Gabriel Chidi Unachukwu
2 Publications in AERD
Author Publications
Export PDFImpacts of cooperative learning and a teacher-directed approach on the reading achievement of socio-economically disadvantaged students
By Kingsley Chinaza Nwosu
Research has documented that socio-economically disadvantaged students (SEDSs) lag behind in reading when compared with their counterparts from privileged backgrounds. Although well-designed instructional interventions could improve students’ reading achievement, what is still unknown is which pedagogical approach could improve the reading of SEDSs especially in the context of a developing nation. We compared the effects of two different approaches that contain metacognitive reading strategies with the conventional teaching method on the reading achievement (comprehension and vocabulary) of students with low socio-economic status. We adopted a non-randomized pretest–posttest control group design. One hundred and twenty-eight students from three community secondary schools participated in the study. Data were collected with a teacher-made reading achievement test. Using the mixed repeated-measures ANOVA, findings indicated no significant differences in their reading achievement across groups, though similar significant improvements were observed within groups. Gender also showed a significant main effect only on the comprehension achievement of the students showing that female students did better than their male counterparts in comprehension achievement. Results did not show a significant interaction effect between gender and method. It was concluded that the students’ reading achievement could be improved in the three approaches. © Instituto Universitário de Ciências Psicológicas, Sociais e da Vida 2024.
Does the association of social media use with problematic internet behaviours predict undergraduate students’ academic procrastination? [L'association de l'utilisation des médias sociaux avec les comportements problématiques sur internet permet-elle de prédire la procrastination académique des étudiants de premier cycle?]
By Kingsley Chinaza Nwosu
Researchers are of the view that students’ attachment to social media may lead to negative consequences such as postponement of their academic work. Yet how social media use is associated with academic procrastination of students is still underexplored. This study ascertained the pathways through which social media use predicted academic procrastination of undergraduate students. The sample size comprised 500 first year students of the Faculty of Education, Nnamdi Azikiwe University, Awka. Path analysis was employed to test the fit of the hypothetical model and show the direction of relationships between the exogenous and endogenous variables. Results showed that the hypothesized model fits the sample data satisfactorily, and Internet addiction predicted academic procrastination more than any other variable. Social media use had no significant direct effects on academic procrastination but indirectly significantly predicted academic procrastination through internet addiction. This implies that social media use may not lead to academic procrastination until it becomes problematic. © 2020, Canadian Network for Innovation in Education. All rights reserved.
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