Science and Mathematics Education

Impact of Joint Improvised Material on Creative-Thinking Originality among mixed ability upper Basic Science students in Makurdi was studied using pre-test post-test quasi-experimental-control group research design. The study was guided by two research questions and corresponding hypotheses. The study's population was made up of 1337 (680 male and 657 female) Upper Basic II government secondary school in Makurdi metropolis. Fifty-two students (22 male & 30 female) constitute the sample size of the study. Hence, this was arrived at using multi stage sampling technique. Torrance Test of Creative Thinking with a reliability coefficient of 0.82 determined by a test-retest method was used for data collection. Data were analyzed using descriptive statistics and two-way Analysis of Covariance (ANCOVA). Findings showed no significant difference in creativethinking originality among mixed ability students taught Basic Science using Joint Improvised Material and those taught using Teacher Improvised Material, F (2, 45) = 1.095; p = .343 > .05. Although, there existed a significant difference in creativethinking originality in favour of those taught using Joint Improvised Material, F (1, 45) = 61.438; p = .000 < .05, no significant difference existed in the students' creative-thinking originality based on gender, F (2, 45) =1.564; ρ =. 220 > .05. Therefore, it was concluded that, enhancing creative-thinking originality among students with different abilities can be achieved without any gender discrepancy by actively involving learners in the improvisation of instructional materials. Thus, Joint Improvisation Approach was recommended for teaching Basic Science in basic schools.

Effect of Collaborative Improvisation on Creative-Thinking Fluency in Basic Science Among Upper Basic Students in Makurdi, Benue State was studied using pre-test post-test quasi-experimental-control group research design. The study was guided by two research questions and corresponding hypotheses. The study's population was made up of 1337 (680 male and 657 female) Upper Basic II government secondary school students in Makurdi metropolis. A multistage sample of 52 (22 male & 30 female) students in two intact classes from two schools was drawn. Torrance Test of Creative Thinking with a reliability coefficient of 0.82 determined by a test-retest method with Pearson Product Moment Correlation was used for data collection. Data were analysed using mean and two-way ANCOVA. Findings showed no significant difference in creative-thinking fluency among mixed ability students taught Basic Science using Collaborative Improvisation approach and those taught using Teacher Improvisation, F (2, 45) = 1.001; p = .375 > .05. Although, there existed a significant difference in creative-thinking fluency in favour of those taught using Collaborative Improvisation, F (1, 45) = 22.534; p = .000 < .05, no significant difference existed in the students' creative-thinking fluency based on gender, F (2, 45) =1.291; ρ =. 285 > .05. Therefore, it was concluded that, enhancing creative-thinking fluency among students with different abilities can be achieved without any gender discrepancy by actively involving learners in the improvisation of instructional materials. Thus, Collaboration Improvisation Approach was recommended for teaching Basic Science in basic schools.

This study determined impact of improvised materials on creative-thinking-abstractness of title in basic science among secondary school students in Makurdi, Benue state. A pre-test post-test quasi-experimental-control group research design was used adopted for the study. The study was guided by two research questions and two hypotheses. The study's population was made up of 1337(680 male and 657 female) Upper Basic two (JSS II) government secondary school students during the 2021/2022) academic session. A multistage sample of 52 (23 male and 29 female) students in two intact classes from two schools was drawn. Torrance Test of Creative Thinking with a reliability coefficient of 0.82 determined by a test-retest method with Pearson Product Moment Correlation was used for data collection. Data were analysed using mean and two-way ANCOVA. Findings showed no significant difference in creative-thinking abstractness of titles among diverse-ability students taught Basic Science using Teacher-Learner Improvised Material and those taught using Teacher Improvised Material, F (2,45) =1.641; p=.205> .05. Although, there existed a significant difference in creative-thinking abstractness of titles in favour of those taught using Teacher-Learner Improvised Material, F (1, 45) = 42.733; p = .000 < .05, no significant difference existed in the students' creative-thinking abstractness of titles based on gender, F (2, 17) =. 982; ρ =. 395 > .05. Therefore, it was concluded that, enhancing creative-thinking abstractness of titles among students with different abilities can be achieved without any gender discrepancy by actively involving learners in the improvisation of instructional materials. Thus, teacher-learner improvisation approach was recommended for teaching Basic Science in basic schools.

This study assessed creative-thinking elaboration among varied-ability upper-Basic Science students using improvisation. A pre-test post-test quasi-experimental-control group research design was used for the study. The study was guided by two research questions and two hypotheses. The study's population was made up of 1337 Upper Basic II students. A multistage sample of 52 students in two intact classes from two schools was drawn. Torrance Test of Creative Thinking with a reliability coefficient of 0.82 determined by a test-retest method with Pearson Product Moment Correlation was used for data collection. Data were analysed using mean and two-way ANCOVA. Findings showed no significant difference in creative-thinking elaboration among varied-ability students taught Basic Science using Teacher-Learner Improvised Material and those taught using Teacher Improvised Material, F (2, 45) = 0.885; p = 0.857 >0.05. Although, there existed a significant difference in creative-thinking elaboration in favour of those taught using Teacher-Learner Improvised Material, F (1, 45) = 63.009; p = 0.000 < .05, no significant difference existed in the students' creative-thinking elaboration based on gender, F (2, 17) = 0.185; ρ = 0.833 > 0.05. Therefore, it was concluded that, enhancing creative-thinking elaboration among students with different abilities can be achieved without any gender discrepancy by actively involving learners in the improvisation of instructional materials. Thus, teacher-learner improvisation approach was recommended for teaching Basic Science in basic schools.

This study investigated the impact of teacher-learner improvised material on creativethinking resistance to premature closure among varied-ability upper-Basic Science students in Makurdi. A pre-test post-test quasi-experimental-control group research design was used for the study. The study was guided by two research questions and two hypotheses. The study's population was made up of 1337 Upper Basic II students. A multistage sample of 52 students in two intact classes from two schools was drawn. Torrance Test of Creative Thinking with a reliability coefficient of 0.82 determined by a test-retest method with Pearson Product Moment Correlation was used for data collection. Data were analysed using mean and twoway ANCOVA. Findings showed no significant difference in the creative-thinking resistance to premature closure among varied-ability students taught Basic Science using Teacher-Learner Improvised Material and those taught using Teacher Improvised Material, F (2, 45) = 1.885; ρ = .164 > .05. Although, there existed a significant difference in creative-thinking resistance to premature closure in favour of those taught using Teacher-Learner Improvised Material, F (1, 45) = 48.058; ρ = .000 < .05, no significant difference existed in the students' creative-thinking resistance to premature closure based on gender, F (2, 16) = .313; ρ = .736 > .05. Therefore, it was concluded that creative-thinking resistance to premature closure among varied ability students can be enhanced without gender discrepancy if learners are actively involved in the improvisation of instructional materials that will boost economic growth, development and stability. Thus, teacher-learner improvisation approach was recommended for teaching Basic Science in basic schools.

This study surveyed entrepreneurship studies' teaching effectiveness in regular universities in Makurdi, Benue State, Nigeria. Two research questions were answered. Out of 12,111 final years (2019/2020) undergraduates from the two regular public universities in Makurdi, a sample of 1,211 was drawn using proportionate random sampling. Entrepreneurship Studies Teaching Questionnaire (ESTQ) with reliability coefficient of 0.83 determined by split-half method with Cronbach alpha statistic was used for data collection. Percentage was used to answer the research questions. Findings revealed that entrepreneurship studies are not effectively taught for entrepreneurial skill acquisition among undergraduates. Thus, over 80% of the entrepreneurial skills earmarked to be acquired by undergraduates through entrepreneurship studies were not taught across faculties and gender. A few of them (less than 10%) were inappropriately taught theoretically. This theoretical teaching is a mere academic exercise, which cannot deliver the intent of the curriculum for engendering skill acquisition of this kind. Worse still, the about 10% that were taught practically is too low to give the expected result. It was therefore recommended that; the University authorities should provide the enabling environment where Entrepreneurship Studies would be practically taught and learnt for entrepreneurial skill acquisition.

This study Surveyed undergraduates' entrepreneurial skill acquisition through entrepreneurship studies in regular universities in Makurdi. Two research questions and two null hypotheses guided the study. Out of 12,111 final year (2019/2020) undergraduates from the two regular public universities in Makurdi, a sample of 1,211 was drawn using proportionate random sampling. Undergraduates Extent of Entrepreneurial Skill Acquisition Questionnaire (UEESAQ) with reliability coefficient of 0.95 determined by split half method using Cronbach alpha statistic was used for data collection. Mean was used to answer the research questions while ANOVA was used to test the null hypotheses at 0.05 level of significance. Findings showed no significant difference in the extent of entrepreneurial skill acquisition among Art, Social Science and Science undergraduates, (F(2,1102) = 2.042; p = 0.130 > 0.05). Likewise, no significant difference in the extent of entrepreneurial skill acquisition among Arts, Social Science and Science undergraduates was found based on gender, (F(2,1102)=.3.528, p= 0.053 > 0.05). Thus, out of the 39 entrepreneurial skills expected to be acquired by undergraduates through entrepreneurship studies, only soap and rope making were lowly acquired across faculties. The rest were not acquired. It was therefore recommended that; the University authorities should ensure that lecturers teach Entrepreneurship Studies practically.

This study investigated the effect of teacher-learner improvised material on creative thinking among varied-ability upper-basic Science students in Makurdi. A pre-test post-test quasiexperimental-control group research design was used for the study. The study was guided by two research questions and two hypotheses. The study's population was made up of 1,337 Upper Basic II students. Multistage sample of 52 students in two intact classes from two schools was drawn. Torrance Test of Creative Thinking with reliability coefficient of 0.82 determined by a test-retest method with Pearson Product Moment Correlation was used for data collection. Data were analysed using mean and two-way ANCOVA. Findings showed no significant difference in the creative thinking level among varied-ability students taught Basic Science using Teacher-Learner Improvised Material and those taught using Teacher Improvised Material (F (2, 45) = 0.703; p = .501 > .05). Although, there existed a significant difference in creative thinking level in favour of those taught using Teacher-Learner Improvised Material (F (1, 45) = 94.168; p = .000 < .05, no significant difference existed in the students' creative thinking level based on gender (F (2, 17) = .948; p = .407 > .05). Therefore, it was concluded that, the level of creative thinking among varied ability students can be enhanced without gender disparity if learners are actively involved in the improvisation of instructional materials. Thus, teacher-learner improvisation approach was recommended for teaching Basic Science in basic schools.

The study examined influence of family background on students' skill acquisition and academic performance in Basic Science. This was due to lack in students' skill acquisition and poor academic performance. A census sample of 144 Basic Science undergraduates, which is same as the 1 population was used for the study. Two research questions and hypotheses guided the study. A valid students' Skill Acquisition Questionnaire (SSAQ) was used for data collection. Mean with cutoff point of 2.50 was used in answering the research questions and hypotheses were tested at 0.05 level of significance using Chi-square. Findings revealed that there is significant influence of family background on students' skill acquisition and academic performance based on grand mean of 2.99, 3.18 and (3) = 25.278, P = 0.00 < 0.05, (3) = 64.278, P = 0.00 < 0.05 respectively. Therefore, parents are recommended to boast their socioeconomic status, appreciate the importance of unity and provide children (students) with relevant equipment and materials for quality attainment of skills acquisition and academic performance in Basic Science.

Effect of teacher-learner improvised material on critical thinking among varied-ability upper-Basic Science students in Makurdi was studied using quasi-experimental design. The study was guided by two research questions and two hypotheses. Out of 1337 Upper Basic II students in the 21 schools under Teaching Service Board-Makurdi, a multistage sample of 52 students was drawn. Critical Thinking Test with reliability coefficient of 0.76 determined using a test-retest method through Pearson Product Moment Correlation was used for data collection. Data were analysed using mean and ANCOVA. Findings showed no significant difference in the critical thinking level among varied-ability students taught Basic Science using Teacher-Learner Improvised Material and those taught using Teacher Improvised Material (F(2, 45) = 2.193; p = .123 > .05). Although, there existed a significant difference in critical thinking level in favour of those taught using Teacher-Learner Improvised Material (F(1, 45) = 135.229; p = .000 < .05), no significant difference existed in the students' critical thinking level based on gender (F(2, 17) = 2.09; p = .154 > .05). Thus, teacher-learner improvisation approach was recommended for teaching science in basic schools.

Effect of creative teaching on creative thinking among different-ability upper-basic science students in Gboko-town was studied using quasi-experimental design. Two research questions and two null hypotheses guided the study. Out of 674 Upper-basic II students in 7 Government Grant Aided schools in Gboko-town, a multistage sample of 70 students was drawn. Torrance Test of Creative Thinking with reliability coefficient of 0.83 determined using a testretest method through Pearson Product Moment Correlation was used for data collection. Data were analysed using mean and ANCOVA. Findings showed no significant difference in the creative thinking level among different-ability students taught Basic Science using Lecture Method and those taught using Creative Teaching F(2, 63) = 0.343, ρ = 0.711 > 0.05. Although, there existed a significant difference in creative thinking level in favour of those taught using creative teaching F(1, 63) = 73.813, p = 0.00 < 0.05, no significant difference existed in the students' creative thinking level based on gender F(2, 28) = 2.920, ρ = 0.070 > 0.05. Thus, Creative Teaching approach was recommended for teaching science in basic schools.

Effect of teacher-learner improvised material on critical thinking among varied-ability upper-Basic Science students in Makurdi was studied using quasi-experimental design. The study was guided by two research questions and two hypotheses. Out of 1337 Upper Basic II students in the 21 schools under Teaching Service Board-Makurdi, a multistage sample of 52 students was drawn. Critical Thinking Test with reliability coefficient of 0.76 determined using a test-retest method through Pearson Product Moment Correlation was used for data collection. Data were analysed using mean and ANCOVA. Findings showed no significant difference in the critical thinking level among varied-ability students taught Basic Science using Teacher-Learner Improvised Material and those taught using Teacher Improvised Material (F(2, 45) = 2.193; p = .123 > .05). Although, there existed a significant difference in critical thinking level in favour of those taught using Teacher-Learner Improvised Material (F(1, 45) = 135.229; p = .000 < .05), no significant difference existed in the students' critical thinking level based on gender (F(2, 17) = 2.09; p = .154 > .05). Thus, teacher-learner improvisation approach was recommended for teaching science in basic schools.

Effect of creative teaching on creative thinking among different-ability upper-basic science students in Gboko-town was studied using quasi-experimental design. Two research questions and two null hypotheses guided the study. Out of 674 Upper-basic II students in 7 Government Grant Aided schools in Gboko-town, a multistage sample of 70 students was drawn. Torrance Test of Creative Thinking with reliability coefficient of 0.83 determined using a testretest method through Pearson Product Moment Correlation was used for data collection. Data were analysed using mean and ANCOVA. Findings showed no significant difference in the creative thinking level among different-ability students taught Basic Science using Lecture Method and those taught using Creative Teaching F(2, 63) = 0.343, ρ = 0.711 > 0.05. Although, there existed a significant difference in creative thinking level in favour of those taught using creative teaching F(1, 63) = 73.813, p = 0.00 < 0.05, no significant difference existed in the students' creative thinking level based on gender F(2, 28) = 2.920, ρ = 0.070 > 0.05. Thus, Creative Teaching approach was recommended for teaching science in basic schools.

This study investigated the effect of teacher-learner improvised material on creative thinking among varied-ability upper-basic Science students in Makurdi. A pre-test post-test quasiexperimental-control group research design was used for the study. The study was guided by two research questions and two hypotheses. The study's population was made up of 1,337 Upper Basic II students. Multistage sample of 52 students in two intact classes from two schools was drawn. Torrance Test of Creative Thinking with reliability coefficient of 0.82 determined by a test-retest method with Pearson Product Moment Correlation was used for data collection. Data were analysed using mean and two-way ANCOVA. Findings showed no significant difference in the creative thinking level among varied-ability students taught Basic Science using Teacher-Learner Improvised Material and those taught using Teacher Improvised Material (F (2, 45) = 0.703; p = .501 > .05). Although, there existed a significant difference in creative thinking level in favour of those taught using Teacher-Learner Improvised Material (F (1, 45) = 94.168; p = .000 < .05, no significant difference existed in the students' creative thinking level based on gender (F (2, 17) = .948; p = .407 > .05). Therefore, it was concluded that, the level of creative thinking among varied ability students can be enhanced without gender disparity if learners are actively involved in the improvisation of instructional materials. Thus, teacher-learner improvisation approach was recommended for teaching Basic Science in basic schools.

This study investigated the effect of creative teaching on critical thinking among differentability upper-basic science students in Gboko-town. Pre-test post-test quasi-experimentalcontrol group research design was used. The study was guided by two research questions and two hypotheses. The population comprised of the 674 Upper-Basic II students in 7 Public coeducational Grant Aided schools in Gboko-town. Multistage sample of 70 students in two intact classes from two schools was drawn. Critical Thinking Test (CTT) with reliability coefficient of 0.84 determined by a test-retest method with Pearson Product Moment Correlation was used for data collection. Data were analysed using mean and two-way ANCOVA. Findings showed no significant difference in the critical thinking level among different-ability students taught Basic Science using Lecture Method and those taught using Creative Teaching F(2, 63) = 1.241, ρ = 0.296 > 0.05. Although, there existed a significant difference in critical thinking level in favour of those taught using Creative Teaching F(1, 63) = 49.890, p = 0.00 < 0.05, no significant difference existed in the students' critical thinking level based on gender F(2, 28) = 2.500, ρ = 2.500 > 0.05. By implication, the level of critical thinking among different-ability students can be enhanced without gender disparity if learners are actively engaged in the Creative Teaching. Thus, Creative Teaching approach was recommended for teaching Basic Science in basic schools.

Effect of Creative-Teaching strategy on abstract creative-thinking skill in basic science was investigated using pretest and posttest quasi experimental research design. Two research questions and two null hypotheses guided the study. A multistage sample of 70 (34 males and 36 females) students was drawn from two intact classes of a population of 674 (356 male and 318 female) students in all government secondary schools (government grant aided schools only) in Gboko, Benue state, during the 2021/2022 academic session. Torrance Test of Creative Thinking instrument with reliability coefficient of 0.83 was used for data collection. The reliability of the instrument was determined using a test-retest method with Pearson Product Moment Correlation statistic. Data were analyzed using mean and Analysis of Covariance (ANCOVA). Findings showed no significant difference in the ACT among varied-ability students within the teaching methods, F (2, 63) = 0.319, ρ (0.728) > 0.05. However, those taught Basic Science using CT exhibited significantly higher ACS than those taught using Lecture Method. F (1, 63) = 39.117, p (0.000) < 0.05. Moreso, no significant difference existed in the students' ACS based on gender F (2, 28) = 0.791, ρ (0.463) > 0.05. It was concluded that abstract creative-thinking skill among varied-ability students was enhanced without gender disparity, if Basic Science is taught using Creative Teaching. Therefore, Creative Teaching was recommended for teaching science at the basic education level.

The effect of Creative-Teaching (CT) on Creative-Thinking-Elaboration (CTE) among different-ability upper-basic science students in Gboko was studied using a pre-test and post-test quasi-experimental design. Two research questions and two null hypotheses guided the study. A multistage sample of 70 students from two schools was drawn out of the 674 in the seven government grant-aided upper-basic schools in Gboko Town for the study. Torrance Test of Creative Thinking with a reliability coefficient of 0.83 determined using a test-retest method with Pearson Product Moment Correlation statistic was used for data collection. Data were analysed using mean and ANCOVA. Findings showed no significant difference in the CTE among different-ability students within the teaching methods, F (2, 63) = 0.355, ρ (0.703) > 0.05. However, those taught Basic Science using CT exhibited significantly higher CTE than those in the Lecture Method, F (1, 63) = 52.588, p (0.000) < 0.05. No significant difference existed in the students' CTE based on gender, F (2, 63) = 0.017, ρ (0.983) > 0.05. Based on the findings, it was concluded that CT enhances students' CTE without gender bias and is therefore recommended for teaching science at basic schools.