Innovative practices in science education: a panacea for improving secondary school students’ academic achievement in science subjects in Nigeria

Udu, David Agwu

doi:10.4314/gjedr.v17i1.4

Cited by 7 publications

(6 citation statements)

References 6 publications

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“…To determine the benefits of these materials in science teaching and learning, Udu (2018) asserts that when particular teaching tools are unavailable or insufficient, instruction can be carried out using makeshift resources. Resources could improve students' performance and participation in class (Mboto et al, 2011;Rivera & Sanchez, 2020).…”

Section: Improvisation In Science Teaching and Learningmentioning

confidence: 99%

Assessing the efficacy of locally constructed model kits in teaching and learning of writing and naming binary compounds

Appiah-Twumasi,

Iddrisu,

Ateko

2024

IJER

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The study constructed Valency Arm and Y-shaped Model Kits using local materials from the school community, serving as interventions for Sekyere Central District junior high students in Ghana. Effectiveness was tested using a quasi-experimental pre-test post-test control group design in teaching binary compounds writing and naming. We randomly selected four intact classes, two as the experimental group (n = 69) and the other two as the control group (n = 67). After constructing and using the model kits in the teaching and learning process of writing and naming binary compounds, it was found that the experimental group, who received instruction with the model kits, had better retention of the concepts and principles than the control group. These improved learning gains were evident in the three successive tests (Pillai's Trace = 0.440, F (2, 133) = 52.319, p = 0.000, partial eta squared = 0.440). Additionally, a semi-structured interview was conducted with 11 randomly selected respondents from the experimental group. This interview identified four critical features that the junior high school students perceived as benefits of using the model kits in teaching writing and naming binary compounds. These benefits were a better understanding of the principles, improved attitude towards writing and naming binary compounds, better retention of concepts, and active participation and interest in class lessons. The results imply that junior high school science teachers who want to promote effective teaching and learning of writing and naming binary compounds should consider using these model kits if the original models are unavailable.

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Section: Improvisation In Science Teaching and Learningmentioning

confidence: 99%

Assessing the efficacy of locally constructed model kits in teaching and learning of writing and naming binary compounds

Appiah-Twumasi,

Iddrisu,

Ateko

2024

IJER

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“…Incorporating different teaching strategies in computer science courses will enable students to be cultured and competent in information as well as to attain the relevant 21 st century skills (Muradoglu et al, 2022). Students' judgements about innovations during science lessons vary between different grade levels, their academic achievements in science, and if they have ever attended a science fair according to Udu (2018). Trends of the present age in higher education include integration of ICT, AI, and gamification.…”

Section: / 11mentioning

confidence: 99%

Innovations in science education: A bibliometric exploration of trends and future directions

Kondrashev,

Sokolova,

Zaripova

et al. 2024

EURASIA J Math Sci Tech Ed

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This article carries out a bibliometric research review to present the evolving landscape of innovations in science education. The study acknowledges the dynamism of the contemporary educational practices and uses the bibliometric analyses for identification of trends, assessment of impacts of scholarly outputs, and mapping the future directions in the field of science education innovation. Starting with a review of the standard bibliometric indicators, e.g., citation analysis and co-authorship, the review lays down the theoretical basis for the understanding of the scientific impact of the innovations in science education. The analysis, moreover, consists of identifying thematic foci and emerging topics through keyword mapping, which together present a holistic picture of the intellectual map of the field. The review points to seminal works and trends, demonstrating the nature of interdisciplinarity in research in science education innovation. By the analysis of collaborative networks and research hotspots the research not only demonstrates the present status of the field, but also predicts its future directions, which could help researchers and educators at the same time. Also, as a retrospective tool, the article explores the general relevance of bibliometric insights for educators, administrators, and other researchers. It highlights the application of bibliometrics in evidence-based decision-making, curricula design and international collaboration, because it is common knowledge that it can trigger the great revolution in innovative science education. This bibliometric review generates useful outcomes, which are beneficial to academic discussions and provide guidelines for future research efforts as a key reference for researchers who would like to have a deep, general overview of the innovations in science education.

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“…Praktik inovatif dalam pendidikan sains dapat meningkatkan prestasi akademik. Guru IPA/sains harus memanfaatkan praktik inovatif dalam penyampaian pelajaran sehingga dapat meningkatkan partisipasi aktif siswa dalam pelajaran yang akan membawa peningkatan prestasi akademik (Udu, 2018). IFSA merupakan wujud dari kebebasan berpikir yang dinikmati oleh para ilmuwan, kemampuan untuk memuaskan keingintahuan mereka, dan kemungkinan memperoleh wawasan baru tentang alam.…”

Section: Kompetisi Karya Ilmiah Ifsa 40unclassified

Indonesian Fun Science Award (Ifsa) 4.0 Untuk Menciptakan Ilmuwan Sains Generasi Muda

Pandiangan¹,

Widiputri²,

Fortunata³

et al. 2022

pkmcsr

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Swiss German University (SGU) memiliki komitmen untuk mendukung perkembangan sains dan teknologi pada generasi muda untuk fondasi perkembangan Indonesia. Pandemi virus Corona tidak menghentikan niat mulia untuk mengampanyekan penelitian yang menyenangkan bagi generasi muda. Indonesian Fun Science Award (IFSA) adalah kompetisi penelitian ilmiah di Indonesia untuk anak SMA sederajat yang mensyaratkan pesertanya untuk mengangkat tema-tema penelitian yang unik, lucu, menyegarkan untuk tujuan-tujuan besar memecahkan permasalahan sosial tertentu yang dapat menjadi ilmu pengetahuan baru bagi kehidupan manusia. Faculty of Life Sciences and Technology Swiss German University (FLST-SGU) kembali mengadakan IFSA yang ke-4 pada bulan November 2021 – Mei 2022, dengan kombinasi workshop dan demonstrasi eksperimen dari rumah (Science from home). Rangkaian kegiatan IFSA 4.0 ini telah melibatkan secara aktif total 219 peserta dari 18 sekolah serta menjaring 73 penelitian dari 8 provinsi dan 16 kabupaten/kota di seluruh Indonesia. Dari 20 finalis, diseleksi kembali 5 penelitian terbaik untuk berkompetisi pada Grand Final IFSA 4.0 pada tanggal 6 April 2022. Dengan acara IFSA 4.0, diharapkan akan menumbuhkan jiwa peneliti yang kritis, sistematis, dan kreatif kepada generasi muda Indonesia dan mengedukasi generasi muda bahwa melakukan penelitian merupakan kegiatan yang menyenangkan.

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Innovative practices in science education: a panacea for improving secondary school students’ academic achievement in science subjects in Nigeria

Cited by 7 publications

References 6 publications

Assessing the efficacy of locally constructed model kits in teaching and learning of writing and naming binary compounds

Assessing the efficacy of locally constructed model kits in teaching and learning of writing and naming binary compounds

Innovations in science education: A bibliometric exploration of trends and future directions

Indonesian Fun Science Award (Ifsa) 4.0 Untuk Menciptakan Ilmuwan Sains Generasi Muda

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