Cecilia Obi Nja
2 Publications in AERD
Author Publications
Export PDFUndergraduate students’ predilection for seating pattern and their engagement in a collaborated blended learning in the science education classroom
By Cecilia Obi Nja
The purpose of this study was t o examine the influence of undergraduate students’ predilection of seating pattern on their engagement and achievement in a collaborated blended learning in a science education classroom. The sample of this study constituted 120 third year science education students. This research employed a mixed method design by using qualitative and quantitative studies. Two instruments named: Student’s performance and predilection for seating pattern (SPAPFSP) and Students’ class experience with the U-shape seating pattern (SCEUSP), choice of seating pattern and why the choice were used. The Cronbach alpha reliability for the instrument ranged from 0.89 to 0.91. Results of the analysis using a 2 by three analysis of variance indicated that the students in the U-shaped classroom achieved more than those in the row-column arrangement. A paired sample t-test analysis test results reported that students preferred the U-shape seating pattern in their classrooms. The implication of this study is that the seating pattern adopted by a teacher influences the educational outcome of students. It was therefore recommended among others that the U-shape seating arrangement be used in a blended science instruction. © 2023 Conscientia Beam. All Rights Reserved.
Mapping SS1-3 chemistry teachers’ interest, self-efficacy, and literacy in teaching for creativity using simulation
By Cecilia Obi Nja
The purpose of this article was to analyze chemistry teachers’ interest, literacy, self-efficacy, teamwork, and creativity in the use of simulation teaching of concepts in chemistry to enhance students’ creativity skills. A descriptive and exploratory quantitative design was used in the study. The study used 150 serving chemistry teachers from the Calabar education zone public education system. A 29-item questionnaire was employed to gather data from respondents. Independent t-test, regression, and a 2-way analysis of variance were used for data analysis. Results obtained indicated high levels of teachers’ interest, literacy, self-efficacy, and teamwork in the utilization of simulation strategy in teaching chemistry concepts. Results of a 2-way analysis indicated that teachers’ age and years of experience influence teachers’ self-efficacy, teamwork, and creativity. It was recommended among others that serving teachers’ interest in the use of simulation is encouraged to support their learners’ instructional activities in a simulated classroom. Copyright © 2022 Nja, Ukwetang, Orim, Cornelius-Ukpepi and Ndifon.
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