-BECE), Nigeria, from 2011 to 2015: A Projection for Five Years

Cited by 3 publications

References 2 publications

Classroom Assessment and Academic Performance in Ghanaian Junior High Schools Integrated Science

Classroom Assessment and Academic Performance in Ghanaian Junior High Schools Integrated Science

Effects of Classroom Interaction Patterns on Secondary School Students’ Achievement in Ecology

Prioritisation and Nationalisation of Teaching of Sciences in Ugandan Schools: Practitioners and Documentary Perspectives

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