The low enrolment and poor academic achievement of female students in Geography compared to their male counterparts in secondary schools of Ganye Educational Zone necessitated this study. Studies have it that the instructional strategies adopted by Geography teachers in teaching could interact with gender to influence students’ academic achievement. To this end, the study investigated the Effect of Gender on Senior Secondary School Students’ Academic Achievement in Geography when Mastery Learning Strategy and Conventional Method are used for instruction. The quasi-experimental non-randomized pre-test, post-test control group design was used. The study also employed the multi-stage random sampling technique at four levels to select 207 (120 Male and 87 Female) senior secondary school two (SS II) students offering Geography from six intact classes in six co-educational secondary schools in Ganye Educational Zone in Nigeria. A 40-item Geography Achievement Test (GAT) constructed by the researcher and validated by experts in Geography education was used to obtain data. After pilot testing the instrument using 89 students from two intact classes, the data obtained was analyzed using Pearson product moment correlation coefficient statistic. A reliability index of 0.78 was obtained. Data collected were analyzed using descriptive statistics of Mean, independent t-Test and Analysis of Covariance (ANCOVA). The study revealed that Female students exposed to learning Geography through Mastery Learning Strategy performed better than their Male counterparts. A significant interaction effect of treatment and gender on students’ achievement in Geography was also observed. It was recommended that Geography teachers should re-assess their classroom instructional strategies used in teaching and adopt that which will give the students equal opportunities to excel in Geography.

The low enrolment and poor academic achievement of female students in Geography compared to their male counterparts in secondary schools of Ganye Educational Zone necessitated this study. Studies have it that the instructional strategies adopted by Geography teachers in teaching could interact with gender to influence students' academic achievement. To this end, the study investigated the Effect of Gender on

Background: The thrust behind this study was the poor academic achievement of students recorded in Basic Education Certificate Examination (BECE) in social studies. Aim: This study examined the Effects of Concept Mapping and Brainstorming Instructional Strategies on Junior Secondary School Students' Achievement in Social Studies in Mubi Educational Zone, Nigeria. Six null hypotheses were formulated and tested in the study. 2 Study Design: The quasi-experimental non-randomized pre-test, post test control group design was used. The study also employed the multi-stage sampling technique at four levels. Methods: The study comprised 397 junior secondary (JS II) students offering Social Studies from six intact classes in public junior secondary schools in three Local Government Areas of Mubi Educational Zone. A 45-item Social Studies Achievement Test (SSAT) constructed by the researcher and structured in line with BECE standardized test items in Social Studies was used to obtain data. The instrument was validated by three experts in Social Studies and Test and Measurement in the Department of Science Education, Adamawa State University, Mubi. After pilot testing the instrument using 80 students from two intact classes, the data obtained was analyzed using Kendall tau b statistic. A reliability index of 0.81 was obtained. Hypotheses one and six were tested using Analysis of Covariance (ANCOVA). One Way Analysis of Variance (ANOVA) was used to test hypotheses two and three; and the Hochberg's GT2 Post Hoc Mean Comparisons Test was used to establish the effect sizes. The independent samples t-Test statistic was used to test hypotheses four and five. Results: The findings from this study revealed that there was a statistically significant difference in the mean scores of students taught social studies using concept mapping strategy, brainstorming strategy and conventional teaching method. There was a significant difference in the retention scores of students taught social studies using concept mapping strategy, brainstorming strategy and conventional teaching method. The study also revealed no significant effect of gender on students' achievement in social studies. Conclusion: Based on the findings of this study, it was recommended that social studies teachers teaching in schools should be encouraged to incorporate these instructional techniques with other teaching methods in their daily instructions in order to improve the learning outcomes of students in social studies.

— This study was propelled by the poor performance of senior secondary school students' recorded in practical Geography examinations. In line with this, the study investigated the Effect of Hands-On Learning Strategy on Senior Secondary School Students' Achievement in Topographical Map Studies in Mayo Belwa Local Government Area, Nigeria. Four null hypotheses were formulated to guide the study. The study adopted a quasi-experimental non-equivalent pre-test, post test control group design comprising two groups made up of one experimental group and a control group. Four schools and two hundred and five (205) SS III Geography students made up the sample size of the study. Four intact classes (two each) were randomly selected through balloting without replacement and assigned to experimental and control groups. The instrument used for data collection in this study was Topographical Map Achievement Test (TMAT), constructed by the researcher but structured in line with WAEC and NECO standardized test items in practical Geography. The validity of this instrument was established by two experts in Geography Education and Test and Measurement. The reliability of the instrument was established using Kendall tau ḇ statistic. A reliability index of 0.78 was obtained. Hypotheses one, two and three were tested using independent samples t-test statistic. While hypothesis four was tested using Analysis of Covariance (ANCOVA). The findings of the study revealed that there was a statistically significant difference in the mean scores of students taught topographical maps using hands-on learning strategy and lecture method. There was a statistically significant difference in the retention scores of students taught topographical maps using hands-on learning strategy and lecture method. There was no significant effect of gender on the achievement of students taught topographical maps using hands-on learning strategy. There was no significant interaction effect of treatment and gender on students' achievement in topographical map studies Based on the findings of this study, it was recommended that geography teachers should use hands-on learning strategy as an alternative strategy or incorporate this strategy with other instructional methods in order to promote effective teaching learning outcomes of students in topographical map studies.

This study investigated the Effect of Fieldtrip Strategy on Senior Secondary School Students’ Academic Achievement in Geography in Numan Educational Zone, Adamawa State, Nigeria. Two research questions and two hypotheses were formulated and tested in the study. The study adopted the quasi-experimental research design. A sample size of 138 Senior Secondary (SS II) students offering geography from two public senior secondary schools in Numan Educational Zone was used for the study. The groups consisted of an experimental and control groups which were taught for six weeks. The research instruments used to obtain data was the Teachers’ Qualification Assessment Checklist (TQAC), Fieldtrip Facilities Inventory (FFI) and the Geography Achievement Test (GAT). The reliability index of the instrument (GAT) was determined using Guttmann Split-half Statistic. This yielded a reliability coefficient of 0.70. The research questions were answered using frequency counts and percentages and the hypotheses was tested using Kolmogorov Smirnov two-sample test. The result showed that most geography teachers in Numan educational zone are B.Sc. holders, who do not possess the basic qualification of teaching. The study also revealed inadequate facilities for conducting fieldtrips in Numan educational zone. There was a statistically significant difference in the academic achievement of students taught geography using fieldtrip strategy and conventional method. Male students in the experimental group performed better in geography than their female counterparts. Since fieldtrip strategy improved students’ achievement in Geography, it was recommended that Government should employ qualified graduate teachers in geography education to teach the subject. Government should also provide secondary schools with adequate facilities for conducting fieldtrips. Geography teachers teaching in secondary schools should endeavor to adopt or incorporate this instruction technique while teaching for a better achievement of students in geography.

Background: In Ganye Educational Zone, it was observed that the performance of secondary school students in Geography examinations is continually on the decline. Studies have it that the instructional strategies adopted by teachers could influence students' achievement. The need to alleviate the difficulties of abstraction and improve students' achievement in Physical Geography informed this research. Aim: The study investigated the Effects of Mastery Learning Strategy and Learning Retention on Senior Secondary School Students' Achievement in Physical Geography in Ganye Educational Zone, Nigeria. 2 group design. The multi-stage sampling technique at four levels was used to select four coeducational secondary schools in Ganye Educational Zone in Nigeria. The sample for the study was 218 Senior Secondary School two (SS II) students offering Geography from four intact classes in the four selected secondary schools. The instrument used for data collection was " Physical Geography Achievement and Retention Test " (PGART). The instrument was scrutinized and validated by experts in Geography Education. The reliability of the instrument was established using Kendall tau b statistic. This gave a reliability index of 0.74. Data collected were analyzed using Mann-Whitney U and t-Test statistics. Results: The results showed that Mastery Learning Strategy has the potential to improve students' learning retention and achievement in all spheres of cognitive domain in Physical Geography better than the Conventional Method. Conclusion: Since Mastery Learning Strategy was found efficacious in engendering students' learning outcomes, it was recommended that Geography teachers should incorporate this teaching strategy during instruction so that learners would be guided to learn meaningfully and be assisted to retain content learnt in Geography.

The study was carried out to determine the effects of blank-qwerty-touch method on performance of business education students in keyboarding in Federal College of Education, Kano, Nigeria. The study had two objectives, two research questions, and two null hypotheses which were formulated and tested at 0.05 level of significance. A Quasi-experimental design was adopted for the study. The population of the study was 60 business education students who were admitted in 2015/2016 academic session in Federal College of Education, Kano, Nigeria. The sixty (60) students were used for the study as intact class. The instruments used to generate data for the study were two self-designed Keyboarding Skills Tests (Pre-test and Post-test). Mean and standard deviations were used to answer the stated research questions. Simple Regression Analysis (SRA) was used to test null hypotheses one, while t-test statistics was employed in testing null hypotheses two. From the results of the study, hypotheses one was rejected while hypothesis two was retained. The study showed that students in blank-QWERTY-touch teaching methods performed better than those in the conventional (QWERTY-touch) method, and gender did not show any significant difference in the performance of students taught keyboarding using blank-QWERTY-touch methods. It was concluded therefore that, blank-QWERTY-touch teaching method has effect on students' performance particularly at beginning of keyboarding training. Based on the findings, it was recommendation among others that, in order to make students develop high speed and accuracy, and ensure key position memorization at very beginning, keyboarding teachers should use the blank-QWERTY-touch method.

The need to improve students' acquisition of skills necessitated this study to investigate the effect of peer-tutoring technique on secondary school slow learners acquisition of keyboarding skills in Anambra state. The study adopted quasi-experimental research design, specifically pre-test,post-test non-equivalent control group design. The population of the study was 148 male and female slow learners' students of senior secondary Two (SS2) students in Ogidi education zones. Purposive sampling technique was used to select Ogidi education zone out of six education zone in Anambra state. Simple random sampling technique was used to select two public co-education secondary school in the area with a total of 29 slow learners' students. The experimental group were 14 students (6 male and 8 female) while the control group were 15 (7 male and 8 female). The instrument for data collection comprised 50 items multiple choice test was developed together with practice drill exercise by the researcher. The reliability coefficient of 0.78 was obtained using Kuder-Richardson (KR-20) formular. Instructional peer-tutoring was employed for teaching the experimental group while conventional method was used in teaching the control group. A lesson plan was developed to guide the lesson. Five measures were adopted to control the extraneous variables. The data obtained for the study was analysed in statistical package for social scientists (SSPSS) version 20 using mean to answer the research questions and standard deviation to determine how close or otherwise are scores of students to mean. Analysis of covariance (ANCOVA) was used to test

In Nigeria and in Mubi North Local Government Area in particular, the girl-child access to basic education was observed to be at its lowest ebb. The reasons for this may revolve around religious and cultural beliefs. This study examined the role of women education in national development; particularly in the aspect of children's health and educational attainment. The sample for the study consisted of 200 women randomly selected from five villages in Mubi North Local Government Area of Adamawa State in Nigeria. A checklist was used to collect data from the respondents. The internal consistency of the instrument was determined using Guttmann's Split-Half statistic. This yielded a reliability value of 0.80. Data collected were analyzed using descriptive statistics of frequency counts, percentages and Kolmogorov-Smirnov z two samples test. Results of data analysis showed that women education could play a significant role towards improving the health and education of children. The study also identified male-child preference, early marriage, cultural and religious misinterpretation as the major factors militating against female education, particularly in Mubi North Local Government Area of Adamawa. Based on these findings, it was recommended that Government should make women education compulsory and free at the basic education level.