Gombe Journal of Education

PLATO’S CONCEPT OF PHILOSOPHER KING: IMPLICATIONS FOR NIGERIA’S POLITICAL LEADERSHIP AND NATIONAL DEVELOPMENT

AMADI, PRINCE NNAMDI, NWUCHE, DOMINICA OKECHUKWU — Wed, 16 Aug 2023 00:00:00 +0000

Political leadership is an important tool for the promotion of national
development and should not be left in the hands of ignorant, uneducated or
semi-educated fellows. The paper examined the concept of “Philosopher
King” as perceived by Plato and its implications for Nigeria’s political
leadership and national development. The concepts of philosopher king,
political leadership and national development were examined. The paper
drew the conclusion that Plato’s idea of philosopher king has implications
for Nigeria’s political leadership and national development and can be used
to address the leadership and developmental challenges in Nigeria. The
paper also concluded that there will be no national development if
leadership is not placed in the hands of highly educated and
knowledgeable Nigerians who can make sound and rational decisions for
nation building. Based on this, the paper recommended the amendment of
the constitution of Nigeria to give room for highly educated and
knowledgeable Nigerians to oversee the affairs of the Nigerian State.

RELATIONSHIP BETWEEN SOCIAL MEDIA USAGE AND ACADEMIC PERFORMANCE OF UNDERGRADUATE STUDENTS IN THE FACULTY OF EDUCATION, GOMBE STATE UNIVERSITY

SOLOMON GARBA — Wed, 16 Aug 2023 00:00:00 +0000

The purpose of this study was to examine the relationship between social
media usage and academic performance of undergraduate students in the
Faculty of Education, Gombe State University. Three Research questions
and a null hypothesis guided the study. The descriptive research design
was adopted for the study. The population of the study consisted of all
4,160 full-time undergraduate students in the Faculty. Research Advisor
(2006) was used to determine a sample of 346 Students using random
sampling technique. A four-point Likert-like rating scale, titled: Social Media
and Academic Performance of Student (SMAAPS) was used to collect data
from the participants and that the instrument was validated by three
experts in the Faculty of Education, Gombe State University. A reliability
test was carried out on 20 students over a period of two weeks and the
coefficient of reliability of the instrument was 0.65. The instrument was
administered personally to the respondents and retrieved as soon as the
instruments were filled. Frequency count and percentage were used to
answer the research questions while Chi-square (X2) was used to test the
hypothesis formulated for the study at 0.05 level of significant. Findings of
the study showed that there was a significant relationship between the
students' usage of social media and their academic performance; a great
number (62%) of the students are highly addicted to Social Media usage
with poor academic performance. The study therefore concluded that,
excessive Social Media usage among the students significantly influenced
their performance academically. Therefore, the study recommended that
Students should minimize excessive use of Social Media and focus more on
devotion to studies so as to improve their academic performance.

THE COMING AND THE COEXISTENCE OF THE ENGLISH LANGUAGE WITH THE INDIGENOUS LANGUAGES OF GOMBE STATE: IMPLICATIONS FOR TEACHING

SABE, Charles Zaure, AHMED, Yunana — Wed, 16 Aug 2023 00:00:00 +0000

The purpose of this paper was to examine the coming of the English
Language to Gombe State, the outcomes of its coexistence (contact) with the
indigenous languages of the State, and the implications of the outcomes for
teaching. Indeed, the English language having coexisted with the
indigenous languages for over a century has produced some outcomes
worthy of highlighting, together with the implications for its teaching in
institutions of learning. Specifically, the paper considers the position of
English language as a world language, the functions and roles it plays in
Nigeria in general and Gombe State in particular which earned it the status
of ‘second Language’. Furthermore, the paper treats the coming of the
language from the United Kingdom, the United States of America, Australia,
and New Zealand. It identifies the indigenous languages with their
locations. The outcomes of the coexistence of the English language with the
indigenous languages include the borrowing of words, the indigenisation of
some aspects of pronunciation, grammatical structures, lexis, codeswitching and code-mixing, which resulted in what is today known as
Nigerian English. The paper also treats the relevant phenomena of codeswitching and code-mixing. Finally, it considers the communicative method
for English language teaching.

EFFECTS OF MNEMONICS STRATEGY ON INTEREST AND ACHIEVEMENT IN GENETICS OF SENIOR SECONDARY SCHOOL II STUDENTS’ IN GOMB METROPOLIS, GOMBE STATE, NIGERIA

Kala, Muhammad Dauda, Mailaya, J. Masoyi, Agbowuro, C., Abdullahi, U.I. — Wed, 16 Aug 2023 00:00:00 +0000

This research delved into the impact of the mnemonics strategy on the levels
of interest and achievement in genetics among senior secondary two
students in Gombe Metropolis, Gombe State, Nigeria. Employing a nonequivalent group pre-test-post-test quasi-experimental design, the study
encompassed a student population of 6,607, consisting of 3,927 males and
2,680 females. From this pool, a sample of 127 biology students was
selected, comprising 71 males and 56 females. These students were drawn
from intact co-educational classes within senior secondary schools in
Gombe metropolis, utilizing a simple random sampling technique. The data
collection instruments comprised a genetics achievement test (GAT) and a
genetics interest rating scale (GIRS), both designed and validated by the
researcher with input from three experts. The reliability of GAT and GIRS
was assessed using Kuder-Richardson formula 20 (K-R20), yielding
reliability coefficients of 0.75 and 0.71, respectively. The experimental
group received instruction through the mnemonics strategy, while the
control group was taught using lecture-based methods. The study was
guided by two research questions and two null hypotheses. Research
questions were addressed through mean and standard deviation scores,
while the hypotheses were tested at a significance level of 0.05 using
Analysis of Covariance (ANCOVA). The findings unveiled that students
taught genetics using the mnemonics instructional strategy achieved
significantly better results compared to those taught using lecture-based
methods. The results also indicated a noteworthy difference in mean achievement scores between the control and experimental groups in the
post-test [F (1,124) = 74.820, P=0.000< 0.05, partial η2 = 0.673].
Conversely, no significant difference was found in interest mean scores
between male and female students when taught genetics using the
mnemonics strategy [F (1,62) = 8.212, p = 0.312, P-value 0.312> α = 0.05].
Based on these findings, the researcher recommends the integration of
mnemonics strategy by biology teachers at the secondary school level. This
strategy proves to be gender-inclusive, fostering engagement from both male
and female students in the learning process, thereby augmenting their
interest and achievement in genetics biology.

EFFECTS OF MNEMONICS STRATEGY ON INTEREST AND ACHIEVEMENT IN GENETICS OF SENIOR SECONDARY SCHOOL II STUDENTS’ IN GOMB METROPOLIS, GOMBE STATE, NIGERIA

Wed, 16 Aug 2023 00:00:00 +0000

A COGNITIVE OUTCOME OF GENDER AND GROUP LEARNING AMONG SECONDARY SCHOOL STUDENTS IN NIGERIA.

Abubakar — Wed, 11 Sep 2024 00:00:00 +0000

This study examined the effect of gender and group learning on financial accounting performance among
secondary school students in Gombe state, Nigeria. A pre-test-post-test-control group design was adopted.
120 students that participated in the study were selected randomly from six schools. The students were
divided into two equal groups, namely: experimental (i.e., STAD technique) and control group (i.e.,
traditional approach), both at random. A Financial Accounting Achievement Test (FAAT) was used as an
instrument for data collection. The study found that the performance of students who were exposed to the
group learning (i.e., STAD technique) was significantly better than the performance of students who were
exposed to the traditional teaching approach. This finding suggested that STAD technique has effectively
enhanced the financial accounting performance of the secondary school students. It is, therefore,
recommended that government should encourage both curriculum planners and secondary schools’ teachers
to adopt the STAD technique of cooperative learning as an instructional approach for teaching financial
accounting in secondary schools to improve students’ performance in the subject. Nevertheless, the study
found no significant difference in the financial accounting performance of male and female students in both
experimental and control group (i.e., STAD and traditional approach)