Authors : John J. Agah, Onisoman C. Zudonu and Moses O. Ede
Abstract: Researchers and educators often place much emphasis on the cognitive component of students learning while little or no attention is paid to many other factors that seem to contribute to students decline in learning. This poses a major challenge to the education system in Nigeria. This study investigated the contribution of effective instruction, classroom activities and formative assessment to the maximization of students learning behaviors. The study adopted a correlation al survey design. Three research questions and one null hypothesis. guided the study and was carried out in Nsukka Education Zone of Enugu state, Nigeria. The population of the study comprised all SSII students in the zone from which a sample of 210SSII students representing10% of the population was drawn for the study. A validated instrument for data collection developed by the researchers had reliability coefficients of 0.79, 0.84, 0.86 and 0.81 for effective instruction, classroom activities, formative assessment and students learning behaviors, respectively was used for the study. The research questions were answered using Pearson Product Moment Correlation Coefficient, Coefficient of determination and unstandardized coefficient. The hypothesis was tested using regression ANOVA at 0.05 level of significance. Result of the study showed that the amount of variation in students’ maximization of their learning behaviors, based on effective instruction, classroom activities and formative assessment is statistically significant. The study recommends among others that teachers should increase the number of activities that challenge students creativity, critical thinking, problem solving and study skills as they learn relevant contents essential to life.
John J. Agah, Onisoman C. Zudonu and Moses O. Ede, 2020. Effective Instruction, Classroom Activities and Formative Assessment in the Maximization of Students Learning Behaviors. Journal of Engineering and Applied Sciences, 15: 2165-2170.