Open Access Original Research Article

How do Teaching Strategies that Teachers Employ in the Secondary Schools Raise Students’ Level of Motivation to Learn Effectively?

Pema Rinzin

Journal of Education, Society and Behavioural Science, Page 1-13
DOI: 10.9734/jesbs/2021/v34i1030358

The researcher carried out the study to find out, “How teaching strategies that teachers employ in the secondary schools raise students’ level of motivation to learn effectively.” The research explored the relationship between teaching strategies used and motivation affecting the effective teaching-learning process in our schools. 

Researcher was guided by epistemological assumption and anchored on a social constructivist worldview. Being a novice researcher I employed a qualitative approach with the use of phenomenology as research design. This choice has facilitated the researcher to gain hands-on experiences of the participants in the field. For data collection researchers employed interview (semi-structured) and observation as research tools involving two schools for the study. Researchers invited six teachers (all male) and eight students (4 boys and 4 girls) as the research samples. The data collected from the field was presented, thoroughly discussed and critically analyzed.

The study revealed that our existing system of teaching lacks the blend of motivation in the teaching strategies utilized, resulting in minimal learning to our students due to lack of motivation. One of the main recommendations is there is a need for the ministry to look into the possibility of offering courses on motivation compulsorily to all the teacher trainees in the two Colleges of Education.

Open Access Original Research Article

Perception of Students and Lecturers on Students Centered Learning (SCL) in the College of Nursing and Midwifery Gombe Northern Nigeria

Doka J. S. Pauline, Mela Danjin, Felix Mandoli Manjo, Haruna M. Moda

Journal of Education, Society and Behavioural Science, Page 14-27
DOI: 10.9734/jesbs/2021/v34i1030359

Topmost among the 21st century innovations in pedagogy is the introduction of the constructivist approach in which students are afforded wide latitude of involvement in constructing, reconstructing and ascending a scaffold of knowledge based on student centered learning (SCL) approach. This study aimed to assess the perception of SCL introduced as a form of teaching and learning among students and lecturers in the College of Nursing and Midwifery, Gombe State, Nigeria. Employing a descriptive cross sectional study design and a purposive sampling technique, a sample of 117 students and 24 lecturers were drawn. Using an adapted SCL questionnaire, data collection was done from November to December, 2020 and was analyzed using SPSS (IBM) version 23 and result presented as means and percentages, while Pearson correlation and one-way ANOVA was used to present inferential statistics results. All statistical findings were considered significant at p≥0.05. Cronbach’s alpha reliability score of at least 7.0 was achieved within each set of variables considered. Of the eight SCL components assessed, the most highly rated were role of lecturers (3.99±0.7) and role of students (3.53±0.6) while the least rated were obstacles (2.91±0.9) and learning outcomes (2.95±1.1). Three major obstacles to SCL identified in the study include: “in ability to cover the syllabus using SCL approaches” (3.04±1.4); “lack of infrastructure for SCL in my school” (3.87±1.1) and; “lack of guidelines for the SCL approach in my school” (3.13±1.3). The study findings conclude that, despite the good perception of SCL in the college there are limitations to its full adoption. Therefore, it is recommended that online discussions, training of staff and provision of measures to ensure content coverage using SCL, provision of critical infrastructure and guidelines for SCL be prioritized by the management and other stakeholders.

Open Access Original Research Article

Socio-environmental Factors as Determinants of Emotional Well-being of Adolescents in Foster Homes in South-Western Nigeria

Christiana A. Oluwamotemi, Olumide E. Olajide, Elizabeth R. Edoni, Chidinma Emma Ukoha, Ademola L. Adelekan

Journal of Education, Society and Behavioural Science, Page 28-39
DOI: 10.9734/jesbs/2021/v34i1030360

Aims: The study explored the socio-environmental factors as determinants of the emotional well-being of adolescents in foster homes in southwestern Nigeria.

Study Design: A descriptive survey research of ex-post-facto type was employed.

Place and Duration of Study: Foster homes in six states in southwestern Nigeria. 

Methodology: multi-stage sampling was used in selecting 555 respondents for this study and the data collection was done using a semi-structured questionnaire and data analyzed using descriptive and inferential statistics.

Results: The study revealed that peer influence, academic performance and attitude of the foster family were significant to emotional wellbeing. All the components of social factors correlated with the emotional well-being of the fostered adolescents show that appropriate schooling and educational services can strengthen them and are more likely to view their schools as a supportive and safe haven. Therefore, peers, the foster family and the foster adolescents’ exposure to academics either directly or indirectly affects their emotional well-being. It also showed that the majority (54.1%) accepted that they can count on their carers to help them when the need arises. It is also revealed that the foster family attitude is an adolescent’s source of emotional support and their psychological well-being which may increase self-esteem in the fostered adolescents. This study revealed that 44.3% of the respondents confirmed that they always get along well with their carers.

Conclusion: Adolescents in foster care face multiple threats to their healthy development, including poor physical health, attachment disorders, compromised brain functioning, inadequate and emotional skills

Open Access Original Research Article

The Relationship between Social Capital and Soft Skills among University Students

Mohd Mahzan Awang, Jalal Deen Careemdeen

Journal of Education, Society and Behavioural Science, Page 40-46
DOI: 10.9734/jesbs/2021/v34i1030361

This study aims at identifying the level of social capital to improve soft skills among university students in Malaysia. Social capital construct based on Putnam's [1] social capital theory. Social capital in this research refers to students' participation in community-based activities and university's clubs. Soft skills construct included university students' communication, leadership, teamwork, continuous learning, critical thinking, ethics and professionalism, and entrepreneurship skills. This study is a survey research design using a questionnaire instrument for data collection. The sample was chosen randomly, participating in a total of 264 university students in Malaysia. The study used descriptive analyses such as mean, standard deviation, t-test, and Pearson Correlation to analyze the data. The Statistical Package for the Social Sciences (SPSS) Version 23 was used for the data analysis The findings of study demonstrated that the majority of university students had moderate levels of both constructs, namely social capital and soft skills. Results from this study revealed that there was no significant difference in social capital based on Gender. However, the results of the study found there is a significant difference in soft skills based on Gender. Accordingly,' it has been found that male students had a higher soft skill compared to female students. Correlation analysis demonstrated that there was a significant positive relationship between social capital and soft skills. Overall, this study suggests the importance of social capital towards soft skills development.

Open Access Original Research Article

Effect of Constructivist Instructional Strategy on Students Achievement in Secondary School Mathematics Curriculum in Rivers State, Nigeria

Samuel Jeremiah, Foluke Bosede Eze

Journal of Education, Society and Behavioural Science, Page 47-56
DOI: 10.9734/jesbs/2021/v34i1030362

The study examined effect of constructivist strategy on students Achievement in Senior Secondary Mathematics in Rivers State. The research was guided by three research questions and corresponding hypotheses. The population is all the thirty four thousand, one hundred and sixty eight (34,168) of all Senior secondary II (SS11) students in Rivers State during the 2018/2019 Academic year. A sample size of 280 students in four intact classes were selected through purposive sampling technique. Two of each of the classes were used as experimental and control groups. Non randomized pre-test, post test control group design was used for the study. Instrument used for the study was Mathematics Achievement Test (MAT) made up of 25 items drawn from simple statistics and Lesson Packages. The instrument was validated by experts and reliability coefficient of the instrument was obtained through test-retest method. The scores obtained were subjected to Pearson product moment correlation coefficient analysis and the result yielded 0.82. Analysis of Covariance (ANCOVA), Mean and Multiple Classification Analysis  (MCA) were used in analyzing the data. Findings reveals that constructivist strategy was more effective in facilitating students achievement in Mathematics than expository method. The result did not show a significant difference in students’ achievement in Mathematics in terms of gender and school type. The study therefore recommended among others the use of constructivist strategy in the teaching and learning of Mathematics in schools.

Open Access Original Research Article

Factors Influencing the Learning of Class XII Science: A Perspectives of Students

Norbu Wangdi, Sonam Chhoden, Madan Chhetri, Sangay Tenzin

Journal of Education, Society and Behavioural Science, Page 57-66
DOI: 10.9734/jesbs/2021/v34i1030363

The purpose of this study is to investigate the factors influencing students’ higher secondary level science performance in one of the higher secondary schools of Bhutan. A total of 150 students were selected through purposive sampling. The sample includes both current classes XI and XII and former class XII graduates of the school. Through the use of mixed method research design, the data were collected using survey questionaries and interview in focus group. The quantitative data were analysed using descriptive statistics techniques and qualitative based on themes. The result of the study showed that the science performance of students were negatively affected by the inadequate support from school administration, lack of experienced and dedicated teachers and, poor supports from parents and relatives of the students. Thus, this study recommends school administration to take extra initiative towards improving students’ academic performance and teachers to explore different teaching pedagogies that can stimulate students’ interest towards learning science.