EFFECT OF FIELD-BASED INSTRUCTIONAL STRATEGY ON UPPER BASIC STUDENTS' ACHIEVEMENT AND RETENTION IN BASIC SCIENCE IN A GLOBALLY DEPRESSED ECONOMY IN BENUE STATE NIGERIA (original) (raw)
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Online Journal by League of Educational Researchers International (LERI), 2020
The study investigated effects of two innovative instructional delivery strategies on junior secondary school students’ achievement in Basic Science and Technology. The population comprised 3050 JSII students in 41 public co-educational junior secondary schools in Karu LGA of Nasarawa state made up of 1701 male students and 1349 female students. A quasi-experimental pre-test, posttest non-equivalent group research design was employed as design and without a control group. Through multi-stage random sampling, 2 intact JSII classes were selected with sample size of 121. Using balloting, one of the classes was assigned as experimental group taught using sensory stimulation strategy and the other with inquiry strategy. The instrument used for data collection was Basic Science and Technology Achievement Test (BSTAT) with a reliability coefficient of BSTAT is 0.82 analyzed using Spearman Brown rank order correlation. Two research questions were formulated with corresponding hypotheses and were tested at 0.05 level of significance for the study. Data collected were analyzed using mean, standard deviation and ANCOVA statistics. The study revealed significantly higher achievement for students taught Basic Science and Technology concepts using sensory stimulation as against those taught using inquiry strategies. Though male students achieved higher than their female counterparts when taught using sensory stimulation strategy, the difference is not significant. It is recommended that teachers of Basic Science and Technology should adopt sensory stimulation strategy in their instructional delivery approach. The multiple appeals to students’ senses by sensory stimulation strategy tends to make learning pleasurable and supports meta-cognitive processes which aids easy remembering, reduces agitation and increases alertness during learning.
The study investigated the effects of three teaching methods on primary school pupils' achievement and interest in two selected environmental topics in Basic Science. Two of the methods, field trip and role play were used as experimental while the remaining one, lecture method was used as a control. The study was carried out in Anambra state of Nigeria. Four hundred and sixty (460) basic science pupils in primary six composed the sample for the study. Two research questions and two hypotheses were posed to guide the conduct of the research. Two instruments, an achievement test and interest inventory with reliability coefficient of internal consistency of 0.92 and 0.79 respectively were used to collect data. Data were analyzed using mean, standard deviation and ANCOVA. Results showed that there was not much difference in the mean achievement scores of pupils taught with field trip method and those taught with role play (15.27 and 15.28 respectively). However, the group taught with lecture had the least mean score (15.14). The post-interest mean scores of the three groups showed that pupils taught with field trip had the highest mean interest (57.17) followed by those taught with role play (56.28) while the least mean interest was recorded by those taught with lecture method. The results of the study also showed that there could be high interest without a corresponding high achievement in science concepts. Based on these findings, it was recommended that teachers should de-emphasize lecture method and concentrate on methods that will involve active participation by the children. In addition, teachers should employ methods that will give the children the opportunity to explore their environment.
ATBU Journal of Science, Technology and Education, 2017
The study investigated the Effect of Problem-Solving Instructional Method on Upper Basic Two Students’ Interest in Basic Science in Makurdi, Benue State. Two research questions were raised and two null hypotheses were formulated and tested at 0.05 level of significance. The design for the study was a quasi-experimental research design. The sample size for the study was made up of 137 upper Basic two students. Purposive and random sampling techniques were adopted in selecting the required sample. The instrument Basic Science Interest Inventory (BSII) of r =0.89 was used for data collection. Research questions were answered using descriptive statistics of mean and standard deviations while Analysis of Co-variance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The findings revealed that, there was a significant difference in the mean interest ratings of students taught Basic Science using Problem-Solving Instructional Method and those taught using Conventional ...
International Journal of Science and Technology Education Research
This study determined the effect of two teaching methods (demonstration and discussion) on student's retention of Agricultural Science knowledge in secondary schools of Bauchi metropolis. The study was guided by two research questions based on the specific objectives and three null hypotheses, tested at 0.05 level of significance. The pretest-posttest control group quasi-experimental design was employed. All the students from three intact SS II classes were used; one class each from three randomly selected schools. A 20 item multiple choice achievement test was administered to the two treatment groups before and after the treatment and the scores so obtained were analyzed by mean, standard deviation and t-test. The findings revealed that both the two teaching methods have significant effect on student's retention of Agricultural Science knowledge. Demonstration method was found to be more effective in making the students to remember Agricultural Science knowledge. It was therefore recommended that the demonstration method be used with confidence to teach Agriculture Science in Bauchi State secondary schools.
Fostering achievement and retention in basic science using simulation and demonstration strategies
The study investigated the better strategy to use in fostering achievement and retention in Basic Science considering simulation and demonstration strategies. The study also compared the achievement as well as the retention of female and male students in basic science when exposed to simulation strategy. The research region is Kogi State's Ankpa Education Zone. A multistage sampling strategy was used to choose 120 Basic II students from four schools in the research region. The study used a quasi-experimental design. Data were analyzed using means and standard deviations, while ANCOVA was utilized to test the hypotheses. The study's results indicated that students taught using the simulation technique achieved considerably better mean achievement and retention scores in Basic Science than students taught using the demonstration strategy. Additionally, no significant difference in mean achievement scores between male and female students taught utilizing the simulation teaching technique was discovered. The research demonstrates a substantial difference in the mean retention scores of male and female students in Basic Science who are taught utilizing a simulation technique. Following the findings, it was suggested that Science teachers should use simulation strategy for the teaching of various topics in Basic Science to improve students' achievement in Basic Science.
Effects of Experiential Teaching Method on Pupils' Achievement in Basic Science and Technology
This study explored the effects of experiential teaching method on pupils' academic achievement in basic Science and Technology. The study adopted a pretest, post-test, non equivalent control group design. Two research questions and two null hypotheses guided the study. A total of 426 pupils from 6 intact classes participated in the study. Three intact classes were assigned to treatment group, while the other three intact classes were assigned to control group. The treatment group was taught Basic Science and Technology (BST) using experiential teaching method, while the control group was taught the same topics using the conventional teaching method. A Basic Science and Technology Achievement Test (BSAT) was used for data collection. Research questions were answered using adjusted mean while the hypotheses were tested at 95% confidence level using the Analysis of Co-variance (ANCOVA). The results revealed that there was a significant difference between pupils taught basic science and technology using experiential teaching method and those taught BST using the conventional (traditional) teaching method. The experiential teaching method proved to be more facilitative. Finally, it was found that there was no interaction effect between method and gender on pupils' achievement in basic science and technology.
Journal of Education and Practice, 2017
The study compared the effects of inquiry-based and field-trip instructional strategies on primary school pupils’ performance in basic science in Ekiti State, Nigeria. It examined the effect of the instructional strategies on the pupils’ attitude to basic science in the study area and investigated the effect of the strategies on pupils’ retention of basic science concepts. These were with a view to determining a better way of improving the performance, attitude and retention ability of pupils in basic science.The study employed pre-test post-test control group quasi experimental research design. The population consisted of all private primary school pupils in Ado-Ekiti, Ekiti State. The sample was made up of three intact primary III pupils. One Local Government Area (LGA) was selected from the State using simple random sampling technique; sixty (60) private primary three pupils from three (3) intact classes of 20 pupils from three primary schools which were purposively selected fro...
This study examined the effects of peer collaboration instructional strategy on students' achievement in basic science among Upper Basic 2 in Makurdi Local Government Area of Benue State. The study employed non-equivalent group pre-test-post-test quasi experimental design. The population of the study was 638 upper basic school levels. The sample for this study was 128 students from six coeducational schools within Makurdi Local Government Area of Benue State. Two research questions and two hypotheses guided the study. The instrument used for data collection was Basic Science Achievement Test (BSAT), and was trial tested using Kuder-Richardson (K-R, 20) formula to determine the reliability coefficient of BSAT which was found to be 0.99. Descriptive statistics of means and standard deviation were used to answer all the research questions and inferential statistics of Analysis of Covariance (ANCOVA) was used to test all the hypotheses at 0.05 significant level. The results of the study showed that, Peer Collaboration Learning Strategy enhanced students' achievement in Basic Science better than Demonstration method. There is a significant difference between the mean achievement scores of students taught basic science using peer collaborative learning strategy and those taught using demonstration method. There was no significant difference between the mean achievement scores of male and female students taught basic science using peer-collaborative learning strategy. Basic science teachers should not only use peer collaborative strategy to teach the students the subject matter but should also allow them to interact with one another, so that they (students) can take charge of how they can learn. This can foster confidence in the students and enhance their achievement in basic science.
Teaching and learning of Basic Science in a Recessed Economy
Basic science occupies a significant position in Nigeria education system at the basic level since it is the first science subject a child is exposed to. Consequently, the need for effective teaching of the subject to ensure a sound foundation in science for the achievement of expected scientific and technological breakthrough becomes imperative. It is also noteworthy that advancement in knowledge of science has led to improved health, housing, agriculture, energy, environment, urbanization and global climate change. These benefits of scientific literacy account for why nations the world over accord science teaching and learning in all levels of education a primary focus in terms of funding. Unfortunately, in Nigeria, funding of education has not received its deserved attention going by the single digit budgetary allocation given to the sector by successive administrations. This disturbing trend is worsened by the dwindling economic situation in the country with different sectors of the economy including education feeling the heat.The present unfortunate economic situation has further depleted the funds available for teaching and learning of sciences in schools. This situation presents some challenges to quality teaching and learning of basic science. These challenges include; incessant industrial actions, poor commitment from science teachers arising from lack of motivation as their salaries are not paid regularly, inadequate in-service training, increased number of school dropouts due to lack of finance, poor infrastructural facilities, lack of funds to purchase science/laboratory facilities and equipment resulting in poor teaching and learning of science among others. As a way forward, this paper recommends among others that, budgetary allocation to education should to increased, expensive instructional materials should be shared between neighboring institutions. Also, costly educational facilities like science laboratory equipment and workshops should be shared by different science teachers, while educational institutions should encourage their science teachers to teach science without laboratory by deploying computer assisted instruction where programmed softwarescan be used to teach science with high level of precision.