Socio-Psychology Variables and Career Choice of Female Chemistry Students.
ABSTRACT
The purpose of this study was to determine the effect of Spaced teaching technique and Unspaced teaching technique and students’ academic performance in Basic Science and Technology in Junior Secondary School, Ikot Ekpene Local Government Area.
The population of this study comprised of seven (7) secondary schools with a total population of six thousand four hundred and six (6,406) students out-of which 3340 were males while 3066 were females in Ikot Ekpene educational zone of Akwa Ibom State.
The sample of the study was 103 basic science and technology students obtained from intact classes in the two schools that were used for the study. Simple random sampling technique was used to select four schools in the study area and two arms of intact class of JSS11 were used to represent experimental and control groups.
The study adopted quasi–experimental, pre-test, post-test control group design with one experimental group and a control group with intact classes from selected schools. Five research questions and five null hypothesis were formulated base on the specific purpose of the study.
The researcher adapted 50 multi-choice performance test items from Junior secondary school past questions, called Spaced Teaching Technique and Students’ Academic Performance in Basic Science and Technology (STTSAPBST). The data for the study were collected by means of structured questionnaire developed by the researcher.
INTRODUCTION
The major aim of Basic Science and Technology teaching is to promote the understanding of the concepts being taught with a view to applying knowledge of such understanding to real life situations.
Student performance is one of the readily observable students’ outcomes in the school environment and the consistent poor performance in Basic Science and Technology examinations attests to the fact that Basic Science and Technology teaching has not been properly understood.
This improper teaching has led to a vigorous search for appropriate teaching technique that would best achieve the aim of Basic Science and Technology teaching, thus improving achievement and enhancing skill acquisition of the concept taught (Gabrieli 2009).
According to Iyamu (2005), the effectiveness of the teachers could easily be assessed from the ability of its students to set a given tasks in an orderly way, exhibit discipline, hard work and perform creditably in an examination.
The author noted that whatever criterion is used, the ultimate measure of teachers teaching effectiveness must be based on student academic performance outcomes popularly indicated by their examination results.
In addition, the author argued that teaching could be regarded as effective if students’ exhibit proficiency in reading, writing and computation skills, problem solving and communication skills, practical and vocational skills, exhibit the desired level of knowledge in various subjects in the curriculum and good performance in examination.
REFERENCES
Aduwa, T. (2007). A system approach towards remediation of academic failure in Nigerian schools. Nigerian Journal of Educational Psychology 3(1), 25-35.
Agejivwie, B. (2013). The place of Educational Technology on the Teaching and Learning of English Language. A Publication of Federal College of EDUCATION (technical). Omoku: Rivers State 1 (ii), 9- 16.
Akibuiro, O.(2008). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8(1), 1-44.
Akpan, H. (2010). Teacher classroom practices and student performance. How schools can make a difference Retrieved August 26, 2002. From Educational testing severicewebsite:http://www/etc.org/research/dload/RIBRR-01-19.pdf.
Aziude, P. (2005). Effects of teachers’ effectiveness on students’ academic performance in public secondary school: Delta state, Nigeria. Journal of Educational and Social Research, 3(3), 105-111.
Baddeley, A. Longman, G. Benjamin, J. & Tullis, J. (2010). “Working memory”. Scholarpedia, 5(2):3015. Bliss, T.V.P. & Lomo, T. (1973). “Long-lasting potentiation of synaptic transmission in the dentate area of the anaesthetized rabbit following stimulation of the perforant path”. Journal of Physiology, 232:357-374.
Gabrieli, J.D. (2009). “Dyslexia: a new synergy between education and cognitive neuroscience”. Science. 325:280–283
Glenberg, A. M. (2005). Component-levels theory of the effects of spacing of repetitions on recall and recognition. Memory & Cognition, 7, 95-112.
Huang, A. H. (2002). A three-tier technology training strategy in a dynamic business environment. Advanced Topics in End User Computing, 2, 263-321.
Jean, L. & Etienne, W. (1991). Situated Learning: Legitimate Periperal Participation. Cambridge, UK: Cambridge University Press.
Kang, S.H.K, & Pashler, H. (2012). Learning painting styles: Spacing is advantageous when it promotes discriminative contrast. Applied Cognitive Psychology, 26, 97-103.
Kelly, P. (2013). “Making long-term memories in minutes: A spaced teaching pattern from memory research education”. Human Neuroscience. 7:1-9.
Kornell, N., Castel, A., Eich, T., & Bjork, R. (2010). Spacing as the friend of both memory and induction in young and older adults. Psychology and Aging, 25, 498–503.
StudentsandScholarship Team.
Be the first to comment