Eureka: Journal of Educational Research

School locations and gender variables on students’ science process skills as a predictor of academic achievement in senior secondary school

2025-04-13T00:10:13+07:00

This study examined school locations and gender variables on students’ science process skills as a predictor of academic achievement in senior secondary school. Guided by two research objectives and two hypotheses tested at the 0.05 level of significance, the study employed a correlational survey design. The population of the study comprised 2720 senior secondary two (SS2) students offering biology, chemistry, data processing, physics and mathematics in all the public secondary schools in Onitsha Education Zone. A Sample size of 408 SS 2 students offering biology, chemistry, data processing, physics and mathematics in the Education Zone was drawn using multistage procedure. Students Science Process Skills Scale (SSPSS) and the achievement scores which was obtained from biology, chemistry, data processing, physics and mathematics teachers’ grade book for 2023/2024 academic session from the sampled schools were used as instruments for data collection. The instruments were validated by three experts. The reliability of SSPSS was established using Cronbach alpha method. The reliability coefficient of SSPSS was found to be 0.73. Data from SSPSS and academic scores were collected; analysis involved correlation coefficients (R, R²) and regression ANOVA to answer research questions and test hypotheses. The study revealed low predictive value of students’ science process skills on academic achievement in science for both urban and rural schools, regardless of gender. Science process skills are not significant predictors of students’ achievement in both school locations and gender based. From the findings recommendations and conclusions were made.

Research literature-seeking behaviours of female lecturers in faculties of education at a Nigerian Federal University

2025-05-23T02:02:53+07:00

Although literature reviews are central to academic writing and teaching, little attention has been paid to how demographic factors such as age, academic rank, and marital status influence literature-seeking behaviours. This study addressed this gap by investigating the literature-seeking behaviours among female lecturers in the Faculties of Education at a Nigerian Federal University. The study involved 148 randomly selected female lecturers. A well-validated survey instrument was used to measure literature-seeking behaviours. The results indicated that the overall extent of literature-seeking habits was not significantly high. Significant age differences were observed in female lecturers’ literature review habits, with younger lecturers exhibiting more favourable behaviours. Additionally, differences in academic rank revealed that assistant lecturers demonstrated the most literature-seeking habits. Furthermore, single female lecturers reported significantly better literature-seeking habits than their married counterparts did. The findings suggest a need for targeted support to enhance literature-seeking behaviours, particularly among older and married lecturers. Mentorship programmes and workshops are needed to promote academic engagement. Future research should explore the reasons for these differences and investigate interventions to improve literature-seeking behaviours across demographic groups.

Strategies addressing orientation and mobility challenges facing students with visual impairment in selected Tanzanian universities

2025-04-30T11:52:22+07:00

The increased number of students with Visual impairment (VI) in universities has been noticeable in recent years. The growing population faces multiple challenges regarding orientation and mobility (O&M). This study explores the strategies to address the challenges encountered in O&M by university students with VI in Tanzania. An intrinsic case study design was employed to generate in-depth information on the challenges and strategies used to overcome the obstacles faced in the orientation and mobility for students with visual impairment. Eighteen students with VI, three orientation and mobility specialists and four administrators were purposively selected to participate in the study. Data were collected through interviews, focus group discussions and observation to ensure data triangulation. Inductive thematic analysis was used to make sense of the data generated from two selected universities. The findings revealed a variety of challenges, including internal and external challenges such as unsupportive infrastructure, extreme fear and an absence of clear landmarks in the university environments. The strategies employed to overcome these challenges included self-development, resilience, as well as awareness and adaptability to the environment. Based on the findings, it is recommended that universities continue to build and modify infrastructure while considering the inclusivity of students with VI to facilitate effective use of O&M skills, allowing for confident and independent movement within the universities.

The influence of internet search engines and cellphones on the achievement of college of technology students in Cameroon

2025-05-22T19:41:17+07:00

The rapid growth and sophistication of handheld phones, supported by accessible software, have made them indispensable for students, enabling instant access, storage, retrieval, and refinement of information anytime and anywhere. This study seeks to obtain insights into how the use of technology in teaching and learning influences students’ learning. Participants in the study revealed that the relationship between the Use of Search Engines (USE) in teaching and academic achievement of students in the College of Technology of the University of Buea was statistically significant. The correlation coefficient for the same relationship indicated a weak positive relationship, while qualitative data reveled that teachers held divergent, but positive views on how search engines were used in teaching. The qualitative findings on teachers’ views of how search engines influence students’ academic achievement also presented a variety of ways through which students consolidate their learning. Regarding the use of cellphones, students on the average reported favourable attitudes, implying that the relationship was statistically significant, while the correlation showed a moderate negative relationship. Teachers provided a variety of positive ways in which cellphones are used in teaching, and in relation to its influence on learning indicated that it increased their pace while fostering program coverage. They, however, indicted that it also caused distractions. Based on Rogers’ diffusion of innovation theory, educators should adapt technology use to adopter categories to enhance learning and reduce distractions.

Heritage-based education and what it means to private universities in Zimbabwe

2025-07-29T05:33:52+07:00

The study on Heritage-based education and what it means to private universities in Zimbabwe was informed by the Transformative Continuity theory. A mixed methods approach was used to gather data from four lecturers in three private universities. An intense open-ended questionnaire was used as an instrument for data collection from a convenient sample of lecturer-participants. Two research questions were formulated: How are private universities aligning themselves for value addition as local industry solution providers? What interventions can be implemented to ensure Zimbabwean private universities are capacitated to subscribe fully to Education 5.0? Thematic data analysis techniques were used and it was found that private universities are not aligning themselves for value addition as local industry solution providers. Private universities are fully aware of what is to be done as far as Heritage Based Education 5.0 is concerned, however, resources and lack of motivation impact negatively. Availability of resources, further awareness of the heritage-based education philosophy, and a futuristic culture bias towards technology are some of the interventions that can be put in place to ensure that Zimbabwean private universities are capacitated to subscribe fully to Education 5.0. As informed by the transformative continuity theoretical model as a lens to our study, we concluded that by applying Heritage Based Education, private universities have the potential for carrying out innovative research, leading to the production of goods and services; therefore, having the potential to transform Zimbabwe’s disturbed economic system.

Reimagining responsive approaches to curbing substance abuse by female students in Zimbabwe’s secondary schools

2025-07-04T13:11:31+07:00

The rise of substance abuse among youths in Zimbabwe has reached disturbing levels, with female secondary school students increasingly falling victim. Historically, substance abuse was viewed as a male-dominated issue, with girls and women largely excluded from its narrative. This study, conducted in the Harare Metropolitan province, explores the factors contributing to female students' engagement in substance abuse and the subsequent impact on their educational experiences. Utilizing a qualitative research approach, the study employed grounded theory to collect, analyze, and present data on the issue. Participants were selected through purposive and snowball sampling techniques, with data gathered via focus group discussions with teachers and in-depth interviews with school administrators and affected students. This study highlights that substance abuse among female students is primarily driven by immediate environmental factors, particularly within the family unit. The prevalence of broken homes and parental absenteeism, often resulting from migration, increases young girls' vulnerability to substance abuse. It reveals a rise in substance abuse among female students, leading to serious implications for their academic performance and general schooling experiences. Key consequences include higher dropout rates and declining academic performance, triggering anti-school behaviors such as truancy, neglect of responsibilities, and violence. It also exposes them to mental health issues, vulnerability to sexual violence, exposure to STIs, and early pregnancies. In response, a concentric model is proposed to effectively address and curtail substance abuse among secondary school students.