INNOVATIONS IN SCIENCE, TECHNOLOGY AND MATHEMATICS EDUCATION IN NIGERIA, Ebele C. Okigbo, Nneka R. Nnorom, Ernest O. Onwukwe [best reads .TXT] 📗

of the Study

The study was carried out in two Colleges of Education in Anambra State –Federal College of Education (Technical), Umunze and Nwafor Orizu College of Education Nsugbe.  

 

Population of the study

The population of the study is all NCE second year chemistry students in two Colleges of Education in Anambra state, with a population of one hundred and twenty-five (125)  

 

Sample and Sampling Techniques

All the NCE II students numbering one hundred and twenty-five (125)  constitute the sample for the study. No sampling was done.  The entire population was used.  Out of the two Colleges of Education one was randomly assigned to SWH treatment group and the other to the conventional laboratory  (control) group.

 

 

Instrument for Data Collection

The instrument for data collection is a teacher constructed Achievement Test on Redox Reactions (ATORR) comprising 35 multiple choice questions on redox reactions. The reliability of the test ATORR was established through the use of Kuder Richardson formula 21 (K-R 21) to establish the internal consistency of the ATORR.

 

Method of Data Collection

Data were collected using a pre-test and post-test that were administered by the researcher with the help of research assistants. The pre-test was given at the beginning of the semester. The pre-test was given to determine if there were any pre-existing differences between the treatment group and the control group. The experimental group used the SWH while the control group used the conventional mode of laboratory practical.

Laboratory practical on redox titration was done for a period of six weeks for the treatment group and the control group.

 

Method of Data Analysis

The research questions were analysed using means and standard deviations.  The hypotheses were analysed using Analysis of Covariance ANCOVA.

 

Results

The presentation of the results is according to the research questions and stated hypotheses

 

Research Question1: What are the mean scores of NCE chemistry students taught redox reactions using SWH and conventional laboratory instructional modes?

Table 2: The mean and standard deviations of students’ scores in SWH and conventional laboratory instructional modes

 

 

Pre-Test

Post-Test

Group

 N

Mean

 SD

 Mean

 SD

Control

 47

7.72

3.81

 14.77

 3.18

Experimental

 78

10.10

4.16

 23.12

 3.78

Research Question 2: What are the mean achievement scores of male and female NCE chemistry students taught redox reactions using SWH and conventional laboratory instructional modes?

Table 3: The mean and standard deviations of male and female students’ achievement scores in SWH and conventional method

 

Group

Gender

N

Pre Mean

SD

Post Mean  SD

 

Control

Male

10

8.30

3.62

16.70  2.11

 

 

Female

37

7.57

3.89

14.24  3.24

 

Experimental

Male

14

9.57

 5.26

24.29  2.73

 

 

Female

64

10.22

 3.92

22.86  3.95

 

 

Hypothesis

H01: There is no significant difference in the mean achievement scores of NCE chemistry students taught redox reactions using SWH and conventional laboratory instructional modes.

H02: There is no significant difference in the mean achievement scores of male and female NCE chemistry students taught redox reactions using  SWH and conventional laboratory instructional modes.

 

 

Table 4: Summary of the Analysis of Covariance (ANCOVA) on the effects of the

treatment and gender

 

Source of Variation

Sum of

Squares

Degree of

Freedom

Mean Square

F

Sig. of F

Decision at 0.05 level

Corrected Model

2347.752a

2

195.646

17.320

0.000

 

Intercept

5014.811

1

5014.811

443.937

0.000

 

Pre-Test

15.645

1

15.645

1.385

0.242

 

Treatment

786.138

1

786.138

69.593

0.000

S

Gender

3.587

1

3.587

.271

.604

NS

Error

1265.176

112

11.296

 

 

 

Total

53493.000

125

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Corrected Total

3612.928

124

 

 

 

 

 

Discussion

The result of the analysis on table 4 revealed that students taught redox reactions using SWH significantly achieved higher than those taught with the conventional method, F = 69.593 with significance of F at 0.000. This result agrees with some earlier research findings on the relationship that exists between some instructional strategies in teaching redox reactions and achievement in redox reactions. This is in line with Schroeder and Greenbowe (2008) who discovered in their study that connection exists between effective laboratory activities and student performance. This result also agrees with Mohammed (2007) whose study revealed a significant difference in the mean achievement scores of students taught chemistry concepts using SWH instructional strategy and those taught using the conventional laboratory instruction in Chemistry.

From these previous works and the findings of the present study, it is certain that there is a strong relationship between instructional strategy and achievement in science. Students achievement in chemistry is enhanced when teachers make use of inquiry laboratory practices.  This could be due to the fact that the use of inquiry laboratory practices fosters positive classroom interaction and participation. Teachers need to identify different instructional strategies and utilize them for better achievement in Chemistry.  Results of the present work also agree with the findings of Erkol, Kisoglu and Buyukkasap (2010) whose findings showed that the SWH approach significantly increased students’  achievement in physics, conceptual understandings and attitudes towards laboratory.

 

The difference in achievement between the students taught redox reactions using SWH and conventional laboratory instructional modes may be due to the differences between the classroom activities provided in the SWH and conventional laboratory approaches.  

 

Also in Table 4, x-rayed that there is no significant difference in the mean achievement scores of male and female NCE chemistry students taught redox reactions using SWH and conventional laboratory instructional modes, F=0.271 with significance of F at 0.604.This finding is in line with the findings of Brickman, Gormally, Armstrong& Haller (2009) that there was no significant gender difference in the post test performance of the experimental group taught introductory Biology using SWH and conventional laboratory instructional modes notwithstanding the difference that existed in the pre-test result in favour of the male.  Caukin (2010) and Arnold (2011) also found that gender was not a significant factor on students’ achievement in chemistry. These indicate that with the use of any good instructional strategy male and female students will achieve equal.

 

Conclusion

The use of the Science Writing Heuristic (SWH) by chemistry teachers enhances students achievement in chemistry.  The experimental group in the study was taught redox reactions using the science writing heuristic and they had a significantly higher achievement score than the control group taught the same topic using conventional laboratory instructional approach. The study however showed no significant difference in the mean achievement score of male and female students.

 

Recommendation

The study recommended among others that:

Teachers should adopt the use of science writing heuristic as learner- centred inquiry laboratory instructional approach that facilitates learner’s achievement.

 

 

References

Adesoji, F A. (2008).Students’ Ability Levels and Effectiveness of Problem Solving Instructional Strategy. Journal of Social Science 17(1) pg 1 retrieved 2nd July 2012 http://www.krepublisher.com /02- Journals /JSS/JSS – 17-0-000-000.

Ajaja, D.P. (2009). Evaluation of Science Teaching in Secondary Schools in Delta State  Teaching of the Sciences .International Journal of Education Science,1(2),119-129.

Ajeyalemi, D. (2011). Practical Work in School Science: Are the Aims of and Objectives Being Achieved? Memorial Lecture 52nd Annual STAN Conference Proceedings.  HEBN Publishers Plc.

Adesoji, F.A & Arowosegbe, O. (2004).Isolation of Factors in Teachers’ Perception of Senior Secondary Chemistry Practical in Nigeria.www.hbcse.tifr.res.in/episteme-2/e-proceedings/adesoji.

Akuezuilo, E.O. (2007). The New 9-Year Basic Science and Technology Curriculum and the Challenges of its Implementation .Journal of Curriculum and Instruction, 6 (2).

Arnold, P.A. (2011). Investigating the Impact of the Science Writing Heuristic on Student Learning in High School Chemistry. A Thesis submitted to the Graduate school, University of Wisconsin – Whitewater for the Award of Master of Science in Education

Brickman, P, Gormally, C, Armstrong, N & Haller, B. (2009).Effects of Inquiry-Based Learning on Students’ Science Literacy Skills and Confidence. International Journal for the Scholarship  of Teaching and Learninghttp://www.georgiasoutherb, edu/ijsotl.

Burke, K.A., Greenbowe, T.J & Hand, B.M. (2005).Implementing the Science Writing Heuristic in the Chemistry Laboratory.Journal of Chemical Education,83(7), 1032-1038

Caukin, N.S. (2010). Science Writing Heuristic: A Writing-to- Learn Strategy and its Effect on Students’ Science Achievement, Science Self-Efficacy, and Scientific Epistemological View http://www.prognest.com/enus/products/dissertations/individuals.shtml

Erkol, M.,  Kisoglu, M &Buyukkasap (2010). The Effect of Implementation of Science Writing Heuristic on Students’ Achievement and Attitudes Toward Laboratory in Introductory Physics Laboratory. Journal of Social and Behavioral Sciences, 2310-2314 available online at www.sciencedirect.com do1:10.1016/j.sbspro.2010.03.327.

Greenbowe, T.J & Hand, B. (2006).The Science writing Heuristic Available from http://chem.iastate.edu/group/Greenbowe/sections/SWHtg.htm

Keys, C.W., Hand, B.,Prain, V & Collins, C. (1999). Using the Science Writing Heuristic as a Tool for Learning from Laboratory Investigations in Secondary Science. Journal of Research in Science Teaching, 36 (10).

Mohammed, E. G. (2007).Using the Science Writing Heuristic Approach as a Tool for Assessing and Promoting Students’ Conceptual Understanding and Perception in the General Chemistry Laboratory. Unpublished Doctoral Dissertation Iowa state University, Ames, Iowa.

Njoku, Z.C. (2004). Fostering the Application of Science Education Research Findings in Nigerian Classrooms: Strategies and Needs for Teachers’ Professional Development.45thAnnual Conference STAN Proceedings

Obomanu, B. J & Ekenobi, T.N. (2011).Analyses of Learning Outcomes in Chemistry Among SSIII Students in Urban and Rural Setting Using Concept Map Technique. Journal of Education and Practice 2 (4).

Ojokuku, G.O. & Amadi,  E.O. (Ed) (2010). STAN Chemistry Panel series 6  Teaching Electro Chemistry.  A Handbook for Chemistry Teachers Kano STAN.

Osterlund, J. (2010). Redox Models in Chemistry: A Depiction of the Conceptions held by Secondary School Students of Redox Reactions. A Thesis submitted to the Umea University, Department of Chemistry Available at http://umu.divaportal.org/smash/record.jsf?pid=diva2:346611.

Schroeder, J.D & Greenbowe, T.J.(2008). Implementing POGIL in the Lecture And the Science Writing Heuristic  in the Laboratory – Student  Perceptions and Performance in Undergraduate Organic Chemistry Doi: 10.1039/b806231P Chemical Education Research and Practice (2005) 9 Pg 149-156 http://pubs.rsc.org/dol 10.1039/B806231P.

Udo,M.E. (2011): Effects of Problem-Solving, Guided Discovery and Expository Teaching Strategies on Students’  Performance in Redox

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

STUDENTS’ PERCEPTIONS OF REASONS FOR DELAYED GRADUATION

AT NATIONAL OPEN UNIVERSITY OF NIGERIA

 

Prof. Chibuogwu V. Nnaka

 

Abstract

 

The National Open University of Nigeria (NOUN) is a single mode institution that operates through open and distance learning method. Students enrolled in the university are expected to graduate in a minimum of four (4) years and a maximum of eight (8) years. However, a significant number of the students fail to graduate even after spending eight years in the university. This study sought to find out what students perceive as the main reasons that delay their graduation. A qualitative case study design was employed for the study. The population consists of 250 students who registered for the Bachelor’s degree in the university from 2004 to 2014, and have taken the examinations for all the compulsory courses, submitted their assignments and their projects. The sample was made up of 25 male and 25 female students selected from one of the pioneer study centres of the university. Focus group interview was used for data collection. The interview was analyzed through content analysis. The findings revealed that missing/omitted examination results was the main reason for the delay in students’ graduation in the university. Demands of employment, family/personal problems, and financial problems, deficiency in entry requirement and delay in approval of project topics were also stated as reasons that delay graduation. Recommendations were made on how to enhance the timely graduation of students in the university.

 

Key words:  Distance Education, Graduation, Missing Results, National Open University ofNigeria.

 

Introduction               

The Nigeria National Policy on Education (FRN 2004) emphasizes equal access to educational opportunities for all citizens of the country at the basic, secondary and tertiary levels, both inside and outside the formal school system. In a bid to provide wider access to higher education, the Federal Government in 2001, resuscitated the National Open University of Nigeria (NOUN) which was established in 1983 but suspended in 1984.The university commenced full operation in 2004 with about 9,700 students in 23 study centres across the Federation. (NOUN At a Glance, 2018)  The university is a uni-mode institution that operates through open and distance learning method. The administrative headquarters of the university is located in Abuja. Presently there are 78 study centres of the university spread across the country. The study centres are located in the 36 state capitals, including the Federal capital territory Abuja, and other locations. Special Study Centres are located in the Prisons, Air force Base, Military Base, Navy, Immigration and the National Assembly.  Study centres also exist in various communities. (NOUN Profile, 2015/2016). NOUN has over 500,000 registered students and offers various programmes in Agriculture, Arts and Social Sciences, Education, Law, Management Sciences, Health Sciences and Science Technology. These programmes are offered at Certificate, Undergraduate, Postgraduate and Masters and Doctoral levels through the open and distance learning mode.

Concept of Distance Education

 

A brief discussion of the underlying principles of distance education is necessary to enhance the understanding of students’ problems and reasons for delayed graduation in the university. In 1973 Moore introduced the theory of independent study. This formed an important foundation for distance education. It suggests that successful teaching can take place even though teachers and learners are physically separated during the learning process. Distance education is also called distance learning, e-learning or online learning. Sheybani and Javidi (2004) defined distance education as a form of instruction given without an instructor present at the same time and place as the