This study investigated the impact of laboratory-based instructional intervention on the learning outcomes of low performing senior secondary students in Physics. The study adopted the pre-test and post-test control group quasi-experimental design. The treatments were at two levels (LBII and CTM). A total number of 194 SSS II students participated in the study. Physics Achievement Test (PAT) was the main instrument used to collect data from students. The data collected were analyzed using descriptive statistics and t-test, using SPSS 15.00 statistical packages at 0.05 level of significance. The results of this study indicated that there was significant difference in the achievement in Physics of low performing students exposed to laboratory-based instructional intervention (LBII) and those exposed to conventional teaching method (CTM). This study concludes that the use of laboratory based instructional intervention method of teaching should be embraced as a good asset to Physics Students and teachers in the senior secondary schools.

The field of genetics is often believed as a subject or a topic in biology that is difficult to learn and comprehend. The study aimed to identify the analogies used in the presentational format in illustrating genetics in selected biology textbooks in Osun State, Nigeria. The study adopted a descriptive survey research design. The population for the study comprised all the nine biology textbooks presently recommended by the Osun State Ministry of Education for implementing the biology curriculum. The study sample comprised six out of the nine recommended biology textbooks in Osun State using a simple random sampling technique. An instrument developed by Curtis and Reigeluth titled Biology Textbook Genetics Analogy (BTGA) was adapted and was used to collect data for the study.  The study concluded that verbal analogies, simple analogies, and advance organizer analogies are the predominant analogies used in textbooks. It was also concluded that textbooks should include and balance the ratio of the different types of analogies being used.   Keywords: Analogy, Biology Textbook, Genetics, Senior Secondary School, Osun State (Nigeria)

This paper took a critical look at the new global face and challenges it poses on nation's curriculum development and classroom learning. It identified conceptual framework of globalization, its critique and importance of the need for a paradigm shift from the old established order. Suggested reasons why globalization may not match curriculum development in Nigeria in this century were also discussed.

No abstract

The study investigated teachers' strategies and coping mechanics adopted in handling large classes of primary school children and determined the extent of meeting learners' needs in large classes. The research adopted the descriptive survey design using both qualitative and quantitative approaches for data collection. The target population comprised of 175 public primary school teachers and 15 headteachers from Ondo State of Nigeria. The multistage sampling technique was used for sample selection. Two research instruments were used for data collection. The results showed that health problems associated with overcrowding constituted the most prominent of the challenges confronting teachers in their management of large classes. The results also showed that the learning needs of special needs pupils in large classes were largely not met by their teachers. The results suggest the need for a paradigm shift in the development and implementation of education policies for achieving reasonable and manageable class size in Nigerian primary education.