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Item EFFECTS OF SIMULATED LABORATORY AND ENRICHED LABORATORY GUIDE MATERIAL EXPERIMENTS ON STUDENTS’ LEARNING OUTCOMES IN BASIC SCIENCE IN OYO STATE, NIGERIA(2017-02) OGUNKUNLE, S. J.Basic Science is a core subject at the basic education level in Nigeria. It is taught to lay foundation for future subjects, such as Biology, Chemistry and Physics. Evidence abound that students dislike, fear and therefore fail the senior secondary science subjects due to inadequate exposure to practical works and skills at the basic education level. Previous studies largely focused on factors affecting teaching and learning of Basic Science practical without emphasis on intervention through regular conduct of laboratory experiments in the subject. This study, therefore, determined the effects of Simulated Laboratory (SL) and Enriched Laboratory Guide Material (ELGM) experiments on students’ achievement and acquisition of Science Process Skills (SPS) in Basic Science in Oyo State, Nigeria. The moderating effects of gender and future career interest in science were also examined. Bruner’s constructivist and Kolb’s experiential learning theories provided the framework, while the pretest-posttest control group quasi-experimental design with a 3x2x2 factorial matrix was adopted. Three local government areas were randomly selected from each of Ibadan (Ibadan South-East, Ibadan South-West, Ibadan North) and Oyo (Afijio, Oyo-East, Oyo-West). Six co-educational public secondary schools were purposively selected based on availability of functional computer and science laboratories. Six randomly selected intact classes of junior secondary three students (130 males and 147 females, ±17 years) were randomly assigned to SL (110), ELGM (60) and Conventional (Expository) Laboratory - CEL (107). The instruments used were: Achievement test in Basic Science (r=0.87), Science process skills test in Basic Science (r=0.72) and Future career interest in Science questionnaire (r=0.99). The treatments lasted seven weeks. Data were analysed using Analysis of covariance and Scheffé post-hoc test at 0.05 level of significance. Treatments had significant main effect (F(2,264)=25.88; partial η2=.16) on students’ achievement in Basic Science. Participants in the ELGM group had highest achievement mean score (24.91) followed by CEL (24.77) and SL (19.40). Future career interest in science had significant main effect (F(1,264)=4.08; partial η2=.02) on students’ achievement in Basic Science. Participants in the Science-Related (SR) group had higher achievement mean score (23.87) than Non-Science Related (NSR) group (22.18). Treatments had significant main effect (F(2,264)=25.51; partial η2=.16) on students’ acquisition of SPS in Basic Science. Participants in the SL group had highest SPS mean score (15.00) followed by ELGM (14.66) and CEL (12.59). Future career interest in science had significant main effect (F(1,264)=17.62; partial η2=.06) on students’ acquisition of SPS in Basic Science. Participants in the SR group had higher SPS acquisition mean score (14.81) than NSR (13.36). There was no significant main effect of gender on students’ achievement and acquisition of SPS in Basic Science. There were no significant two-way and three-way interaction effects on students’ achievement and acquisition of SPS in Basic Science. Enriched laboratory guide material experiment was more effective in enhancing achievement while Simulated laboratory experiment was more effective on acquisition of science process skills. The two modes of laboratory experiments should be adopted for improved achievement and acquisition of science process skills in Basic ScienceItem Effects of Two Problem-Solving Instructional Strategies on Students’ Achievement and Science Process Skills in Biology Practical(2013) Ehikhamenor, E. AThe prevailing poor performance of students in biology is linked to their poor involvement in practical activities in biology as well as teachers‘ use of instructional strategies that do not promote acquisition of science process skills. Many earlier studies on problem solving instructional strategies aimed at addressing students‘ poor performance in biology did not involve the students‘ production of instructional materials needed for practical activities. In order to ascertain the effects of problem-solving instructional strategy on students‘ performance, it is useful to conduct a study that involves students using instructional materials they produced themselves. This study, therefore, determined the effects of two problem-solving instructional strategies (Bio Problem-Solving Instructional Strategy which involved the use of produced instructional materials and Gayford Problem-Solving Heuristics) on students‘ achievement and science process skills in biology practical. The study adopted a pretest-posttest control group experimental design with a 3 x 3 x 2 factorial design. The sample consisted of 828 students from nine randomly selected co-educational Senior Secondary Schools from three local government areas in Ibadan. Three schools each were assigned to two experimental and one control groups and the study lasted twelve weeks. The instruments used were: Achievement Test in Biology Practical (r=0.84), Science Process Skills Test (r=0.81), Mental Ability Test (r=0.86, Science Process Skills Assessment Inventory. In addition, Teachers‘ Guide on Problem Solving Instructional Strategy, Teachers‘ Guide on Modified Lecture Method and Guidelines for Evaluating Teachers‘ Performance were used for training teachers. Seven null hypotheses were tested at 0.05 level of significance. Data were analysed using ANCOVA and Pairwise Comparison Post hoc test. There was significant main effect of treatment on students‘ achievement in biology practical (F(2,809) =14.8; p<.05). Students exposed to Bio Problem-solving Instructional Strategy ( =19.7) and Gayford Problem-Solving Heuristics (= 19.7) performed better than those in the Control group (= 17.9) in the Biology Practical achievement test. There was a significant main effect of treatment on science process skills in biology practical F(2,809)=182.4, p<.05. Students exposed to Bio Problem-Solving Instructional Strategy (= 42.8) performed better than those in Gayford Problem-Solving Heuristics (= 33.7) and control group (= 26.6) in science process skills test. Mental ability had significant main effect on students‘ science process skills (F(2,809)= 18.3; p<.05). Students of high mental ability (=37.0) performed better than the medium ability group (= 34.5) and low ability group (= 31.6). The interaction effects of treatment and mental ability on students‘ achievement (F4,809 =4.2; p<.05) and on science process skills, (F(4,809) =5.7; p<.05) were significant. Problem solving instructional strategies improved the performance of the students in biology practical with Bio Problem-Solving Instructional Strategy having more impact on students‘ science process skills in biology as well as providing greater transfer of learning to medium and low ability students. The use of materials produced by the students helped them to gain better understanding of the concepts taught and enhanced their level of acquisition of science process skills in biology. Therefore, teachers should employ problem solving instructional strategy in biology practical lessons.Item Effect of Reflective-Reciprocal Teaching Strategies on Pre-Service Teachers’ Achievement in Integrated Science and Science Process Skills in Nigerian Colleges of Education(2013) Agoro, A. A.The low level of performance of pre-service teachers in Integrated Science has been a recurrent problem in science education. Poor instructional strategies employed by lecturers in colleges of education have been adduced as one of the reasons for this low level of performance in Integrated Science. Previous researches have focused on collaborative teaching and self-regulation strategy without considering opportunity for reflection before, during and after lessons which the Reflective-Reciprocal Peer Tutoring (RRPT) addresses. This study, therefore, determined the effect of Reflective-Reciprocal Teaching (RRT) and Reflective-Reciprocal Peer Tutoring strategies on pre-service science teachers‟ achievement in Integrated Science and Science Process Skills. It also determined the moderating effect of mode of entry and numerical ability on the dependent variables. The pretest-posttest, control group, quasi experimental design with a 3x3x2 factorial matrix was used. Three colleges of education were purposively selected from each of the state and federal colleges in Southwestern Nigeria. One intact class of Nigeria Certificate in Education year two was selected from each of the six colleges making a total of 295 pre-service teachers. Six instruments were developed, namely: Pre-service Teachers‟ Achievement Test (r= 0.85); Pre-Service Teachers‟ Science Process Skills Rating Scale (r=0.82), Pre-Service Teachers‟ Numerical Ability Test (r=0.79); Operational Guides for RRT, RRPT and Modified Conventional Teaching Strategy (r=0.75, 0.72 and 0.77 respectively). Seven hypotheses were tested at 0.05 level of significance. Data were subjected to Analysis of Covariance and Scheffé Post-hoc test. Treatment had a significant effect on pre-service teachers‟ achievement in Integrated Science (F(2,276) = 56.15; p<.05) and science process skills (F(2,276) = 33.53; p< 0.05), Pre-service teachers exposed to RRPT obtained a higher achievement score (x=24.8) than those in the RRT ( x = 21.02) and control group ( x = 18.89). For Science Process skills, the RRT group had a higher achievement score ( x = 57.50) than those in the RRPT ( x = 49.28) and control (x = 47.04) groups. Mode of entry and numerical ability had no significant effect on pre-service teachers‟ achievement in Integrated Science and science process skills. The interaction effects of treatment and mode of entry, treatment and numerical ability, as well as the interaction effect of treatment, mode of entry and numerical ability on pre-service teachers‟ achievement in Integrated Science and science process skills were not significant.The Reflective-Reciprocal Teaching and Reflective-Reciprocal Peer Tutoring strategies enhanced pre-service science teachers‟ achievement in Integrated Science and science process skills. When employed by the teachers of the subject, the two strategies could help pre-service Integrated Science teachers to gain more in achievement and science process skills, enhance their professional development and encourage social interaction in the learning environment. These strategies are therefore, recommended for teaching Integrated Science at the college of education level.