British Journal of Contemporary Education最新文献

{"title":"Predictors of Girls’ Performance in Mathematics among Senior High School Students","authors":"Abdulai B.I., Christopher S.B., Francis X.A., B. K., S. A., Lloyd O., Grace M.B., D. O.K.","doi":"10.52589/bjce-fob1s51h","DOIUrl":"https://doi.org/10.52589/bjce-fob1s51h","url":null,"abstract":"The study employed the Explanatory Sequential design of the Mixed-Methods approach to investigate the factors that affect female students’ performance in mathematics. Stratified and Simple Random Sampling techniques were used to sample three hundred and fifty-six (356) participants from four different Senior High Schools within the Northern Region to participate in the survey while 12 key informants were selected using the Expert Purposive Sampling technique for key informant interviews. Questionnaires and interview guides were the main instruments used for data collection. Inferential statistics were used to analyse the quantitative data while inductive thematic analysis was used in analysing the qualitative data. The results of the analyses showed that gender stereotypes, the socio-economic status of parents, self-motivation by the female students, the social environment in which the female students find themselves and teacher efficacy were the main factors affecting female students’ performance in mathematics.","PeriodicalId":414127,"journal":{"name":"British Journal of Contemporary Education","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133617224","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Managerial Strategies for Proper Handling of Workshop Tools by Building Technology Education Students in Rivers State","authors":"Okwelle P.C., Adiela B.K.","doi":"10.52589/bjce-uei6zfx8","DOIUrl":"https://doi.org/10.52589/bjce-uei6zfx8","url":null,"abstract":"The study investigated the managerial strategies for proper handling of workshop tools by building technology education students in Rivers State. Specifically, the study sought to investigate planning, organising, co-coordinating and controlling strategies for proper handling of workshop tools by building technology education students in Rivers State. The study adopted a descriptive survey design. The population of the study comprised 21 lecturers and 12 workshop attendants in state and federal institutions which encompassed Rivers State University, Port-Harcourt, Ignatius Ajuru University of Education, Port-Harcourt and Federal College of Education (Technical) Omoku. The population was manageable and hence the entire population was used for the study. Therefore, no sampling method was adopted. The objectives were formulated, answered and tested at a .05 level of significance. The instrument used for the study was a survey questionnaire. The instrument was face validated by two Vocational Technology Education lectures at Rivers State University, Port-Harcourt, and it was tested for reliability using the Cronbach alpha reliability coefficient method. A reliability value of .82 was obtained. Mean and standard deviation was used to answer the research questions while the t-test statistical tool was used to test the hypotheses. The study found among others that planning out the required logical steps for students on the usage of workshop tools, arranging for proper integration of workshop tools in students' practical section, organising safety procedures for students on the usage of workshop tools, organising requisite guideline for students towards the handling of workshop tools. Co-ordinating students to secure workshop tools properly during practical activities, co-ordinating students to maintain a cordial relationship in handling workshop tools, controlling students to be violent free when handling tools in the workshop and overseeing students to avoid anxiety in the use of workshop tools are managerial strategies for proper handling of workshop tools by building technology education students in Rivers State. Therefore, it was recommended that educators of building technology should ensure that the required logical steps concerning general workshop tools management are assured because it will help in giving out requisite guidelines for practical activities.","PeriodicalId":414127,"journal":{"name":"British Journal of Contemporary Education","volume":"253 15","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113988938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Out-of-School Children in Nigeria: A Creation by Society and its Implications for Nation Building","authors":"Ikiyei P.K., Donkemezuo I., Precious M., Seribofa T.I.","doi":"10.52589/bjce-tenr2eia","DOIUrl":"https://doi.org/10.52589/bjce-tenr2eia","url":null,"abstract":"Education is a major key to the development of any nation. The realization that education is an engine room to the advancement of both industrial and technological growth of nations has propelled the leadership and citizens of many nations to consider the training of their younger generations with seriousness. The school is a formal institution vested with the responsibility to ensure that children are properly trained in the methods, ways and means for the future progress of the society. In Nigeria, there are educational policies put in place in line with other international institutions to ensure that all children at least acquire the basic level of education. Presently, there are millions of children that lack access to basic education. These children are referred to as out-of-school children. The real statistical figure of these children appears obviously shady. With the rapid explosion of the number of out-of-school children, Nigeria has been described globally as the country with the largest population of such children. It is on record that one out of every child that is excluded from formal education in Africa is a Nigerian child. There are many reasons that evidently might be responsible for lots of these children being out-of-school. Among them are poverty, ignorance, insecurity, corruption, the devaluation of education and knowledge in the social system, materialism and many more. No one can expect to reap what he/she did not give or sow, subsequently the aftermath of leaving out these children without completing their education had multiple negative consequences to the child, the society and the country at large. For one, such children might become ready crop of adults later in life to serve in menial positions of responsibilities with low salary grades; experience marital instabilities due to their economic status and therefore become ready tools that could be ignorantly manipulated by the political elite in the society. They may also raise families without birth control, thereby extending a vicious cycle of people living in poverty and low self-esteem. Beyond being easily exploited, most of them become known for anti-social vices, such as cultism, criminals with tendencies as armed robbery, drug addicts, rapists, kidnapers, hoodlums, and sex workers (prostitutes). The implications of all these to nation building is stagnation and general insecurity to life and property. The article then proffered some likely suggestions that can assist the society to overcome some of these psychosocial challenges once taken into consideration.","PeriodicalId":414127,"journal":{"name":"British Journal of Contemporary Education","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116762476","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assessing Score Dependability of West Africa Examination Council (WAEC) 2019 Mathematics Objective Test Using Generalisability Theory","authors":"Imasuen K., Stanley O.E.","doi":"10.52589/bjce-oca9ozjt","DOIUrl":"https://doi.org/10.52589/bjce-oca9ozjt","url":null,"abstract":"This study investigated score dependability in the 2019 West Africa Examination Council (WAEC) Senior Secondary School examination using the generalisability theory. The study was specifically concerned with identifying and analysing the score dependability of the Senior Secondary School 2019 WAEC mathematics objective examination using generalisability theory, and determining the highest contribution of facets: students, items and teachers to score dependability. Two research questions were raised to guide the study. The study was a survey which adopted a random effect two-facet fully crossed s×r×i design for generalisability (G) and decision (D) studies. The population consisted of fifty-six thousand, seven hundred and ninety-seven (5697) Senior Secondary three (SS3) students in the seventy-five (75) public secondary schools in Benin Metropolis for the 2019/2020 academic session. The instrument for data collection was a fifty (50) multiple choice WAEC, Mathematics 2019 examination. The instrument had been validated by the West African Examination Council (WAEC). The reliability of the items was ascertained using the Kuder – Richardson 20 (KR 20) to obtain internal consistency. It gave a value of 0.92. Data collected were analysed using the software EduG version 6.0-e based on analysis of variance (ANOVA) and generalisability. The findings which emerged from the study were the highest effects to score dependability in examination came from the interaction of students and teachers, an index of dependability (∅)of 0.92 high enough to maximise reliability was observed only when the teachers were increased to 78. Based on the findings, it was recommended that generalisability analysis should be carried out by researchers, test developers and examination bodies so as to reduce or eliminate measurement error and hence maximise reliability, and there should be enough invigilators when conducting examinations, thereby minimising error and maximising reliability (dependability) of examination scores.","PeriodicalId":414127,"journal":{"name":"British Journal of Contemporary Education","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132330201","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effects of Language of Instruction on Junior Secondary Students’ Performance in Mathematics","authors":"Yakusak N.S., Y. A.F.","doi":"10.52589/bjce-b4xql7jv","DOIUrl":"https://doi.org/10.52589/bjce-b4xql7jv","url":null,"abstract":"This study investigated the Effects of Language of Instruction on Junior Secondary Students’ Performance and Terminology Achievement in Mathematics. A case study of Adavi Local Government Area of Kogi State, Nigeria. A total of eighty (80) students were drawn from two (2) schools. The study was guided by two (2) research questions and two (2) hypotheses. Mathematics Achievement Test (MAT) and Mathematics Terms Achievement Test (MTAT) were used as instruments for data collection. The students were taught the concepts of Algebra, Word Problem and Fraction for two weeks. The PRE-MAT and POST-MAT were administered to the students. Mathematics Terms Achievement Test (MTAT) was administered one week after the administration of POST-MAT. The students’ scripts were scored and the resulting data were subjected to data analysis. Research questions were answered using mean and standard deviation. Hypotheses were tested using Analysis of Variance (ANOVA). Major findings of the study showed that the experimental group achieved higher and retained more mathematical concepts than their counterparts in the control group. It is therefore recommended that teaching mathematics strictly in English should be de-emphasis to enable the mathematics teachers to explain in the mother tongue whenever they are teaching. Also, curriculum developers should take into consideration the language interference between English and the language of the environment in their planning for junior secondary school students.","PeriodicalId":414127,"journal":{"name":"British Journal of Contemporary Education","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114506140","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Public Junior Secondary School Teachers’ Perception and Application of School-Based Assessment in Ikpoba-Okha Local Government Area, Edo State","authors":"Imasuen K., I. I.F.","doi":"10.52589/bjce-ck6rihbx","DOIUrl":"https://doi.org/10.52589/bjce-ck6rihbx","url":null,"abstract":"One of the most important and significant developments in the Nigerian educational system was the introduction of school-based Assessment (SBA). School-based assessment is an effective classroom assessment which requires skills and practices as students react to achieve their immediate objectives. Although school-based assessment is relevant and important to both the teachers and the learners, it is still being undermined especially by the teachers. This study, therefore, examined the relevance of schools Based assessment as well as the relevance of using school assessment as a strategy for the evaluation of teaching and learning. Three research questions were raised to guide the study. The study adopted the descriptive survey research design. The population comprised the teachers in the 24 public junior secondary schools in Ikpoba - Okha Local Government area of Edo State. The simple random sampling method was used to select the sample. Sixty questionnaires were administered and the entire questionnaires were returned and analyzed using mean and standard deviation. The results revealed that teachers do apply various assessment techniques in teaching any subjects, the practice of school-based assessment enhances an effective evaluation of learning outcomes by teachers after teaching, and that teachers use varieties of evaluation instruments in the assessment of students Based on the findings, it was recommended that teachers should apply various assessment techniques in teaching of any subjects; school authorities should make it compulsory that all schools must be involved in school-based assessment; teachers should be encouraged to employ varieties of evaluation instruments in the assessments of students and assessment technique employed by teachers should be such that the students can easily cope with and that will not be too rigorous for them so as not lead to their discouragement.","PeriodicalId":414127,"journal":{"name":"British Journal of Contemporary Education","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132869281","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Personality Traits of Secondary School Girls Aspiring to Study Science, Technology, Engineering and Mathematics (STEM) in Benin Metropolis of Edo State, Nigeria","authors":"I. I.F., Imasuen K.","doi":"10.52589/bjce-smujbdb1","DOIUrl":"https://doi.org/10.52589/bjce-smujbdb1","url":null,"abstract":"The study examined some personality traits of secondary school girls aspiring to STEM careers in the Benin metropolis of Edo State in Nigeria. This study is a descriptive survey with a correlational design. The population of the study consisted of senior secondary school girls in sciences selected from federal, state and private schools in Benin metropolis of Edo State, Nigeria. Five hundred (500) female students formed the sample for the study. The data were analyzed using frequency counts, mean, standard deviation and chi-square. The hypotheses were tested using the Analysis of variance (ANOVA) and the multiple regressions. The findings of the study among others were: age and course of interest have a significant influence on girls aspiring to STEM careers; flexibility, self-esteem, enterprising, team spirit, social, and stress tolerance were exhibited by the girls; and that personality trait is a significant predictor of girls aspiring to STEM careers. It was concluded that the personality traits identified affects the single sex and mixed schools in about the same way. This implies that school type does not affect the personality traits of the girls much. Therefore, all secondary school girls have fairly equal chances of excelling in STEM careers. The study therefore recommended among others that: Parents, teachers and all stakeholders in education should be enlightened on participation of girls in STEM. Gender discrimination by employers should be discouraged. Secondary school students especially females should be encouraged to develop STEM competencies and disabuse their minds from the fear of some STEM subjects.","PeriodicalId":414127,"journal":{"name":"British Journal of Contemporary Education","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122979536","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Animated Infographics as A Potential Tool in Visual Art Pedagogy","authors":"Nene T., William K.N.","doi":"10.52589/bjce-zqizrn0y","DOIUrl":"https://doi.org/10.52589/bjce-zqizrn0y","url":null,"abstract":"The study adopted a qualitative approach with the case study to ascertain the pedagogical environment and infographics format(s) used by Visual Art teachers in the teaching and learning of Visual Art subjects in Senior High Schools. Respondents for the study were sampled purposively and conveniently from KNUST Senior High School, Kumasi, Ghana. Findings from the study indicated the non-availability of animated infographics as an instructional tool in the Visual Art classroom and the inefficiency of instructional delivery with only textbooks. For better comprehension and achievement of instructional objectives, the study recommended animated infographics as an alternative pedagogical strategy to the conventional way of instruction in the Visual Art classroom.","PeriodicalId":414127,"journal":{"name":"British Journal of Contemporary Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124078283","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"‘Empfindsamer Stil’ And Its Literary Connections: A Cue To Music Instruction","authors":"Samuel Agbenyo","doi":"10.52589/bjce-lnpbmki0","DOIUrl":"https://doi.org/10.52589/bjce-lnpbmki0","url":null,"abstract":"Empfindsamer Stil is a German expression whose meaning has historically been debated as either a “human emotional disposition” or “a musical style”. This descriptive bibliographic study seeks to investigate the historical development of Empfindsamer Stil, its application in musical contexts, as well as its nexus with literacy works, to inform music instruction. Given the COVID-19 pandemic research environment, most of the data were collected virtually and reported thematically. Findings indicate that Empfindsamer Stil is characterized by an emphasis on the expression of a variety of deeply felt emotions within a musical work, with Carl Philipp Emanuel Bach being the principal exponent. The study also reveals that historians of philosophy across time failed to agree on the meaning of the term Empfindsamer Stil. It was therefore concluded that language is dynamic and evolving. Music educators must ensure to explore the history-contextual significance of musical terminologies, especially those that may be alien within the specific musico-cultural milieu of the learner. Also, in teaching, applying, and assessing lessons involving terminologies, music teachers must take a cue from specific historical epochs and cultures to maximize relevance and fairness. Future studies in music history, in correlation with modern psychology and literary works, will therefore help clarify further whether the term Empfindsamer Stil is best explained as a phenomenon of human emotional disposition or a musical style. Also, more research will better explain the interdependent coexistence of music and various literary works.","PeriodicalId":414127,"journal":{"name":"British Journal of Contemporary Education","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128242958","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Sample Size Determination in Test-Retest and Cronbach Alpha Reliability Estimates","authors":"Imasuen Kennedy","doi":"10.52589/bjce-fy266hk9","DOIUrl":"https://doi.org/10.52589/bjce-fy266hk9","url":null,"abstract":"The estimation of reliability in any research is a very important thing. For us to achieve the goal of the research, we are usually faced with the issue of when the measurements are repeated, are we sure we will get the same result? Reliability is the extent to which an experiment, test, or any measuring procedure yields the same result on repeated trials. If a measure is perfectly reliable, there is no error in measurement, that is, everything we observe is the true score. However, it is the amount/degree of error that indicates how reliable, a measurement is. The issue of sample size determination has been a major problem for researchers and psychometricians in reliability studies. Existing approaches to determining sample size for psychometric studies have been varied and are not straightforward. This has made the psychometric literature contain a wide range of articles that propose a variety of sample sizes. This paper investigated sample sizes in test-retest and Cronbach alpha reliability estimates. The study was specifically concerned with identifying and analyzing differences in test-retest and Cronbach alpha reliability estimate of an instrument using various sample sizes of 20,30,40,50,100,150,200,300, and 400. Four hundred and eight (408) senior secondary school students from thirty-eight (38) public senior secondary schools in Benin metropolis part took in the study. The Open Hemisphere Brain Dominance Scale, by Eric Jorgenson was used for data collection. Data were analyzed using Pearson Product Moment Correlation Coefficient (r) and Cronbach alpha. The findings revealed that the sample sizes of 20 and 30 were not reliable, but the reliability of the instrument became stronger when the sample size was at least 100. The interval estimate (Fisher's confidence interval) gave a better reliability estimate than the point estimate for all samples. Based on the findings, it was, therefore, recommended that for a high-reliability estimate, at least one hundred (100) subjects should be used. Observed or field-tested values should always be used in the estimation of the reliability of any measuring instrument, and reliability should not be reported as a point estimate, but as an interval.","PeriodicalId":414127,"journal":{"name":"British Journal of Contemporary Education","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129086224","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}