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Effects of Testing Mode and Computer Familiarity on First-Year Students' Achievement in Cell Biology at Federal University of Technology, Minna

2026-07-06T01:43:56Z

Title: Effects of Testing Mode and Computer Familiarity on First-Year Students' Achievement in Cell Biology at Federal University of Technology, Minna Authors: Idris, Umar Sarkin Bauchi; Haruna, Ramatu; Hamman, Mathew Joseph; Ezeamagu, Mary Abstract: Computer-Based Test (CBT) has become a central concern in educational assessment not only in Nigeria, but in almost all countries of the world. Governments, examination bodies, institutions and organizations have accorded CBT much priority as a result of the potentials manifested by the mode over the years, ranging from accuracy, speed, objectivity and innovation. Numerous studies were embarked upon as to unfold the validity evidences necessary for the smooth transition from the traditional Paper-Pencil- Test (PPT) to the CBT in educational assessment with varied and inconsistent results. This paper reports a study conducted on the effects of testing mode and computer familiarity on first-year students’ achievement in Cell Biology at Federal University of Technology Minna, Niger State. Repeated measures design was adopted using first year university students. Purposive sampling technique was employed in getting the university course and the sample of the study (1130 participants). The research instruments were Cell Biology Achievement Test (CBAT) and Computer Familiarity Scale (CFS) which were validated by five experts. Reliability coefficient of CBAT using KR20 was .78 and CFS yielded .79 using Cronbach Alpha formula. The parallel form reliability coefficient of .91 for the CBAT modes (CBT and PPT) was obtained using Pearson Product Moment Correlation (PPMC). Data generated was analyzed using One-Way Repeated Measures ANOVA and independent t-test accordingly. Findings revealed that there was significant difference between the academic achievement of first year students in Cell Biology CBT and PPT modes (F (1, 1129) = 2380.943, P< 0.05). The findings also discovered that there was significant difference between the academic achievement of less and more computer familiarity first- year students in Cell Biology CBT mode, t (1128) = 3.840, P < 0.05. It was recommended among others that schools and departments should be well equipped with computer facilities to enhance computer skills capable of averting any irrelevant variance in the academic achievement of students in Biology electronic assessments. Keywords: Computer-Based Test, Paper-Pencil-Test, Cell Biology, Assessment, Testing Mode, Computer familiarity Description: Team contribution

Students’ Perceived Quality of Biology Curriculum Implementation Practices Among Public Secondary Schools in Lokoja Metropolis, Kogi State

2026-07-03T04:00:48Z

Title: Students’ Perceived Quality of Biology Curriculum Implementation Practices Among Public Secondary Schools in Lokoja Metropolis, Kogi State Authors: Adamu, Abdullahi; Idris, Umar Sarkin Bauchi; Mohammed, Umar Sanda Koroka Abstract: Curriculum implementation is a core and most significant event in educational system as it determines the achievement of educational goals, and by extension, the national development. Nigeria is one of those nations with huge achievements over decades in educational investments. However, research indicates some gaps that need more attention in order to enhance smooth curriculum delivery in learning institutions across the state. This study adopted a descriptive survey research design, adapting Stuff Lebam’s CIPP Model to evaluate the implementation of the Biology Curriculum among Public Secondary Schools in Lokoja Metropolis of Kogi State, Nigeria. The population comprised 3,943 Biology students drawn from eleven (11) secondary schools. Using a random sampling technique, a sample of 346 Biology students was randomly selected to ensure equal representation of all respondents. Biology Curriculum Evaluation Questionnaire (BCEQ) which was validated by experts and was found reliable using Cronbach Alpha formula, and 0.872 coefficient was obtained. Data was analyzed using mean, standard deviation and MannWhitney U-test respectively.The findings of the study Revealed that Biology curriculum objectives are rich and relevant to students' needs in secondary schools in Lokoja Metropolis (Grand Mean=4.22, SD=0.67). Biology students agreed that resources necessary for the effective implementation of Biology curriculum in Secondary schools in Lokoja metropolis are available and adequate, with a (Grand Mean= 4.23, SD=0.66). findings of the study further revealed that, Biology students agree that the teaching methods are poorly applied in the biology curriculum implementation in secondary schools in Lokoja Metropolis (Grand Mean=1.51, SD=0.52). Biology students agreed that inactive participation, infrastructural inadequacy, poor implementation of practical contents, cultural bias of Biology curriculum, negative attitudes among teachers (Grand Mean= 3.06, SD=0.14). It was recommended among others that Biology teachers should be encouraged and trained on innovative teaching pedagogies as to meet up with the 21st-century demands in secondary schools in Lokoja metropolis, Kogi State Description: Contributions among authors

Students’ Perceived Quality of Biology Curriculum Implementation Practices Among Public Secondary Schools in Lokoja Metropolis, Kogi State

2026-07-03T03:54:17Z

Title: Students’ Perceived Quality of Biology Curriculum Implementation Practices Among Public Secondary Schools in Lokoja Metropolis, Kogi State Authors: Adamu, Abdullahi; Idris, Umar Sarkin Bauchi; Mohammed, Umar Sanda Koroka Abstract: Curriculum implementation is a core and most significant event in educational system as it determines the achievement of educational goals, and by extension, the national development. Nigeria is one of those nations with huge achievements over decades in educational investments. However, research indicates some gaps that need more attention in order to enhance smooth curriculum delivery in learning institutions across the state. This study adopted a descriptive survey research design, adapting Stuff Lebam’s CIPP Model to evaluate the implementation of the Biology Curriculum among Public Secondary Schools in Lokoja Metropolis of Kogi State, Nigeria. The population comprised 3,943 Biology students drawn from eleven (11) secondary schools. Using a random sampling technique, a sample of 346 Biology students was randomly selected to ensure equal representation of all respondents. Biology Curriculum Evaluation Questionnaire (BCEQ) which was validated by experts and was found reliable using Cronbach Alpha formula, and 0.872 coefficient was obtained. Data was analyzed using mean, standard deviation and MannWhitney U-test respectively.The findings of the study Revealed that Biology curriculum objectives are rich and relevant to students' needs in secondary schools in Lokoja Metropolis (Grand Mean=4.22, SD=0.67). Biology students agreed that resources necessary for the effective implementation of Biology curriculum in Secondary schools in Lokoja metropolis are available and adequate, with a (Grand Mean= 4.23, SD=0.66). findings of the study further revealed that, Biology students agree that the teaching methods are poorly applied in the biology curriculum implementation in secondary schools in Lokoja Metropolis (Grand Mean=1.51, SD=0.52). Biology students agreed that inactive participation, infrastructural inadequacy, poor implementation of practical contents, cultural bias of Biology curriculum, negative attitudes among teachers (Grand Mean= 3.06, SD=0.14). It was recommended among others that Biology teachers should be encouraged and trained on innovative teaching pedagogies as to meet up with the 21 century demands in secondary schools in Lokoja metropolis, Kogi State Description: Contribution among authors

Effect of Project-Based Learning on Students’ Problem-Solving Skills in Biology Among Secondary School in Minna Metropolis, Niger State

2026-07-03T03:36:46Z

Title: Effect of Project-Based Learning on Students’ Problem-Solving Skills in Biology Among Secondary School in Minna Metropolis, Niger State Authors: ABUBAKAR, Aisha Panti; IDRIS, Umar Sarkin Bauchi; TAFIDA, Amina Goggo Abstract: The study investigated the effect of Project-Based learning on students’ academic achievement, problem-solving and science process skills among secondary schools in Minna Metropolis. The study adopted quasi experimental design using pretest posttest non-equivalent group design using secondary II students from four randomly selected schools. 170 students (84 experimental and 86 control) participated in the study. Experimental group were taught Biology with PLB strategy, while the control group were taught using conventional teaching method. Four objectives, six research questions with corresponding hypotheses guided the study. The research instruments were adapted Science Process Skills Questionnaire (SPSQ), Cronbach alpha .77, Problem-Solving Skills Questionnaire (PSSQ), Cronbach alpha .75, and constructed Biology Achievement Test (BAT) with KR21 .79 respectively, which were validated by experts. Data was analyzed using descriptive statistics, mean, standard deviation and mean ranks and inferential statistics including t-test and Mann-Whitney z test. The results indicated that students taught Biology with PLB had better achievement. t (168) = 10.315, p < 0.05 ; problem-solving skills z(84,86) = -10.134, p < 0.05, and science process skills z(84,86) = -9.948, p < 0.05,than those taught with conventional method. It was recommended among others that biology teachers should adopt Project-based learning strategy in teaching Biology in secondary schools in Minna Description: Contribution within authors