Journal of Education, Teaching and Learning Research

Knowledge, Acceptability, and Utilization of Convenience Foods among Working Mothers in Higher Institutions in Anambra State

2025-07-26T19:13:13+07:00

This study examined the knowledge, Acceptability, and utilization of convenience foods among working mothers in higher institutions in Anambra State, Nigeria. The study was conducted in public universities in Anambra State, Nigeria, using a descriptive survey and ex-post facto design. The population comprised 3,689 working mothers across six government-owned higher institutions, with a sample of 361 selected using multi-stage sampling. A structured questionnaire was used for data collection, validated by experts, and tested for reliability using Cronbach Alpha, which ranged from 0.57 to 0.88. Data were collected face-to-face with assistance from trained research aides. Analysis involved percentages, means, standard deviations, t-tests, with decisions based on a 2.50 mean benchmark and a 0.05 significance level. Out of the 361 respondents, most were married (280), non-teaching staff (239), and aged 36–40 years (81). A majority fell within the middle-income bracket (167). Findings revealed a generally high level of knowledge and utilization of convenience foods, although awareness of health risks was low. The study revealed that working mothers in higher institutions in Anambra State had a high extent of knowledge of convenience foods, except on health implications (mean = 2.46). Twenty-four convenience foods were widely available, except Ofada rice bundle (2.43) and small chop mix (2.41). Significant differences existed in knowledge between teaching and non-teaching mothers (t = 2.226) and in Acceptability of convenience foods between working and non-working mothers (t = 2.092). The study underscores the need for targeted nutritional education to improve informed food choices.

Impact of Think-Pair-Share Instructional Strategy on Secondary School Students’ Academic Retention in Chemistry

2025-08-11T13:50:01+07:00

Background: This study investigates the impact of the Think-Pair-Share (TPS) instructional strategy on secondary school students' academic retention in Chemistry, specifically covering topics such as acids, bases, and acid-base reactions. Objective: This study compares the retention scores of students taught using TPS and those taught using the traditional lecture method. Additionally, the study sought to determine whether there was any significant difference in the retention scores between male and female students taught with TPS. Method: A quasi-experimental design was used in this study, involving 192 senior secondary one (SS1) Chemistry students from a population of 5,714 in Anambra State. Stratified and simple random sampling techniques were employed to select the sample. The Chemistry Retention Test (CRT), validated by experts with a reliability coefficient of 0.81 (using Kuder-Richardson Formula 20), was used for data collection. The data were analysed using mean, standard deviation, and analysis of covariance (ANCOVA) to answer the research questions and test the hypotheses. Result: The findings revealed a significant difference in the mean academic retention scores between students taught Chemistry using the TPS strategy and those taught using the lecture method, with TPS proving more effective. Conclusion: The Think-Pair-Share instructional strategy significantly enhances the academic retention of Chemistry students compared to the traditional lecture method. Furthermore, TPS was shown to benefit both male and female students equally in terms of retention. Contribution: This study contributes to the existing body of knowledge by empirically proving that the Think-Pair-Share strategy improves students' academic retention in Chemistry, surpassing the effectiveness of the traditional lecture method.

Availability and Utilization of Printed Education Resource for Teacher Job Performance in Rural and Urban Technical Colleges in Anambra State, Nigeria

2025-06-11T16:52:31+07:00

The availability and use of printed educational resources are crucial for enhancing teacher performance, especially in technical colleges that focus on practical skills. This study investigates the access to and use of printed educational materials by teachers in rural and urban technical colleges in Anambra State, Nigeria. The objective is to evaluate the availability and utilization of these resources and examine differences between rural and urban colleges. Method: A descriptive survey was conducted with 647 teachers across 15 technical colleges in Anambra State. A random sample of 343 teachers participated. Data were collected using a validated questionnaire and analyzed using Chi-Square and z-tests. Results showed that 25.40% of resources were available in rural colleges, compared to 38.78% in urban colleges. Utilization was higher for some resources, such as registers and workbooks, but lower for others, like dictionaries. Significant differences were observed between rural and urban colleges. The study underscores the need for targeted interventions to improve access to and utilization of resources, particularly in rural colleges. The findings contribute to understanding the disparities in resource availability and inform strategies for equitable resource distribution