Study Habit, Self-Concept and Science Achievement of Public and Private Junior Secondary School Students in Ogun State, Nigeria

Olatoye, Rafiu Ademola

doi:10.4314/afrrev.v3i4.47583

Cited by 18 publications

(19 citation statements)

References 2 publications

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“…With the very low achievement of students in science reported in this study, there is need to look outside the factors considered in this study. According to Olatoye ((2009aOlatoye (( , 2009b, factors such as test anxiety, motivation for examinations, study habit self-concept have significant influence on students' achievement in science.…”

Section: Discussionmentioning

confidence: 99%

Self-Regulation and Peer Influence as Determinants of Senior Secondary School Students’ Achievement in Science

Olasehinde¹,

Olatoye²

2014

MJSS

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Section: Discussionmentioning

confidence: 99%

Self-Regulation and Peer Influence as Determinants of Senior Secondary School Students’ Achievement in Science

Olasehinde¹,

Olatoye²

2014

MJSS

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“…It seems the influence of gender varies according to school subjects. For example, while Olatoye (2008) reported there is no significant difference between male and female achievement in science. Tamir (1990) reported there is no significance difference between male and female achievement in biology and chemistry but reported a significant difference in physics (boys scoring higher).…”

Section: Introductionmentioning

confidence: 99%

“…It is therefore important to consider a moderating variable like selfconcept which may influence student interaction and possibly achievement in the class. Selfconcept is a strong predictor of student academic achievement (Olatoye, 2008;Lang, 2006). Also, self-concept can be developed or constructed by individuals through interaction within the environment and reflecting on that interaction (Huitt, 2004).…”

Section: Introductionmentioning

confidence: 99%

“…Including a moderating variable like this is this in the study will enable teachers and experts in the field know if the treatment is sensitive to self-concept or not and enhance precautionary measures they should take in adopting the teaching strategies. Olatoye (2008) asserted that any student characteristics that can change because of training and exposure to counselling can be very important in enhancing students' academic achievement.…”

Section: Introductionmentioning

confidence: 99%

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Effect of four teaching strategies on senior secondary students’ achievement in an aspect of agricultural science

Olatoye¹,

Adekoya²

2010

Af. J. Educ. Stud. Math. Sci.

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This study investigated the effect of four teaching strategies; peer-tutoring, demonstration, project-based and lecture teaching strategies on students' achievement in pasture and forage crops which is an aspect of agricultural science. Lecture strategy served both as a teaching strategy as well as control since it is assumed to be a conventional strategy of teaching. A 4×2×2 pre-test, post-test experimental design with a control group was used in which two hundred randomly selected Senior Secondary School II (SSS II) Agricultural Science students were drawn from three schools. The data was analyzed using ANCOVA and Scheffe post-hoc analysis. There was significant main effect of treatment on students' achievement in an aspect of agricultural science that is, pasture and forage crops [F3, 183 = 20.775; p<0.05]. Also, students performed significantly at different levels in the three groups. There was no significant interaction effect of treatment and gender on students' achievement in an aspect of agricultural science that is, pasture and forage crops [F3, 183 =0.404; p>0.05]. Peer-tutoring, demonstration and project-based strategies of teaching are potent in raising students' achievement. Thus, inservice training in form of workshops, seminars and symposia should be organized for teachers regularly to update their knowledge on adoption of appropriate teaching strategies.

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“…Findings from the work of [45] reported that student's achievement in Agricultural science is not influenced by gender. [32] Confirmed that, there was no significant difference between male and female achievement in science.…”

Section: Discussion Of Resultsmentioning

confidence: 84%

Impact of Class-Wide Peer-Tutoring Strategy on Secondary School Slow Learners’ Performance in Redox Reactions in Funtua, Katsina State- Nigeria

Sabitu¹,

Francis²

2016

IIE

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The performance of senior secondary school students in chemistry has been very poor over the years in Nigeria. Teachers' use of inappropriate instructional strategies and students varied abilities has been identified responsible for this problem. This study examined the impact of Class-Wide Peer-Tutoring Strategy on secondary school slow learners' performance in redox reactions in Funtua Education Zone, Katsina State, Nigeria. Quasiexperimental design was adopted for the study. The study involved a population of 977 SS2 Students. A of sample of 108 slow learners drawn from two secondary schools were used. Three research hypotheses guided the study. Treatment involved teaching experimental group by trained peer tutors using CWPT while the control group was taught by the teacher using lecture method. Redox Performance Test (REPT) duly validated by experts with a reliability coefficient of 0.85 obtained using test retest method was used for data collection. Hypotheses were tested using t-test at 0.05 levels of significance. Results revealed that slow learners taught by peer tutors using CWPT performed significantly better than those taught by the teachers using lecture method. The study recommended that chemistry teachers should be train through workshops, seminars and conferences on the use of class-wide peer-tutoring strategy in teaching and learning of chemistry.

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Study Habit, Self-Concept and Science Achievement of Public and Private Junior Secondary School Students in Ogun State, Nigeria

Cited by 18 publications

References 2 publications

Self-Regulation and Peer Influence as Determinants of Senior Secondary School Students’ Achievement in Science

Self-Regulation and Peer Influence as Determinants of Senior Secondary School Students’ Achievement in Science

Effect of four teaching strategies on senior secondary students’ achievement in an aspect of agricultural science

Impact of Class-Wide Peer-Tutoring Strategy on Secondary School Slow Learners’ Performance in Redox Reactions in Funtua, Katsina State- Nigeria

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