Gender Differences in the Achievement and Retention of Nigeria Students Exposed to Concept in Electronic Works Trade through Reflective Inquiry Instructional Technique

Samuel, Owodunni Ayanda; Peter, Ogundola Ilesanmi

doi:10.9734/bjesbs/2013/4026

Cited by 8 publications

(6 citation statements)

References 13 publications

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“…The study found a significant difference between the mean retention scores of undergraduate Social Studies students taught using CAI and those taught with conventional methods. This is in line with the findings of Samuel and Peter (2013), Al-Qahtani and Higgins (2013), Giannousiet al (2014), Giovengo (2014), Sisco, Woodcock, and Eady (2015), Banditvilai (2016) and Gambariet al (2017) which revealed a significant difference in the retention score of students taught using CAI and those taught using conventional methods. However, the findings of Mooneyhan (2012) and Elmeret al (2016) reveal no significant difference between retention level of students taught using CAI and those taught using traditional methods.…”

Section: Discussionsupporting

confidence: 87%

“…In studies conducted by Samuel and Peter (2013), Al-Qahtani and Higgins (2013), Giannousiet al (2014), Giovengo (2014), Sisco, Woodcock and Eady (2015), Banditvilai (2016) and Gambari, Shittu, Ogunlade and Osunlade (2017), a significant difference in the retention scores of students taught using CAI and those taught using conventional methods is found. Contrarily, the findings of Mooneyhan (2012) and Elmeret al (2016) revealed no significant difference in the retention levels of students taught using CAI and those taught using traditional methods.…”

Section: Introductionmentioning

confidence: 96%

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Effect of Computer Assisted Instruction on Teaching of Self Reliance Skills for Sustainable Entrepreneurship Development among Undergraduate Social Studies Students in Kaduna State

Lawal¹,

Abdullahi²

2019

AJIMS

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This study explored the effect of Computer Assisted Instruction (CAI) on the teaching of selfreliance skills for sustainable entrepreneurship development amongst undergraduate Social Studies students in Kaduna State, Nigeria. Three (3) research objectives, questions and null hypotheses guided the study. A quasi-experimental research design was employed. The Self Reliance Skills Performance Test (SERSIT) was used for data collection. Mean, standard deviation, t-test and two-way ANOVA statistics were used. The findings revealed that a significant difference exists between the mean academic performance and retention scores of undergraduate students taught self-reliance skills using CAI and those taught using conventional methods. No significant difference was found between the mean academic performance scores of undergraduate students taught self-reliance skills using CAI in relation to gender and ownership. Based on the findings, it was recommended, amongst others thing, that subsequent curriculum review in Social Studies should accommodate the dynamism of CAI atall levels. This will promote a student-centred instructional approach, autonomy in knowledge acquisition and self-discovery learning to ensure sustainable entrepreneurship development in Kaduna state.

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Section: Discussionsupporting

confidence: 87%

Section: Introductionmentioning

confidence: 96%

Effect of Computer Assisted Instruction on Teaching of Self Reliance Skills for Sustainable Entrepreneurship Development among Undergraduate Social Studies Students in Kaduna State

Lawal¹,

Abdullahi²

2019

AJIMS

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“…Bataineh et al (2018) discovered a significant difference in favor of female when WhatsApp was used to teach English in Iran while Safitri (2021) discovered a significant difference in favor of male students when exposed to WhatsApp. On the other hand, Owodunmi and Ogundola (2013) discovered a significant gender difference in the retention of students in favor of female. Studies by Achor et al (2013) and Gambari et al (2014) revealed no significant difference in the retention of male and female students.…”

Section: Introductionmentioning

confidence: 99%

Gender difference in undergraduates’ micro-teaching performance using Telegram and WhatsApp platforms in collaborative learning settings

Mohammed,

Kuta,

Bello

2023

MEDITERR J SOC BEH RES

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Gender difference has continued to influence achievement and retention of students due to inconsistencies in performance, which troubles researchers. This therefore calls for different approaches to ameliorate this problem by deploying the use of Telegram and WhatsApp in collaborative learning settings in order to bride those gender gaps since technology serves as a leveler. This study examined gender difference on achievement and retention of students in microteaching using Telegram and WhatsApp platforms in collaborative learning settings. A sample of 282 students enrolled on Telegram and WhatsApp from two universities in Gombe State, Nigeria, was purposively selected for the study, where the two sampled groups were assigned into two experimental groups. The instrument used in this study is the micro-teaching achievement test validated by experts in the field of educational technology and curriculum studies, where a split-half method of reliability was used to obtain a figure of 0.91 using Pearson product moment correlation. Descriptive statistics of mean and standard deviation was used to answer the research questions while inferential statistics involving an independent sample t-test was used to test the null hypotheses at 0.05 level of significance. Findings revealed that there is no significant difference in the mean achievement scores of male and female students taught using Telegram platform (t=2.571, p>0.05); there is no significant difference in the mean achievement scores of male and female students taught using WhatsApp platform (t=3.671, p>0.05); there is no significant difference in the mean retention scores of male and female students taught using Telegram platform (t=5.274, p>0.05). However, there is a significant difference in the mean retention scores of male and female students taught using WhatsApp platform in favor of the female students (t=4.071,p<0.05). It is hereby recommended that lecturers should deploy the use of Telegram and WhatsApp platforms in collaborative learning settings during micro-teaching in order to bridge the individual differences occasioned by gender since technology has the potential to serve as a leveler and also be able to bridge gender differences.

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“…The disparity in gender and achievement has a lot to do with what the students retain in a specified period. Owodunmi and Ogundola (2013) explain that the term gender is a sociocultural structure that results from a person's biological expectations based on their sex. Gender is used to describe particular cultural and behavioural tendencies that are linked to human males and females.…”

Section: Introductionmentioning

confidence: 99%

Mathematical Software: A Panacea for Improving Senior Secondary School Students’ Retention in Geometrical Constructions

Age,

Machaba

2024

REPAM

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When attempting to address the persistently poor performance of students in mathematics, researchers have typically examined factors such as retention to identify long-term solutions. The objective of this study was to improve the retention of senior secondary school students in geometrical constructions through mathematical software. Despite the many benefits of geometry to both the learner and society, the performance of the students continued to be abysmal. Could it be that the students do not retain what they learn? The research was conducted in Benue State, Nigeria, and was based on John Sweller’s cognitive load theory of multimedia. The study’s design utilised a non-randomised, quasi-experimental control group with a sample size of 457 students. Three objectives, research questions and research hypotheses led the study, with the Geometrical Construction Achievement Test and the Geometrical Construction Retention Test as the instruments for data collection. The mean and standard deviation of descriptive statistics were used to analyse the data that was gathered. The research reveals that retention was higher in the experimental group (Mean = 65.88) than in the control group (Mean = 51.87). The study found a statistically significant improvement in retention (p ˂ 0.05). No gender variations were found when the students were taught with mathematical software. Mathematics teachers’ utilisation of mathematical software as a strategy for teaching geometrical constructions among senior secondary school students was recommended.

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Gender Differences in the Achievement and Retention of Nigeria Students Exposed to Concept in Electronic Works Trade through Reflective Inquiry Instructional Technique

Cited by 8 publications

References 13 publications

Effect of Computer Assisted Instruction on Teaching of Self Reliance Skills for Sustainable Entrepreneurship Development among Undergraduate Social Studies Students in Kaduna State

Effect of Computer Assisted Instruction on Teaching of Self Reliance Skills for Sustainable Entrepreneurship Development among Undergraduate Social Studies Students in Kaduna State

Gender difference in undergraduates’ micro-teaching performance using Telegram and WhatsApp platforms in collaborative learning settings

Mathematical Software: A Panacea for Improving Senior Secondary School Students’ Retention in Geometrical Constructions

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