| 1 |
Author(s):
Chukwuka Ernest Jebolise (Ph.D.), Apaokueze Tessy Nkechi (Ph.D.).
Page No : 1-13
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Entrepreneurial Competencies in Home Economics Education for National Economic Development of Nigeria.
Abstract
This study seeks to investigate Entrepreneurial Competencies in Home Economics education for National Economic Development of Nigeria with a view to ascertain the specific role the Entrepreneurship component of Home Economics education plays in standard of living of the graduates and National economic development. The study adopted a systematic review approach to review over Eighty (80) empirical and quality research findings and views of several researchers on related studies from reputable international journals. This study concludes after a systematic and extant review of reputable and empirical studies of related areas that there is a direct connection between Entrepreneurial Competencies in Home Economics and Nigeria’s Economic Development. This result implies that the entrepreneurship component of Home Economics Education has contributed and is still contributing to Nigeria’s Economic Development through employment creation which contributes to the increase in GDP. The study also discovered that Home economics’ mission to improve family well-being, and national development along with its multidisciplinary, interdisciplinary, context-based, and skills-based nature, makes it an ideal field for the integration of entrepreneurship knowledge. The knowledge and skills learned in home economics, including consumer education, household resource management skills, and HE-related marketable skills, provide the ideal combination to improve the sustainability of micro and small businesses. The study recommends that the Federal government creates a national policy on aggressive Entrepreneurship implementation to drastically reduce youth unemployment and crime in view of proven contributions of Entrepreneurship education to National Economic Development of Nigeria.
| 2 |
Author(s):
Macmillan Mafulul Josiah (Ph.D.).
Page No : 14-34
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Development and Validation of Heat Energy Achievement Test for Senior Secondary Two Students in Physics in Jos Metropolis, Nigeria.
Abstract
This study was undertaken to develop and validate heat energy achievement test (HEAT) for senior secondary two students in Jos metropolis, Nigeria. The heat energy achievement test is an instrument for determining the achievement of students in Physics from the senior secondary two Physics curriculum. The inappropriate use of relevant teaching strategies which are not student-centred and poorly developed test instruments by classroom teachers may result in lack of better understanding of Physics concepts by students and hence, the poor achievement of students in Physics. This study was, therefore, carried out to assist teachers to be more effective in constructing achievement tests in Physics. The HEAT was developed, validated, and was found to be reliable (coefficient of reliability = 0.83) for use as a test instrument. It was further administered to students offering Physics. Recommendations were made which include Postgraduate students of Physics Education and related courses should adopt or adapt HEAT, instead of developing, when carrying out research involving heat energy measurements.
| 3 |
Author(s):
Acquaye V. N. A., Yahaya R..
Page No : 35-52
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Exploring the Teaching of the Integration of Literature and English Language: A Case Study of Dahinsheli Junior High School.
Abstract
Ghana introduced a New Standard-Based Curriculum in Basic Schools, and to promote literacy, imagination, and creativity, an integrated approach to teaching English language and Literature is recommended. This study explored the teaching of integrated English Language and Literature in the Dahinsheli Junior High School. A qualitative research approach and an Exploratory Case Study Design were employed. An observation checklist and interview were used for data collection. Basic 7 and 8 students and their teachers were purposively sampled for the study. Using thematic analysis, the results indicate that the teachers employed diverse and innovative teaching strategies, However, it was observed that the integration was more pronounced during literature lessons and nonexistent during language lessons. Also, the voluminous nature of the curriculum, limited time allocation, inadequate teaching aids, and lack of professional development were challenges teachers face as they implement the curriculum.
| 4 |
Author(s):
Rosemary Naana Kumi-Manu (Ph.D.), Sakina Acquah (Prof.), Cosmos Eminah (Ph.D.).
Page No : 53-73
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Exploring Junior High School Learners’ Motivation in Science Through Concept Cartoon-Based Instruction.
Abstract
This study aimed to determine the effect of concept cartoons on Junior High School (JHS) learners’ motivation to study Integrated Science. An exploratory mixed-method design situated in a participatory action research approach was employed for the study. A convenient sampling technique was used to select 45 form two learners of Methodist M/A JHS in Winneba. The science teacher and nine of the learners, purposively sampled were interviewed after the intervention to assessed their impressions about concept cartoon-based instruction. Concept cartoons-based instruction was used to teach selected Integrated Science concepts. Instruments used to collect data before and after the intervention were observation, interviews and questionnaires on motivation before and after the intervention. Quantitative data collected was analysed using descriptive statistics. The learners’ responses were organised into, frequency counts and converted into simple percentages and presented in tables. The qualitative data was coded inductively, organized and used to triangulate findings obtained from the quantitative data. The study's findings showed that before the intervention, JHS learners were least motivated regarding science learning. However, there was heightened interest in science among the learners after the concept cartoon-based instruction. Learners were highly motivated and developed a passion for science. This was evident in the findings obtained from the responses of the learners on the post-intervention questionnaire and interview. The concept cartoons approach used in the study motivated and increased learners’ participation in the teaching of the selected concepts of Integrated Science so JHS Integrated Science teachers are encouraged to use concept cartoons to increase the learners’ motivation to learn science.
| 5 |
Author(s):
Sarah Getahun Bekele, Paul Amollo Odundo, John Kamau Mwangi, Lilian Khavugwi Ganira (Ph.D.).
Page No : 74-92
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Influence of Differentiated Instructional Techniques on Learning Achievement in Secondary Schools in Nairobi County, Kenya: A Focus on Approved Business Studies Textbooks.
Abstract
This study examined the significance of differentiated techniques in accelerating learning achievement in business studies among Form Three learners in public secondary schools in Nairobi County, Kenya. Triggered by persistent decrease in learner mean score in accounting concepts in summative exams covered at Form Three, the study investigated whether Business Studies textbooks employing varied instructional strategies contribute to improved academic outcomes. Anchored on Vygotsky’s Zone of Proximal Development and guided by positivism philosophical underpinning, the study utilized mixed methods approach incorporating the Solomon four-group experimental design to control pretest sensitization effects. A total of 200 learners were sampled using stratified random and purposive sampling techniques. Quantitative data were analyzed using descriptive statistics, t-tests, chi-square tests, and linear regression models. Descriptive findings revealed that learners perceived differentiated instructional elements such as varied teaching approaches, alternative assignments, and responsive learning materials as beneficial for mastering concepts and boosting engagement. Regression analysis indicated a significant positive relationship between differentiated techniques and learner achievement in the experimental group (R² = 0.396, β = 0.217, p < .001), while no significant relationship was observed in the control group (β = -0.141, p = 0.629). The findings depicted that effective textbook design incorporating differentiated techniques enhances learner motivation and academic success. However, in the absence of intervention, these techniques alone were insufficient to yield significant learning gains. The study recommends that the Kenya Institute of Curriculum Development (KICD) embed differentiated strategies within textbook guidelines and support teacher training to ensure effective classroom implementation of these strategies.
