Browsing by Author "Abdulmalik Sabitu"

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    A Survey on Availability and Utilization of School Health Services Among Junior Secondary Schools in Funtua Zone Katsina State, Nigeria
    (Chitkara University Publications, 2016-10-3) Abdulmalik Sabitu; Magaji Yunusa Matazu; Ibrahim Sukola Tambaya
    The study investigated the utilization of available school health services among secondary school in Funtua Education Zone, Katsina State- Nigeria. The study adopted a survey research design using a sample of Fifteen (15) junior secondary schools randomly drawn from a population of twentytwo schools in the study area. Three research questions were formulated for the study. School Health Services Availability and Utilization Questionnaire (SHSAUQ) was used for data collection. The instrument was duly validated by experts and a reliability coefficient of 0.85 was established using split half method. The data was analyzed using frequency and percentage count. Results revealed that, School Health Services are available in majority (86.70%) of the schools under study, but there was no enough qualified health personnel for effective utilization of school health services in the study area. It was recommended among others that Katsina State Government through ministry of education should deploy qualified health personnel such as nurses, community health workers in all the school clinics in the state.
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    Efficacy of Process-Based Instruction In Enhancing Secondary School Students’ Academic Performance And Science Skills Acquisition In Identification of Cations In Faskari, Katsina State-Nigeria
    (Chitkara University Publications, 2018-03-05) Kelvin Samuel; Ibrahim Alhasan Libata; Abdulmalik Sabitu
    This study examined the effect of process–based Instruction on secondary school students’ academic performance and science-skills acquisition in Faskari Education Zone, Katsina State, Nigeria. The study employed quasiexperimental design using a sample of 103 students drawn from a population of 984 in the study area. Two instruments namely Identification of Cations Performance Test (ICPT) and Test of Science Process Skills (TOSPS) duly Validated by expert with a reliability coefficient of 0.69 and 0.75 respectively were used for data collection. Research hypotheses were tested using t-test statistics at 0.05 levels of significance. One of the finding from the study indicates that there is significance difference in the acquisition of Science- Skills between students taught identification of cations using Process–Based instruction and those taught the same concept using lecture method. Based on the research findings, it was recommended among others that periodic workshops, seminars and conferences should be organised for teachers on the selection and implementation of appropriate strategy for teaching chemistry concepts.
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    Establishing the Practicability of Organic Reaction Teaching Model in Minimizing Student’s Common Errors to Improve Academic Performance
    (Chitkara University Publications, 2022-09-09) Abdulmalik Sabitu; Othman Talib; Norizah Abdul Rahaman
    Background: Systematic collection of scientific evidence on the applicability an usability of model and its components is an important aspect of design and development research. Purpose: The aim of this study is to determine external validity of the organic reaction teaching model in terms of its practicability and potentiality in enhancing students’ performance scores. Method: A field testing method was conducted across five matriculation colleges in Malaysia by five (5) experts’ chemistry lectures who implemented a lesson plan developed based on the model’s constructs and then responded to an open ended questionnaire to express their views on the practicability of the model. 40 matriculation Students that participated in the field testing were also evaluated to determine the potentiality of the model on their performance in organic reactions. Four main themes having of many codes and quotations were identified. Results: The analysis of the results indicates that the model is compatible, clear and flexible for teaching organic reactions. Moreover, the model components have the potential of miximizing students’ academic performance in organic reaction with an overall score of 84.4 % in the organic chemistry tests. Thus, the model was found practicable for teaching and have the potential to minimized students’ common errors in organic reaction mechanisms. Conclusions: The findings of this study may similarly work as a reference model in developing modules and measuring instruments to reduce errors in other procedural concepts in chemistry and other science-related subjects.
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    Impact of Class-Wide Peer-Tutoring Strategy on Secondary School Slow Learners’ Performance in Redox Reactions in Funtua, Katsina State- Nigeria
    (Chitkara University Publications, 2016-09-05) Abdulmalik Sabitu; Torpev Terver Francis
    The performance of senior secondary school students in chemistry has been very poor over the years in Nigeria. Teachers’ use of inappropriate instructional strategies and students varied abilities has been identified responsible for this problem. This study examined the impact of Class-Wide Peer-Tutoring Strategy on secondary school slow learners’ performance in redox reactions in Funtua Education Zone, Katsina State, Nigeria. Quasi– experimental design was adopted for the study. The study involved a population of 977 SS2 Students. A of sample of 108 slow learners drawn from two secondary schools were used. Three research hypotheses guided the study. Treatment involved teaching experimental group by trained peer tutors using CWPT while the control group was taught by the teacher using lecture method. Redox Performance Test (REPT) duly validated by experts with a reliability coefficient of 0.85 obtained using test retest method was used for data collection. Hypotheses were tested using t-test at 0.05 levels of significance. Results revealed that slow learners taught by peer tutors using CWPT performed significantly better than those taught by the teachers using lecture method. The study recommended that chemistry teachers should be train through workshops, seminars and conferences on the use of class-wide peer-tutoring strategy in teaching and learning of chemistry.
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    Impact of Virtual Reality Instruction on Secondary School Students’ Conceptual Understanding of Physics Concepts in Dutsin-Ma, Katsina State Nigeria
    (Chitkara University Publications, 2024-09-09) Ahmed Salihu; Abdulmalik Sabitu
    Background and Purpose: The purpose of this research was to find out how virtual reality instruction affected students’ conceptual understanding of physics concepts. Method: This study used a quasi-experimental approach with control groups before and after the test. 117 SSII physics students comprise the study’s sample. chosen at random from two public co-educational secondary schools in the Dutsin-Ma Education Zone. The Physics Conceptual Understanding Test (PCUT) with a reliability of 0.781 was used. Means, standard deviations, and a t-test with independent samples were used to analyze the data (P = 0.05). Result: In fostering students’ conceptual understanding of physics concepts, virtual reality instruction was found to be more effective than the teacher-centered method. The result shows no significant differences in the conceptual knowledge of male and female students. Conclusion: To enhance their conceptual understanding of physics, it was suggested that teachers expose their physics students to virtual reality instruction. It was also suggested that it be incorporated into teacher training institutions’ curricula to enhance the conceptual understanding of both male and female students.