Viewing secondary school students’ behaviour through the lens of teachers’ characteristics and classroom environment in Ibadan, Oyo State, Nigeria

Viewing secondary school students’ behaviour through the lens of teachers’ characteristics and classroom environment in Ibadan, Oyo State, Nigeria
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A B S T R A C T

This research explored how secondary school students in Ibadan, Oyo State, exhibit learning behaviors in relation to their teachers’ characteristics or attributes and the classroom environment or setting. A descriptive survey approach was adopted, targeting all students and teachers in Ibadan, Oyo State. Using a multistage sampling method, 440 participants were selected, including 400 students and 40 teachers. Data collection was carried out with two structured questionnaires. The analysis incorporated both descriptive statistics (such as frequency, percentage, and mean) and inferential statistics (including t tests and multiple regression analysis). The results indicated that 60% of the teachers were female and 40% were male, with 55% falling within the 35–44 age range and most having 6–10 years of teaching experience. The majority of teachers held either a Postgraduate Diploma in Education (PGDE) or a Master’s degree. Among the students, 55% were female, and 48% were aged between 13 and 15. Furthermore, 62% of fathers and 70% of mothers had completed tertiary education, with most parents being self-employed (48% of fathers and 54% of mothers). The students generally demonstrated positive learning behaviours (weighted average = 3.04). There were no notable differences in learning behaviors when comparing students by gender or age group. Teacher characteristics and the classroom environment together explained 92.4% of the variation in students’ learning behaviours (Adjusted R² = 0.924, p < 0.05). Notably, the classroom environment was a significant predictor of learning behaviour (β = 1.052, p < 0.05), while teacher characteristics did not have a significant individual impact (β = -0.120, p > 0.05). These findings highlight the critical influence of the classroom environment on student learning behaviours, irrespective of teacher qualifications or experience. Based on these insights, it is recommended that school administrators focus on enhancing classroom conditions to promote student engagement and positive learning behaviours, regardless of students’ gender or age.

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Use of Edpuzzle Learning Videos for class 9 Biology and its impact on academic performance

Kinga Tshering, Kesang Wangchuk, Nima Dorji, Kelzang Dema
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A B S T R A C T

This study examined effectiveness of Edpuzzle Learning Videos in class 9 Biology. The study employed quasi-experimental design and study used purposive sampling consisting of 30 students in grade 9. The research participants consist of two groups, namely control (Lecture method) and experimental (Edpuzzle) consisting of 15 students in each group. To collect data pre-test and post-test were administered. Data collected were analysed employing descriptive statistics. A normality test determined the distribution of data. Further, test score analysis for pre-test indicated that students in the control group (M=7.0667) and experimental group (M = 6.4667) had a similar level of knowledge. However, analysis of post-test revealed that there were substantial differences between control group (M = 8.2667, SD = 1.94447) and experimental group (M = 12.6000, SD = 1.24212). The finding of the study revealed that employing educational technology such as Edpuzzle Learning Videos proved effective in learning Biology for Middle Secondary School. Moreover, academic score increased on the post-test as a result of the student’s active participation and engagement in their studies. Additionally, students were involved in learning at their own pace resulting in enhancing cognitive skills. This study recommended that Science teachers to use educational technology such as Edpuzzle Learning Videos as an alternative to conventional methods.

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