Assessing the Extent of Utilization of Digital Technology by Lecturers of the Department of Science Education, Akwa Ibom State University, Ikot Akpaden
European journal of theoretical and applied sciences, May 1, 2024
This study undertook an assessment of the impact of Dunning-Kruger effect on Secondary School sci... more This study undertook an assessment of the impact of Dunning-Kruger effect on Secondary School science teachers in Akwa Ibom North West Senatorial District of Nigeria. The study adopted the Ex-post facto designand equally utilized the Multi-Stage Sampling Technique. A sample size of hundred science teachers and three hundred students, selected from ten out of eighty seven public secondary schools was used for the study. Three research questions and one hypothesis guided the study. The instrument for data collection consisted of a 20 items Science Teacher's Competency Questionnaire and a Physics Pedagogy Checklist. The instruments were validated by two experts in physics and measurement and evaluation for face and content validity. The reliability of the instrument was determined using Cronbach Alfa, which yielded a satisfactory reliability coefficient of 0.87. Data was analysed using descriptive statistics and t-test. Findings showed that non-physics specialist teachers rated themselves very highly on their competencies in physics teaching, indicating a Dunning-Kruger effect. The result also revealed that students taught by specialist physics teachers outperformed their counterparts taught by non-specialist physics teachers. In view of the findings, the following recommendations were made among others. That only specialist science teachers should be allowed to teach specific science subjects. There should be continuous appraisal of science teachers on their level of competencies as a quality assurance mechanism. All schools should have mediational tools to assist incompetent science teachers.
This study undertook an assessment of the impact of Dunning-Kruger effect on Secondary
School sc... more This study undertook an assessment of the impact of Dunning-Kruger effect on Secondary School science teachers in Akwa Ibom North West Senatorial District of Nigeria. The study adopted the Ex-post facto design and equally utilized the Multi-Stage Sampling Technique. A sample size of hundred science teachers and three hundred students, selected from ten out of eighty seven public secondary schools was used for the study. Three research questions and one hypothesis guided the study. The instrument for data collection consisted of a 20 items Science Teacher’s Competency Questionnaire and a Physics Pedagogy Checklist. The instruments were validated by two experts in physics and measurement and evaluation for face and content validity. The reliability of the instrument was determined using Cronbach Alfa, which yielded a satisfactory reliability coefficient of 0.87. Data was analysed using descriptive statistics and t-test. Findings showed that non- physics specialist teachers rated themselves very highly on their competencies in physics teaching, indicating a Dunning –Kruger effect. The result also revealed that students taught by specialist physics teachers outperformed their counterparts taught by non-specialist physics teachers. In view of the findings, the following recommendations were made among others. That only specialist science teachers should be allowed to teach specific science subjects. There should be continuous appraisal of science teachers on their level of competencies as a quality assurance mechanism. All schools should have mediational tools to assist incompetent science teachers. Keywords: Dunning –Kruger Effect, Science Teacher’s Competencies
This study assessed the efficacy of the deployment of ethno-science in the teaching and learning ... more This study assessed the efficacy of the deployment of ethno-science in the teaching and learning of difficult concepts in Basic Science at Junior Secondary three level of education in Akwa Ibom North-West Senatorial District of Nigeria. The study used the Quasi-Experimental with pretest post test non-randomized-control group design. A sample size of three hundred students and six teachers teaching Basic Science in the selected schools were utilized for the study. An ethno science teachers rating scale (ESTRS) and Basic Science achievement test (BASAT) were developed by the researcher and used for data collection. The instruments were face and content validated by experts in both curriculum and instruction as well as measurement and evaluation. The BASAT was trial-tested on 40 students and the reliability index was 0.85 calculated using Kuda Richardson 20 (KR – 20). The findings of the study revealed that student in the experimental group outperformed their counterparts in the control group in the achievement test. Based on the findings, it was recommended among others, that teachers should be encouraged to use ethno-science in teaching Basic Science at the Junior Secondary School level of education as this promoted meaningful learning.
DURU Chukwudi M., UKO Patrick J., & UTIBE Uduak J., 2024
The study determined the effectiveness of DNA animation, improvised model and realia in enhancing... more The study determined the effectiveness of DNA animation, improvised model and realia in enhancing students' performance based on gender when used to teach the concept of DNA in biology in secondary schools in Akwa Ibom State. To achieve the purpose of the study, three research questions and three hypotheses were formulated to guide the study. The quasi experimental research design was adopted and the study was carried out in the three senatorial districts (Uyo, Ikot Ekpene and Eket) in Akwa Ibom State. Population of the study consisted of all the 51,843 students with males accounting for 22,260 and females 29,583 of Senior Secondary Two (SS2) students. A sample size of 879 senior secondary II students drawn from 18 schools in their intact classes through multi stage sampling technique was used for the study. DNA unit test (DNAUT) was used as instrument for data collection. The instrument was duly validated and subjected to reliability analysis using Kuder Richardson 20 (K-R20). The result showed reliability coefficient of 0.83 and was deemed appropriate for the main study. Descriptive statistics of mean and standard deviation were used in answering the research questions while analysis of covariance was used in testing the hypotheses at 0.05 alpha level. From the results of the analyses carried out, the findings showed that there was a significant difference in students' academic performance when taught animation, improvised model and realia in the concept of DNA based on gender than their control group counterparts in Biology. From the findings, it was concluded that students taught with realia instructional material had better academic performance followed by animation and improvised model on the part of the students based on gender.
The study determined the effect of DNA animation, improvised model and realia in enhancing studen... more The study determined the effect of DNA animation, improvised model and realia in enhancing students' performance based on school location when used to teach the concept of DNA in Biology in secondary schools in Akwa Ibom State. To achieve the purpose of the study, three research questions and three hypotheses were formulated to guide the study. The quasi experimental research design was adopted and the study was carried out in the three senatorial districts (Uyo, Ikot Ekpene and Eket) in Akwa Ibom State. Population of the study consisted of all the 51,843 students with males accounting for 22,260 and females 29,583 of Senior Secondary Two (SS2) students. A sample size of 879 senior secondary II students drawn from 18 schools in their intact classes through multi stage sampling technique was used for the study. DNA unit test (DNAUT) was used as instrument for data collection. The instrument was duly validated and subjected to reliability analysis using Kuder Richardson 20 (K-R20). The result showed a reliability coefficient of 0.83 and was deemed appropriate for the main study. Descriptive statistics of mean and standard deviation were used in answering the research questions while analysis of covariance was used in testing the hypotheses at 0.05 alpha level. From the results of the analyses carried out, the findings showed that there was a significant difference in students' academic performance when taught using animation, improvised model and realia in the concept of DNA based on school location than their control group counterparts in Biology. From the findings, it was concluded that students taught with realia instructional material had better academic performance followed by animation and improvised model on the part of the students based on school location.
This study undertook an assessment of the impact of Dunning-Kruger Effect on Secondary school sci... more This study undertook an assessment of the impact of Dunning-Kruger Effect on Secondary school science teachers in Akwa Ibom North West senatorial district of Nigeria. The study adopted the Ex- post facts design and equally utilized the multi-stage sampling technique.
The study determined the effectiveness of DNA animation, improvised model and realia in enhancing... more The study determined the effectiveness of DNA animation, improvised model and realia in enhancing students’ performance based on gender when used to teach the concept of DNA in biology in secondary schools in Akwa Ibom State. To achieve the purpose of the study, three research questions and three hypotheses were formulated to guide the study. The quasi experimental research design was adopted and the study was carried out in the three senatorial districts (Uyo, Ikot Ekpene and Eket) in Akwa Ibom State. Population of the study consisted of all the 51,843 students with males accounting for 22,260 and females 29,583 of Senior Secondary Two (SS2) students. A sample size of 879 senior secondary II students drawn from 18 schools in their intact classes through multi stage sampling technique was used for the study. DNA unit test (DNAUT) was used as instrument for data collection. The instrument was duly validated and subjected to reliability analysis using Kuder Richardson 20 (K-R20). The result showed reliability coefficient of 0.83 and was deemed appropriate for the main study. Descriptive statistics of mean and standard deviation were used in answering the research questions while analysis of covariance was used in testing the hypotheses at 0.05 alpha level. From the results of the analyses carried out, the findings showed that there was a significant difference in students’ academic performance when taught animation, improvised model and realia in the concept of DNA based on gender than their control group counterparts in Biology. From the findings, it was concluded that students taught with realia instructional material had better academic performance followed by animation and improvised model on the part of the students based on gender.
This study determines the effect of guided-discovery and expository instructional methods on Seni... more This study determines the effect of guided-discovery and expository instructional methods on Senior Secondary students' academic achievement in Physics in Ikot Abasi, Akwa Ibom State, Nigeria. The design was a quasi-experiment using pretest and posttest non randomized groups. The population comprised all the Senior Secondary two Physics students of the 2022/2023 session in the public secondary schools. In all, a sample of 182 students (90 in the first and 92 in the second experimental groups) was selected for the study. Purposive sampling technique was used to select the schools. Physics Achievement Test on Waves (PATW) was the instrument used for data collection with reliability index of 0.85. The instrument was validated by experts consisting of Physics and Research, Measurement and Evaluation lecturers from Akwa Ibom State University and a Physics teacher in one of the selected schools. Two different teaching packages were prepared and used in the teaching of Waves. Data were analyzed using mean and standard deviation while Analysis of Covariance (ANCOVA) was used in testing the research hypotheses at a 0.05 level of significance. The findings showed a significant difference between the mean achievement scores of Physics students when taught waves using guided-discovery and expository instructional methods. It recommended guideddiscovery and expository instructional methods in teaching waves to Physics students.
International Journal of Innovative Business Strategies, 2019
The study sought to appraise the perception of science teachers' towards the implementation of en... more The study sought to appraise the perception of science teachers' towards the implementation of entrepreneurial science education, the effects on individual students, society and the way forward in public secondary schools in Akwa Ibom State, Nigeria. The study adopted the survey research design. The population for the study were all science teachers in the 243 public secondary schools in the state. A sample size of two hundred and ten (210) was used. Three research questions were raised to guide the study. The instrument for data collection was the researchers developed questionnaire titled "Science Teachers Perceived Factors Hindering the Implementation of Entrepreneurial Science Education and its Influence on Individual Student and Society Questionnaire" (STEPFHIESES). Data collected were analysed using mean and standard deviation. The findings of the study revealed that there are perceived significant factors hindering the implementation of entrepreneurial science education in public secondary schools in Akwa Ibom State, as well as negative effects on individual student and society, and that all the respondents agreed that the perceived strategies by science teachers should be adopted by the stake holders to improve the quality of science education curriculum for entrepreneurship. Based on the findings, recommendations were made among others, that entrepreneurial based education curriculum should be developed by stake holders in education and the implementations by science teachers ensured, having realized its importance in building the nation's economy and the development of self-reliant individuals. • Provision of variety of job opportunities: Venturing into entrepreneurship should create jobs, in business form. This implies
This study investigated the performances of students' in National Examinations Council senior sch... more This study investigated the performances of students' in National Examinations Council senior school certificate examination mathematics in NORTH-CENTRAL NIGERIA. A total of two million valid results were collated for the zone and analyzed for states in the zone. Already validated results of NECO for 2000 to 2009 were used for the study. The study identified the distributions of results into the total number of valid results released for each state; number of students passed and failed percentage performances and ranking of the states according to their performances. Three research questions guided the conduct of the study. Results showed that Kogi state had the highest number of valid results released while FCT had the least. Kwara state had the highest percentage performance and ranked the 1st position while FCT had the lowest percentage performance (below 28%) and ranked the least position (7th) Based on this result, the study recommended among other things that more, qualified mathematics teachers should be employed as a matter of urgency in FCT, Plateau, Niger and Nasarawa states to increase the workforce aimed at improving the teaching/learning of mathematics in these states with a corresponding improved students' performance in public examinations; Mathematics teachers in Kwara, Benue and Kogi states need to be commended and encouraged to put in more effort to sustain and improve on the present performance level.
Assessing the Extent of Utilization of Digital Technology by Lecturers of the Department of Science Education, Akwa Ibom State University, Ikot Akpaden
European journal of theoretical and applied sciences, May 1, 2024
This study undertook an assessment of the impact of Dunning-Kruger effect on Secondary School sci... more This study undertook an assessment of the impact of Dunning-Kruger effect on Secondary School science teachers in Akwa Ibom North West Senatorial District of Nigeria. The study adopted the Ex-post facto designand equally utilized the Multi-Stage Sampling Technique. A sample size of hundred science teachers and three hundred students, selected from ten out of eighty seven public secondary schools was used for the study. Three research questions and one hypothesis guided the study. The instrument for data collection consisted of a 20 items Science Teacher's Competency Questionnaire and a Physics Pedagogy Checklist. The instruments were validated by two experts in physics and measurement and evaluation for face and content validity. The reliability of the instrument was determined using Cronbach Alfa, which yielded a satisfactory reliability coefficient of 0.87. Data was analysed using descriptive statistics and t-test. Findings showed that non-physics specialist teachers rated themselves very highly on their competencies in physics teaching, indicating a Dunning-Kruger effect. The result also revealed that students taught by specialist physics teachers outperformed their counterparts taught by non-specialist physics teachers. In view of the findings, the following recommendations were made among others. That only specialist science teachers should be allowed to teach specific science subjects. There should be continuous appraisal of science teachers on their level of competencies as a quality assurance mechanism. All schools should have mediational tools to assist incompetent science teachers.
This study undertook an assessment of the impact of Dunning-Kruger effect on Secondary
School sc... more This study undertook an assessment of the impact of Dunning-Kruger effect on Secondary School science teachers in Akwa Ibom North West Senatorial District of Nigeria. The study adopted the Ex-post facto design and equally utilized the Multi-Stage Sampling Technique. A sample size of hundred science teachers and three hundred students, selected from ten out of eighty seven public secondary schools was used for the study. Three research questions and one hypothesis guided the study. The instrument for data collection consisted of a 20 items Science Teacher’s Competency Questionnaire and a Physics Pedagogy Checklist. The instruments were validated by two experts in physics and measurement and evaluation for face and content validity. The reliability of the instrument was determined using Cronbach Alfa, which yielded a satisfactory reliability coefficient of 0.87. Data was analysed using descriptive statistics and t-test. Findings showed that non- physics specialist teachers rated themselves very highly on their competencies in physics teaching, indicating a Dunning –Kruger effect. The result also revealed that students taught by specialist physics teachers outperformed their counterparts taught by non-specialist physics teachers. In view of the findings, the following recommendations were made among others. That only specialist science teachers should be allowed to teach specific science subjects. There should be continuous appraisal of science teachers on their level of competencies as a quality assurance mechanism. All schools should have mediational tools to assist incompetent science teachers. Keywords: Dunning –Kruger Effect, Science Teacher’s Competencies
This study assessed the efficacy of the deployment of ethno-science in the teaching and learning ... more This study assessed the efficacy of the deployment of ethno-science in the teaching and learning of difficult concepts in Basic Science at Junior Secondary three level of education in Akwa Ibom North-West Senatorial District of Nigeria. The study used the Quasi-Experimental with pretest post test non-randomized-control group design. A sample size of three hundred students and six teachers teaching Basic Science in the selected schools were utilized for the study. An ethno science teachers rating scale (ESTRS) and Basic Science achievement test (BASAT) were developed by the researcher and used for data collection. The instruments were face and content validated by experts in both curriculum and instruction as well as measurement and evaluation. The BASAT was trial-tested on 40 students and the reliability index was 0.85 calculated using Kuda Richardson 20 (KR – 20). The findings of the study revealed that student in the experimental group outperformed their counterparts in the control group in the achievement test. Based on the findings, it was recommended among others, that teachers should be encouraged to use ethno-science in teaching Basic Science at the Junior Secondary School level of education as this promoted meaningful learning.
DURU Chukwudi M., UKO Patrick J., & UTIBE Uduak J., 2024
The study determined the effectiveness of DNA animation, improvised model and realia in enhancing... more The study determined the effectiveness of DNA animation, improvised model and realia in enhancing students' performance based on gender when used to teach the concept of DNA in biology in secondary schools in Akwa Ibom State. To achieve the purpose of the study, three research questions and three hypotheses were formulated to guide the study. The quasi experimental research design was adopted and the study was carried out in the three senatorial districts (Uyo, Ikot Ekpene and Eket) in Akwa Ibom State. Population of the study consisted of all the 51,843 students with males accounting for 22,260 and females 29,583 of Senior Secondary Two (SS2) students. A sample size of 879 senior secondary II students drawn from 18 schools in their intact classes through multi stage sampling technique was used for the study. DNA unit test (DNAUT) was used as instrument for data collection. The instrument was duly validated and subjected to reliability analysis using Kuder Richardson 20 (K-R20). The result showed reliability coefficient of 0.83 and was deemed appropriate for the main study. Descriptive statistics of mean and standard deviation were used in answering the research questions while analysis of covariance was used in testing the hypotheses at 0.05 alpha level. From the results of the analyses carried out, the findings showed that there was a significant difference in students' academic performance when taught animation, improvised model and realia in the concept of DNA based on gender than their control group counterparts in Biology. From the findings, it was concluded that students taught with realia instructional material had better academic performance followed by animation and improvised model on the part of the students based on gender.
The study determined the effect of DNA animation, improvised model and realia in enhancing studen... more The study determined the effect of DNA animation, improvised model and realia in enhancing students' performance based on school location when used to teach the concept of DNA in Biology in secondary schools in Akwa Ibom State. To achieve the purpose of the study, three research questions and three hypotheses were formulated to guide the study. The quasi experimental research design was adopted and the study was carried out in the three senatorial districts (Uyo, Ikot Ekpene and Eket) in Akwa Ibom State. Population of the study consisted of all the 51,843 students with males accounting for 22,260 and females 29,583 of Senior Secondary Two (SS2) students. A sample size of 879 senior secondary II students drawn from 18 schools in their intact classes through multi stage sampling technique was used for the study. DNA unit test (DNAUT) was used as instrument for data collection. The instrument was duly validated and subjected to reliability analysis using Kuder Richardson 20 (K-R20). The result showed a reliability coefficient of 0.83 and was deemed appropriate for the main study. Descriptive statistics of mean and standard deviation were used in answering the research questions while analysis of covariance was used in testing the hypotheses at 0.05 alpha level. From the results of the analyses carried out, the findings showed that there was a significant difference in students' academic performance when taught using animation, improvised model and realia in the concept of DNA based on school location than their control group counterparts in Biology. From the findings, it was concluded that students taught with realia instructional material had better academic performance followed by animation and improvised model on the part of the students based on school location.
This study undertook an assessment of the impact of Dunning-Kruger Effect on Secondary school sci... more This study undertook an assessment of the impact of Dunning-Kruger Effect on Secondary school science teachers in Akwa Ibom North West senatorial district of Nigeria. The study adopted the Ex- post facts design and equally utilized the multi-stage sampling technique.
The study determined the effectiveness of DNA animation, improvised model and realia in enhancing... more The study determined the effectiveness of DNA animation, improvised model and realia in enhancing students’ performance based on gender when used to teach the concept of DNA in biology in secondary schools in Akwa Ibom State. To achieve the purpose of the study, three research questions and three hypotheses were formulated to guide the study. The quasi experimental research design was adopted and the study was carried out in the three senatorial districts (Uyo, Ikot Ekpene and Eket) in Akwa Ibom State. Population of the study consisted of all the 51,843 students with males accounting for 22,260 and females 29,583 of Senior Secondary Two (SS2) students. A sample size of 879 senior secondary II students drawn from 18 schools in their intact classes through multi stage sampling technique was used for the study. DNA unit test (DNAUT) was used as instrument for data collection. The instrument was duly validated and subjected to reliability analysis using Kuder Richardson 20 (K-R20). The result showed reliability coefficient of 0.83 and was deemed appropriate for the main study. Descriptive statistics of mean and standard deviation were used in answering the research questions while analysis of covariance was used in testing the hypotheses at 0.05 alpha level. From the results of the analyses carried out, the findings showed that there was a significant difference in students’ academic performance when taught animation, improvised model and realia in the concept of DNA based on gender than their control group counterparts in Biology. From the findings, it was concluded that students taught with realia instructional material had better academic performance followed by animation and improvised model on the part of the students based on gender.
This study determines the effect of guided-discovery and expository instructional methods on Seni... more This study determines the effect of guided-discovery and expository instructional methods on Senior Secondary students' academic achievement in Physics in Ikot Abasi, Akwa Ibom State, Nigeria. The design was a quasi-experiment using pretest and posttest non randomized groups. The population comprised all the Senior Secondary two Physics students of the 2022/2023 session in the public secondary schools. In all, a sample of 182 students (90 in the first and 92 in the second experimental groups) was selected for the study. Purposive sampling technique was used to select the schools. Physics Achievement Test on Waves (PATW) was the instrument used for data collection with reliability index of 0.85. The instrument was validated by experts consisting of Physics and Research, Measurement and Evaluation lecturers from Akwa Ibom State University and a Physics teacher in one of the selected schools. Two different teaching packages were prepared and used in the teaching of Waves. Data were analyzed using mean and standard deviation while Analysis of Covariance (ANCOVA) was used in testing the research hypotheses at a 0.05 level of significance. The findings showed a significant difference between the mean achievement scores of Physics students when taught waves using guided-discovery and expository instructional methods. It recommended guideddiscovery and expository instructional methods in teaching waves to Physics students.
International Journal of Innovative Business Strategies, 2019
The study sought to appraise the perception of science teachers' towards the implementation of en... more The study sought to appraise the perception of science teachers' towards the implementation of entrepreneurial science education, the effects on individual students, society and the way forward in public secondary schools in Akwa Ibom State, Nigeria. The study adopted the survey research design. The population for the study were all science teachers in the 243 public secondary schools in the state. A sample size of two hundred and ten (210) was used. Three research questions were raised to guide the study. The instrument for data collection was the researchers developed questionnaire titled "Science Teachers Perceived Factors Hindering the Implementation of Entrepreneurial Science Education and its Influence on Individual Student and Society Questionnaire" (STEPFHIESES). Data collected were analysed using mean and standard deviation. The findings of the study revealed that there are perceived significant factors hindering the implementation of entrepreneurial science education in public secondary schools in Akwa Ibom State, as well as negative effects on individual student and society, and that all the respondents agreed that the perceived strategies by science teachers should be adopted by the stake holders to improve the quality of science education curriculum for entrepreneurship. Based on the findings, recommendations were made among others, that entrepreneurial based education curriculum should be developed by stake holders in education and the implementations by science teachers ensured, having realized its importance in building the nation's economy and the development of self-reliant individuals. • Provision of variety of job opportunities: Venturing into entrepreneurship should create jobs, in business form. This implies
This study investigated the performances of students' in National Examinations Council senior sch... more This study investigated the performances of students' in National Examinations Council senior school certificate examination mathematics in NORTH-CENTRAL NIGERIA. A total of two million valid results were collated for the zone and analyzed for states in the zone. Already validated results of NECO for 2000 to 2009 were used for the study. The study identified the distributions of results into the total number of valid results released for each state; number of students passed and failed percentage performances and ranking of the states according to their performances. Three research questions guided the conduct of the study. Results showed that Kogi state had the highest number of valid results released while FCT had the least. Kwara state had the highest percentage performance and ranked the 1st position while FCT had the lowest percentage performance (below 28%) and ranked the least position (7th) Based on this result, the study recommended among other things that more, qualified mathematics teachers should be employed as a matter of urgency in FCT, Plateau, Niger and Nasarawa states to increase the workforce aimed at improving the teaching/learning of mathematics in these states with a corresponding improved students' performance in public examinations; Mathematics teachers in Kwara, Benue and Kogi states need to be commended and encouraged to put in more effort to sustain and improve on the present performance level.
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Papers by Patrick J. Uko
School science teachers in Akwa Ibom North West Senatorial District of Nigeria. The study
adopted the Ex-post facto design and equally utilized the Multi-Stage Sampling Technique. A
sample size of hundred science teachers and three hundred students, selected from ten out of
eighty seven public secondary schools was used for the study. Three research questions and
one hypothesis guided the study. The instrument for data collection consisted of a 20 items
Science Teacher’s Competency Questionnaire and a Physics Pedagogy Checklist. The
instruments were validated by two experts in physics and measurement and evaluation for face
and content validity. The reliability of the instrument was determined using Cronbach Alfa,
which yielded a satisfactory reliability coefficient of 0.87. Data was analysed using descriptive
statistics and t-test. Findings showed that non- physics specialist teachers rated themselves
very highly on their competencies in physics teaching, indicating a Dunning –Kruger effect.
The result also revealed that students taught by specialist physics teachers outperformed their
counterparts taught by non-specialist physics teachers. In view of the findings, the following
recommendations were made among others. That only specialist science teachers should be
allowed to teach specific science subjects. There should be continuous appraisal of science
teachers on their level of competencies as a quality assurance mechanism. All schools should
have mediational tools to assist incompetent science teachers.
Keywords: Dunning –Kruger Effect, Science Teacher’s Competencies
Keywords: ethno science, efficacy, learning, difficult concepts, Basic Science.
School science teachers in Akwa Ibom North West Senatorial District of Nigeria. The study
adopted the Ex-post facto design and equally utilized the Multi-Stage Sampling Technique. A
sample size of hundred science teachers and three hundred students, selected from ten out of
eighty seven public secondary schools was used for the study. Three research questions and
one hypothesis guided the study. The instrument for data collection consisted of a 20 items
Science Teacher’s Competency Questionnaire and a Physics Pedagogy Checklist. The
instruments were validated by two experts in physics and measurement and evaluation for face
and content validity. The reliability of the instrument was determined using Cronbach Alfa,
which yielded a satisfactory reliability coefficient of 0.87. Data was analysed using descriptive
statistics and t-test. Findings showed that non- physics specialist teachers rated themselves
very highly on their competencies in physics teaching, indicating a Dunning –Kruger effect.
The result also revealed that students taught by specialist physics teachers outperformed their
counterparts taught by non-specialist physics teachers. In view of the findings, the following
recommendations were made among others. That only specialist science teachers should be
allowed to teach specific science subjects. There should be continuous appraisal of science
teachers on their level of competencies as a quality assurance mechanism. All schools should
have mediational tools to assist incompetent science teachers.
Keywords: Dunning –Kruger Effect, Science Teacher’s Competencies
Keywords: ethno science, efficacy, learning, difficult concepts, Basic Science.