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Please use this identifier to cite or link to this item: http://bsuir.bsum.edu.ng:8080/jspui/handle/123456789/79

Title: INFLUENCE OF CULTURAL PRACTICES ON STUDENTS’ ACHIEVEMENT IN INTEGRATED SCIENCE IN BENUE STATE
Authors: PETER OGBU, AGOGO, PhD
Issue Date: 13-Jun-2013
Abstract: The purpose of this study was to identify cultural practices of junior secondary school integrated science students of Tiv, Idoma, Igede and Ufia tribes in Benue State, and the influence which such practices have on students’ achievements in their study of integrated science. It also sought to determine the extent to which cultural practices influence students’ achievement in integrated science among male and female students of these tribes. Twenty-four (24) secondary schools spread across 12 Local Government Areas (LGAs) in Benue State, took part in the study. A sample of 1,200 JS I and JS III students of integrated science participated in the study. A stratified proportionate random sampling technique was employed. Two instruments for data collection were developed and validated. Four research hypotheses were formulated to guide the study. Frequency distribution, Pearson Product Moment Correlation Coefficient, Chi-square and the student t-test statistics were employed for data analysis. The findings among others are that twenty five (25) cultural practices were identified to be common among all the tribes in the study and are also relevant to integrated science learning, there is significant relationship between cultural practices and students achievement in integrated sconce and there is a significant difference between the cultural practices of male and female students among the four tribes. The study recommends among others that integrated science teachers should be involved in the review process of integrated science curriculum so as to reduce cultural conflicts that may arise.
URI: http://bsuir.bsum.edu.ng:8080/jspui/handle/123456789/79
Appears in Collections:Center for Research Management

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