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This study investigated the effect of Content-Focused Coaching (CFC) on academic performance and retention in difficult biology topics among Senior Secondary School students in Zamfara State, Nigeria. Quasi-experimental design was adopted for the study. Multi-stage sampling technique was employed to select 1005 students (480 males, 525 females) and...
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... Hypothesis Four (H04): There is no significant difference in the retention ability of male and female SS 2 students in identified difficult biology topics across E.G. 1, 2, and 3. The ANCOVA results in Table 7 reveal a significant difference in retention ability between male and female SS 2 students across E.G.s 1, 2, and 3 (F(5, 717) = 13.411, p < 0.05). ...Similar publications
What do teachers know regarding word problem-solving in middle school? How confident are they in their knowledge? What do they believe is essential for them to know to teach word problem-solving? These three questions led to the current study in which 57 teachers who teach word problem-solving in middle school were examined regarding three factors...
This study investigated the development of enacted pedagogical content knowledge (ePCK) among pre-service teachers through teaching practice course, focusing on the influence of different factors on that development. The methodology involved semi-structured interviews, teaching observations, the use of CoRe representations, and peer coaching implem...
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Advancements in technology have led to virtual mentoring complementing or replacing face-to-face mentoring, but the perceived effectiveness of each by early-career biology teachers remains understudied. This study investigated the comparative effectiveness of on-site and virtual mentoring modes as perceived by early-career biology teachers. Three research questions and two null hypotheses were answered and tested, respectively. A descriptive survey research design was adopted for the study. The study involved 80 early-career biology teachers with less than five years of teaching experience, divided into on-site (n=40) and virtual (n=40) mentoring groups. Data was collected through a validated questionnaire having a reliability coefficient of 0.81. Percentages, means, standard deviations, and t-tests were used for data analysis. The findings revealed that on-site mentoring was perceived to significantly improved content knowledge, instructional strategies, and professional rapport. In contrast, virtual mentoring fostered reflective practice and provided extensive resource access but faced challenges such as scheduling conflicts and technological barriers. Significant differences in perceived effectiveness and challenges between the two modes of mentoring led to the rejection of both null hypotheses. On-site mentoring was perceived as more effective due to its immediate, hands-on support, while virtual mentoring offered valuable flexibility and resource access despite its challenges. A blended mentoring approach was recommended to combine the strengths of both modes for early-career biology teachers.
