International journal of Education Research Review <p><strong>International Journal of Education Research Review</strong> is an official journal<strong> of Institute of Education, Enugu State University of Science and Technology, Enugu</strong>. The International Journal operate open access peer review system that seeks to bridge and integrate the intellectual, methodological, and substantive diversity of educational scholarship, and to encourage a vigorous dialogue between teachers, counselors, supervisors, administrators, curriculum planners, and educational researchers. The Journal publish high quality original research, reviews, perspectives, case studies, theoretical statements, philosophical arguments, and critical syntheses in all areas of education. The Journal among other things seek to:</p> en-US (Dr. Emeka Ugwuegede) (K-Injo Team, Kobia Data Limited) Wed, 08 Dec 2021 10:45:48 +0000 OJS 60 CHALLENGES MILITATING AGAINST EFFECTIVE BIOLOGY STUDENTS’ READING CULTURE IN NIGERIA. <p><em>Adequate knowledge of Biology is vital in such disciplines as medicine, pharmacy, agriculture, nursing among others. Furthermore, Biology graduates play significant roles in national development, for instance, teaching/lecturing students, human over-population control / family planning, environmental pollution control, diseases control, carrying out Biological researches, writing of Biology textbooks among others. Despite the importance of Biology graduates in nation building, researchers have found out that annually the achievement of Biology students during WASSCE (West African Senior Secondary Certificate Examination, National Examination Council (NECO) and General Certificate in Education (GCE) is low and some of the causes of poor achievement of Biology students in these external examinations include inadequate numbers of trained Biology teachers, inadequate resources for teaching/learning Biology, poorly equipped Biology laboratories for conduction or practical, poor reading culture of Biology students in Nigeria among others. Reading of books is a basic life skill as well as cornerstone of students’ success in school examination and throughout life hence reading of books by students and other people is indispensable for the development of our nation Nigeria and other countries in the world. Reading culture is a process of building positive attitude of reading textbooks especially Biology textbooks over a period of time by students or any other persons. However, the reading culture of Nigerian students is very poor when compared with that of students in other countries of the world. The challenges / problems which cause&nbsp; this poor books’ reading culture among Nigerian students are the students’ non-challant attitude of reading other books apart from the recommended textbooks which they read in order to pass their examinations. Some students&nbsp; do not have the interest of reading novels, magazines, newspapers and other recreational materials in order to improve their reading habits. Other challenges militating against effective books’ reading culture among Nigerian students are inadequate library resources in some schools, lack of libraries resources in some schools, watching of home video syndrome, excessive use of mobile phones, non-integration of library time in the school programmes, lack of academic competition among students, high cost of textbooks, get rich-quick syndrome among others. In view of the identified challenges, the following recommendations are made to includes integration of library time into the school&nbsp; programmes, building of libraries in all schools, employment of adequate numbers of librarians, provision of relevant and currents textbooks in the libraries for students to read, proper orientation of the students’ parents on the importance of encouraging their children and wards to read their books to minimize excessive watching of home videos. Parents should stop their children from being addicted to their mobile phones as well as discourage them from too much internet trend especially browsing of non-academic programmes where they learn about crimes, violent acts and other sexually – immorality activities which will predispose them to immoral acts and possibly destroy their academic pursuit.</em></p> Associate Professor Nwachukwu Josephine Chinelo (Ph.D) Copyright (c) 2021 Associate Professor Nwachukwu Josephine Chinelo (Ph.D) Tue, 30 Nov 2021 00:00:00 +0000 EFFECT OF CHESS BOARD GAME APPROACH ON STUDENTS’ ACHIEVEMENT IN MATHEMATICS IN ENUGU EDUCATION ZONE OF ENUGU STATE <p><em>The Study investigated effect of Chess Board Game (CBG) approach on Achievement in Mathematics among Junior Secondary School One (JSS 1) Students. The area of study was Enugu Education Zone of Enugu State. Two research questions and Two hypotheses guided the Study. The design of the Study was a pretest – posttest, non – equivalent control research design.&nbsp; The sample for the Study was 270 JSS 1 students drawn from two co – educational Secondary Schools in Enugu Education Zone of Enugu State. A total of 6 intact classes were used for the study. Mathematics Achievement Test (MAT)was validated by three experts – two in mathematics education and one in measurement and evaluation. Item analysis was conducted for the 30 items after face validation and 27 survived finally.The reliability of MAT was found using Pearson Product Moment Correlation (PPMC) which yielded a reliability index of .80.MAT was administered at pretest and posttest.The experimental group was taught selected mathematics topics using Chess Board Game approach, while the control group was taught the same topics using expository method. Data on achievement was collected using MAT.The research questions were answered with Adjusted Mean and Standard Deviation, while the hypotheses were tested using ANCOVA at 0.05 level of significance. Findings revealed that CBG approach improved considerably Students’ achievement in mathematics. Furthermore, Chess Board Game approach was also found to have differential impact on achievement of male and female students in mathematics in favour of the male students. This is because the computed F – value (12.018) at 0.001 is less than 0.05 level of significance set for the study.Based on the results of the Study,two recommendations were made.Thus, Mathematics educators involved in curriculum development should restructure the mathematics syllabus and textual materials to make them leisure activity based so as to entice the students. </em></p> Simon Nwachukwu AMADI, Ismail Yemi ADEDAPO, Dr. Sunday OGBU Copyright (c) 2021 Simon Nwachukwu AMADI, Ismail Yemi ADEDAPO, Dr. Sunday OGBU Tue, 30 Nov 2021 00:00:00 +0000 VALUES RE-ORIENTATION IN SECONDARY SCHOOLS FOR SUSTAINABLE NATIONAL DEVELOPMENT IN NIGERIA. <p><em>This paper portrays the place of values reorientation in sustainable national development. The authors argue that in values reorientation, secondary school students should be the target because they are said to be the future leaders. The concept of values and value system are examined in the paper. Nigerian core values are also discussed stressing that the core values are progressively being eroded in modern Nigeria. The collapse of Nigerian values has ushered in negative values that have adversely affected sustainable national development. The teaching of values education in secondary schools should be strengthened because of its relevance to values reorientation. The contents of values education and the subjects with potential for values reorientation are discussed in the paper. Values reorientation is a joint responsibility of the home, school, church and society because the decay in the value system constitutes a threat to everybody. Recommendations are made among of which is that the nation’s leaders should lead and live by example. </em></p> Professor Ig O Nwangwu Ph.D , Ngozi S Onoyima, Fidelia Chinyelugo Agada Ph.D Copyright (c) 2021 Professor Ig. O. Nwangwu, Ph.D. , Ngozi S. Onoyima, Fidelia Chinyelugo Agada. Ph.D. Tue, 30 Nov 2021 00:00:00 +0000 EFFECT OF LANGUAGE LABORATORY ON STUDENTS’ PERFORMANCE IN ENGLISH LANGUAGE IN SECONDARY SCHOOLS IN ENUGU EDUCATION ZONE <p><em>The study was designed to investigate the effects of using language laboratory on students’ academic achievement in English Language in secondary schools in Enugu Education zone. The researcher adopted a non-equivalent quasi-experimental design. The population for the study was all the 5,113 SS 2 students in Enugu Education zone. A sample of 240 SS 2 students was drawn from the three secondary schools used; one intact class was then sampled using simple random sampling technique. One intact class was assigned to the Experimental Group I, and the other intact class was assigned to the group II taught without simulation. The two groups were taught using the language laboratory and using English textbooks. One research question and one hypothesis guided the study. Relevant data for the study were collected using English Language Achievement Test (ELAT). The instrument was face validated. The reliability of the instrument was determined using Kuder Richardson 20 which was 0.86. Research question was answered using mean and standard deviations while hypothesis was tested using Analysis of Covariance (ANCOVA). It was found that the use of language laboratory in teaching English language in secondary schools in Enugu Education zone was found to be better than teaching with only English texts. Teaching without language laboratory had no significant influence on students’ achievement in English language in secondary schools. Based on the findings of the study, the researcher recommended among others that the use of language laboratory be adopted for use in teaching English language</em></p> Ebuoh Mercillina Mmachinyere Phd Copyright (c) 2021 Ebuoh, Mercillina Mmachinyere Phd Tue, 30 Nov 2021 00:00:00 +0000 INFLUENCE OF SCHOOL ENVIRONMENT ON THE ACADEMIC PERFORMANCE OF STUDENTS IN PUBLIC SECONDARY SCHOOLS IN ENUGU STATE <p><em>The study focused on the influence of school environment on the academic performance of students of public secondary schools in Enugu State. The study was guided by three research questions and three null hypotheses. The study covered 314 secondary schools in Enugu State. The population of the study comprised 9529 teachers and 18,019 SSII students in Enugu Education zones. 5 % of the population of teachers which is 477 and 5% of the population of SSII students which is 901 were used as respondents of the study. Thus, a sample size of 1378 respondents were used for the study. Proportionate stratified random sampling technique was employed to sample 1378 respondents from the area of the study. Descriptive survey research design was used for the study. A researcher developed questionnaire validated by three experts was used. The final reliability index of the instrument using Cronbach Alpha reliability formular is 0.90. Mean and standard deviation were used to provide answers to the three research questions while t-test statistics at 0.05 level of significance was used to test the three null hypotheses. A review of empirical studies was carried out to guide the researcher into previous studies in the area and also to provide the researcher with theoretical base. A 38 item questionnaire was used to get information from the respondents. The findings revealed that school location, teacher quality, school facility influences students’ academic performance. It was equally found out that there is no significant difference between the mean opinion scores of teachers and students on the extent to which school location influences students’ academic performance in secondary schools in Enugu State. Based on the above, it was recommended that government and communities should ensure that students have access to schools located near the area of their residence. It was also recommended that teachers should be trained and retrained to meet up with the global trend in education. Again, government and stakeholders should provide schools with functional facilities to help teachers and students to be more effective.&nbsp; </em></p> Ifeoma B Igweani Copyright (c) 2021 Ifeoma B. Igweani Tue, 30 Nov 2021 00:00:00 +0000