http://hdl.handle.net/123456789/790 2026-04-18T16:08:38Z http://hdl.handle.net/123456789/2415 TWO STORYTELLING STRATEGIES AND PRIMARY SCHOOL PUPILS’ LEARNING OUTCOMES IN CHRISTIAN RELIGIOUS STUDIES (CRS) IN LAGOS STATE, NIGERIA AREMU, VICTORIA IYABO Christian Religious Studies (CRS) is purposely included in the Nigerian primary school curriculum to expose pupils to moral instructions capable of developing positive values and attitudes. However, there is a prevalence of social vices, immoral and anti-social behaviours among pupils in Lagos State. This calls to question the effectiveness of the teaching methods. Previous studies showed that CRS teachers use different methods like simulation and games, dramatisation, interactive videos but less attention has been paid to digital storytelling methods. This study, therefore, was designed to determine the effects of Teacher-led Digital Storytelling Strategy. (TLDSS) and Pupil-led Digital Storytelling Strategy (PLDSS) on primary school pupils’ value acquisition, achievement in and attitude to CRS in Lagos State, Nigeria. The moderating effects of computer literacy skills and gender were also examined. Piagetian Cognitive Theory served as the anchor, while the pretest-posttest control group quasi experimental design of 3×3×2 factorial matrix was adopted. Three Local Educational Areas (LEAs) in Lagos State were randomly selected, while three public schools with available qualified CRS teachers were purposively selected from each LEA. Nine intact classes with 450 pupils were randomly assigned to TLDSS (147), PLDSS (149) and control (154) groups. Treatment lasted 11 weeks. Instruments used were Pupil Value Acquisition (r=0.79), Pupil Attitude to CRS (α=0.87), and Pupil Computer Literacy (α=0.74) scales, CRS Achievement Test (r=0.82), and instructional guides. Data were subjected to Analysis of Covariance and Bonferroni post-hoc test at 0.05 level of significance. About half of the participants were boys (50.8%), 49.2 % were girls while 47.5% had medium computer literacy skill. Treatment had a significant main effect on pupils’ value acquisition in CRS (F(2;431)=65.02; partial η2=0.23). Pupils exposed to TLDSS had the highest post value acquisition mean score (53.86), followed by PLDSS (52.55) and control (35.86) groups. There was a significant main effect of treatment on pupils’ achievement in CRS (F(2;431)=15.16; partial η2=0.07). Pupils in PLDSS had the highest post achievement mean score (25.80), followed by TLDSS (25.22) and control (23.84) group. Also, treatment had a significant main effect on pupils’ attitude to CRS (F(2;431)=505.33; partial η2=0.70). Pupils in TLDSS had the highest attitude mean score (25.64), followed by PLDSS (25.61) and control (17.11) group. Gender had a significant main effect on pupils’ attitude to CRS (F(2;431)=6.46; partial η2=0.02) but none on value acquisition and achievement in CRS. The boys scored higher (23.10) than the girls (22.47). Computer literacy had no significant main effect on pupils’ value acquisition, achievement and attitude to CRS. There is a significant two-way interaction effect of treatment and computer literacy on pupils’ value acquisition in CRS ( F(2,431)=3.39; partial η2=0.03) and attitude (F(4,431)= partial η2=0.03) but not on achievement, while the other two-way and three-way interaction effects were not significant. Teacher-led and Pupil-led digital storytelling strategies were effective in enhancing primary school pupil’s values, attitude and achievement in Christian Religious Studies in Lagos State, Nigeria. Digital storytelling strategies should be adopted by Christian Religious Studies teachers, particularly for the girls with low computer literacy skills. 2021-06-01T00:00:00Z http://hdl.handle.net/123456789/2376 CONSTRUCTIVE CONTROVERSY AND SOCIOSCIENTIFIC ISSUE-BASED STRATEGIES AS DETERMINANTS OF STUDENTS’ LEARNING OUTCOMES IN SECONDARY SCHOOL GENETICS CONCEPTS IN BIOLOGY, OYO STATE, NIGERIA OJO, AYODEJI TEMITOPE Genetics Concepts (GC) in biology are taught at Secondary School (SS) to equip students with relevant knowledge, positive attitude and necessary skills for informed decisions related to Socio-scientific Issues (SsI), such as sex determination and marriage. However, available reports have shown that students exhibited poor knowledge, reflective thinking and negative attitude to GC. Earlier studies concentrated largely on students’ factors, neglecting interventions which incorporated SsI. Therefore, this study was designed to determine the effects of Constructive Controversy Strategy (CCS) and Socio-scientific Issue-based Strategy (SsIS) on students’ learning outcomes (knowledge, reflective thinking and attitude) in SS GC in biology, Oyo State, Nigeria. It also examined the moderating effects of Scientific Reasoning Ability (SRA) and Self-efficacy in Genetics (SeG). The study was anchored to Situated Learning Theory, while the mixed methods of sequential explanatory type of the pretest-posttest control group quasi-experimental design using a 3x3x3 factorial matrix and survey were used. Nine public SS (three in each senatorial district) were randomly selected. An intact class of SS II students from each school was randomly assigned to CCS (96), SsIS (121) and control (119) groups. The instruments used were Students’ Achievement Test in Genetics (r=0.78); Lawson’s Classroom Test of Scientific Reasoning (r=0.76); Students’ Attitude to Genetics (α=0.83); Reflective Thinking (α=0.81) questionnaires; SeG (α=0.88); Students’ Attitude to SsI (α=0.84) scales and instructional guides. These was complemented by three sessions of focus group discussion. The treatment lasted 16 weeks. Quantitative data were analysed using descriptive statistics, Analysis of covariance and Bonferroni post-hoc test at 0.05 level of significance, while qualitative data were thematically analysed. The participants’ age was 15.56±1.05 years and 72.4% were female. Students’ attitude to SsI (=3.22) was positive against the threshold of 2.50. There were significant main effects of treatment on student’ knowledge (F(2; 334)=7.04; partial η2=0.04), reflective thinking (F(2; 334)=3.26; partial η2=0.02) and attitude (F(2; 334)=17.19; partial η2=0.10). The students in SsIS group had the highest adjusted post-knowledge (22.59), followed by those in CCS (21.28) and control (19.97) groups. The students in SsIS group had the highest adjusted post-reflective thinking (62.47), followed by those in CCS (59.77) and control (59.27) groups. The students in SsIS group had the highest adjusted post-attitude (73.92), followed by those in CCS (65.00) and control (56.63) groups. There were significant main effects of SRA on students’ knowledge (F(3; 334)=4.52; partial η2=0.03) and reflective thinking (F(3;334)=3.34; partial η2=0.02), in favour of formal SRA students. There was a significant main effect of SeG on students’ reflective thinking (F(3; 334)=2.67; partial η2=0.02), in favour of low self-efficacy students. There was a significant main effect of SeG on attitude (F(2;334)=3.76; partial η2=0.02), in favour of medium self-efficacy students. There was a significant interaction effect of treatment and SeG on students’ attitude (F(4;332)=4.25; partial η2=0.05), in favour of SsIS group with high self-efficacy. Students were enthusiastic with the strategies. Socio-scientific issue-based and constructive controversy strategies improved students’ learning outcomes in secondary school genetics concepts in Oyo State, Nigeria. Biology teachers should adopt these strategies in teaching genetics concepts in biology. 2022-01-01T00:00:00Z http://hdl.handle.net/123456789/2342 i IMPACTS OF MODES OF GAMIFICATION ON SENIOR SECONDARY SCHOOL STUDENTS’ LEARNING OUTCOMES IN PHYSICS IN ONDO CITY, NIGERIA KOMOLAFE, Olaide Gbemisola Physics is an important science subject that should be given a solid foundation at secondary school level. However, reports have shown that students, especially in Ondo city, Nigeria, considered it as a difficult subject due to its abstract nature. Previous studies focused largely on predisposing students‘ factors with less attention paid to interventions, such as Storytelling Points and Levels Strategy (SPLS) and Storytelling Leaderboards and Badges Strategy (SLBS), which are interactive, capable of making learning fun, and providing opportunity for students to see real- world application in physics. This study, therefore, was carried out to determine the impact of modes of gamification of SPLS and SLBS on senior secondary school (SSS) students‘ learning outcomes (motivation, interest and achievement) in physics in Ondo, Nigeria. The moderating effects of gender and computer self-efficacy were also examined. The Social Determination and Flow theories provided the framework, while the pretest-posttest control group quasi experimental design using a 3x2x2 factorial matrix was adopted. Six public SSS with functional computers and standby generators were purposively selected. The participants in the schools were randomly assigned to SPLS (84), SBLS (56) and control (81) groups. The instruments used were Instructional guides, Physics Achievement Test (r=0.75), Student Motivation in Physics (r=0.94), Students‘ Interest in Physics (r=0.70), Computer Self Efficacy (r=0.73) scales. The treatment lasted 12 weeks. Data were analysed using Analysis of covariance and Bonferroni post-hoc test at 0.05 level of significance. The participants‘ age was 17.50±2.30 years and they were mostly males (62.9%) with a high level of computer self-efficacy (65.5%). There were significant main effects of treatment on students‘ Motivation (F (2, 206) =14.44; partial η2=0.12), Interest (F (2, 206) = 14.17; partial η2=0.12) and Achievement (F (2, 206) = 16.19; partial η2=0.14) in physics. The students exposed to SPLS had the highest adjusted post-motivation mean (78.63), followed by SLBS (75.34) and control (69.71) groups. The students in SPLS had the highest adjusted post-interest mean score in physics (34.10), followed by SBLS (32.62) and control (30.61) groups. The students exposed to SPLS group also had the highest adjusted post achievement mean score in physics (23.13), followed by SBLS (22.98) and control (18.03) groups. There were no significant main effect of gender and computer self-efficacy on students‘ learning outcomes in physics. There were no significant two-way and three-way interaction effects on learning outcomes in physics. Storytelling points and levels and storytelling badges and leaderboards strategies improved secondary school students‘ motivation, interest and achievement in physics in Ondo, Nigeria. Teachers should adopt these strategies for improved learning outcomes in physics. 2022-01-01T00:00:00Z http://hdl.handle.net/123456789/2288 GROUP INVESTIGATION AND NUMBERED-HEADS-TOGETHER LEARNING STRATEGIES, AND SENIOR SECONDARY STUDENTS’ LEARNING OUTCOMES IN MATHEMATICS WORD PROBLEMS IN OYO NORTH SENATORIAL DISTRICT, NIGERIA GANIYU, Wasiu Atanda Mathematics, a core subject in school, is indispensable in science and technology. However, reports have shown that many Senior Secondary (SS) students have poor learning outcomes in mathematics, particularly Mathematics Word Problems (MWPs). Previous studies focused more on home and students-related factors affecting learning outcomes in MWPs than on intervention using strategies. This study was, therefore designed to determine the effects of Group Investigation Strategy (GIS) and Numbered-Heads-Together Strategy (NHS) on SS students learning outcomes (achievement and attitude) in MWPs in Oyo North Senatorial District, Nigeria. The moderating effects of gender and Verbal Ability (VA) were also investigated. The study was anchored to Social Development Learning and Social Interdependence theories, while the pretest-posttest quasi-experimental design using a 3x2x2 factorial matrix was adopted. Three Local Government Areas (LGAs) were randomly selected from the district, while three public SS schools were randomly selected from each LGA. An intact class of Senior School II students from each school was randomly assigned to GIS (225), NHS (190) and the control (172) groups. The instruments used were Attitude to Mathematics Word Problems Scale (α = 0.85), Mathematics Word Problems (r = 0.88), Verbal Ability (r = 0.81) Tests and instructional guides. The treatment lasted 12 weeks. Data were analysed using descriptive statistics, Analysis of covariance and Bonferroni post-hoc test at 0.05 level of significance. Participants’ age was 15.48 ± 1.30 years and 54.7% were female. Students’ VA (58.9%) was high. There were significant main effects of treatment on students achievement (F(2; 585) = 35.56; partial η2 = 0.11) and attitude (F(2; 585) = 30.87; partial η2 = 0.10). The students in GIS group had the highest adjusted post-achievement mean score (11.61) as against those in NHS (11.26) and the control (9.75) groups. The participants in GIS had the highest adjusted post-mean attitude score (111.81) as against those in NHS (111.44) and the control (103.25) groups. There was a significant main effect of VA on students’ achievement (F(1; 586) = 33.89; partial η2 = 0.06). The Participants with high VA had higher post mean score (11.51) than those with low VA (10.24). The VA was not significant on students’ attitude to MWPs. There were no significant main effects of gender on students’ achievement in and attitude to MWPs. There were no significant two-way and three-way interaction effects on students’ achievement in and attitude to MWPs. Group investigation and numbered–heads-together instructional strategies improved students’ achievement in and attitude to mathematics word problems among senior secondary schools in Oyo North Senatorial District, Nigeria. Mathematics teachers should adopt these strategies in teaching mathematics word problems. 2023-07-01T00:00:00Z