The study investigated the effects of field trip and peer tutoring instructional strategies (as against the conventional method of teaching) on secondary school students’ science process skills (observation, classification, communication, measurement, inference and prediction) acquisition in Basic Science and Technology in Junior Secondary Schools (JSS) in Osun State. These were with a view to provide information on usability of the strategies to enhance the students’ development of science process skills through Basic Science and Technology lesson in Osun State classrooms. The study employed the pretest, post-test control group quasi experimental research design. The population for the study comprised all junior secondary school students in Osun State. The study sample consisted of 315 Junior Secondary II (JS II) students in nine intact classes selected from nine schools using simple random sampling technique. The instrument used for data collection was Science Process Skills Performance Test (SPSPT). Data collected were analysed using mean, standard deviation and Analysis of Covariance (ANCOVA). The results of the study showed that there was significant effect of the treatment (use of field trip and peer tutoring) on science process skills of secondary school students as follow: Observation (F=1.030, p<0.05), classification (F=3.529, p<.05), communication (F=1.326, p<0.05), measurement (F=6.623, p<0.05), inference (F=12.310, p<0.05) and prediction (F=21.210, p<0.05); with peer tutoring leading in observation, classification, communication and measurement skills of students in Basic Science and Technology with x̄=30.6000, x̄=31.3429, x̄=24.9429 and x̄=25.3714 while students exposed to field trip strategy, exhibited higher students’ inference and prediction skills in Basic Science and Technology with x̄=22.9714 and x̄=27.4847 respectively. The study concluded that field trip and peer tutoring instructional strategies are effective and innovative teaching methods in improving students’ science process skills acquisition in Basic Science and Technology in secondary schools in Osun State, Nigeria.

The study assessed the availability of laboratory resources, teachers ' and students' involvement

The chapter investigated the facilities available, extent of usage, and the various methods, perspectives, and strategies of blended learning used as well as possible challenges in Nigeria higher education using Obafemi Awolowo University, Ile-Ife as a case study. The descriptive survey research design was adopted. An instrument titled “Questionnaire on Opportunities and Implementation of Blended Learning” was administered on 216 lecturers selected by simple random sampling technique. Data collected were analyzed using frequency counts and simple percentages. The results showed that facilities are fairly available and there is moderate extent of usage of the available facilities for incorporating blended learning strategy. Lecturers used 21 different methods, the five blended learning perspectives, and four different strategies. Various challenges were identified. The study concluded that opportunities were available for lecturers to implement blended learning strategy into the classroom instruction delivery if the major challenges faced are properly addressed.

The study examined the influence of students' feedback on the quality of the teaching of science teaching in four Nigerian Universities: Obafemi Awolowo University Ile-Ife, University of Ibadan, Ibadan, Osun State University, Osogbo and Lead City University, Ibadan. This was aimed at improving students' academic performance in the science disciplines.The study adopted a survey research design. The population for the study consisted of 346 students in the Faculty of Science and Science Education and in cognate courses in the universities. The students were selected using purposive sampling technique. A 30-item questionnaire each with likert type response format titled "Questionnaire on Influence of Students Feedback on Quality of Science Teaching" (OISFQST) were administered. Data obtained were analyzed using simple percentages, t-test and one way Analysis of Variance (ANOVA).The results showed that there was no significant difference between gender on perception of students feedback on the quality of science teaching (t = 0.4959 > 0.05). The results also showed that there was no significant difference between institution and the importance of students' feedback on the quality of science teaching (F= 9.01>2.63). The results further showed that there was no significant difference between institution on the effect of feedback on the quality of science teaching (F 32.97>2.63).The study concluded that feedback by students is critical to good teaching and could bring about improvements to the faculty members and to the university at large.

The study investigated the effect cooperative learning strategy on students' achievement in Basic Science in Iwo Local Government Area of Osun State. It also determined the effect of the strategy on students' attitude towards the learning of Basic Science in Junior Secondary Schools and finally assessed the effect of the strategy on students' gender on the learning outcomes of students in Basic Science. These were with a view improving students' performance in the subject. The study employed the equivalent groups pretest, post-test, control group, quasi experimental research design. The population for the study comprised all Junior Secondary School II students in Iwo Local Government Area of Osun State. Two schools were selected randomly using simple random sampling technique. From the selected schools, two intact classes of JSS II students were also randomly selected using simple random sampling technique. In all, sixty students were used for the study. Two instruments were used for data collection. They are: Test of knowledge in Basic Science (TKBS) and Students' Attitude Questionnaire (SAQ) towards the learning of Basic Science. Data collected were analy mean, standard deviation and t-test analysis. The results of the study showed a significant difference in the achievement of students cooperative learning and those taught with @ IJTSRD |