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EFFECT OF TWO MODES OF IMPROVISED INSTRUCTIONAL MATERIALS ON SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN GOVERNMENT IN OBOLLO-AFOR ENUGU STATE, NIGERIA

ABSTRACT 

 This study determined the effect of two modes of improvised instructional materials on secondary school students’ achievement in Obollo-Afor Education Zone. Five research questions and five hypotheses were formulated to guide the study. The design was quasi-experimental pre-test – posttest non-randomised, non-equivalent group. The population for the study comprised all the 3,758 senior secondary two (SS II) students of the 37 co-educational schools in Obollo Afor education zone. The sample consisted of 149 (71 males and 78 females) students drawn randomly from four comparable schools. Students in two schools, one urban and the other rural were taught government using teacher-improvised instructional materials while students from the other two schools were guided in improvising instructional materials that were used to teach them. A researcher- made Government Achievement Test (GAT) was the instrument used for the study. The instrument was tested for reliability yielding a reliability coefficient of 0.65 using the Kudder Richardson (KR20). Mean, standard deviation and ANCOVA were used to analyze data. Results of the study showed that there was no significant difference in the achievement of students exposed to teacher improvised materials and those exposed to student improvised materials although students exposed to teacher improvised materials had a slightly higher adjusted mean score than their counterparts exposed to students improvised materials. Students’ mean achievement scores did not differ significantly due to gender although the females had a slightly higher adjusted mean score than their male counterparts. In addition, students mean achievement scores did not differ significantly as a result of school location although students in the rural schools had a slightly higher adjusted mean score than their urban counterparts. Furthermore, there was no significant interaction effect of mode of improvisation and gender on students’ mean achievement scores in government, and there was no significant interaction effect of mode of improvisation and school location on students’ mean achievement scores in Government. The educational implication of the findings is that the emphasis placed on teacher improvisation in curriculum design and implementation is misplaced. Students’ improvisation is also effective. Both teachers and students should engage in improvisation as a way to facilitate the achievement of educational objectives. The two modes of improvised instructional materials must be emphasized in the design and implementation of the curriculum by the ministry of education if the educational Objectives are to be realised in secondary schools. Government should, therefore, set up regular programmes for teachers on improvisation. Moreso, students’ improvisation should always be encouraged. Government should, through the ministry of Education, strengthen its supervision in schools to ensure that both urban and rural schools improvise instructional materials.

Review project detailsComments
 
Number of Pages239 pages
Chapter one (1)Yes  Introduction
Chapter two (2)Yes  Literature review
Chapter three (3) Yes methodology
Chapter  four (4) Yes  Data analysis
Chapter  five (5) Yes Summary,discussion & recommendations
ReferenceYes Reference
QuestionnaireYes Questionnaire
Appendixyes Appendix
Chapter summaryyes 1 to 5 chapters
Available documentPDF and MS-word format


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