Effects of Zoom-Teaching Strategy on Junior Secondary Two Students’ Achievement in Basic Science and Technology in Jos South, Plateau State, Nigeria

Esther Ephraim Gongden; Micheal S. Abifarin; Bernadette E. Ozoji

doi:10.56201/wjimt.v10.no8.2026.pg106.116

📄 Download Paper

Effects of Zoom-Teaching Strategy on Junior Secondary Two Students’ Achievement in Basic Science and Technology in Jos South, Plateau State, Nigeria

Esther Ephraim Gongden, Micheal S. Abifarin , Bernadette E. Ozoji

Abstract

This study investigated the effects of Zoom-Teaching strategy on Junior Secondary two students’ achievement in Basic Science and Technology in Jos South, Plateau State, Nigeria. The study adopted a quasi-experimental research design involving a non-equivalent pre-test and post-test control group design. The study focused on Junior Secondary two students in public secondary schools in Jos South Local Government Area of Plateau State. The sample consisted of 111 male and female JSS II students from two intact classes from two public secondary schools purposively selected in Jos South Local Government Area, comprising 67 students in the experimental group and 44 students in the control group. The experimental group was taught Basic Science and Technology using Zoom-Teaching strategy, while the control group was taught using the conventional teaching method. Data were collected using the Basic Science and Technology Achievement Test , which was validated by three experts from University of Jos and yielded a reliability coefficient of 0.882. Two research questions and two hypotheses were formulated and used for the study. Mean and standard deviation were used to answer the research questions, while Analysis of Covariance was used to test the null hypotheses at the 0.05 level of significance. The results of the findings showed that the experimental group had a higher post-test achievement mean score than the control group. Therefore, findings indicate that Zoom-Teaching Strategy was effective in improving students’ achievement in Basic Science and Technology and was equally beneficial to both male and female students in an interactive and engaging classroom. The study recommends that Basic Science and Technology teachers should adopt Zoom-Teaching Strategy as an instructional strategy to improve Junior Secondary school students’ achievement in Work, Energy, Power, and Chemicals.

Keywords

Zoom-Teaching StrategyStudents’ AchievementGenderWorkEnergyPowerand ChemicalsBasic Science and Technology.

References

Ani, I. M., Obodo, C. A., Ikwueze, C. C., & Tafi, F. I. (2021). Effect of gender on Basic Science students' academic achievement in secondary schools in Enugu Education Zone, Enugu State, Nigeria. UNIZIK Journal of Educational Research and Policy Studies, 2(1), 9–14. https://doi.org/10.5897/UNIJERPS2021.0004 Areo, O. O. (2022). Influence of gender on secondary school students' academic achievement and attitude towards instructional strategies in science. Nigerian Journal of Science and Educational Research, 16(1), 89–103. Asubiojo, R. O. (2023). Effects of computer assisted instruction on secondary school students' achievement in Basic Science and Technology in Ekiti State. Shodh Sari: An International Multidisciplinary Journal, 2(2), 88–98. https://doi.org/10.59231/SARI7576 Babayemi, J. O., & Robson, B. O. (2020). Learning styles and gender differences in students’ academic performance in Basic Science. Journal of the Science Teachers Association of Nigeria, 55(1), 23–32. Dhull, I., & Sakshi, M. S. (2017). Online learning. International Education & Research Journal, 3(8), 32–34. Gongden, E. J. (2019). Effects of computer assisted instruction on male and female students' achievement in Basic Science in Jos metropolis, Plateau State, Nigeria. American Research Journal of Humanities Social Science, 2(1), 27–35. Gongden, E. J. (2021). Assessment of the impact of e-learning on secondary school chemistry teaching and learning during COVID-19 pandemic in Jos metropolis. Lafia Journal of Education, 2(1), 268–279. Kanthed, B., Soni, A., Dive, K., & Sharma, A. (2024). The role of media in education: A comprehensive review. Educational Administration: Theory and Practice, 30(3), 2533– 2536. https://doi.org/10.53555/kuey.v30i3.5361 Kundu, A., & Dey, K. N. (2018). A contemporary study on the flourishing e-learning scenarios in India. International Journal of Creative Research Thoughts, 6(2), 384–390. https://doi.org/10.13140/RG.2.2.14695.98725 Nwanne, S. C., & Agommoh, P. C. (2017). Effects of CAI on students' achievement in Basic Science and Technology in Kaduna State. IOSR Journal of Research & Method in Education, 7(3), 53–58. https://www.iosrjournals.org Reilly, D., Neumann, D. L., & Andrews, G. (2019). Investigating gender differences in mathematics and science: Results from the 2011 Trends in Mathematics and Science Survey. Research in Science Education, 49(1), 25–50.

Effects of Zoom-Teaching Strategy on Junior Secondary Two Students’ Achievement in Basic Science and Technology in Jos South, Plateau State, Nigeria

Abstract

Keywords

References

More Articles from WORLD JOURNAL OF INNOVATION AND MODERN TECHNOLOGY