The Experts below are selected from a list of 360 Experts worldwide ranked by ideXlab platform
Husseni Abubakar - One of the best experts on this subject based on the ideXlab platform.
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enhancing Secondary School Students retention in geography through physical and virtual laboratories in north central nigeria
IJER-International Journal of Educational Research, 2021Co-Authors: Hussaini Usman, Joy Ojonogecha Emmanuel, Zaliha Ndatsu Usman, Husseni AbubakarAbstract:This study investigated the effects of Physical and Virtual Laboratories on the Retention of Secondary School Students towards Geography in North Central Nigeria. The study adopted a quasi-experimental research design. The sample size of the research consisted of 768 Students from 12 Secondary Schools in the North Central zone of Nigeria. Four Secondary Schools from each of the three sampled states in the zone were purposively chosen and randomly assigned to research groups: experimental group I (Physical Laboratory), experimental group II (Virtual Laboratory), and control group (Lecture Method). One instrument used for collecting data in this study and its titled Geography Achievement Test (GAT). It is a 30 – item instrument covering topics in Physical Geography, a Pearson product-moment correlation formula was used to determine the reliability coefficient of GAT which yielded 0.76. The data collected were analysed using descriptive statistics of Mean and Standard Deviation and inferential statistics of Analysis of Variance (ANOVA). The null hypotheses were tested at 0.05 level of significance. The results of the study revealed that physical and virtual laboratories enhanced Secondary School Students’ retention towards geography better than lecture method and it was therefore recommended that these laboratories should be embraced as teaching strategies for teaching geography concepts in Secondary Schools in order to improve Students’ retention towards the subject.
Edvin Bru - One of the best experts on this subject based on the ideXlab platform.
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the role of perceived parental socialization practices in School adjustment among norwegian upper Secondary School Students
British Journal of Educational Psychology, 2009Co-Authors: Ingunn Studsrod, Edvin BruAbstract:Background Lack of adjustment or School failure is a concern to educators, educational and School psychologists as well as parents, but few studies have focused on School adjustment during late adolescence. Moreover, studies have yet to explore associations between parenting and School adjustment among upper Secondary School Students. Aim The primary objective of this study is to explore the relative and unique influence of parental support, behavioural control and psychological control (overprotection and autonomy granting) in School adjustment among upper Secondary School Students. Sample The sample consisted of 564 Students (15–18 years of age) in vocational and general educational courses from one upper Secondary School in western Norway. Method The study was conducted as a survey. All data were based on adolescent reports, except for absence data, which were provided by the School. Results The results showed that perceived parental practices accounted for moderate, but statistically significant amounts of variance in different aspects of School adjustment. Conclusions The findings indicate that perceived parental socialization practices are only moderately associated with School adjustment among upper Secondary School Students. This probably reflects the fact that the influence of specific parenting practices declines as children and young adolescents mature into late adolescent Students.
Hussaini Usman - One of the best experts on this subject based on the ideXlab platform.
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enhancing Secondary School Students retention in geography through physical and virtual laboratories in north central nigeria
IJER-International Journal of Educational Research, 2021Co-Authors: Hussaini Usman, Joy Ojonogecha Emmanuel, Zaliha Ndatsu Usman, Husseni AbubakarAbstract:This study investigated the effects of Physical and Virtual Laboratories on the Retention of Secondary School Students towards Geography in North Central Nigeria. The study adopted a quasi-experimental research design. The sample size of the research consisted of 768 Students from 12 Secondary Schools in the North Central zone of Nigeria. Four Secondary Schools from each of the three sampled states in the zone were purposively chosen and randomly assigned to research groups: experimental group I (Physical Laboratory), experimental group II (Virtual Laboratory), and control group (Lecture Method). One instrument used for collecting data in this study and its titled Geography Achievement Test (GAT). It is a 30 – item instrument covering topics in Physical Geography, a Pearson product-moment correlation formula was used to determine the reliability coefficient of GAT which yielded 0.76. The data collected were analysed using descriptive statistics of Mean and Standard Deviation and inferential statistics of Analysis of Variance (ANOVA). The null hypotheses were tested at 0.05 level of significance. The results of the study revealed that physical and virtual laboratories enhanced Secondary School Students’ retention towards geography better than lecture method and it was therefore recommended that these laboratories should be embraced as teaching strategies for teaching geography concepts in Secondary Schools in order to improve Students’ retention towards the subject.
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improving Secondary School Students attitude towards geography through physical and virtual laboratories in north central nigeria
Pedagogical Research, 2020Co-Authors: Oluwole Caleb Falode, Hussaini Usman, Emeka Joshua Chukwuemeka, Asabe Hadiza MohammedAbstract:This study investigated the effects of Physical and Virtual Laboratories on the Attitude of Secondary School Students’ attitude towards learning Geography in North Central Nigeria. The study adopted a quasi-experimental research design. The sample size of the research consisted of 768 Students from 12 Secondary Schools in North Central zone of Nigeria. Four Secondary Schools from each of the three sampled states in the zone were purposively chosen and randomly assigned to research groups: experimental group I (Physical Laboratory), experimental group II (Virtual Laboratory) and control group (Lecture Method). A 20 – item research instrument titled Questionnaire on Attitude of Students towards Geography (QASG) was used for data collection in this study. Cronbach alpha’s formula was employed to ascertain the reliability coefficient of QATG and it yielded 0.70. The data collected were analysed using descriptive statistics of Mean and Standard Deviation and inferential statistics of Analysis of Variance (ANOVA). The null hypotheses were tested at 0.05 level of significance. The results of the study revealed that physical and virtual laboratories enhanced Secondary School Students’ attitude towards geography better than lecture method and it was therefore recommended that these laboratories should be embraced as teaching strategies for teaching geography concepts in Secondary Schools in order to improve Students’ attitude towards the subject.
Ingunn Studsrod - One of the best experts on this subject based on the ideXlab platform.
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the role of perceived parental socialization practices in School adjustment among norwegian upper Secondary School Students
British Journal of Educational Psychology, 2009Co-Authors: Ingunn Studsrod, Edvin BruAbstract:Background Lack of adjustment or School failure is a concern to educators, educational and School psychologists as well as parents, but few studies have focused on School adjustment during late adolescence. Moreover, studies have yet to explore associations between parenting and School adjustment among upper Secondary School Students. Aim The primary objective of this study is to explore the relative and unique influence of parental support, behavioural control and psychological control (overprotection and autonomy granting) in School adjustment among upper Secondary School Students. Sample The sample consisted of 564 Students (15–18 years of age) in vocational and general educational courses from one upper Secondary School in western Norway. Method The study was conducted as a survey. All data were based on adolescent reports, except for absence data, which were provided by the School. Results The results showed that perceived parental practices accounted for moderate, but statistically significant amounts of variance in different aspects of School adjustment. Conclusions The findings indicate that perceived parental socialization practices are only moderately associated with School adjustment among upper Secondary School Students. This probably reflects the fact that the influence of specific parenting practices declines as children and young adolescents mature into late adolescent Students.
Hadiza Tukur Ahmed - One of the best experts on this subject based on the ideXlab platform.
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impact of mobile phone usage on academic performance among Secondary School Students in taraba state nigeria
European Scientific Journal ESJ, 2016Co-Authors: Haruna Rabiu, Aisha Indo Muhammed, Yunusa Umaru, Hadiza Tukur AhmedAbstract:This study employed survey design in investigating the influence of mobile phone usage on academic performance among Secondary School student in Jalingo, Taraba State, Nigeria. The sample for the study was 300 respondents selected from the total population of 6,482 respondents. Stratified sampling technique was employed to select the sample. The Mobile Phone Usage Questionnaire (MPUQ) adapted from Twum (2011), Mathematic Achievement Test (MAT) and English Language Achievement test (ELAT), were the instrument used for this study. Data collected were analyzed using mean, standard deviation, t-test and ANOVA to answer the research questions and hypotheses. The finding of this study, revealed that mobile phone usage significantly influence academic performance among male and female senior Secondary School Students (t = 6.113, P = 0.02), age difference was not a significant factor in mobile phone usage on academic performance among senior Secondary School Students (f = 6.431, P = 0.022), parent’s occupation was not a significant factor in mobile phone usage on academic performance among senior Secondary School Students (f = 9.005, p= 0.031) and that the frequency of mobile phone usage does not significantly influence academic performance among male and female senior Secondary School Students (t = 8.131, p = 0.02). It was recommended that, School psychologists, teachers, School administrators, parents and Students should be sensitized on the influence of mobile phone usage on academic performance among Secondary School Students irrespective of gender and age differences.
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impact of mobile phone usage on academic performance among Secondary School Students in taraba state nigeria
Research on humanities and social sciences, 2016Co-Authors: Haruna Rabiu, Aisha Indo Muhammed, Yunusa Umaru, Hadiza Tukur AhmedAbstract:This study employed survey design. The sample for the study was 300 respondents selected from the total population of 6,482 respondents. Stratified sampling technique was employed to select the sample The Mobile Phone Usage Questionnaire (MPUQ) was adapted from Twum (2011) and used for this study is sub-divided into two (2) sections namely: Appendix A consisting of demographic variables of respondents such as gender, age and socio economic status. While Appendix B consists of items statements relating to mobile phone usagewith a five (5) point rating scale, namely;Never, Rarely, Occasionally, Often or Very Often from which the respondents were required to choose from and mathematic achievement test (MAT) as well as English language achievement test (ELAT). Data collected were analyse using mean, standard deviation and t-test to answer the research questions and hypotheses raised. The finding of this study, revealed that mobile phone usage significantly influence academic performance among senior Secondary School Students. (t = 5.711, P = 0.02), The finding of this study also revealed that, age different was not a significant factor in mobile phone usage on academic performance among senior Secondary School Students (f = 6.431, P = 0.022), In addition, the finding of this study revealed that, socio economic status was not a significant factor in mobile phone usage on academic performance among senior Secondary School Students (f = 9.005, p= 0.031), Furthermore, the findings of this study revealed that, gender was not significant factor in mobile phone usage on academic performance among senior Secondary School Students (t = 8.131, p = 0.02) and Finally, the finding of this study also revealed that, the frequency of mobile phone usage does not significantly influence academic performance among senior Secondary School Students (t = 11.931, p = 0.015). recommendation to include; School psychologists, teachers , School administrator and Students should be sensitize on the influence of mobile phone usage on academic performance among Secondary School student. among others are made
