Faculty of Education

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Computer- Based Instruction and students’ Academic Achievement in Mathematics in selected secondary schools in Mbale Municipality
(2015) Marafa, Mode
Different Schools try different instructional approaches to improve the teaching of mathematics with the goal of imparting students with skills and knowledge required for secondary school-level mathematics. Computers make possible new methods of delivering instruction so that students have choices of when, where, and how they learn mathematics. The purpose of this study was to compare academic performance of students in a mathematics lesson using computer-based instruction. The study used a sample of 40 senior three students of Mount Masaba High School. The study used one group pre-test, post-test quasi-experimental study. The researcher used Mathematics Competent Based Test (MCBT), which was constructed based on the mathematics teaching curriculum and objectives of the study. The data collected were tested at significant level of .05 and analyzed using descriptive statistics and a Paired sample t-test. All the null hypothesis were rejected in this study implying that Computer Based Instruction (Drill and practice, Tutorials, Instructional games and Simulations) had a significant effect in achieving the fundamental objectives of teaching and learning mathematics (mathematics skills and competence, procedural fluency, problems solving skills and learning abilities). The study found that there was a large effect size between computer drill and practice with manipulative skills and competence and computer tutorial with procedural fluency eta squared (47%). The study also found that there was a large effect size between instructional games with problem solving skills (45%). The study found that there was a large effect size between simulations with learning abilities (31%). The study recommends that computer based instruction should be used in secondary schools. In order to make this possible Mount Masaba High School should collaborate with the Ministry of Education to make it mandatory for all classes in secondary schools to integrate computer-based instruction in Mathematics curriculum.
Influence of mothers’ occupational status on students academic achievement in sultan Muhammadu Maccido insititute for Qur‘anic and general studies Sokoto state, Nigeria.
(2015) Jibril., Faisal
ABSTRACT The purpose of this study was to find influence of mothers’ occupational status on students academic achievement in Sultan Muhammadu Maccido Insititute For Qur‘anic and General Studies Sokoto State, Nigeria. The study was guided by the following specific objectives, To find out the extent to which working mothers influence their children academic achievements, To find out the extent to which non working mothers influence their children academic achievement, To examine the difference between academic achievement of working mothers’ children and those children of non working mothers Furthermore, three research hypotheses were established to find out the statistical relationship, and to strengthen validity of the findings as regard to objectives. A cross sectional survey design was used, purposive sampling was used in selecting sample, 246 out of 3567. A questionnaire titled mothers occupational status and student academic achievement (MOSSAQ) and the end term scores of the students were used. The data collected was analyzed using SPSS. The results as computed using Pearson correlation coefficient shows that the correlation revealed a high positive correlation (r = .659) between working mothers attention and students’ academic achievement. Considering the p-value (sig. = .000 < .05), was therefore suggested that there is a statistically significant relationship between working mothers and students’ academic achievement, secondly non-working mothers attention and students’ academic achievement. The result of the correlation revealed a moderate and positive correlation (r = .426) between non-working mothers attention and students’ academic achievement. Considering the p-value (sig. = .000 < .05), it was therefore suggested that there is a statistically significant relationship between non-working mothers and students’ academic achievement, finally an independent-samples t-test was conducted to compare the academic achievement of students of working mothers and students of non-working mothers. There was a statistically significant difference in the academic achievement for students of working mothers (M=4.52, SD=0.31) and students of non-working mothers [M=3.24, SD=0.46; t(238)=1.78, p=.002]. The magnitude of the differences in the means was very small (0.01). These findings suggest that students of working mothers slightly perform well more than students of non-working mothers; therefore, the researcher recommended that, Mothers should actively get involved in their children’s education irrespective of their working class. This can be done by frequently checking of the children’s note books, helping them in assignments and other academic activities that will improve their academic success, Mothers should devote time to interact with their children irrespective of their working class. This can be done by creating a close rapport with the children so as to know the strengths and weaknesses of the children’s academic and social life, in a situation where assisting the children in their home work is not possible, mothers should look for experts (under their care) who will teach the children and enable the children to overcome academic difficulties.
Relationship between study habits and academic achievement of secondary school students in Mbale municipality, Uganda July 2015
(2015) Kamar, Khalil Yahya
The present study was designed to explore the relationship between study habits and academic achievement of advance secondary school students in Mbale municipality, Uganda. The purpose of the study was to find out the relationship between advance level students’ study habits and their academic achievement of secondary schools in Mbale municipality, Uganda. The researcher hypothesized that there is no statistically significant relationship between time management, reading habits, study environment with academic achievement of secondary school student in Mbale municipality. A correlational research design was used for the study and sample size of 175 students were used. For measurement of study habits a standardized inventory developed by Bakare (1970). Study Habit Inventory (SHI) was adapted to determine the students’ study habits. Academic achievement was measured by using scores obtained from end of term examinations. The data collected were analyzed quantitatively with the use of statistical package for social science (SPSS), using Pearson product moment correlation statistics. The results of the findings indicate that; there is a moderate positive relationship between students’ time management habits and their achievement (r = 0.582, P 0.00<0.05), there is high positive relationship between students’ reading habits and their achievement (r = 0.712, P 0.00<0.005), a moderate positive relationship (r = 0.418, P 0.00<0.05) exists between students’ study environment and their academic achievement. The study concluded that students who adapt the habits of managing their study time well leads to achieve higher on average in economics in secondary schools in Mbale municipality, students who accepted good reading habits also tend to perform well in their school achievement to a very extent in Mbale municipality, and the conduciveness of the study environment relates to the academic achievement of the student in Mbale municipality. The following recommendation were suggested: The learners should be constantly advised to engage in learning activities, meaning that planning of specific time is very important, Reading and debate clubs should be encouraged by school administrators and teachers, and the school should provide an enabling environment for students to have full concentration from the beginning to the end of a lesson.
Relationship between use of instructional materials in teaching computer science students and their academic achievement in sultan Abubakar College, sokoto state, Nigeria
(2015) Isah, Aliyu
The purpose of the study was to examine the relationship between use of instructional materials in teaching computer science students and their academic achievement. A total of 5 teachers of computer science and 195 students were selected as samples for the study, using census and simple random sampling techniques respectively. The data was collected using a questionnaire and analyzed using descriptive statistics and Pearson-product moment correlation co-efficient, with the use of SPSS software version 20.0. The study found that there was a very high positive correlation between the use of Visual aids in teaching computer science students and their academic achievement in sultan Abubakar College Sokoto. (r = .82, p < .05). It was also found that there was high positive correlation between use of Audio-visual aids in teaching computer science students and their academic achievement in sultan Abubakar College Sokoto (r = .70, p < .05). In addition, the study found that there was a substantial positive correlation between use of Printed materials in teaching computer science students and their academic achievement in sultan Abubakar College Sokoto (r = .65, p < .05). The implication of the results showed that, the more teachers of Computer science use Visual aids, Audio- visual aids and Printed materials students’ academic achievement increases. The researcher recommended that teachers should frequently use visual aids such as Maps, Posters, Pictures and other visual aids in teaching their students. This can serve to meet the needs of divers of learners in the classroom. However, teachers should use different Audio-visual aids such as Television, Computers, Video tapes, and Projectors in teaching their students. In addition, Printed materials should be structured to incorporate step-by-step instruction rather than subjecting the students to large printed contents. This would enable students to achieve high level of mastery.
Students’ access to E-learning resources and Academic achievement in Islamic University in Uganda
(2015) Hassan, Basheer Aliyu
This study focused on determining the relationship between students’ accessibility to e-learning resources and their academic achievement in the Islamic University in Uganda. In finding this relationship, the study adapts the following components of e-learning materials: blogs, e-learning tools and e-publication. These e-learning components formed the objectives of the study as follows: (1). To examine the relationship between students’ accessibility of Blogs and their academic achievement in the Islamic University in Uganda. (2). To determine the relationship between students’ accessibility of e-learning tools and their academic achievement in the Islamic University in Uganda. (3). To determine the relationship between students’ accessibility of epublications and their academic achievement in the Islamic University in Uganda. (4). To examine the dominant e-learning resources towards students’ academic achievement in the Islamic University in Uganda. The population of the study included undergraduate students of the University (4766). Stratified random sampling was used to select the respondents (n = 367 students). A five-point Likert scale questionnaire was used to collect data from the respondents. Pearson Product Moment correlation was used to analyze research question 1, 2 and 3. Multiple regression analysis was used to analyze research question 4. Findings of the study revealed a very week correlation (r = 0.011) between students’ access to blog and their academic achievement. Similarly, the finding of the study revealed a moderate correlation (r = 0.031) between students’ access to e-learning tools and students’ academic achievement. Furthermore, it was found that there is a high positive correlation (r = 0.751) between access to e-publications and students’ academic achievement. It was further found that e-Publications (standardized coefficient beta= 0.425) made the strongest unique contribution in the prediction of students’ academic achievement. This was followed by e-Tools (standardized coefficient beta = 0.327) and then Blog (standardized coefficient beta = 0.014). Based on these findings, it was therefore recommended that IUIU should create blog accounts and other platforms where students can download lecture notes, simulation contents, games and other e-learning materials also students should be encourage to open blog account so that learning can go beyond the classroom
Students’ extrinsic motivation and learners’ academic achievement in government aided secondary Schools in Mbale municipality, in Uganda
(2015) Ibrahim, Zakari
This study was conducted on the relationship between extrinsic motivation and lecturers’ academic achievement in government aided secondary schools in Mbale municipality. The study was guided by the following objectives: to examine the relationship between financial rewards and students’ academic achievement. To examine the relationship between parental support and students’ academic achievement. To examine the relationship between recognition and students’ academic achievement. The research design adopted for this study was a cross-sectional design. The respondents of the study were 300 secondary school students who were randomly selected. Data were collected using a five-point Likert scale questionnaire. Findings of the study reveal a weak correlation (r = .311, p < .05) between anticipation of financial reward and students’ academic achievement. In addition to this, the findings further reveal a moderate correlation (r = .501, p < .05) between parent support and students’ academic performance. The findings of the study also reveal a moderate correlation (r = .421, p < .05) between anticipation of recognition and students’ academic performance. Therefore, the researcher conclusively argued that financial rewards influenced the students’ academic achievement. Also parental support if conducted well would lead to the academic achievement of students. The researcher also concluded that recognition would lead to academic achievement of students. Based on the findings of the study, the following recommendations were arrived at: there is need for schools to carry out sensitization of the parents on the importance of supporting their going children. The study further recommends that there is need for schools to develop comprehensive student motivational strategies aimed at setting up incentives for students to perform. Schools should also focus on the training of their teachers to improve on their techniques of motivating students through non-financial ways.

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