{"id":15816,"date":"2025-08-15T19:18:44","date_gmt":"2025-08-15T18:18:44","guid":{"rendered":"https:\/\/icertpublication.com\/?page_id=15816"},"modified":"2026-03-28T12:18:31","modified_gmt":"2026-03-28T06:48:31","slug":"effects-of-drill-and-practice-instructional-strategy-on-senior-secondary-schools-students-retention-of-electricity-formulae-in-ekiti-state-nigeria","status":"publish","type":"page","link":"https:\/\/icert.org.in\/index.php\/shodh-sari-2\/shodh-sari-an-international-multidisciplinary-journal-vol-02-issue-02-apr-jun-2023-2\/effects-of-drill-and-practice-instructional-strategy-on-senior-secondary-schools-students-retention-of-electricity-formulae-in-ekiti-state-nigeria\/","title":{"rendered":"Effects Of Drill-and-practice Instructional Strategy On Senior Secondary Schools Students\u2019 Retention Of Electricity Formulae In Ekiti State, Nigeria"},"content":{"rendered":"\t\t
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Shodh Sari-An International Multidisciplinary Journal<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Vol-02, Issue-02 (Apr-Jun 2023)<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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An International scholarly\/ academic journal, peer-reviewed\/ refereed journal, ISSN : 2959-1376<\/h5>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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Effects Of Drill-and-practice Instructional Strategy On Senior Secondary Schools Students\u2019 Retention Of Electricity Formulae In Ekiti State, Nigeria \n<\/h4>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Aladejana\u00a0 A. L.\u00a0<\/span>
Department of Science(Physics) Education, School of Science Education,
Bamidele Olumilua University of Education, Science and Technology, Ikere-Ekiti,\u00a0 Ekiti State, Nigeria.<\/span><\/span><\/span><\/span><\/span><\/h2>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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Abstract<\/h6>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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This study was carried out to examine the effects of drill and practice instructional strategy on students\u2019 retention of electricity formulae in senior secondary schools in Ekitit state, Nigeria. Pretest post-test control group quasi experimental research design was adopted. Multistage random sampling technique was used to select one hundred students from four senior secondary schools in of Ekiti State. Physics Retention Test (PRT) was used to collect the data and analysed using ANCOVA statistics at 0.05 level of significance. The findings revealed that there were no significant effects of drill and practice instructional strategy on students\u2019 retention of electricity formulae. Sequel to the findings, recommendations were therefore made that that the policy makers and curriculum planners should not only elucidate on effective conventional teaching method but also incorporate drill and practice instructional strategy due its versatilities among others.<\/span><\/span><\/p>\n

Keywords:<\/i> Formulae, Electricity, Retention Strategy, Drill and Practice<\/span><\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Cite this article<\/h6>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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APA 7th Edition<\/span><\/span><\/span><\/p>

Aladejana A. L. (<\/span>2023). Effects Of Drill-and-practice Instructional Strategy on Senior Secondary Schools Students\u2019 Retention of Electricity Formulae in Ekiti State, Nigeria.\u00a0S<\/span><\/span>hodh Sari-An International Multidisciplinary Journal, 02<\/span>(02), 32\u201340.\u00a0<\/span><\/span><\/span>https:\/\/doi.org\/10.59231\/SARI7572<\/a><\/span><\/span><\/span><\/span><\/span><\/p>

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MLA 9th Edition<\/span><\/span><\/span><\/p>

Aladejana, Alaba Lawrence. \u201cEffects of Drill-and-practice Instructional Strategy on Senior Secondary Schools Students\u2019 Retention of Electricity Formulae in Ekiti State, Nigeria.\u201d\u00a0Shodh Sari-An International Multidisciplinary Journal, vol. 02,<\/span>\u00a0no. 02, Apr. 2023, pp. 32\u201340.\u00a0<\/span><\/span>https:\/\/doi.org\/10.59231\/SARI7572<\/a><\/span>.<\/span><\/span><\/span><\/span><\/p>

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Chicago Style<\/span><\/span><\/span><\/p>

Aladejana, Alaba Lawrence. \u201cEffects Of Drill-and-Practice Instructional Strategy on Senior Secondary Schools Students\u2019 Retention of Electricity Formulae in Ekiti State, Nigeria.\u201d\u00a0Shodh Sari-An International Multidisciplinary Journal 02,<\/span>\u00a0no. 02 (April 17, 2023): 32\u201340.\u00a0<\/span><\/span>https:\/\/doi.org\/10.59231\/SARI7572<\/a><\/span>.<\/span><\/span><\/span><\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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About The Author<\/h6>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Aladejana Alaba Lawrence<\/span>\u00a0was born to the royal family of Aladejana on March 19th, 1983 at Iworoko-Ekiti in Ekiti State of\u00a0 Nigeria. He attended Iworoko Community Primary School between 1988 and 1995, Iworoko Community High School from 1995 to 2001 to obtain First School Leaving Certificate and West Afrrican Senior School Certificate Examination respectively. Later, he proceeded to University of Ado-Ekiti (now Ekiti State University, Ado-Ekiti) Nigeria to obtain Bachelor of Science in Education in\u00a0 Physics\u00a0 from 2004 to 2009 and Diploma in Computer Studies in 2010. Furthermore, he obtained two Master Degrees (Master of Science in Theoretical Physics and Master of Education in Science (Physics) Education in 2016 and 2012 respectively) from University of Ibadan. Currently, he\u2019s rounding up his Ph.D programme at same University. In 2013, he joined the service of College of Education Ikere-Ekit as Assistant Lecturer and rose to the rank of Lecturer I. Presently, he is working with Bamidelele Olumilua University of Education, Science and Technology, Ikere-Ekiti as a lecturer I in the Department of Science (Physics) Education.<\/span><\/span><\/span><\/p>

Furthermore, he has attended and presented papers in international conferences, seminars and workshops within and outside of the country. He has also published several papers in reputable journals. He is happily married to Omolola and the union is blessed with two children ( Samuella and Solomon)<\/span><\/span><\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Impact Statement<\/h6>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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This study was carried out to examine the effects of drill and practice instructional strategy on students\u2019 retention of electricity formulae in senior secondary schools in Ekitit state, Nigeria. Pretest post-test control group quasi experimental research design was adopted. Multistage random sampling technique was used to select one hundred students from four senior secondary schools in of Ekiti State. Physics Retention Test (PRT) was used to collect the data and analysed using ANCOVA statistics at 0.05 level of significance. The findings revealed that there were no significant effects of drill and practice instructional strategy on students\u2019 retention of electricity formulae. Sequel to the findings, recommendations were therefore made that that the policy makers and curriculum planners should not only elucidate on effective conventional teaching method but also incorporate drill and practice instructional strategy due its versatilities among others.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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References<\/h6>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Aladejana, A.L. & Fatoba, O.O (2022). Effects of Drill and Practice Instructional Strategy on Senior Secondary Schools Students\u2019 Mathematical Skills in Physics in Ekiti State, Nigeria. International Journal Education, Psychology and Counseling,7(45), 190-198.<\/span><\/span><\/p>

2. Aladejana, A.L. & Ukoh, E.E. (2022). Effects of Circle The Sage Instructional Strategy on Senior Secondary Schools Students\u2019 Numerical Ability in Physics in Ekiti State, Nigeria. Momentum: Physics Education Journal Education, 6(2), 181-187.<\/span><\/span><\/p>

3. Alaniz-Alvarez, S.A., Cruz-Alaniz, Y. & Nieto-Samaniego, A. (2018). Gender Differences in Retention of Information Shown in Science Video to Adolescents from Mexico. International Journal for Academic Development, (1), 1-12.<\/span><\/span><\/p>

4. Aydo\u011fdu, A. (2018). A Nanotechnology roadmap for the Turkish defense industry. Yay\u0131mlanmam\u0131\u015f Doktora Tezi), Orta Do\u011fu Teknik \u00dcniversitesi, Ankara.<\/span><\/span><\/p>

5. Cuhls, K., Blind, K., & Grupp, H. (2012). Innovations for our future: Delphi\u201998: New foresight on science and technology (13). Springer Science & Business Media.<\/span><\/span><\/p>

6. Eze, T.I., Obidile, J.I. & Otokutu, J.O. (2020). Effect on gender on students academic achievement and retention in auto mechanic technology in technical colleges in deltal state, Nigeria. London Journal of Research in Humanities and Social Sciences, 20(2), 24-32.<\/span><\/span><\/p>

7. Eze, T.I., Onwusa, S.C & Nwaosa, F.I, (2020). Effectiveness of Computer Tutorial Model, Drill and Practice on Students, Achievement and Retention in Fabrication andweilding Technology in Technical Colleges. European Journal of Education Studies, 7(10), 269-283.<\/span><\/span><\/p>

8. Fatoba, O.J. & Aladejana, A.L. (2014). Effects of Gender on Students\u2019 Attitude to Physics in Secondary Schools in Oyo State, Nigeria. European Scientific Journal, 10(7); 399-404.<\/span><\/span><\/p>

9. Federal Ministry of Education (FME, 2009). Senior Secondary School Physics Curriculum. Abuja: NERDC.<\/span><\/span><\/p>

10 Graham, K. (2018). An exploratory study of the perception of guidance counsellors regarding the challenges in encouraging female students to opt for STEM (Science, Technology, Engineering and Mathematics) subjects at post primary level.<\/span><\/span><\/p>

11. Hazari, Z., Sonnert, G., Sadler, P. M., & Shanahan, M. C. (2010). Connecting high school physics experiences, outcome expectations, physics identity, and physics career choice: A gender study. Journal of research in science teaching, 47(8), 978-1003.<\/span><\/span><\/p>

12. Kennedy, A. (2016). Overlords, Vassals, Serfs? How Space Colonies, the Future of the Space Economy and Feudalism Are Connected. In Dissent, Revolution and Liberty Beyond Earth (pp. 189-238). Springer, Cham.<\/span><\/span><\/p>

13. Koskei, S., Itegi, F.M. & Muchanje, P.N.(2020). Effects Gender Roles on Retention Boys in Primary Schools in Kenya. International Journal of Science and Research, 9(9), 503-510.<\/span><\/span><\/p>

14. Mohan, R., Arumugam, R., Haniffa, M.A.B., Mariandaram,S.D. & Haron, A.B. (2018). drill and practice application in teaching science for lower secondary students. International Journal of Education, Psychology and Counselling, 3(7), 100-108.<\/span><\/span><\/p>

15. Petroski, H. (2011). The essential engineer: Why science alone will not solve our global problems. Vintage.<\/span><\/span><\/p>

16. Tella, A. (2011). Motivation and Academic Achievement in Mathematics. Retrieved December 14, 2012 from\u00a0http:\/\/www.minedu.govt.n2\/n2<\/a><\/span><\/span><\/span><\/span><\/p>

17. African Examination Council (2019). Chief Examiners report, Lagos, Nigeria.<\/span><\/span><\/p>

18 West African Examination Council (2020). Chief Examiners\u2019 Report, Lagos, Nigeria.<\/span><\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Shodh Sari-An International Multidisciplinary Journal Vol-02, Issue-02 (Apr-Jun 2023) An International scholarly\/ academic journal, peer-reviewed\/ refereed journal, ISSN : 2959-1376 Effects Of Drill-and-practice Instructional Strategy On Senior Secondary Schools Students\u2019 Retention Of Electricity Formulae In Ekiti State, Nigeria Aladejana\u00a0 A. L.\u00a0Department of Science(Physics) Education, School of Science Education,Bamidele Olumilua University of Education, Science and Technology, […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":15737,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"postBodyCss":"","postBodyMargin":[],"postBodyPadding":[],"postBodyBackground":{"backgroundType":"classic","gradient":""},"site-sidebar-layout":"no-sidebar","site-content-layout":"page-builder","ast-site-content-layout":"full-width-container","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"disabled","ast-breadcrumbs-content":"","ast-featured-img":"disabled","footer-sml-layout":"","theme-transparent-header-meta":"default","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"set","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"class_list":["post-15816","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/pages\/15816","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/comments?post=15816"}],"version-history":[{"count":3,"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/pages\/15816\/revisions"}],"predecessor-version":[{"id":30416,"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/pages\/15816\/revisions\/30416"}],"up":[{"embeddable":true,"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/pages\/15737"}],"wp:attachment":[{"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/media?parent=15816"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}