http://hdl.handle.net/123456789/790 2026-04-08T22:37:18Z 2026-04-08T22:37:18Z OJO, AYODEJI TEMITOPE http://hdl.handle.net/123456789/2376 2025-10-22T08:36:09Z 2022-01-01T00:00:00Z

CONSTRUCTIVE CONTROVERSY AND SOCIOSCIENTIFIC ISSUE-BASED STRATEGIES AS DETERMINANTS OF STUDENTS’ LEARNING OUTCOMES IN SECONDARY SCHOOL GENETICS CONCEPTS IN BIOLOGY, OYO STATE, NIGERIA OJO, AYODEJI TEMITOPE Genetics Concepts (GC) in biology are taught at Secondary School (SS) to equip students with relevant knowledge, positive attitude and necessary skills for informed decisions related to Socio-scientific Issues (SsI), such as sex determination and marriage. However, available reports have shown that students exhibited poor knowledge, reflective thinking and negative attitude to GC. Earlier studies concentrated largely on students’ factors, neglecting interventions which incorporated SsI. Therefore, this study was designed to determine the effects of Constructive Controversy Strategy (CCS) and Socio-scientific Issue-based Strategy (SsIS) on students’ learning outcomes (knowledge, reflective thinking and attitude) in SS GC in biology, Oyo State, Nigeria. It also examined the moderating effects of Scientific Reasoning Ability (SRA) and Self-efficacy in Genetics (SeG). The study was anchored to Situated Learning Theory, while the mixed methods of sequential explanatory type of the pretest-posttest control group quasi-experimental design using a 3x3x3 factorial matrix and survey were used. Nine public SS (three in each senatorial district) were randomly selected. An intact class of SS II students from each school was randomly assigned to CCS (96), SsIS (121) and control (119) groups. The instruments used were Students’ Achievement Test in Genetics (r=0.78); Lawson’s Classroom Test of Scientific Reasoning (r=0.76); Students’ Attitude to Genetics (α=0.83); Reflective Thinking (α=0.81) questionnaires; SeG (α=0.88); Students’ Attitude to SsI (α=0.84) scales and instructional guides. These was complemented by three sessions of focus group discussion. The treatment lasted 16 weeks. Quantitative data were analysed using descriptive statistics, Analysis of covariance and Bonferroni post-hoc test at 0.05 level of significance, while qualitative data were thematically analysed. The participants’ age was 15.56±1.05 years and 72.4% were female. Students’ attitude to SsI (=3.22) was positive against the threshold of 2.50. There were significant main effects of treatment on student’ knowledge (F(2; 334)=7.04; partial η2=0.04), reflective thinking (F(2; 334)=3.26; partial η2=0.02) and attitude (F(2; 334)=17.19; partial η2=0.10). The students in SsIS group had the highest adjusted post-knowledge (22.59), followed by those in CCS (21.28) and control (19.97) groups. The students in SsIS group had the highest adjusted post-reflective thinking (62.47), followed by those in CCS (59.77) and control (59.27) groups. The students in SsIS group had the highest adjusted post-attitude (73.92), followed by those in CCS (65.00) and control (56.63) groups. There were significant main effects of SRA on students’ knowledge (F(3; 334)=4.52; partial η2=0.03) and reflective thinking (F(3;334)=3.34; partial η2=0.02), in favour of formal SRA students. There was a significant main effect of SeG on students’ reflective thinking (F(3; 334)=2.67; partial η2=0.02), in favour of low self-efficacy students. There was a significant main effect of SeG on attitude (F(2;334)=3.76; partial η2=0.02), in favour of medium self-efficacy students. There was a significant interaction effect of treatment and SeG on students’ attitude (F(4;332)=4.25; partial η2=0.05), in favour of SsIS group with high self-efficacy. Students were enthusiastic with the strategies. Socio-scientific issue-based and constructive controversy strategies improved students’ learning outcomes in secondary school genetics concepts in Oyo State, Nigeria. Biology teachers should adopt these strategies in teaching genetics concepts in biology.

2022-01-01T00:00:00Z KOMOLAFE, Olaide Gbemisola http://hdl.handle.net/123456789/2342 2024-10-17T12:33:26Z 2022-01-01T00:00:00Z

i IMPACTS OF MODES OF GAMIFICATION ON SENIOR SECONDARY SCHOOL STUDENTS’ LEARNING OUTCOMES IN PHYSICS IN ONDO CITY, NIGERIA KOMOLAFE, Olaide Gbemisola Physics is an important science subject that should be given a solid foundation at secondary school level. However, reports have shown that students, especially in Ondo city, Nigeria, considered it as a difficult subject due to its abstract nature. Previous studies focused largely on predisposing students‘ factors with less attention paid to interventions, such as Storytelling Points and Levels Strategy (SPLS) and Storytelling Leaderboards and Badges Strategy (SLBS), which are interactive, capable of making learning fun, and providing opportunity for students to see real- world application in physics. This study, therefore, was carried out to determine the impact of modes of gamification of SPLS and SLBS on senior secondary school (SSS) students‘ learning outcomes (motivation, interest and achievement) in physics in Ondo, Nigeria. The moderating effects of gender and computer self-efficacy were also examined. The Social Determination and Flow theories provided the framework, while the pretest-posttest control group quasi experimental design using a 3x2x2 factorial matrix was adopted. Six public SSS with functional computers and standby generators were purposively selected. The participants in the schools were randomly assigned to SPLS (84), SBLS (56) and control (81) groups. The instruments used were Instructional guides, Physics Achievement Test (r=0.75), Student Motivation in Physics (r=0.94), Students‘ Interest in Physics (r=0.70), Computer Self Efficacy (r=0.73) scales. The treatment lasted 12 weeks. Data were analysed using Analysis of covariance and Bonferroni post-hoc test at 0.05 level of significance. The participants‘ age was 17.50±2.30 years and they were mostly males (62.9%) with a high level of computer self-efficacy (65.5%). There were significant main effects of treatment on students‘ Motivation (F (2, 206) =14.44; partial η2=0.12), Interest (F (2, 206) = 14.17; partial η2=0.12) and Achievement (F (2, 206) = 16.19; partial η2=0.14) in physics. The students exposed to SPLS had the highest adjusted post-motivation mean (78.63), followed by SLBS (75.34) and control (69.71) groups. The students in SPLS had the highest adjusted post-interest mean score in physics (34.10), followed by SBLS (32.62) and control (30.61) groups. The students exposed to SPLS group also had the highest adjusted post achievement mean score in physics (23.13), followed by SBLS (22.98) and control (18.03) groups. There were no significant main effect of gender and computer self-efficacy on students‘ learning outcomes in physics. There were no significant two-way and three-way interaction effects on learning outcomes in physics. Storytelling points and levels and storytelling badges and leaderboards strategies improved secondary school students‘ motivation, interest and achievement in physics in Ondo, Nigeria. Teachers should adopt these strategies for improved learning outcomes in physics.

2022-01-01T00:00:00Z GANIYU, Wasiu Atanda http://hdl.handle.net/123456789/2288 2024-05-23T11:30:26Z 2023-07-01T00:00:00Z

GROUP INVESTIGATION AND NUMBERED-HEADS-TOGETHER LEARNING STRATEGIES, AND SENIOR SECONDARY STUDENTS’ LEARNING OUTCOMES IN MATHEMATICS WORD PROBLEMS IN OYO NORTH SENATORIAL DISTRICT, NIGERIA GANIYU, Wasiu Atanda Mathematics, a core subject in school, is indispensable in science and technology. However, reports have shown that many Senior Secondary (SS) students have poor learning outcomes in mathematics, particularly Mathematics Word Problems (MWPs). Previous studies focused more on home and students-related factors affecting learning outcomes in MWPs than on intervention using strategies. This study was, therefore designed to determine the effects of Group Investigation Strategy (GIS) and Numbered-Heads-Together Strategy (NHS) on SS students learning outcomes (achievement and attitude) in MWPs in Oyo North Senatorial District, Nigeria. The moderating effects of gender and Verbal Ability (VA) were also investigated. The study was anchored to Social Development Learning and Social Interdependence theories, while the pretest-posttest quasi-experimental design using a 3x2x2 factorial matrix was adopted. Three Local Government Areas (LGAs) were randomly selected from the district, while three public SS schools were randomly selected from each LGA. An intact class of Senior School II students from each school was randomly assigned to GIS (225), NHS (190) and the control (172) groups. The instruments used were Attitude to Mathematics Word Problems Scale (α = 0.85), Mathematics Word Problems (r = 0.88), Verbal Ability (r = 0.81) Tests and instructional guides. The treatment lasted 12 weeks. Data were analysed using descriptive statistics, Analysis of covariance and Bonferroni post-hoc test at 0.05 level of significance. Participants’ age was 15.48 ± 1.30 years and 54.7% were female. Students’ VA (58.9%) was high. There were significant main effects of treatment on students achievement (F(2; 585) = 35.56; partial η2 = 0.11) and attitude (F(2; 585) = 30.87; partial η2 = 0.10). The students in GIS group had the highest adjusted post-achievement mean score (11.61) as against those in NHS (11.26) and the control (9.75) groups. The participants in GIS had the highest adjusted post-mean attitude score (111.81) as against those in NHS (111.44) and the control (103.25) groups. There was a significant main effect of VA on students’ achievement (F(1; 586) = 33.89; partial η2 = 0.06). The Participants with high VA had higher post mean score (11.51) than those with low VA (10.24). The VA was not significant on students’ attitude to MWPs. There were no significant main effects of gender on students’ achievement in and attitude to MWPs. There were no significant two-way and three-way interaction effects on students’ achievement in and attitude to MWPs. Group investigation and numbered–heads-together instructional strategies improved students’ achievement in and attitude to mathematics word problems among senior secondary schools in Oyo North Senatorial District, Nigeria. Mathematics teachers should adopt these strategies in teaching mathematics word problems.

2023-07-01T00:00:00Z OLALUDE, Olayemi Olusegun http://hdl.handle.net/123456789/2075 2024-04-25T15:09:43Z 2023-06-01T00:00:00Z

DEVELOPMENT AND EFFICACY OF INFOGRAPHICS AND E-BOOK INSTRUCTIONAL PACKAGES IN BUSINESS STUDIES AMONG JUNIOR SECONDARY SCHOOL STUDENTS IN IBADAN, NIGERIA OLALUDE, Olayemi Olusegun Business Studies is a vocational subject at Junior Secondary School (JSS) aimed to equip students with knowledge and skills required for self-reliance upon school completion. But evidence has shown that learning outcomes in Business Studies is not satisfactory among many JSS students in Ibadan, Nigeria. Previous studies focused largely on factors influencing learning outcomes in Business Studies, with little attention paid to interventions involving development and efficacy of instructional packages. Therefore, this study developed infographics and e-book instructional packages and determined their efficacy on JSS students’ learning outcomes (achievement, attitude, and entrepreneurial intention) in Business Studies in Ibadan, Nigeria. The moderating effects of Computer Skills (CS) and Computer Anxiety (CA) were also examined. The Constructivist Learning and Cognitive Multimedia Learning theories formed the framework, while the study adopted the pretest-posttest control group quasi experimental design with a 3x3x2 factorial matrix. Three public junior secondary schools with functional computer laboratories and standby generators were purposively selected in Ibadan. Three intact classes of Junior School II students were randomly assigned to infographics (50), e-book (42) and control (90) groups. The development of the packages followed ADDIE rubrics and were trial-tested among students outside the Ibadan before used. The instruments used were Business Studies Achievement Test (r=0.80), Students’ Attitude to Business Studies (r=0.75), Students’ Entrepreneurial Intention (r=0.70), CA (r=0.79), CS Rating (r=0.78) scales and instructional guides. The treatment lasted 15 weeks. Data were analysed using Analysis of covariance and Bonferroni post-hoc test at 0.05 level of significance. There were significant main effects of treatment on achievement (F(2;181)=86.67; partial η2=0.51), attitude (F(2;181)=49.15; partial η2=0.37) and EI (F(2;181)=41.68; partial η2=0.33). The students exposed to e-book had the highest post-achievement mean score (39.66), followed by infographics (38.34) and control (24.60) groups. The students in e-book had highest adjusted post-attitude mean score (70.33), followed by infographics (69.19) and control (60.61) groups. The e-book group had highest adjusted post-EI (68.61), followed by infographics (66.02) and control (61.36) groups. There were no significant main effects of CS and CA on achievement, attitude and EI. There were no significant interaction effect of treatment and CS on achievement, attitude and EI. There was a significant interaction effect of treatment and CA on students’ EI (F(2;181)=9.78; partial η2=0.11) in favour of high CA students from e-book group, but none on achievement and attitude. There were significant interaction effects of CS and CA on achievement (F(2;181)=3.57; partial η2=0.04) and attitude (F(2;181)=3.81; partial η2=0.04) in favour of high CS and CA students, but none on EI. There was significant interaction effect of treatment, CS and CA on EI (F(4;179)=4.27; partial η2=0.005) in favour of high CS and CA students from e-book group, but none on achievement and attitude. Infographics and e-book instructional packages improved students’ achievement in, attitude to and entrepreneurial intention in Business studies among Junior Secondary School students in Ibadan, Nigeria. Teachers should adopt these packages to teach Business Studies.

2023-06-01T00:00:00Z